41,226 research outputs found

    Harnessing Technology: new modes of technology-enhanced learning: action research, March 2009

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    5 action research studie

    A case study of the integration of ICT in teaching and learning in a smart school in Sabah

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    This research investigates teachers’ views of their use of ICT in teaching and learning (T&LICT). The objective of this research was to study in depth the thoughts, beliefs and opinions of the teachers’ attempt towards pedagogical improvement as part of the Smart School Project. Specifically this research examines and describes the teachers’ implementation of T&LICT in the classroom in terms of the instructional practice, the instructional roles and the instructional environment. A case study research methodology is employed. The case is Sekolah Menengah Bestari (a psuedonym), which is a Smart School in Sabah. Analysis of data from 52 survey questionnaires complemented the qualitative data from the 13 interviews and 3 observations, as well as document analysis. Findings indicated that hardware and software technology infrastructure were available to support the T&LICT implementation. Nevertheless, the teachers felt it was not enough to implement T&LICT effectively. It was estimated that about half of Sekolah Menengah Bestari staff, mainly Bestari and ETeMS teachers, implemented T&LICT. Findings indicated that teacher practices were little changed. IT was used mainly to support the existing teacher-directed and teacher-centered approach. The role of the teacher extended to that of facilitating without releasing control of lesson to the students

    Transition UGent: a bottom-up initiative towards a more sustainable university

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    The vibrant think-tank ‘Transition UGent’ engaged over 250 academics, students and people from the university management in suggesting objectives and actions for the Sustainability Policy of Ghent University (Belgium). Founded in 2012, this bottom-up initiative succeeded to place sustainability high on the policy agenda of our university. Through discussions within 9 working groups and using the transition management method, Transition UGent developed system analyses, sustainability visions and transition paths on 9 fields of Ghent University: mobility, energy, food, waste, nature and green, water, art, education and research. At the moment, many visions and ideas find their way into concrete actions and policies. In our presentation we focused on the broad participative process, on the most remarkable structural results (e.g. a formal and ambitious Sustainability Vision and a student-led Sustainability Office) and on recent actions and experiments (e.g. a sustainability assessment on food supply in student restaurants, artistic COP21 activities, ambitious mobility plans, food leftovers projects, an education network on sustainability controversies, a transdisciplinary platform on Sustainable Cities). We concluded with some recommendations and reflections on this transition approach, on the important role of ‘policy entrepreneurs’ and student involvement, on lock-ins and bottlenecks, and on convincing skeptical leaders

    Making it Rich and Personal: crafting an institutional personal learning environment

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    Many of the communities interested in learning and teaching technologies within higher education now accept the view that a conception of personal learning environments provides a the most realistic and workable perspective of learners’ interactions with and use of technology. This view may not be reflected in the behaviour of those parts of a university which normally purchase and deploy technology infrastructure. These departments or services are slow to change because they are typically, and understandably, risk-averse; the more so, because the consequences of expensive decisions about infrastructure will stay with the organisation for many years. Furthermore across the broader (less technically or educationally informed) academic community, the awareness of and familiarity with technologies in support of learning may be varied. In this context, work to innovate the learning environment will require considerable team effort and collective commitment. This paper presents a case study account of institutional processes harnessed to establish a universal personal learning environment fit for the 21st century. The challenges encountered were consequential of our working definition of a learning environment, which went beyond simple implementation. In our experience the requirements became summarised as “its more than a system, it’s a mindset”. As well as deploying technology ‘fit for purpose’ we were seeking to create an environment that could play an integral and catalytic part in the university’s role of enabling transformative education. Our ambitions and aspirations were derived from evidence in the literature. We also drew on evidence of recent and current performance in the university; gauged by institutional benchmarking and an extensive student survey. The paper presents and analyses this qualitative and quantitative data. We provide an account and analysis of our progress to achieve change, the methods we used, problems encountered and the decisions we made on the way

    Automated model for the sustainability of the educational physical infrastructure in Smart Cities

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    Sustainability requires implementing strategies with actions that generate solutions for good living; being fundamental the development and evaluation of models and / or automated prototypes for their implantation in the institutions of the smart cities. Higher and postgraduate educational institutions are responsible for research, deepening attention to social problems to offer solutions that impact social, environmental and economic development. A strategic solution is the automation of the physical infrastructure, promoting the construction of automated models, with home automation, sustainable architecture, among other elements of engineering and technological innovation with a focus on environmental studies. The study contemplated mixed and applied research. The space design modeled with electronic resources, sustainable architecture, home automation engineering and software was presented and evaluated. It was proposed as a sustainable development strategy for its implementation in a physical infrastructure of the Technological Institute of Acapulco dependent on the National Technology of Mexico. The evaluation of the automated model determined the viability of implementing the prototype in the physical infrastructure as a feasible and sustainable strategic model for educational institutions in smart cities. Among the conclusions, the need to design technological development models and strategies for energy saving and resource safety for educational institutions in smart cities, which offer sustainable development alternatives focused on caring for the environment, is reflected., as a proposal for a sustainable model with the possibility of impacting technological development and engaging in multidisciplinary research on environmental issues
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