Rapid English Language Courseware for the New Primary School Curriculum: An Evaluation

When the Ministry of Education of Malaysia launched the Learning- With-Computers Project in 1989, concerned educators felt that there was an acute shortage of local curriculum-related courseware. At this juncture, a pioneer courseware company, produced its first New Primary School Curriculum (NPSC) series, popularly known as RAPID Educational Courseware. The series comprises three major subjects : Bahasa Malaysia, English Language and Mathematics. Because the courseware was new, it was not clear to what extent it confonns to the instructional goals and objectives of the NPSC. It was also not known whether students who used the courseware acquired better skills than those who did not. In view of the urgency to provide such feedback, this evaluation study, which focussed on one major subject i.e. English Language, was conducted. The study aims to suggest guidelines for overall improvement of the design and use of the RAPID English Language Courseware (abbreviated RELC (NPSC)); henceforth indirectly encouraging the production of better courseware. The study employed both formal and informal evaluation. The latter focussed on content and design analysis of the courseware, and the former involved an effectiveness experiment which compared the language improvement of two groups of primary students. One group used the RELC (NPSC) in the computer laboratory, and another followed the tuition class

Time for action! ICT integration in formal education : key findings from a region-wide follow-up monitor

This paper is a report on the key findings of a region-wide monitoring study conducted in Dutch-speaking schools in Belgium. First, we elaborate on the building blocks of the instrument, which has been updated and improved since its first deployment in 2007. In particular we focus on the core indicators, along with the multi-actor approach, the sample design and the ways in which new phenomena such as media literacy and gaming have been operationalized. Secondly, we highlight the main trends and patterns within pre-school, primary and secondary education. The first descriptive analyses show quite disappointing results with regard to ICT use at the micro level and the available infrastructure, while headmasters, teachers and pupils reported positive perceptions of different aspects of ICT integration. These results indicate an urgent need to take appropriate action. Therefore, the final part of the paper examines how ICT integration could be improved via structural changes and appropriate policymaking with regard to budgeting, teacher training and the particular role of ICT coordinators in schools

Learning 21st century science in context with mobile technologies

The paper describes a project to support personal inquiry learning with handheld and desktop technology between formal and informal settings. It presents a trial of the technology and learning across a school classroom, sports hall, and library. The main aim of the study was to incorporate inquiry learning activities within an extended school science environment in order to investigate opportunities for technological mediations and to extract initial recommendations for the design of mobile technology to link inquiry learning across different contexts. A critical incident analysis was carried out to identify learning breakdowns and breakthroughs that led to design implications. The main findings are the opportunities that a combination of mobile and fixed technology bring to: manage the formation of groups, display live visualisations of student and teacher data on a shared screen to facilitate motivation and personal relevance, incorporate broader technical support, provide context-specific guidance on the sequence, reasons and aims of learning activities, offer opportunities to micro-sites for reflection and learning in the field, to explicitly support appropriation of data within inquiry and show the relation between specific activities and the general inquiry process

Safe and Verifiable Design of Concurrent Java Programs

The design of concurrent programs has a reputation for being difficult, and thus potentially dangerous in safetycritical real-time and embedded systems. The recent appearance of Java, whilst cleaning up many insecure aspects of OO programming endemic in C++, suffers from a deceptively simple threads model that is an insecure variant of ideas that are over 25 years old [1]. Consequently, we cannot directly exploit a range of new CASE tools -- based upon modern developments in parallel computing theory -- that can verify and check the design of concurrent systems for a variety of dangers\ud such as deadlock and livelock that otherwise plague us during testing and maintenance and, more seriously, cause catastrophic failure in service. \ud Our approach uses recently developed Java class\ud libraries based on Hoare's Communicating Sequential Processes (CSP); the use of CSP greatly simplifies the design of concurrent systems and, in many cases, a parallel approach often significantly simplifies systems originally approached sequentially. New CSP CASE tools permit designs to be verified against formal specifications\ud and checked for deadlock and livelock. Below we introduce CSP and its implementation in Java and develop a small concurrent application. The formal CSP description of the application is provided, as well as that of an equivalent sequential version. FDR is used to verify the correctness of both implementations, their\ud equivalence, and their freedom from deadlock and livelock

Information technology in construction: How to realise the benefits?

Advancement in the utilisation of computers has, in recent years, become a major, even dominating research and development target in the architecture, engineering and construction industry. However, in empirical investigations, no major benefits accruingfrom construction IT have been found. Why do the many IT applications, which when separately analysed seem so well justified, fail to produce positive impacts when the totality of the construction project is analysed? The objective of this chapter is to find the explanation for this paradox and to provide initial guidelines as to what should be done to correct the situation

A Product Life Cycle Ontology for Additive Manufacturing

The manufacturing industry is evolving rapidly, becoming more complex, more interconnected, and more geographically distributed. Competitive pressure and diversity of consumer demand are driving manufacturing companies to rely more and more on improved knowledge management practices. As a result, multiple software systems are being created to support the integration of data across the product life cycle. Unfortunately, these systems manifest a low degree of interoperability, and this creates problems, for instance when different enterprises or different branches of an enterprise interact. Common ontologies (consensus-based controlled vocabularies) have proved themselves in various domains as a valuable tool for solving such problems. In this paper, we present a consensus-based Additive Manufacturing Ontology (AMO) and illustrate its application in promoting re-usability in the field of dentistry product manufacturing

Access to multiliteracies: A critical ethnography

This paper reports the key findings of a critical ethnography, which documented the enactment of the multiliteracies pedagogy in an Australian elementary school classroom. The multiliteracies pedagogy of the New London Group is a response to the emergence of multimodal literacies in contemporary contexts of increased cultural and linguistic diversity. Giddens' structuration theory was applied to the analysis of systems relations. The key finding was that students, who were culturally and linguistically diverse, had differential access to multiliteracies. Existing degrees of access were reproduced among the student cohort, based on the learners' relation to the dominant culture. Specifically, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally or socio-economically marginalized. These experiences were influenced by the agency of individuals who were both enabled and constrained by structures of power within the school and the wider educational and social systems

Enhancing design learning using groupware

Project work is increasingly used to help engineering students integrate, apply and expand on knowledge gained from theoretical classes in their curriculum and expose students to 'real world' tasks [1]. To help facilitate this process, the department of Design, Manufacture and Engineering Management at the University of Strathclyde has developed a web±based groupware product called LauLima to help students store, share, structure and apply information when they are working in design teams. This paper describes a distributed design project class in which LauLima has been deployed in accordance with a Design Knowledge Framework that describes how design knowledge is generated and acquired in industry, suggesting modes of design teaching and learning. Alterations to the presentation, delivery and format of the class are discussed, and primarily relate to embedding a more rigorous form of project-based learning. The key educational changes introduced to the project were: the linking of information concepts to support the design process; a multidisciplinary team approach to coaching; and a distinction between formal and informal resource collections. The result was a marked improvement in student learning and ideation

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning