Design and conversational evaluation of an information technology learning environment based on self-organised-learning

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University, 20/07/1996.From 1990 to 1993 I was engaged as the Information Technology (IT) Workshop manager at Mid-Cornwall College, St. Austell. My mission during this period was to develop a new kind of IT learning environment. The main purpose was - and continues to be - to provide for mixed 'open-access’ student targets wishing to pursue generic IT activities and gain commensurate vocational qualifications. This Open-Learning (OL) environment provides on-the-job curriculum development of IT learning support systems, through a Flexible Learning (FL) management policy. An action research approach based on S-O-L provides both the methodology and technology for implementing a learning organisation. A key objective was institutional change towards the learning management policy of IT, through appropriate deployment of staffing and courseware resources to enable the practice of student centred learning. Another aim was to integrate and mix all target groups of learners together in the same domain, i. e. school leavers with adult returners for the achievement of a cost-effective, well-co-ordinated and productive learning environment. My action research applied the Centre for the Study of Human Learning's (CSHL's) ideas and tools towards the development of the IT Workshop's learning policy. I have sought to make the connection between FL delivery of the generic IT curriculum and the SOL approach towards individual and organisational learning. This came about from the link between the FL philosophy of learner-centred activity and the SOL philosophy of empowering individuals via Learning Conversations. S-O-L'Systems-7' was adopted as a conversational tool for developing the educational roles and practices of the IT Workshop. This influenced my college to make essential environmental changes to the workshop in order to develop these activities. The project also used the Personal Learning Contract (PLC) to manage and enable the 'learning-to-learn' activities of individual IT learners. With the PLC as the central tool for implementing Learning Conversations, there evolved the idea of 'Group Learning Contracts' (GLCs). This led to the practical development of 'Learning Plans' (LPs), such that IT flexible modules could be transferred to the autonomy of the learner. Evaluations from this project included sample case-study evidences of Learning Conversations obtained from individual IT case-load students. Repertory grid feedback conversations of learning experienced by individual staff members taking part in the project were also obtained. Questionnaire results from IT learners was used as another method of feedback, and conversationally evaluated using factor analysis and 'talkback' records. All the action research qualitative evidences were finally analysed using conversational techniques, leading to the overall project 'findings'

Implementing Web 2.0 in secondary schools: impacts, barriers and issues

One of the reports from the Web 2.0 technologies for learning at KS3 and KS4 project. This report explored Impact of Web 2.0 technologies on learning and teaching and drew upon evidence from multiple sources: field studies of 27 schools across the country; guided surveys of 2,600 school students; 100 interviews and 206 online surveys conducted with managers, teachers and technical staff in these schools; online surveys of the views of 96 parents; interviews held with 18 individual innovators in the field of Web 2.0 in education; and interviews with nine regional managers responsible for implementation of ICT at national level

THE IMPLEMENTATION OF GRADUATE EDUCATION TO PROFESSIONAL PERFORMANCE: TEACHERS’ PERSPECTIVES

One of the core figures of education system is undoubtfully the teacher who is expected to contribute dramatically to the qualified learning environment both with professional skills and with personal characteristics. Therefore, the need for graduate education and its significance to specialize in maintaining education after Bachelor’s degree has increased so far. In this regard, this research aims to determine teachers’ perspectives regarding the implementation of graduate education to their professional performance. The present study has used interview technique as a qualitative research method and semi-structured interview form including seven open-ended questions as a data collection tool. Totally 28 teachers who receive graduate education in educational sciences department at a Turkish state university in the 2015-2016 academic years participated in the study. Research results have revealed that teachers mostly use the courses learning and teaching environment for preparing lesson plans. They also state that they have difficulty in implementing theoretical courses. As for the contributions of graduate education to teachers’ professional performance, teachers mostly believe that they learn how to teach, and the courses that are more effective in their profession are predominantly thinking education, qualitative research methods and teacher training. Considering the extra courses that teachers want to take, it has been noted that foreign language, education, special education and writing an article are the most emphasized courses. Last but not least, teachers mostly feel themselves self-reliant as they enroll in graduate education; moreover, teachers’ most significant reason for enrolling in graduate education is to update information.  Article visualizations

Adapting e-learning and learning services for people with disabilities

Providing learning materials and support services that are adapted to the needs of individuals has the potential to enable learners to obtain maximal benefit from university level studies. This paper describes EU4ALL project which has been exploring how to present customized learning materials and services for people with disabilities. A number of the technical components of the EU4ALL framework are described. This is followed with a brief description of prototype implementations. This is then followed by a discussion of a number of research directions that may enhance the adaptability, usability and accessibility of information and support systems can be used and consumed by a diverse user population

Determinants of medical students' empathy during clinical rotation

Medical students in clinical rotation level have been developed comprehension and implementation of empathy, considering that they have already dealt with patients in the first hand, whereas professionalism and ethics are two main competences as a physician. This study aims to discuss and investigates determinants of medical students’ empathy towards their patients during clinical rotation in the hospital. A qualitative study with phenomenology approach using focus group discussion (FGD) was accompanied with an open-ended questionnaire to serve as preliminary data and basis of FGD topic guidelines involved fourth and fifth grade medical students that has to pass one and/or two of these stages out of the 15 stages in clinical rotation. As much 191 students participated of the written questionnaire and 28 students agree upon voluntarily joining the FGD, which is held with a snowball sampling approach and finishes in five batches. The three main determinants are: i) Internal factors: knowledge about the importance of empathy, direct experience, personality, motivation, mood (emotion), and personal experience; ii) Patient’s and patient’s family factors: patient’s attitudes, patient’s family’s attitudes, patient’s socioeconomic status, patient's illness type and severity; and iii) Environment factors: burnout, satisfaction or appreciation in the job, work environment, and role models. Many factors influence medical students in expressing and implementing empathy as they are taught to do to their patients. Medical school as an institution responsible for upholding the professionalism and ethical standard can help to create more suitable environment for the students to ensure maximum learning experience

Musselman Library Strategic Plan 2013-2016

Musselman Library Strategic Plan 2013-2016 reflects the evolution of libraries and higher education since the 2007 adoption of Crossroads, Connections, and Creativity: Musselman Library Strategic Plan. The 2013-2016 strategic plan challenges Musselman Library to think about ways in which the library can further support its community of learners. This plan builds upon the core issues of services, collections, learning, and access that were identified in 2007 and recognizes the growth accomplished in these areas. In early 2013, Robin Wagner, Director of Library Services, formed the Strategic Planning Steering Committee in order to develop a plan to guide Musselman Library’s priorities for the next three years. Following an environmental scan, focus groups, and dialogue with library staff, the committee identified five issues confronting libraries: lifelong learning, leadership, sustainability, continual assessment, and partnerships. Working groups were formed and charged to create goals and objectives inspired by these five issues. From the work completed by the groups, the Strategic Planning Steering Committee distilled these issues and articulated goals that advance the library within four strategic directions: lifelong learning, leadership, sustainability, and continual assessment. Recognizing the foundational role of collaboration in a liberal arts environment, partnerships is integrated across the four strategic directions, goals, and objectives. The 2013-2016 plan demonstrates Musselman Library’s commitment to contribute to Gettysburg College’s mission and addresses challenges presented to a new generation of learners and scholars in an age of information abundance. [excerpt

Educational change and ICT: an exploration of priorities 2 and 3 of the DfES e-strategy in schools and colleges: the current landscape and implementation issues

Landscape review of integrated online support for learners and collaborative approaches to personalised learning activities

Technology-enhanced Personalised Learning: Untangling the Evidence

Technology-enhanced personalised learning is not yet common in Germany, which is why we have tasked scientists with summarising the current status of international research on the matter. This study demonstrates the great potential of technology in implementing effective personalised learning. Nevertheless, it has not been assessed yet whether the practical implementation actually works: Even in countries such as the U.S., which lead the way in using techology in classroom settings, hardly any evaluation studies have been done to prove the effectiveness of technology-enhanced personalised learning. In the light of the above, the authors make recommendations for actions to be taken in Germany to make best use of the potential of technology in providing individual support and guidance to students