Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

A Novel Method for Assessing Medication-Related Adverse Outcomes in a Community Hospital

The use of medications for hospitalized patients is universal, and unfortunately medication-related adverse outcomes are common. The accurate assessment of medication-related harm in hospitalized patients is foundational to the development of an effective hospital medication safety program. Every hospital has its own unique fingerprint of harm, accurate determination of the nature of medication-related harm specific to each hospital is necessary to facilitate prevention of that harm with specific and effective interventions. This project has provided a community hospital with its first systematic methodology for assessing medication-related harm. The methodology is adapted from that used in a recent national-level study. Several commonly accepted methods of assessment of medication-related adverse events are in use, but no single method is capable of giving a complete picture of harm at the hospital level. Using a method nearly identical to one employed in large national studies the author examined rates and types of medication-related adverse outcomes in a California community hospital. The hospital had about one-third the national rate of adverse events. An incidental finding was a 4-year pattern of increasing incidence of adverse outcomes followed by 2 years of declining incidence of adverse outcomes. The information gained from the novel assessment method provided a clearer picture of patient harm, a basis for a more effective medication safety plan, and promoted interprofessional collaboration

Implementation and unification of the ERP system in a global company as a strategic decision for sustainable entrepreneurship

This article considered factors connected with the implementation and unification of an ERP (Enterprise Resource Planning) system, and their influence on the sustainable development of global companies. It showed a cognitive model on such impact and gave an example in the form of a case study of a global company listed on the NASDAQ Stock Exchange. The basic strategic objectives of each organization include long-term growth and sustainability. In a growing competitive environment, it is essential to manage the company effectively. This can be achieved provided that the company's organizational structure and operations are properly set from the point of view of the ERP system. The research results were aimed at creating the generalized process of the ERP system's gradual implementation, to make the development of an organization progressive. The paper was focused on describing the implementation and unification of the Enterprise Resource Planning System, in a global company listed on the NASDAQ Stock Exchange. The aim of the paper was to monitor and evaluate, the links between Enterprise Resource Planning and Customer Relationship Management. This process is time consuming and costly. To achieve the aim, the case study was carried out in the form of an expert survey aimed at assessing the impact of the unification and implementation of the ERP system in a global company. The study included methods of systemic analysis, methods of sociological expert survey, a method of qualitative peer review, and a method for a cognitive model. It leads not only to effective management of global companies but enables the monitoring and comparison of Key Performance Indicators and the Net Promoter Score in each country, using the same parameters. The implementation of a unified Enterprise Resource Planning system leads to a significant cost reduction and has a positive impact on the financial indicators reported on the stock exchange. This study highlighted the importance of the implementation of an effective ERP system, to make the development of organizations sustainable.Web of Science108art. no. 291

A model of the dynamics of organizational communication

We propose a model of the dynamics of organizational communication. Our model specifies the mechanics by which communication impact is fed back to communication inputs and closes the gap between sender and receiver of messages. We draw on language critique, a branch of language philosophy, and derive joint linguistic actions of interlocutors to explain the emergence and adaptation of communication on the group level. The model is framed by Te'eni's cognitive-affective model of organizational communication

The global classroom for supply chain management, any time, anywhere!

Academia is facing increasing demands in the design and delivery of their degree programmes due to resource constraints and the demands to embrace. The purpose of this article is to examine the requirement for quality education in the field of supply chain management. The approach adopted here is a reflective one, looking at recent trends in postgraduate Supply Chain Management (SCM) education and focusing in particular on a new mode of delivery, that of e-learning. The paper considers the development of SCM education and presents the range of supply chain management programmes and modules being offered across a selection of UK universities. The article also highlights the dynamic character of SCM education and considers whether the e-learning format is capable of responding to the requirements for quality in this field. Through a focus on one particular programme, the wholly online postgraduate programme in Operations and Supply Chain Management at the University of Liverpool. The conclusions are that new forms of teaching and learning are opening up to Higher Education Institutions (HEIs). The aim of the research was to discover the real time dynamic of SCM practice and theory, objective and subjective perspectives

Methods and models of next generation technology enhanced learning - White Paper

Our understanding of learning with technology is increasingly lagging behind technological advancements, such that it is no longer possible to fully understand learning with technologies without bringing together evidence from practice-based experiences and theoretical insight to inform research, design, policy and practice. Furthermore, whilst practical experiences and theoretical insights make significant contributions towards understanding learning with new technologies, the dynamic nature of learner practices and study contexts make it difficult to predict future requirements in terms of methods and models for next generation technology enhanced learning. We therefore require formal and comprehensive methods and models of learning with technology that accommodate theory and practice whilst allowing us to anticipate methodological innovations that capture future transitions and changes in learner practices and study contexts, in order to inform research, design, policy and practice. Workshop participants represented different communities of interest including research, design, evaluation and assessment. The overall objective was to anticipate methodological innovations in technology enhanced learning research and design over the next 5/10 years

Foundation to Promote Scholarship and Teaching 2013-2014 Awards

Proposal abstracts of 2013-2014 award recipients in a wide range of disciplinary areas

Operational Plan for HMIS Rollout to be Read in Conjunction with the MoH&SW Document of October 2007

The MoH&SW, with a consortium of partners, in October 2007, developed a Proposal to Strengthen the HMIS in Tanzania. This document builds on that proposal to develop a budgeted 6‐month plan to kick‐start implementation of the Revised MTUHA in one region and at national level, to develop a replicable model that can be scaled up to other regions as additional funds become available. The overall HMIS revision process will ensure that, within a period of five years the HMIS will be functional in all 21 regions of the country, in a phased manner Six months intensive systems and database development in Mtwara region Eighteen months implementation in one region in each of the six zones Within 5 years, National rollout to every region The initial six months implementation process, described in depth in this document, will use action research and participatory development methodology that will integrate the six work packages in the HMIS document, in line with the HSSP III proposals for strengthening M&E. A number of dedicated teams will roll out the HMIS, develop a toolkit for implementation in other regions and produce a modern web based data warehouse. The project logframe aims to provide quality routine data for monitoring MDGs and the NHSSPIII by producing five outputs – HMIS revision, HMIS implementation, Capacity development, the DHIS software and action research. Terms of reference are developed for each of the HMIS teams, based on the activities in the logframe – Indicator and dataset revision, HMIS design, Database development and training team. An action‐based budget of US$15 million is provided for three years that envisages The model region will cost$1,25 million for the first year, including the rollout activities, the development of training material, adaptation of software etc. The other six regions will cost 1,05million for first year; all regions will reduce to $500,000 for the second year and$300,000 in the third year. National level costs will reduce from $700,000 to 500,000 a year as local consultants replace international technical assistance and Ministry takes over running expenses. Rollout for the other 14 regions will need a separate budgeting process after the six regions, but should be in the range of 1,8 million a year (or less if costs can be reduced). The activities in the model initiation region will cost$1,2 million for the first year, including the rollout activities, the development of training material, adaptation of software et