Research in Learning Technology - Info card

Information regarding the transition of Research in Learning Technology to an Open Access journal

Assistive Technology at Work

[Excerpt] Although an immediate transition into an institution of higher learning is ideal for some students who relied on assistive technology in high school, many make the decision to enter the workforce after graduation. It is estimated that about 85 percent of students with learning disabilities (LD) transition directly from school to work.1 Furthermore, statistics addressing employment among people with disabilities indicate that the workplace consists of approximately 18.6 million people with disabilities, ranging in age from 16 to 64. This represents about 56% of all people with disabilities in this age category.2 Given the vast number people with disabilities in the workplace, the potential for assistive technology (AT) to increase productivity is great

On campus, but out of class: an investigation into students' experiences of learning technologies in their self-directed study

This paper presents an investigation into how students studying at university engage actively with learning technology in their self‐directed study time. The case study surveyed 250 students studying at undergraduate and postgraduate level from a purposive sample of departments within one institution. The study has also conducted focus groups and a number of in‐depth follow‐up interviews with respondents to the survey. In this article we explore three emerging aspects of the learning experience, namely student expectations of the technology, their lecturers' engagement with technology and how the technology might support processes of transition in higher education. One key implication is that more academic guidance is needed on what and how to use the technology effectively for independent learning, even where ICT skills levels are high. The study also identifies the significant role that the lecturer plays in facilitating students' use of technology. The findings of this study will be of interest to those working to incorporate learning technologies more effectively in higher education, in particular for those who are looking to improve the engagement of students in self‐directed learning

The Transition to...Open Access

This report describes and draws conclusions from the transition of the Association for Learning Technology’s journal Research in Learning Technology from toll-access to Open Access, and from being published by one of the "big five" commercial publishers to being published by a specialist Open Access publisher. The focus of the report is on what happened in the run-up to and after the transition, rather than on the process of deciding to switch between publishing models, which is covered in in ALT's 2011 report "Journal tendering for societies: a brief guide" - http://repository.alt.ac.uk/887/

Livelihood Disruption and Venture Creation: Entrepreneurship as Technology Adoption, A Case of Tobacco Farmer in Kentucky

Entrepreneurship means making discrete changes in livelihood activities that involve substantial risks to income. While the rewards may be substantial, transactions costs may make decisions irreversible. This paper draws a comparison between entrepreneurship and technology adoption. Adopting a new production technology also involves substantial risks. The economics of technology adoption is a well developed literature with many accepted and testable models. Most prominent are the theories of learning by using and learning by doing. We review the technology adoption literature, drawing out lessons for entrepreneurship research. We then apply an entrepreneurship as technology adoption model to a unique dataset collected during the tobacco buyout. The uncertainty in household income and changes in economic environment during the tobacco transition payment program lead many individuals into entrepreneurial activities.entrepreneurship, technology adoption, tobacco buyout, Agribusiness, Risk and Uncertainty,

Exploring creativity and progression in transition through assessment is for learning

This paper provides an overview of the aims, methods and findings of the Capability and Progression in Transition through Assessment for Learning in Design and Technology (CAPITTAL-DT) project. This project, funded by Determined to Succeed Scotland, aimed to identify useful approaches to aid progression in creativity through the current initiative entitled 'Assessment is for learning' (AifL, SEED, 2002). AifL encourages learners and teachers to engage with assessment for, as, and of learning and adopt a range of strategies and ideas. The project team gathered baseline and follow up data from teachers and learners using questionnaires to gauge attitudes towards creativity, structured conceptual design activities to assess performance, learner evaluations and teacher interviews. The team concludes that there is scope for adopting the tools explored to support formative and sustainable assessment strategies and approaches to gathering meaningful indicators that can be embedded into enterprising teaching and learning for Design and Technology Education

Taking the lead: learners’ experiences across the disciplines

The first year at university is a time of significant flux for students, as they adjust to unfamiliar environments, encounter new approaches to teaching and develop fresh learning strategies on the road to becoming self-directed learners. This sense of uncertainty may be compounded by the need to interact with unfamiliar and frequently complex online systems and technologies, possibly even before arrival. Furthermore, although technology is embedded seamlessly into the personal lives of many of today’s students, recent reports have questioned the widespread assumption that young adults have the sophisticated information skills and digital literacy needed to become autonomous learners. In this paper we present findings from a recently-completed study addressing these important issues. We investigated the utilisation of ICT and learning technologies by first-year undergraduates from a variety of different entry routes and academic disciplines, including Physics, Divinity and Veterinary Medicine, at the University of Edinburgh. The focus of the work was on the impact of technology on students’ transition to university and how this changed as they progressed through their first year. The overall shape of the research was based on a student-centred approach, with students’ own views and opinions placed central to the study; and used a holistic approach in which students’ use of e-learning and technology was set within the context of their learning experiences as a whole. To capture the breadth and complexity of their experiences we used a mixed-mode approach, including a series of reflective diaries recorded by learners (in video, audio or text format) together with surveys and focus groups. Students do not form a homogenous group, and findings in this area are inevitably complex. They have high expectations and are generally confident with technology; however, they may not always recognise technology’s potential to support and enhance learning. The term e-learning does not mean much to them; there is simply learning with strands of technology running through. This is reflected in a strong desire for face-to-face contact, with technology used to supplement and enhance this. Students are social, with informal group learning often facilitated by technology. They find their comfort zones and ways of working that are personal to them, and use technology to suit their own way of learning

Double strength, maximum gain: optimising student learning via collaborative partnerships @ QUT

Queensland University of Technology (QUT) demonstrates a commitment to lifelong learning and strives to foster graduates who can function as competent professionals. In response, the University identifies a number of generic capabilities which all students should gain during the course of their study, the development of which has been undertaken as a shared responsibility by teaching staff and centralised academic-related support staff. It is within this context that QUT's teaching and learning support services (TALSS) and the library assumes responsibility for facilitating the development of information literacy and technology literacy. TALSS and the library have collaboratively developed and implemented a range of teaching and learning strategies and initiatives. This paper highlights a number of these initiatives. These initiatives are also supported by a network of specialists such as liaison librarians, student computing advisors, a transition officer and an information literacy coordinator

Livelihood Disruption and Venture Creation: Entrepreneurship as Technology Adoption A Comparison between Kentucky and Shaanxi Farmers

In the US, The Tobacco Transition Payment Program, also called the "tobacco buy-out," helps tobacco quota holders and producers transition to the free market. In China, the transaction of Land Use Rights providing farmers’ ability to buy or sell Land Use Rights has been seriously considered by the Chinese government. The uncertainty in household income and changes in economic environment during the US Tobacco Transition Payment Program and the Chinese Land Use Rights Regime lead many individuals into entrepreneurial activities. Entrepreneurship often means making changes in livelihood activities that involve substantial risks to income. While the rewards may be substantial, transactions costs may make decisions irreversible. This paper draws a comparison between entrepreneurship and technology adoption. Adopting a new production technology also involves substantial risks. The economics of technology adoption is a well developed literature with many accepted and testable models. Most prominent are the theories of learning by using and learning by doing. We review the technology adoption literature, drawing out lessons for entrepreneurship research. We then apply an ‘entrepreneurship as technology adoption’ model to a unique dataset collected in Kentucky, US and in Shaanxi province, China. Using a sample of 702 Kentucky farmers at the time of the buyout and 730 Chinese farmers, we test several of the implications of this model and compare significant results between Kentucky and Shaanxi farmers. This study finds that both farmers in Kentucky and Shaanxi with a strong social network are more likely to become entrepreneurs. Kentucky farmers with low income are more likely to start new businesses. The finding supports the “push” hypothesis as farmers with low income are pushed into starting a new business. The human capital factor is strongly associated with Shaanxi farmer’s entrepreneurial decision.Farm Management, Research and Development/Tech Change/Emerging Technologies,

Institutional and Student Transitions Into Enhanced Blended Learning

This presentation provides an overview of the ‘Transitions into blended learning’ project, which has focused on three areas: developing an institutional transition framework, researching student experiences, and identifying interventions to support effective transitions. The framework identified external drivers for blended learning, a set of considerations for institutions, and a set of processes to facilitate change involving three stakeholder groups at the heart of the model. The work included learner experience research with students newly engaged in blended learning. This work identified support needs around access (to technology and learning materials), attitudes (towards learning online) and attributes (skills) needed to engage autonomously in blended learning. The institution-wide Enhancement themes team identified a set of interventions or ‘anchor points’ to prevent the institution ‘drifting back’ into purely traditional approaches to learning and teaching. These included the recognition and promotion of good practice through case studies, development of an institutional e-learning framework, and an event to encourage staff and students to share good practice in blended learning. This three-year project was largely led by a PhD student (JA), working with the principal investigator (VHD) and the institutional representative (KG)