Open Educational Resources (OER) Project, Fall 2016 Final Dissemination Assessment Report

ASSESSMENTS TARGETED FOUR CENTRAL AREAS: 1. Textbook Cost Savings 2. Student Perceptions of the OER Materials 3. Student Learning Outcomes 4. Faculty Perceptions of the OER Material

Intelligent and adaptive tutoring for active learning and training environments

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this Web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used

Experiences of taking students on business trips: with recommendations for organising successful business trips

Copyright and all rights therein are retained by the authors. All persons copying this information are expected to adhere to the terms and conditions invoked by each author's copyright. These works may not be re-posted without the explicit permission of the copyright holders.Visits to businesses provide an opportunity for students to see first-hand how different operations are managed, particularly in areas not often seen, such as manufacturing. They can be linked with classroom learning and teaching and can also provide opportunities for work- related assessment. This paper presents the outcome of a teaching and learning project that aimed to take a number of undergraduate and postgraduate business students from the University of Hertfordshire on a variety of operations-related business trips during the academic year 2009/2010. The organisation of these trips is described and they are evaluated by students. It is demonstrated that such trips take some time to get organised but can be run on virtually no budget and are very well received by students. A model for the development and implementation of business trips is presented

Practice and theory:mixing labs and small group tutorials

While appropriate for practical topics like SQL, our traditional format of lecture and lab fails to facilitate the discussion of more theoretical database topics with students. This paper describes and analyses the method and effects of adopting a more flexible approach with third year and postgraduate students. Some weeks use supervised labs while in others tutorials are held in seminar rooms, in smaller groups, without the distraction of computers. Requiring tutorials to be prepared in advance allows time to be used effectively, concentrating on more difficult aspects.Initial results, presented in this paper, are encouraging. Many students enjoy tutorials and exam performance has improved dramatically for some. However, as many as 25% of undergraduate students failed to attend a single tutorial, and many of those who did attend came unprepared. Could, and should, this be changed by explicitly assessing tutorials? The paper concludes by investigating approaches reported elsewhere in order to ascertain how the management of tutorials could be improved

Students’ attitudes & motivation during A-level chemistry practical work (exploring and addressing the needs to enhance the students’ laboratory experience)

This study investigates students’ attitudes and motivation during their practical work which forms an integral part of their A-level chemistry curriculum. It analyses the factors which determine the student’s engagement in learning chemistry through laboratory activities and explores students’ expectations to enhance their laboratory experience at this level of education. The research involved the design and administration of an anonymous survey to a cohort of students studying A-level chemistry in 6 different Maltese post-secondary educational institutions. The respondents represented a good cross-section of students currently preparing for the A-level chemistry exam in Malta and Gozo. Analysis of the survey confirmed evidence from literature sources suggesting that students in general found their laboratory experience as strongly motivating. Students’ attitudes were found to be positively influenced by factors such as teacher support, well-equipped laboratories and the chance to work more regularly and independently in the laboratory. On the other hand, students expressed concern on having to deal with repetitive tasks, a vast syllabus, examination-related pressures and an unfair method of assessment. They suggested that the laboratory programme needs to be revamped to address their concerns by consolidating the link between theory and practice, allowing more space for teacher-student interaction and student collaboration, and revising the assessment criteria for the practical exam. Findings of this study confirm that Maltese sixth form students share similar attitudes and motivations to their counterparts in other parts of the world. Educators and other stakeholders are therefore urged to heed students’ voices and considerations prior to deciding about any changes in policy-making and curriculum development aimed at enhancing the student’s learning experience in the subject.peer-reviewe

Personal reflections of a 1st year postgraduate student

Undertaking a postgraduate research degree can be a very exciting and daunting experience. The aim of this paper is to relate some of the experiences and reflections of a first year postgraduate engineering student. There have been other articles written on the PhD experience, however I believe that this paper offers insights into the industry based project experience, the benefits and drawbacks of multiple supervisors, and it offers the perspective of a student on an early point of the postgraduate learning curve

Assessing the impact of “more-flexible” learning as part of a study program

With the increasing use of Flexible Learning approaches in Higher Education at the Zurich University of Applied Sciences (ZHAW), measuring their effectiveness, from both an educational and a participant's point of view, is of particular importance. In response to the limited scientific contributions on this topic, this article presents a possibility of how an assessment can take place: this study analyzes 62 undergrad-uate student responses to a Blended Learning task and compares the participant findings with a pre-existing educational competency framework

Formative feedback to improve learning on a teacher education degree using a personal learning environment

This paper reports on an action research project involving a structured, formative assessment feedback process, within a personal learning environment (PLE), to address concerns about effectiveness of previous course delivery. The project ran during session 2006-07 involving the use of a series of tutor mediated self and peer assessed core tasks associated with five distinct learning milestones. These were associated with identifiable blocks of lectures delivered by different staff involved in the programme. The series of Core Tasks placed progressively increasing demands on students so helping them develop more sophisticated learning skills as the year progresses. The PLE is used as the medium for self/peer assessment processes and for tutor feedback and mediation

Australia at the crossroads: A review of school science practical work

In Australia we are at a crossroad in science education. We have come from a long history of adopting international curricula, through to blending international and Australian developed materials, to the present which is a thoroughly unique Australian curriculum in science. This paper documents Australia’s journey over the past 200 years, as we prepare for the unveiling of our first truly Australian National Curriculum. One of the unique aspects of this curriculum is the emphasis on practical work and inquiry-based learning. This paper identifies seven forms of practical work currently used in Australian schools and the purposes aligned with each form by 138 pre-service and experienced in-service teachers. The paper explores the question “What does the impending national curriculum, with its emphasis on practical inquiry mean to the teachers now, are they ready?” The study suggests that practical work in Australian schools is multifaceted, and the teacher aligned purposes are dependent not only upon the age of the student, but also on the type of practical work being undertaken. It was found that most teachers are not ready to teach using inquiry-based pedagogy and cite lack of content knowledge, behaviour management, and lack of physical resources and availability of classroom space as key issues which will hinder their implementation of the inquiry component of Australia’s pending curriculum in science

Vendor-specific certifications: lessons and experiences from two women’s training centres in the UK offering MCSE training

This paper will provide details of a qualitative research study undertaken by The Open University in the UK as part of the European Social Funded (ESF) funded JIVE (Joint Interventions) Partners project. It reports important results relating to lessons and experiences of women who have embarked on the process of seeking the vendor-specific certification of Microsoft Certified Systems Engineer (MCSE). The research study is significant because it represents the first known academic study of vendor-specific certifications that focuses on the experiences of women. Given the small percentage of women working in network administration, it is hoped that results from this study will provide valuable insights into the challenges such certification presents to women. The paper describes the context for the study. It then outlines why the training providers, both established voluntary sector women’s training centres, and the women trainees themselves chose this particular vendor-specific certification. It outlines results from qualitative interviews with women studying at two Microsoft Academies, The Women’s Workshop in Cardiff (WWiC) and Oxford Women’s Training Scheme (OWTS). This section of the paper will focus on: Why study for MCSE certification: women’s reflections on why they embarked on this path; Issues associated with offering the MCSE pathway; Importance of a women-only training environment