Significance of eLearning at Sunway University: A perspective from Art and Design Students

Online learning platforms give a great opportunity for various types of learners with different learning abilities to learn at their own pace anytime, anywhere and at any cost. Some of the most common online platforms are Moodle, Blackboard and Virtual Learning Environment (VLE). Each platform has its own impact to the learners. It can be a positive or negative impact depending on the content of the subject matter, layout, design and user friendliness of the course site. However, online platforms can be significant for many learners but not for all. This paper studies the significance of using Blackboard (known as eLearn at Sunway University) in teaching and learning at Department of Art and Design, Sunway University. 79 students at this department had participated in the survey and given their feedback on using eLearn and about 74.7% of them are local students and the rest are international students. Teaching mathematics online can be different from history; teaching spiritual values can be different from science. However, all online teachings and learnings have something in common. There are some factors that make the online facilitators rise and fall at times. This paper also discovers learners’ expectation for a better eLearn experience

Just in Time: The Beyond-the-Hype Potential of E-Learning

Based on a year of conversations with more than 100 leading thinkers, practitioners, and entrepreneurs, this report explores the state of e-learning and the potential it offers across all sectors of our economy -- far beyond the confines of formal education. Whether you're a leader, worker in the trenches, or just a curious learner, imagine being able to access exactly what you need, when you need it, in a format that's quick and easy to digest and apply. Much of this is now possible and within the next decade, just-in-time learning will likely become pervasive.This report aims to inspire you to consider how e-learning could change the way you, your staff, and the people you serve transfer knowledge and adapt over time

Learning strategies

105 p.Libro ElectrónicoChanging technology, changing business models, changing workforce demographics and the rise of online, on-demand knowledge are challenging corporations’ approaches to workplace learning and training. Learning Strategies is a non-commercial, vendor-neutral collection of case studies from senior learning executives in global corporations and government agencies.Table of Contents Learning Strategies Elliott Masie 4 What Makes a Successful Learning Strategy? Nigel Paine, MASIE Learning Fellow 5 CIA’s Learning Strategy: Focusing Out on the Organization We Serve Bob Baker, Central Intelligence Agency 20 The Strategy of Managing Change Lisa Pedrogo, CNN 29 Building the Case for a Learning Strategy Ruben Bonales, Waste Management, Inc 42 Learning Strategy at Shell: 2 Parts, 3 Pathways & 3 Horizons Willem Manders, Shell 48 Putting the Strategy Back into a Learning Strategy Keith Dunbar, Defense Intelligence Agency 60 Making a Strategic Learning Portfolio the Heart of any Learning Strategy Terry M Farmer and Evan Ishida, Eaton Corporation 68 Setting Learning Strategy: Technology is Key When You Use it Well Mike Cuffe, Farmers Insurance Group 83 The Dynamic Strategy Relies on Insight -­‐ Not Planning Peter Hallard, Lloyds Banking Group 91 On Learning Strategies An Interview with Elliott Masi

Transitioning the classroom: The shift towards blended and flipped learning

© 2017 International Business Information Management Association IBIMA. All Rights Reserved. The predominant focus of eLearning information systems remains distance delivery and the blending of this distance education within the classroom. Comparatively, little work has been (or is being) undertaken to advance the use of technologies (eLearning) within the ‘classroom only’ situation as eLearning is not solely for distance education. Designing effective technologically founded, educational learning that addresses the specific needs of class-based tertiary teaching is the main contribution of this article. Having online content that actively engages students both inside and outside the classroom can only occur following the critical evaluation of the modes of content selection and delivery. Furthermore, perfecting facilitator choices into the future about what technology and content used in which capacity, including whether it is online or face-to-face, would inevitably be valuable to both the learner and the teacher

E-learning Environments, Opportunities and Challenges in Teaching and Learning to Play the Piano in Student Teacher Education

Peer reviewe

Perceptions and experiences of live-in carers : why acknowledging versus neglecting personal identity matters for job satisfaction and well-being

For some older people and their families, live-in care offers a way of continuing to live independently at home in their local community. While research in the care industry has consistently highlighted the effects of caring on workers, little research has specifically explored the experiences of live-in carers. The current study examines the ways in which live-in carers construct their role, the different challenges they face and the strategies they use to mitigate them. Semi-structured interviews were carried out with 21 live-in carers in the United Kingdom and the data were analysed using thematic analysis. The findings suggest that carers perceive their role as complex and characterised by a heavy workload and tiredness. Participants emphasised the variability which was introduced to the role as a function of the quality of agency support, the character and condition of the client, and the carer's relationships with the client's family. Participants’ accounts reflected an acknowledgement of the need to orient and respond constantly to the needs and routine of the client. While this orientation was recognised as necessary for effectively fulfilling the demands of the role, it was also linked to feelings of dislocation and loss of identity. Drawing on understandings of personal and social identity, the implications of these findings for the psychological wellbeing of live-in carers and organisational support are discussed

Flipped classroom. A case study of Estonian basic school EFL classes

The aim of the study was to determine the efficiency of using classroom and home flipped environment in Estonian basic school EFL classes. Flipped Classroom methodology has been in the centre of discussion in recent years for it provides a combination of learning theories that have been thought to be incompatible. There may be tasks in language learning and teaching that need passive absorption of predefined knowledge; on the other hand, learners are changing and new technology is a natural part of the surrounding environment from as early as pre-school and kindergarten which has changed the concepts of education. Learning and teaching process is more effective, when learners are participating actively using their creativity in knowledge and skills construction and when learning goals are determined by the learners. When planning learning process it is vital that the chosen strategy would cause learning and in the centre of it were an active learner. The thesis consists of two chapters. In the first chapter background information on Computer Assisted Learning, Blended Learning and Flipped Classroom Methodology is provided and the benefits and difficulties in implementing the Flipped Classroom Methodology in EFL classes are discussed. Guidelines for implementing the Flipped Classroom methodology are provided and some case studies are discussed. In the second chapter a case study conducted on implementing the Flipped Classroom Methodology in EFL classroom is discussed and the methodology of the study is provided. The activities created for the case study, the process of implementing them and other activities in lessons are discussed, qualitative data analysis is used, the reflections on the process and experience is provided. The results of the survey are reviewed and followed by a discussion and conclusion.http://www.ester.ee/record=b4582709*es

Memories, material culture, and methodology: employing multiple filmic formats, forms, and informal archives in anthropological research among Zimbabwean migrant women

This dissertation offers two components: the first, a written thesis, is focused on memories, material culture, and methodology in the representation of female Zimbabwean migrants in Cape Town, South Africa. The second component comprises four films, which utilize multiple unconventional methodological approaches including split-screen presentation, found footage filmmaking, and combined film and digital footage in order to contribute to knowledge of the long-term transnational migrant experience through a sensory examination of memories and material culture in both South Africa and Zimbabwe. Since gaining independence in 1980, Zimbabwe has faced many challenges as the result of poor economic and political decisions carried out by recently ousted former President Robert Mugabe and his ZANU-PF political party, amplified by international sanctions and corruption. The problems within Zimbabwe have led to approximately 25% of its population leaving the country, many of whom have migrated to Zimbabwe’s long-time ally South Africa. This mass movement of people has resulted in profound effects upon the region as many Zimbabweans arrive in an unwelcoming South African society and face multiple challenges including obtaining work permits and jobs, and are often the victims of xenophobic verbal and physical abuse, with multiple reports revealing that 90% or more of these migrants remitted to family members in Zimbabwe who were dependent upon remittances for survival (von Burgsdorff, 2012:15). Through my engagement with traditional ethnographic research methods, unconventional visual research methods, and working with informal archives, such as found 8mm footage, Super 8mm footage, and YouTube videos I have spent four years researching the crossroads of memories and material culture in Zimbabwe and South Africa. I produced four films to accompany this written thesis, each of which emerged from sustained analysis of my material, reflections upon the form and content, and gathering feedback from my interlocutors during and after the assembly of each film. In addition to contributing to an understanding of the role memories and material culture serve in the lives of the women with whom I worked to produce this work, this dissertation seeks to provide new ways to envision an engagement with visual media to convey the complexity of migrants’ daily lives

Technological innovation and change in the university

It is by now common knowledge that one of the aspects upon which the survival of the University depends is how it will make the best possible use of the new technologies (e-learning). Despite the acceptance of this principle, difficulties arise when one attempts to proceed from the mere declaration to actually planning activities and putting them into effect. This research, the result of collaboration between teachers and researchers of the Educational Science and Engineering Faculties of the University of Florence, focuses on certain theoretical concepts and reference apparatus, bringing international literature to bear on the specific case of Italy. [english version]It is by now common knowledge that one of the aspects upon which the survival of the University depends is how it will make the best possible use of the new technologies (e-learning). Despite the acceptance of this principle, difficulties arise when one attempts to proceed from the mere declaration to actually planning activities and putting them into effect. This research, the result of collaboration between teachers and researchers of the Educational Science and Engineering Faculties of the University of Florence, focuses on certain theoretical concepts and reference apparatus, bringing international literature to bear on the specific case of Italy. [english version