2,669 research outputs found

    Computer literacy in the Netherlands

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    Cross‐curricular IT tools for university students: Developing an effective model

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    Information technology is now recognized as a key study‐enhancement measure in higher education, and there is increasing demand for the provision of basic IT awareness and skills across the whole range of subject departments. One response to this demand is the central provision of a generic IT course or programme of courses. We draw upon the experience of such courses at the Universities of Glasgow and York to identify some of the significant dimensions in the development and operation of generic IT programmes. These include the policy context, the structure, content and educational stance of the programme, relationship of the programme to existing curricula, and the extent and nature of resourcing, assessment and certification. Operation of such courses raises important issues, such as questions of compulsory IT preparation, study skills, staff development, standardization, institutional policy and evaluation. This discussion is set within current trends in higher education

    Introduction - Professor Jim Rhodes, Founding Editor

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    This special edition of the Journal comprises the collection of papers presented at a conference held at the University of Strathclyde, Glasgow, to celebrate the work of Professor Jim Rhodes. The conference theme, Thin Walled Structures, encapsulates the technical field in which Professor Rhodes has been at the forefront for over 40 years. Indeed, it is appropriate that the conference bore the same name as the present Journal, which Professor Rhodes founded in 1983. The special event, held over 2 days, focussed on five specific technical themes, which Professor Rhodes has contributed to over the years, namely Cold Formed Steel (6 papers)-Chaired by Dr. Martin MacDonald, Glasgow Caledonian University; Buckling and Thin Walled Systems (7 papers)-Chaired by Professor Joe Loughlan, Loughborough University; Impact and Dynamical Systems (5 papers)-Chaired by Dr. Marcus Wheel, University of Strathclyde; Composites (5 papers)-Chaired by Professor William M. Banks, University of Strathclyde; Plates and Shells (9 papers)-Chaired by Dr. David Nash, University of Strathclyde

    Professor Jim Rhodes

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    Jim Rhodes has championed research in the area of Thin Walled Structures (TWS) for almost 40 years. His contribution to the understanding of the behaviour of TWS is second to none and he has consequently enjoyed a high international standing in the field. He was educated at St Michael's College in Irvine and served a craft apprenticeship with Laird & Sons Ltd, Irvine, before moving to Massey Ferguson Ltd. He was awarded an HNC (with distinction) in Mechanical Engineering from Kilmarnock College, which he then followed by degree studies at the University of Strathclyde, where he graduated with a first class honours BSc in Mechanical Engineering in 1966 before progressing to Doctoral study under Professor James Harvey (Head of Department and later Vice Principal of the University). He was awarded a PhD degree at Strathclyde in 1969 for research in Mechanics of Materials. His external examiner for his PhD was Professor Henry Chilver, later Lord Chilver and Vice Chancellor of Cranfield University

    Revolutionary development of computer education : A success story

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    The University of Colombo, Sri Lanka has been in the forefront of the “Computer Revolution” in Sri Lanka. It has introduced the teaching of computer programming and applications as early as in 1967, more than a decade before other educational institutions, thereby producing, over the years, a large number of pioneer computer scientists and IT graduates out of students entering the university from a variety of disciplines. They are presently employed as researchers, educators, data processing managers, analyst programmers, software engineers and in many others in the professional field of information technology, not only in Sri Lanka but also in other countries. Established in 1870 as the Ceylon Medical College by the government of that day under the leadership of Governor Sir Hercules Robinson, the University of Colombo could claim to have been associated with higher education for over 130 years. The University has become a center of excellence of international repute that contributes significantly towards national development and human resource development in the field on computer science and information communication technology, particularly in the South and South East Asian Region. This paper presents the milestones of the success story, which did not occur without a policy, plan, leadership, group work, collaboration, and donor support.2nd IFIP Conference on the History of Computing and EducationRed de Universidades con Carreras en Informática (RedUNCI

    The role of information technology in supporting the development of science linked technology education

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    This study builds on my earlier 1983 Masters research at Cranfield, which was an investigation of early technology education in the UK and USA and a pilot evaluation of the introduction of technology education into the curriculum of Stantonbury Campus in Milton Keynes, England. This gave an indication of the international trends in technology education and showed some of the potential of a problem-oriented approach to learning in schools based around a new integration of subjects and skills. It also showed the challenge to existing school teaching staff who often had to learn new skills themselves, often had to teach in new ways, and had to broaden their orientation after being single subject specialists most of their careers. Teaching materials had to be developed from scratch. IT had to be got to grips with. In September 1984, I took the post of Co-ordinator of the Schools Science and Technology Centre at the University of Oxford and had to implement a policy for sciencelinked technology education through a fast-changing period. During 1987 the pace of change accelerated rapidly being driven by the demands of the emerging new National Curriculum. By that time technology education, including IT, seemed to have become accepted as an important theme in the school curriculum in its own right. The Oxford Centre was there to offer in-service support in the development of training and teaching materials. It was, therefore, a good base for a study which could document the challenge of implementing technology education on a wide scale. In the end the sheer pace of change enacted by the government between 1987 and 1992, and shifts of position over the place of technology education, made the study a harder task than I expected. I was aiming at a fast moving target. But I hope the work is of value in exploring the link between the aspirations of those who advocate "technological capability and literacy" in our school population and what is currently being achieved. This thesis tries to explore the key areas of progress we need to make if technology education is to become a reality in our schools

    ELearning and the Lisbon strategy: an analysis of policy streams and policy-making

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    Under the Lisbon strategy, education and training form an essential element of the social pillar which aims to modernise the European social model through investment in human resources and combating social exclusion. Up to 2004, elearning was promoted as a key element in achieving the strategy especially through the Elearning Action Plan (2004-2006). This paper will analyse the process through which elearning emerged as a policy measure in implementing the Lisbon strategy. Using Kingdon’s policy streams metaphor (Kingdon, 1995), this paper will outline the policy and problem streams which coalesced in the late 1980s, opening a ‘policy window’, and which pushed distance learning onto the EU political agenda in the early 1990s. These included the accretion of ‘soft law’ around the area of vocational education and training since the Treaty of Rome in 1957; the challenges offered by the emerging new information technologies, declining industries and changing demands for skills; the adoption of distance learning systems at national level to redress disadvantage, and to provide flexible, high-quality and cost-effective access to higher education to adults who were unable to attend on-campus; and the role of the Commission, policy entrepreneurs and networks in promoting distance education as a solution to the major social and economic problems facing Europe. The Treaty of Maastricht committed the EU to supporting education and training in the community, and in particular, to ‘encouraging the development of distance education’ (Art 126 changed to Art 149 in Amsterdam, Nice and Lisbon Treaties). A series of implementation programmes in the 1990s, including Socrates, Tempus and Phare, funded distance learning initiatives in the EU and accession countries. With the development of the Internet and web technologies, elearning came to replace distance education in the EU discourse. The paper will conclude with some observations on the current role of elearning policy within the Lisbon strategy

    The use of microcomputers in mathematics teaching in Fiji

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    At the end of 1983 the Ministry of Education in Fiji informed schools that computers would be introduced in 1984. In February 1984 some selected schools received the first microcomputers. At a Conference on Computers in the Classroom, held in August 1984 at the University of the South Pacific. the Head of Mathematics at a senior secondary school said, in a paper presented at the conference: 'while there may have been some pre-planning at headquarters level it seems that no arrangement was made with individual schools.’ Amongst the problems highlighted in the paper by the Head of Mathematics was: 'the difficulty in deciding on a suitable type programme to offer to the students.' This thesis primarily concerns the application of microcomputers in teaching mathematics in Fiji. The author's experience shows that teachers in Fiji are aware of the need to respond to the microcomputer technology but this response is restricted due to the almost total lack of staff with even a basic knowledge of computers. [Continues.
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