Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Looking at Extension as a Learning Organization

This article shares an understanding of how Extension at a major university serves as a Learning Organization and its capacity to address change. The study examined how to assess the capacity of staff members to promote organizational learning. The researcher administered a 43-item survey instrument, the Dimension of the Learning Organization Questionnaire (DLOQ), designed by Watkins and Marsick (1997) to Extension employees. As a strategic planning tool, the survey identifies organizational learning strengths and challenges at the individual, team, and organizational levels

Learning, endogenous indexation and disinflation in the New-Keynesian Model

This paper introduces adaptive learning and endogenous indexation in the New-Keynesian Phillips curve and studies disinflation under inflation targeting policies. The analysis is motivated by the disinflation performance of many inflation-targeting countries, in particular the gradual Chilean disinflation with temporary annual targets. At the start of the disinflation episode price-setting firms’ expect inflation to be highly persistent and opt for backward-looking indexation. As the central bank acts to bring inflation under control, price-setting firms revise their estimates of the degree of persistence. Such adaptive learning lowers the cost of disinflation. This reduction can be exploited by a gradual approach to disinflation. Firms that choose the rate for indexation also re-assess the likelihood that announced inflation targets determine steady-state inflation and adjust indexation of contracts accordingly. A strategy of announcing and pursuing short-term targets for inflation is found to influence the likelihood that firms switch from backward-looking indexation to the central bank’s targets. As firms abandon backward-looking indexation the costs of disinflation decline further. We show that an inflation targeting strategy that employs temporary targets can benefit from lower disinflation costs due to the reduction in backward-looking indexation

What do networks do to work: the agential role of network

The article draws on an ongoing study of interorganisational learning in project based organisations and how organisations learn through network settings. The article aimed at drawing theoretical explanations of network learning especially after learning moved from interorganisational learning to inter-networked learning. The article employs the structure agency relationship by Dave Elder-Vass as theoretical lens to draw conclusions that provides fresh explanations of how network are helpful in fostering learning activities. The research method included interviews, observation and archives. Data were analysed using thematic analysis which generated codes and then conclusion were drawn. The main contributions of this article are (1) to portray agency as another face of structure, (2) stress the agential role of networks, and (3) looking at networks as agents provides fresh understanding of benefits of networks

An Evaluation of the Impact of "Learning Design" on the Distance Learning and Teaching Experience

This paper evaluates the implementation of Learning Design on the production of a core FHEQ level 6 (QAA, 2008)[1] unit of study at a UK distance learning institution. By comparing student (n=656) and tutor (n=42) survey data with questionnaire responses (n=9) from the unit of study’s core production team, this paper assesses the impact of incorporating the Open University Learning Design Initiative (OULDI) methodology into curriculum production by looking specifically at barriers and facilitators in the application of Learning Design and its impact on module development, delivery, and the resulting student and tutor learning experience. With a focus on developing and embedding Learning Design into the curriculum planning and production process, the paper explores how lessons learned from this experience have helped to guide and inform the future implementation of Learning Design into module and qualification level frameworks

e-Pedagogy: the pedagogies of e-learning

The aim of this research was to establish effective e-learning practice in higher education. This was achieved by looking at examples of different pedagogic techniques employed in several cases. The effectiveness of these techniques was established by looking at the students' outcomes on these courses. This study has adopted a sequential mixed methodology characterized by an initial phase of qualitative data collection and analysis, which was followed by a phase of quantitative data collection and analysis. The first phase of the study involved collecting a year of data from a postgraduate programme. A grounded approach was used to analyse one million words of online conferences or discussions, and led to the emergence of 29 pedagogic behaviours. These pedagogic behaviours were then developed into a coding instrument. The second phase, hypothetico-deductive analysis, confirmed their presence in three other cases, five million words of online interactions, and established their associations with students' learning and outcomes. The findings suggest seven clusters of pedagogies correlated with students' grades and the effect size calculation revealed an educational significance for all of them. This indicates that if they are employed in online classrooms they are likely to enhance students' learning and outcomes

Examining the role of social cues in early word learning

Infant word learning has become a popular field of study over the past decade. Research during this time has shown that infants can learn, in a short period of time, to attach words to objects. Two experiments on the role of social cues in early word learning are reported using tightly controlled conditions. Fourteen- and 18-month-old infants were trained by viewing a video of an adult pointing and nodding towards one of two different novel objects appearing on a screen simultaneously, while novel labels were emitted through a speaker. Infants’ looking times to each object were recorded both during training and test trials. Our analyses indicated that both 14-and 18-month-olds looked significantly longer at the object that the adult pointed to in the training trials. However, only 18-month-olds showed any evidence of looking longer at the target object during the test in the consistent condition than in the inconsistent (control) condition. These studies are important because they show, in a controlled laboratory study of infant word learning, that different types of social cues are available at different ages. Fourteen-month-olds are aware of adult pointing and head turning and can follow those cues to an object during training. However, it isn’t until 18 months of age that infants seem able to use those cues in the service of actual word learning.Psycholog