Implementing academagogy: the first case study

As proposed in McAuliffe, Winter, Chadwick and Hargreaves (2008), academagogy could be used as an “umbrella” term allowing the teacher to select from a range of teaching approaches – pedagogy (teacher as source of all information to student without power or knowledge), andragogy (teacher as source of information for adult student), or heutagogy (student with knowledge seeking information from teacher to fill the gaps in their own knowledge). During Semester 1, 2009, one of the authors of this paper decided to treat his third-year students in a more heutagogical manner by allowing them to experience ownership of their own learning. This article is a case study of that experience which reveals that, although initially more time-consuming, academagogy can result in better student outcomes

Practice and Assessment of Reading Classes Using Moodle

This research paper details the extensive use of Computer Assisted Language Learning (CALL) for a content-based reading syllabus at Gunma University, through the software program Moodle (Modular Object-Oriented Dynamic Learning Environment ), a free and open-source software learning management system used at Gunma University. 　　The research basis of this paper is within the sphere of Action Research , as a valuable professional development tool (Nunan, 2001) based on this researcher’s perceived valuation of the system and how it could better aid students to perform better in and be more motivated towards their English language and reading studies, introduce new technological skills and abilities, and aid teachers in better preparation, teaching and assessment of reading classes. Moodle enthuses that the Lesson Module ‘enables a teacher to deliver content and/or practice activities in interesting and flexible ways...teachers can choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching and short answer.’ (Moodle, 2016). Therefore, this paper will ascertain whether the syllabus achieved a greater engagement and enjoyment by the students, and ensured better comprehension and understanding of key tasks and instructions. In addition, it will detail how teachers can benefit course management by employing such technology within the classroom

Promoting your e-Books: Lessons from the UK JISC National e-Book Observatory

Purpose – This paper describes the findings from the qualitative strand of the JISC National e-Book Observatory (2007-2009), relating to the promotion of e-textbooks in UK universities by the library, academics and publishers. A complementary article on the ways in which students and academics locate e-books provided by their library will appear in a future issue. Design/methodology/approach – Following the provision by the JISC of collections of e-textbooks, the project used deep log analysis, benchmark surveys and focus groups to develop a rich picture of library e-collection management and use by students and academics. Focus groups were undertaken with library staff, academics and students; the dialogues were transcribed and analysed using NVivo7 software. Findings – The qualitative studies found that libraries were using a range of promotional tools although these were not always finding their targets. Often libraries had no formal promotion strategy for e-resources. Although little in evidence, the value of academic commitment and promotion was emphasised. Promotion by publishers and aggregators is both to libraries and directly to academic staff. Students felt that they were largely unaware of promotion beyond the presence of e-books in the catalogue, and in some cases stated explicitly that they thought more should be done to promote library e-resources to them. Practical implications – The paper offers pragmatic guidance on promotional methodologies. Originality/value – The project describes the first major, national usage study of e-books in higher education. This paper contributes significantly to the literature in discussing the importance of promoting e-books to students and staff

An assessment of the impact of online quizzes and textbook resources on students' learning

Publishers often market their textbooks by offering additional online textbook resources. This project analyzes quantitative and qualitative data to assess the learning outcomes of using a textbook website to administer online quizzes. This practice was found to be successful in increasing students' diligence in the completion and submission of their assignments, and students commented favorably about their learning experience with online quizzes. However, the opportunity to preview and practice online the material covered in the text did not result in improved performance: students did not show a significant increased ability on in-class exams to answer correctly the multiple choice questions they had already been exposed to. These findings suggest that while this online technology increased students' involvement and participation in the class and in their coursework, it did not result in improved performance on exams.

The Political Economy of Textbook Writing: Paul Samuelson and the making of the first ten Editions of Economics (1945-1976)

Over the past two decades, numerous contributions to the history of economics have tried to assess Paul Samuelson’s political positioning by tracing it in the subsequent editions of his famous textbook Economics. This literature, however, has provided no consensus about the location of Samuelson’s political ideas. While some authors believe that Samuelson has always had inclinations toward interventionism, others conclude that he more often acted as a pro-business advocate. The purpose of this paper is not to argue for one of these two interpretations but to depict the making of Economics itself as a political process. By ‘political’ it is not meant the conduct of party politics but the many political elements that a textbook author has to take into account if he wants to be published and favorably received. I argue that the “middle of the road” stance that Samuelson adopted in the book was consciously constructed by the MIT economist, with the help of his home institution and his publishing company, McGraw-Hill, to ensure both academic freedom and the success of the book. The reason for which the stance developed is related to pre-McCarthyist right-wing criticisms of the textbook and how Samuelson and the MIT department had to endure the pressures from members of the Corporation (MIT’s Board of Trustees), who tried to prevent the publication of the textbook and threatened Samuelson’s tenure at MIT as soon as 1947 – when early manuscripts were circulated. As a result, it was decided in accordance with both the Corporation and McGraw-Hill that the Readings volume would be published to balance conflicting ideas about state intervention. Following these early criticisms, the making of the subsequent editions relied on a network of instructors and referees all over the US in order to make it as successful and consensual as possible. This seemed to work quite well in the 1950s and for a good portion of the 1960s, until Economics became victim of its own success and was seen, in an ironical twist of fate, as a right wing text by younger, radical economists. From now on, Samuelson will try to have his book sent as often as possible to the radicals for referring process, with mixed results. Eventually, the book became criticized from both its left and its right.Paul Samuelson, Economics, Textbook, Politics, Economic Education