“Clinical Supervision with Confidence”: Exploring the potential of MOOCs for faculty development

Background: Postgraduate medical trainees require named clinical supervisors. Given the time pressures and difficulties of geographical access, there is a need to identify appropriate solutions for faculty development. We developed and launched a clinical supervision MOOC (FutureLearn platform) in March 2015. Objective: To assess the potential of the clinical supervision MOOC for faculty development. Methods: Quantitative data was obtained from FutureLearn course analytics and course surveys; qualitative data was obtained from learner feedback within the MOOC. Results: Learners (1,938) from over 75 countries signed up for the MOOC. Of the 899 individuals who began the course, 334 (37.2%) completed. Learners were highly satisfied with the course design and delivery, and enjoyed the opportunities for interprofessional and social learning. Conclusions: MOOCs have great potential for faculty development without geographical boundaries

Educational Technology and Related Education Conferences for June to December 2015

The 33rd edition of the conference list covers selected events that primarily focus on the use of technology in educational settings and on teaching, learning, and educational administration. Only listings until December 2015 are complete as dates, locations, or Internet addresses (URLs) were not available for a number of events held from January 2016 onward. In order to protect the privacy of individuals, only URLs are used in the listing as this enables readers of the list to obtain event information without submitting their e-mail addresses to anyone. A significant challenge during the assembly of this list is incomplete or conflicting information on websites and the lack of a link between conference websites from one year to the next

5th International Open and Distance Learning Conference Proceedings Book = 5. Uluslararası Açık ve Uzaktan Öğrenme Konferansı Bildiri Kitabı

In celebration of our 40th anniversary in open and distance learning, we are happy and proud to organize the 5th International Open & Distance Learning Conference- IODL 2022, which was held at Anadolu University, Eskişehir, Türkiye on 28-30 September 2022. After the conferences in 2002, 2006, 2010, and 2019, IODL 2022 is the 5th IODL event hosted by Anadolu University Open Education System (OES)

Student Expectations: The effect of student background and experience

CONTEXT The perspectives and previous experiences that students bring to their programs of study can affect their approaches to study and the depth of learning that they achieve Prosser & Trigwell, 1999; Ramsden, 2003). Graduate outcomes assume the attainment of welldeveloped independent learning skills which can be transferred to the work-place. PURPOSE This 5-year longitudinal study investigates factors influencing students’ approaches to learning in the fields of Engineering, Software Engineering, and Computer Science, at two higher education institutes delivering programs of various levels in Australia and New Zealand. The study aims to track the development of student approaches to learning as they progress through their program. Through increased understanding of students’ approaches, faculty will be better able to design teaching and learning strategies to meet the needs of an increasingly diverse student body. This paper reports on the first stage of the project. APPROACH In August 2017, we ran a pilot of our survey using the Revised Study Process Questionnaire(Biggs, Kember, & Leung, 2001) and including some additional questions related to student demographics and motivation for undertaking their current program of study. Data were analysed to evaluate the usefulness of data collected and to understand the demographics of the student cohort. Over the period of the research, data will be collected using the questionnaire and through focus groups and interviews. RESULTS Participants provided a representative sample, and the data collected was reasonable, allowing the questionnaire design to be confirmed. CONCLUSIONS At this preliminary stage, the study has provided insight into the student demographics at both institutes and identified aspects of students’ modes of engagement with learning. Some areas for improvement of the questionnaire have been identified, which will be implemented for the main body of the study

Chair a session/Integration of theory and practice in the learning and teaching process

The theme for AAEE-2017 is “Integrated Engineering”, which covers a range of sub-themes, such as: Integration of theory and practice in the learning and teaching process Interdisciplinary and cross-disciplinary engineering programs and learning environments Integration of teaching and research in the engineering training process The role and impact of engineering students and educators in the wider community Systems perspectives on engineering education. Integration is also about connections, e.g. between students and teachers, between students in learning together, and between educational institutions and industry and wider society in the engineering education process