Identifying innovation in higher education elearning strategies

There are many case studies of individual Higher Education Institutions (HEIs) devising distinctive eLearning strategies, reported by the HEI itself, journalists, or research observatories. An extraordinarily wide range of university-level eLearning programmes are rapidly becoming available from large numbers of HEIs across Europe, and there are strong attempts being made to identify and disseminate case studies of innovative eLearning practices (e.g. MENON, 2006). However, the vital research goal of obtaining more systematic evidence across countries in relation to HEIs' innovations in eLearning strategies represents a particular challenge for collectors of case studies, especially given the diverse processes in different countries for measuring pedagogical value and cost-effectiveness. By contrast, there are typically several reports a year of large-scale attempts to survey HEIs in relation to eLearning, sponsored, for example, by EU programmes or industry groups. Yet the factors that determine educational effectiveness are not, so far, well understood; and consequently it can be difficult to develop reliable quantitative survey items that simultaneously enable valid and insightful comparisons between essentially qualitative eLearning strategies. Moreover, such quantitative evidence is not collected systematically by the typical HEI; when collected, such evidence is commercially sensitive; and it is not easy for researchers to obtain independently of the HEI. So, claims are made, for example, that European universities plan to 'expand their use of eLearning' (BBC News, 2005), but it is not at all clear what measures of expansion are appropriate, and what kinds of strategies are associated with such expansion. The two-year research study described here attempted a mixed-method approach to the problem of identifying examples of innovation in relation to the eLearning strategies developed by HEIs. Where possible the study estimated the impact of the implemented eLearning programmes, but the emphasis was on illuminating a range of innovative eLearning strategy cases, rather than necessarily determining best practice. Two key research questions asked by the study are: 1. How can innovation in Higher Education eLearning strategies be identified? 2. What factors are critical to the success of these strategies? This research did not set out to obtain, directly, insight into why eLearning has not been more widely adopted by HEIs, why various eLearning projects have failed, why some eLearning projects have achieved less success than anticipated, or why some eLearning projects have achieved success more slowly than anticipated. However, by researching innovation, the challenges faced by the innovators, and how strategies needed to change over time, it is anticipated that the findings from this study might indirectly illuminate these crucial questions. It is not possible within the space available here to do more than outline the methodology and highlight a few key findings: fuller reports are available on the project website www.spi.pt/innounilearning

Educational Manager Perceptions Towards Integrated Management Information System Implementation in Yemen

The government of Yemen has been developing government offered services designed to improve the quality of education management. Yemen\u27s managers of education and managers of higher education in the Ministry of Education (MOE) and the Ministry of Higher Education (MOHE) have sought to improve quality of education, reduce costs, and provide timely information for decision-making processes by implementing an integrated management information system (IMIS). The problem was the lack of understanding the barriers that hinder successful IMIS implementation by the MOE and MOHE, and the role that lack of collaboration has played in prior unsuccessful attempts. The purpose of this case study was to identify barriers and success factors related to previous attempts to implement an IMIS in Yemen\u27s MOE and MOHE. Diffusion of innovation (DOI) theory and the technology acceptance model (TAM) provided the conceptual framework. A purposeful sampling was used to select participants for semistructured interviews. The interviews were conducted with 3 ministry personnel, 8 managers, and 4 administrators from various governorates who are currently working or have worked in the Yemen MOE or MOHE. Open coding was used to identify themes and patterns. Themes were related to insufficient human and material resources, lack of understanding and acceptance of IMIS, inadequate IMIS education and training, incompetent program managers, and fear of change. These findings may contribute to positive social change by improving the management of education, thereby the overall quality of education in Yemen. Improving management in education could increase the quality of life by contributing to increase of prosperity through a better-educated society, an active citizenry, and a reduction in the level of societal violence

An Investigation of Successful and Unsuccessful Communication between International and North African Social Workers at Centres for Disabled Children in North Africa

There is a need to improve the quality of life for disabled children in North Africa. Although local governments and communities have been providing social services support, an increase in social services investment, particularly, specialists who work in the area of providing disability support, is needed from local and international organisations. However, international social workers’ lack of cross cultural sensitivity creates communication barriers and prevents effective means of collaboration between international and local social workers. The main aim of this research is to identify culturally appropriate communication skills and possible pitfalls for international social workers by investigating successful and unsuccessful communication between international and local social workers working at schools and centres for disabled children in North Africa. A constructivist qualitative approach has been used to explore the complex world of lived experiences of the social workers. The stories of four international and three local social workers were gathered through semi structured in-depth interviews. Three main themes emerged as a result of analysis of the interviews: language and religious value, gender relations, shame and honour. The findings have shown that in order for international social workers to communicate culturally appropriately and achieve successful collaboration with local social workers, the international workers need to be aware of the differences in mind-sets between individualistic and collective cultures, and be sensitive to the Arab/ Muslim cultural values of local social workers

Co-regulation in music practice: effective use of peers as social resources in goal setting and strategic planning

Researchers in education have found a multitude of learning benefits proffered through peer collaborative learning. Despite being a primarily collaborative effort, the pedagogy of music ensembles in the school setting continues to rely heavily on student development of skills through autonomous at-home practice. In an effort to improve student learning through at-home practice, a study was needed to understand how peer collaboration might be implemented in practice pedagogy and to examine its impact. Self-regulation theory provides a framework by which socially interactive influences of peers as social resources on cognitive aspects of practice processes can be identified and understood. Using a mixed-methods approach, I collected data from document analysis of weekly practice goals reports, recorded conversations of participants as they collaboratively identified a group practice goal, recorded at-home practice, and structured interviews with participants. Although no statistical significance was found to indicate participants were more successful in achieving collaboratively-set goals than individually-set goals, participants perceived myriad benefits from the collaborative goal setting process with peers, including greater perceived achievement of collaborative goals. Results indicated that participants perceived improved collaborative and personal goal achievement, augmented efficiency in goal setting and practice strategy selection and implementation, increased motivation to practice toward improvement through group ownership of the collaborative goal and social responsibility, and enhanced self-regulation of at-home practice. Furthermore, participants indicated that peers were valuable as sources of feedback and as models of effective goal setting, strategy implementation in practice, and in self-reflection. These findings are consistent with self-regulation theory’s valuation of social resources as motivators and models for effective self-regulation and support a model of co-regulation in music practice pedagogy

Penyelenggaraan fasiliti stadium

Penyelenggaraan adalah kerja yang dilakukan untuk memelihara, menjaga, mengendali, memperbaiki dan mengawalselia struktur bangunan, kemudahan, kelengkapan, perkhidmatan bangunan dan persekitaran bagi memastikan bangunan sentiasa berada pada tahap piawaian yang telah ditetapkan. Selain itu, penyelenggaraan juga dapat mempertahankan utiliti dan nilai fasiliti kemudahan serta berada dalam keadaan selamat digunakan

Investing in local people and harnessing local communities: a progress report on Victoria’s Work and Learning Centres

This report presents early findings about the impact of the Work and Learning Centres model, which aim to create learning and employment pathways for jobseekers by providing personalised support, implemented at five sites across Victoria. Overview Work and Learning Centres operated by community organisations with strong local networks aim to create learning and employment pathways for jobseekers by providing personalised support, non-vocational training, career guidance and direct links to vocational education and training and to employers. This report presents early findings about the impact of the WLC model implemented at five sites across Victoria (Carlton, Geelong, Moe, Ballarat and Shepparton). This research sought to gauge the efficacy of the model and to find what works for which clients and the elements that clients themselves identify as contributing to their outcomes

Evaluation of the Victorian Community Crime Prevention Program: final report

This evaluation finds that the Community Crime Prevention Program is a highly valued contribution to the Victorian community crime prevention and community safety field. Abstract The Community Crime Prevention Program (CCPP), established by the Victorian Government, aims to enhance communities’ capacity to deliver local solutions to crime. It is part of a broader suite of initiatives to reduce the impact of criminal behaviour on Victorians. The Community Crime Prevention Unit (CCPU) is a business unit within the Department of Justice (DOJ) to administer the CCPP. The mainstay of the CCPP is a competitive grants program available to a wide variety of community organisations and local government authorities. Bodies that comply with the qualifying criteria are able to apply for funding in the allocated funding rounds. DOJ commissioned the Australian Institute of Criminology (AIC) to conduct an evaluation of the Victorian CCPP. In order to assess the strategic appropriateness and efficacy of the CCPP the AIC, in consultation with the CCPU and the Regional Directors forum that operates across the DOJ, developed a program logic model and evaluation framework. This informed the development of a comprehensive methodology combining qualitative and quantitative research methods. This included: consultation with key stakeholders; online survey of local government and community organisations; review of CCPP-sponsored interventions; and analysis of administrative data and program documentation relating to the operation of the CCPP. The project was undertaken between February and September 2014