Measuring constructive alignment: an alignment metric to guide good practice

We present a computational model that represents and computes the level to which an educational design is constructively aligned. The model is able to provide ‘alignment metrics’ for both holistic and individual aspects of a programme or module design. A systemic and structural perspective of teaching and learning underpins the design of the computational model whereby Bloom’s taxonomy is used as a basis for categorising the core components of a teaching system and some basic principles of generative linguistics are borrowed for representing alignment structures and relationships. The degree of alignment is computed using Set theory and linear algebra. The model presented forms the main processing framework of a software tool currently being developed to facilitate teachers to systematically and consistently produce constructively aligned programmes of teaching and learning. It is envisaged that the model will have broad appeal as it allows the quality of educational designs to be measured and works on the principle of ‘practice techniques’ and ‘learning elicited’ as opposed to content

A review of the evidence on the use of ICT in the Early Years Foundation Stage

This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development

Dealing with abstraction: Case study generalisation as a method for eliciting design patterns

Developing a pattern language is a non-trivial problem. A critical requirement is a method to support pattern writers with abstraction, so as they can produce generalised patterns. In this paper, we address this issue by developing a structured process of generalisation. It is important that this process is initiated through engaging participants in identifying initial patterns, i.e. directly dealing with the 'cold-start' problem. We have found that short case study descriptions provide a productive 'way into' the process for participants. We reflect on a 1-year interdisciplinary pan-European research project involving the development of almost 30 cases and over 150 patterns. We provide example cases, detailing the process by which their associated patterns emerged. This was based on a foundation for generalisation from cases with common attributes. We discuss the merits of this approach and its implications for pattern development

Complexity in the Context of Information Systems Project Management

Complexity is an inherent attribute of any project. The purpose of defining and documenting complexity is to enable a project team to foresee resulting challenges in a timely manner, and take steps to alleviate them.The main contribution of this article is to present a systematic view of complexity in project management by identifying its key attributes and classifying complexity by these attributes. A “complexity taxonomy” is developed and discussed within three levels: the product, the project and the external environment.Complexity types are described through simple real-life examples. Then a framework (tool) is developed for applying the notion of complexity as an early warning tool.The article is intended for researchers in complexity, project management, information systems, technology solutions and business management, and also for information specialists, project managers, program managers, financial staff and technology directors

Practice and Assessment of Reading Classes Using Moodle

This research paper details the extensive use of Computer Assisted Language Learning (CALL) for a content-based reading syllabus at Gunma University, through the software program Moodle (Modular Object-Oriented Dynamic Learning Environment ), a free and open-source software learning management system used at Gunma University. 　　The research basis of this paper is within the sphere of Action Research , as a valuable professional development tool (Nunan, 2001) based on this researcher’s perceived valuation of the system and how it could better aid students to perform better in and be more motivated towards their English language and reading studies, introduce new technological skills and abilities, and aid teachers in better preparation, teaching and assessment of reading classes. Moodle enthuses that the Lesson Module ‘enables a teacher to deliver content and/or practice activities in interesting and flexible ways...teachers can choose to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching and short answer.’ (Moodle, 2016). Therefore, this paper will ascertain whether the syllabus achieved a greater engagement and enjoyment by the students, and ensured better comprehension and understanding of key tasks and instructions. In addition, it will detail how teachers can benefit course management by employing such technology within the classroom

An investigation as to how a computerised multimedia intervention could be of use for practitioners supporting learners with Autism Spectrum Disorder (ASD)

This practice-based action research investigation seeks to make a valuable, original and academic contribution to knowledge in the computing, language, communication and educational fields. The aim was to establish the therapeutic (language and communication skills) and educational (literacy and numeracy skills) use of individual tailored computer games for practitioners supporting learners (end-users) with Autism Spectrum Disorder (ASD). This was achieved through a continuous collaboration of cohorts of computing undergraduate students and academics (the development team) carrying out an assignment for a module designed and successfully led by this PhD student (the researcher). The researcher continually collaborated with practitioners (users – teaching staff and speech and language therapists in schools) of learners with ASD over many years. The researcher developed a Computerised Multimedia Therapeutic/Educational Intervention (CMT/EI) process, which used an iterative holistic Design-For-One approach for developing individual computer games. An action research methodology was adopted using methodological triangulation ‘quantitative’ and ‘qualitative’ data collection methods. This was to ascertain as to how tailor-made computerised multimedia games developed, could be evaluated by the users as being of therapeutic/educational use for their learners (end-users) with ASD. The researcher originated profiles to establish the diversity of each learner’s spectrum of therapeutic/educational autistic needs, preferences, capabilities, likes, dislikes and interests. The researcher orchestrated, collaborated and supervised the whole process from individual profiles completed by the practitioners, through to the profiles used as a baseline, by the development team, and to the designing, developing and evaluating iterative customised personalised computer games. Four hundred and sixty-four learners with ASD (end-users) and forty-nine practitioners (users) from nine educational establishments across the UK participated in this investigation. Two stages were carried out in an initial application procedure (with one school) and prototype procedure (with a further six schools and 2 educational establishments). Stage I - Planning, collection, organisation, Design-For-One approach and development. Stage II - Testing, Evaluation, Monitoring, Reflection and Maintenance. Optimistic ‘quantitative’ and ‘qualitative’ evidence emerged (using content analysis) from the implementation of games in the classroom and the practitioner’s therapeutic and educational evaluation of storyboards and games. The documented positive findings led to a conclusion that personalised games which had been developed over a ten-year period, showed to be of therapeutic/educational use to practitioners and their learners with ASD