E-izobraževanje v mednarodnem univerzitetnem okolju

Povezovanje univerz iz različnih držav na področju e-izobraževanja prinaša sodelujočim univerzam vrsto koristi. Kljub temu pa v evropskem prostoru še ni zaživelo; partnerji v projektu NetCampus proučujejo ovire, ki se pojavljajo pri mednarodnem povezovanju univerz na področju e-izobraževanja, ne le na teoretični ravni, temveč tudi s pomočjo testnega izvajanja spletnih programov. V Sloveniji smo skušali ugotoviti ovire s pomočjo spletnega programa Groupware. V prispevku predstavljamo izkušnje, ki smo jih pridobili pri izvajanju navedenega programa v Sloveniji

Learning support materials (LSMs) and Curriculum 2005 (C2005): a research paper on the role of learning support materials in Curriculum 2005.

The report examines the role of LSMs in bringing about the change envisaged in Curriculum 2005. It highlights three aspects of the new curriculum that are especially pertinent: resource-based learning, information literacy and lifelong learning. It argues that lifelong learning depends on information literacy, and this literacy can only be acquired through interaction with resources. The new curriculum thus requires resources. The report then examines the way in which LSMs are conceptualised in policy documents. It reveals a lack of clarity both with regard to the nature of LSMs and who is responsible for producing them. It proposes a framework for the description of LSMs, which distinguishes between resources (the ‘raw materials’) and LSMs (resources shaped to a pedagogical purpose). The question of access to resources is then considered. The report argues that access requires a minimum level of expenditure, and points to the fact that spending on LSMs has fallen dramatically over the past four years. To enable access, LSMs must be well-structured, well-prepared and appropriate. They must also reach schools on time and be well-managed when they get there. The report also considers access to libraries and computer technology, both of which are vital in resource-based learning. It reveals severe cutbacks in school and provincial library services, and disparities with regard to access to libraries and computer technology, in particular and to LSMs in general. In multilingual societies, language is a factor that determines access to LSMs. The report reveals that although policy advocates a multilingual approach, increasing numbers of School Governing Bodies are opting for education in English. This will influence publishing in all African languages. The report then turns to the situation in classrooms and finds wide disparities between teaching practices in well-resourced and under-resourced schools with the former being closer to the practices advocated by C2005 than the latter. The report suggests that change will not occur overnight. Resources construct practice and are necessary in order for real change to occur. Low levels of literacy, especially in rural schools are exacerbated by the fact that children are expected to read in an inadequately mastered second language. Consequently, teachers interpret textbooks that are often inaccessible to learners thus setting patterns of rote learning and dependency that persist throughout children’s schooling. Poor basic literacy is also a concern as it is fundamental to the development of more sophisticated literacies required by C2005. The report considers the teacher-textbook debate and challenges its polarity, arguing instead for a hand-in-hand approach: textbooks and other LSMs cannot on their own improve teaching; they must be accompanied by teacher development. It is this view which frames discussion of three important components of teacher competence: use of LSMs; design / production of LSMs; and evaluation of LSMs Research suggests that teachers mediate LSMs and adapt them to existing practice and that teachers do not always share the vision of materials writers nor understand their conceptual goals. They may not even use LSMs when they are available. Nevertheless, international research has shown that carefully designed LSMs can support curriculum change. While policy now requires that teachers produce some of their own LSMs, research reveals wide disparities in their ability to do so. For many the desire to produce their own LSMs does not translate into a practical competence. Some commentators believe that it is unrealistic to expect teachers to produce their own LSMs: they should rather make use of good quality textbooks (which provide the learning programme), and develop their own supplementary materials. However this highlights the importance of consistent, fair and competent book evaluation systems/ practices, an area which research has shown to be currently extremely problematic. In conclusion, the report re-emphasises the importance of resources and stresses their role in capacity building. Concern is expressed that policy documents do not always pay sufficient attention to this. The report also points to the need to increase efficiencies in the system and spend what funding there is wisely. Finally, it highlights the need for more systematic research on what happens in classrooms to inform curriculum planning and implementation

The recognition of prior learning (RPL) : an emergent field of enquiry in South Africa

A thesis submitted to the Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy in EducationThe recognition of prior learning (RPL) is framed in the discourse of equity and redress. It is tasked with transforming education and training and bringing about opportunities of access to those whose educational paths were disrupted by apartheid. While policy in higher education has a vision, conditions on the ground remain unexamined, bringing to the fore complex challenges which relate to prior knowledge on the one hand and its capacity to compete with academic ways of knowing on the other, begging the question: Can RPL deliver on espoused goals of equity, access and redress? This research utilises critical education theory and qualitative research to enquire into participants', recipients' and implementers' perceptions of RPL programmes. In particular the research probed the epistemological and philosophical framings of such programmes, participants' perceptions of the capacity of RPL to deliver equity and redress in education and their ideas for changes and improvements to future RPL programmes and practices. The predominant research method consisted of in-depth interviews with 37 respondents in five RPL projects within four institutions of higher education in South Africa, 14 of whom were academics who implemented RPL, and 23 of whom were RPL students who were the recipients of RPL. In addition, scholarly articles and reports written by the academics as well as RL portfolios, compiled by the students were used as source material. The research results are reported as institutional case studies reflecting the initial responses to RPL in higher education and the ideas, beliefs and perceptions that animate them. The case studies provide a picture of the institutional environment in which RPL operates, and highlight the different levers that are shaping and influencing the practice of RPL in South Africa. The research results show that RPL in practice raises personal questions for those who implement it and for those who receive it - questions about themselves as raced, gendered and classed actors. Different academics have responded to these personal questions in varied ways resulting in contending versions of RPL propelled by different epistemological orientations. On another level the research results show that RPL in practice requires institutional support from senior managers in particular, that such support needs to be driven by an institutional vision and an institutional champion. In the institutions in this study these variables were largely absent. Equity and redress on their own have not been the levers for the implementation of RPL in higher education in South Africa. Keywords: Access; Assessment of Prior Experiential Learning; Equity; Higher Education; Recognition of Prior Learning; South AfricaAC 201

Project work as a vehicle for information literacy education in disadvantaged schools : an ethnographic field study of grade seven project work in a primary school in Cape Town

Bibliography: leaves 216-228.This is a qualitative interpretive case study of project work (independent enquiry learning, also labeled topic work or theme work) in a disadvantaged South African primary school. The underlying problem was to examine the potential role of project work in the teaching of information literacy in "information poor" environments. Information literacy is recognised as a crucial outcome in the documentation of Curriculum 2005, the new South African curriculum now being phased in. An Information Skills Learning Programme has been developed and placed in the Learning Area Language, Literacy and Communication. Moreover, information skills have been a compulsory subject in the Western Cape Education Department's Interim Curriculum since 1995. Both the WCED interim curriculum and Curriculum 2005 stress continuous formative assessment via projects and portfolios. Information skills are inherent in good project work, which, internationally, is seen as the ideal context for the integrated learning of these skills. However, information literacy education internationally assumes access to a wide variety of learning resources, such as school libraries, which cannot be assumed in South African schools. The paucity of research within disadvantaged environments as well as the nature of the construct of information literacy explains the choice of methodology - exploratory ethnographic field study. An ex-House of Representatives primary school, within a historically coloured township on the Cape Flats, Cape Town, which regularly undertakes project work, was chosen. The Grade Seven class was selected as Curriculum 2005 was due to be phased in at that level in 1998. The questions framing the study aimed at finding out how projects were conducted within the school, what resources were used, how teachers managed them, and how information literate teachers were

The nature of the course team approach at the UK Open University

This thesis explores the nature of the course team approach at the UK Open University (UKOU) by investigating three issues: the formations of course teams, the process of working together in teams and the development of courses by teams.Adopting the naturalist paradigm, data were collected from three course teams of the UKOU using observations, interviews and documents. Altogether, 42 hours of observations were carried out over six months by observing 14 course team meetings.There were 28 hours of interview data from 21 interviews of 17 interviewees. A range of documents was collected.The study found that the formation of course teams is regulated by course approval protocol, and is derived from the effort of individual members. The responsibility of core academic course team members is vaguely demarcated. Academic's personal attributes are a key to team organisation. Previous experience of working together influences the members' current work in teams.In the process of working together as a team in meetings, the study shows that the .agendas of course team meetings often include practical issues. The course team meetings are flooded with practical concerns with pedagogical concerns remaining in the background.The development of courses by course teams, as this study shows, is framed by the system for course construction established by the University. An awareness of changing external environment contributes to the development of courses. There are differing views on the academic autonomy of academic course team members.Theorising of major findings leads to conclude that. both course teams and their work are contextualised because they interact with systemic, interpersonal, personal and historical contexts. Therefore, the suggestions to the successful adoption of the course team approach emphasize academic's attributes, teamwork and the system for course construction set up by the institution

An exploration of the helpful and hindering aspects of counselling and psychotherapy with Middle Eastern clients in England

Over the last few decades, there has been exponential growth in the demographics of diversity within British society. As a result, Britain is home to many ethnic groups, including at least half a million Middle Eastern individuals. However, when it comes to counselling and psychotherapy with Middle Eastern clients, there appears to be a lack of counselling and psychotherapy literature around the topic in Britain. Therefore, it is becoming more pertinent than ever for the mainstream profession of counselling and psychotherapy to understand the needs of the Middle Eastern population in Britain. This research explored the helpful and hindering aspects of counselling and psychotherapy with Middle Eastern clients living in England. The research aimed to understand the attitude of Middle Eastern individuals towards accessing counselling and psychotherapy support; to explore the helpful and hindering aspects of counselling and psychotherapy for Middle Eastern clients; and to identify the specific ways of relating and attributes utilised by counsellors and psychotherapists in delivering therapy for Middle Eastern clients in England. This research utilised a mixed-methods approach consisting of three distinctive phases. Phase One involved quantitively surveying (online) Middle Eastern individuals in England. This was conducted by employing the Short-Form (Fischer & Farina, 1995) of the Attitude Towards Seeking Professional Psychological Help Scale (Fischer & Turner, 1970). 66 survey responses were analysed using the Online Bristol Survey. The purpose of Phase One was to understand the attitude of Middle Eastern individuals towards accessing counselling and psychotherapy support in England, as well as recruiting participants for Phase Two. The survey identified four contactable interviewees who had a lived experience of engaging with counselling as clients. The four interviewees participated in qualitative semi-structured interviews conducted in Phase Two to explore the helpful and hindering aspects of counselling with Middle Eastern clients in England from the client's perspectives. Phase Three focused on counsellors' and psychotherapists' perspectives who have engaged therapeutically with Middle Eastern clients in England. This involved qualitative, semi-structured interviews with six counsellors and psychotherapists who had self-selected to partake. Data gained from the interviews for Phase Two and Phase Three were analysed using Interpretative Phenomenological Analysis. The main findings identified a sense of reluctance towards accessing counselling and psychotherapy support; a cultural stigma attached to mental health and counselling; cultural identity factors (i.e., language, religion and gender) that influenced the therapeutic process and relationship; challenges and helpful therapeutic practices; and the importance of cultural sensitivity when working with Middle Eastern clients. The findings of this research are transferable and significant in delivering culturally competent and congruent counselling and psychotherapy support to Middle Eastern clients in England. The findings also have implications for Middle Eastern clients, practitioners, trainers, supervisors, professional bodies, practice, therapy services and policies which need to be considered. Finally, the research findings generated knowledge to enhance our understanding of working effectively with Middle Eastern clients and delivered a sense of justice within the British counselling and psychotherapy literature in England. The research proposes recommendations for future research to consider