Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)

The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic

Less than/more than: Issues associated with high-impact online teaching and learning

The increased presence of online education in higher education in the United States continues to challenge educators in their perceptions of teaching and learning experiences in virtual environments. While critiques of online education typically focus on its “less than” shortcomings, this literature review encourages educators to take a “more than” approach when providing institutional support. Online education provides beneficial outcomes for faculty, students, and administration when viewed for its potential in providing innovative teaching and learning. The financial challenges involved in providing these practices are addressed to justify investment in faculty effort, organizational support and professional development, and equitable student support

Using Multimedia Instructional Materials in MIS Classrooms: A Tutorial

Instructors typically communicate technical concepts to information systems (IS) students via lectures and textbooks. In some cases, instructors supplement this traditional approach with written case studies and projects. In this tutorial, we present a non-traditional approach that could be used to communicate technical, as well as non-technical, concepts to IS students - use of multimedia instructional materials. This article also provides practical advice on how to adapt and implement pedagogy that includes multimedia instructional materials in MIS classrooms. The instructional materials include multimedia case studies that communicate concepts such as choosing appropriate operating systems for specific purposes; understanding Internet and satellite technologies; and decision support and expert systems used to solve real-world problems. The purpose of this article is to present a step-by-step tutorial on using multimedia instructional materials in a typical IS class

FDTL voices : drawing from learning and teaching projects

This publication draws on insights and experiences from individuals and teams within learning and teaching development projects in higher education. It considers lessons learnt from the processes, outcomes and tangible outputs of the projects across the spectrum of the FDTL initiative, with the intention that colleagues can draw on and benefit from this experience. The overriding theme at the heart of every FDTL project has been the desire to achieve some form of positive and meaningful change at the level of the individual, institution or discipline. The continuing legacy of the programme has been to create wider community involvement as projects have engaged with the higher education sector on multiple levels - personal, institutional, practice, and policy. This publication has remained throughout a collaborative endeavour, supported by Academy colleagues. It is based around the four themes emerging from the initiative as a whole: • Sectoral/Organisational Change • Conceptual Change • Professional and Personal Development Partnership and • Project Managemen

Campus News March 20, 1998

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How can we educate future forensic scientists?

Over the past two decades, in particular, the field of forensic science has experienced a significant development bringing this ever-evolving field to the public’s attention. Forensic science education has undergone a rapid expansion in the number of courses and the number of students enrolling. This literature review aims to research the past 20 years of literature to understand what education is and has been for science as well as looking into future techniques and learning tools that may be useful for the future 20 years in particular for the future of forensic education. In science education, the classic didactic lecture and inquiry-based learning has transitioned to more technological and hands-on approaches like active lectures, practical learning, virtual reality, online learning, and problem-based learning. Literature around forensic education is very minimal with virtual reality, gamification, and online learning being the approaches commonly mentioned as the new way forward

Jumping through \u27loops\u27: A reflective study on preparing generalist pre-service teachers to teach music

Generalist classroom teachers are being given more responsibility for music education in their schools. How confident and competent are they to do this? I find myself in a position where I am expected to train pre-service generalist teachers to be able to facilitate music in their future classrooms within one unit of music study over a four year general bachelor of education course. This paper is a self study on how I reflect on and describe the methods and the tools that I have used to try to both encourage and empower pre-service teachers to facilitate musical activities in their classrooms. I have structured this study in way that I hope to be engaging, informative and accessible to the general educator as well as to the specialist (Sword, 2009). I begin with my planning and delivery of content and follow with an example of tutorial presentations. Here I explain how the pedagogical content moves from acoustic to digital music using the concept of loops (repeated passages of sounds) as scaffolding for musical participation and expression. Finally, I conclude with future directions for my journey in the role of music education in generalist pre-service teaching

E-learning for transformation? : a grounded theory investigation of the student and staff experience in two educational programmes at the University of Malta

E-learning has become a mainstream feature in Higher Education. It is no longer restricted to the innovative practice of pioneer educators. But how are students and staff experiencing this change?This research used the Grounded Theory methodology. Two courses at the University of Malta were selected as case studies: one being a fully online course, the other adopting a hybrid approach. Extensive data were gathered through semi-structured interviews with students and lecturers. All the data were systematically analysed using established Grounded Theory methods, including constant comparison, coding and memoing, enabling the researcher to construct a conceptual model from the student and staff experience in e-learning.The thesis argues that e-learning, defined in this study as that learning facilitated online through network technologies, can be employed to support a range of pedagogies from knowledge-transmission or ‘banking education’ (Freire, 1970) methodologies to critical constructivist teaching and learning approaches. The latter, through the dialogic affordances of e-learning, allows students and educators to be engaged in critical discussion, the co-construction of knowledge and praxis. A theoretical model is presented which identifies key factors that contribute to effective e-learning in Higher Education. This model is original in that it shows how e-learning can be used to help a learning community achieve two interrelated Higher Educational objectives. First, through e-learning, students can gain the knowledge and skills required to function efficiently in society. Second, students can become conscious of and, possibly act against, the underlying social processes that work counter to the democratisation process