60,491 research outputs found
Developmentalism: Learning as the Basis for Evaluating Information
The developmentalist conception of informationâs value makes learning the central consideration for evaluating information. Following philosopher Richard Kraut, this article argues that developmentalism provides an important complement to prevalent methods of teaching the evaluation of information. These methods emphasize (a) trustworthinessâfor example, CRAAP (currency, relevance, authority, accuracy, and purpose) and CARS (credibility, accuracy, reasonableness, and support) and (b) the use of information in an argumentâfor example, Joseph Bizupâs BEAM (background, exhibit, argument, method). The neglected link between evaluation and learning is crucial for early college researchers; otherwise, students can easily just find sources to âback upâ their existing opinions. Learning-centered evaluation also challenges students to question how selective exposure influences their media habits. The article includes suggested applications for information literacy instruction in first-year composition
When Failure Is Not an Option: Designing Competency-Based Pathways for Next Generation Learning
Proposes an online learning-assisted model in which students advance by demonstrating mastery of subjects based on clear, measurable objectives and meaningful assessments. Examines innovation drivers, challenges, and philanthropic opportunities
SAP-Related Education - Status-Quo and Experience
Integrating Enterprise Systems solutions in the curriculum of not only universities but all types of institutes of higher learning has been a major challenge for nearly ten years. Enterprise Systems education is surprisingly well documented in a number of papers on Information Systems education. However, most publications in this area report on the individual experiences of an institution or an academic. This paper focuses on the most popular Enterprise System - SAP - and summarizes the outcomes of a global survey on the status quo of SAP-related education. Based on feedback of 305 lecturers and more than 700 students, it reports on the main factors of Enterprise Systems education including, critical success factors, alternative hosting models, and studentsâ perceptions. The results show among others an overall increasing interest in advanced SAP solutions and international collaboration, and a high satisfaction with the concept of using Application Hosting Centers
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Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)
The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic
Peer mediation for conflict management: a Singaporean case study
The burgeoning interest in conflict and its management has recently begun to impact on schools and school systems worldwide. Motivated by a concern for increasing levels of violence in schools and student�student conflict, many school administrators are looking at conflict management programs as a means of dealing with the problem. Most of the more widely used programs have their origins in the United States; their appropriateness and effectiveness in other countries and cultures is, at best, unknown, and in some respects open to conjecture. In this paper the cultural appropriateness of a peer mediation program in a primary school in Singapore is the subject of investigation. The study also addresses, in an exploratory manner, the effectiveness of peer mediation as a mechanism for student�student conflict management
Sustainable strategies for school improvement: lessons learnt through national challenge
National Challenge raised the bar with regard to school performance, setting a baseline of expectation that,
by 2011, all schools would achieve at least 30 per cent of students gaining 5 A*-C grades including English
and maths (National College 2010). Over 600 schools were initially identified in June 2008 and a range of support strategies and funding was put in place (DCSF 2008a). Over the first year a number of schools succeeded in making significant progress, with many moving beyond the baseline measure.
This study, at the end of the first full year of National Challenge, aimed to identify, within a small sample of
schools that have successfully raised attainment during this period:
ââ what common factors were present in them on embarking on National Challenge and
ââ what key leadership strategies have been used in raising attainment
A review of literature and interviews with leaders within these schools clarify which issues and approaches had greatest impact and could be considered as sustainable for longer-term improvement
Preparing Black and Latino Young Men for College and Careers: A Description of the Schools and Strategies in NYC's Expanded Success Initiative
The Expanded Success Initiative (ESI) provides funding and technical support to 40 relatively successful New York City high schools to help them improve college and career readiness among black and Latino male students. This preliminary report describes key components and strategies of ESI and begins to look at factors that might influence the potential to apply ESI more broadly
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