64 research outputs found
Contracts: an introduction to the skills of legal writing and analysis
The student cannot be taught what he needs to know, but he can be coached: 'He has to see on his own behalf and in his own way the relations between means and methods employed and results achieved. Nobody else can see for him, and he can't see just by being "told", although the right kind of telling may guide his seeing and thus help him see what he needs to see
Paradigms for the design of multimedia learning environments in engineering
The starting point for this research was the belief that interactive multimedia
learning environments represent a significant evolution in computer based
learning and therefore their design requires a re-examination of the underlying
principles of learning and knowledge representation.
Current multimedia learning environments (MLEs) can be seen as descendants
of the earlier technologies of computer-aided learning (CAL), intelligent tutoring
systems (ITS) and videodisc-based learning systems. As such they can benefit
from much of the wisdom which emerged from those technologies. However,
multimedia can be distinguished from earlier technologies by its much greater
facility in bringing to the learner high levels of interaction with and control over
still and moving image, animation, sound and graphics. Our intuition tells us that
this facility has the potential to create learning environments which are not
merely substitutes for "live" teaching, but which are capable of elucidating
complex conceptual knowledge in ways which have not previously been
possible. If the potential of interactive multimedia for learning is to be properly
exploited then it needs to be better understood. MLEs should not just be
regarded as a slicker version of CAL, ITS or videodisc but a new technology
requiring a reinterpretation of the existing theories of learning and knowledge
representation.
The work described in this thesis aims to contribute to a better understanding of
the ways in which MLEs can aid learning. A knowledge engineering approach
was taken to the design of a MLE for civil engineers. This involved analysing in
detail the knowledge content of the learning domain in terms of different
paradigms of human learning and knowledge representation. From this basis, a
design strategy was developed which matched the nature of the domain
knowledge to the most appropriate delivery techniques. The Cognitive
Apprenticeship Model (CAM) was shown to be able to support the integration
and presentation of the different categories of knowledge in a coherent
instructional framework.
It is concluded that this approach is helpful in enabling designers of multimedia
systems both to capture and to present a rich picture of the domain. The focus of
the thesis is concentrated on the domain of Civil Engineering and the learning of
concepts and design skills within that domain. However, much of it could be
extended to other highly visual domains such as mechanical engineering. Many
of the points can also be seen to be much more widely relevant to the design of
any MLE.Engineering and
Physical Sciences Research Counci
Relationships Between Embedded Tutors and Instructors: Understanding Power Dynamics Inside and Outside the Classroom
Basic writers have long needed support to write more successfully at the postsecondary level. One method currently used is embedded tutoring programs, where students receive the support of the instructor and a tutor throughout the entire semester of first-year composition programs. These programs often provide students with academic and professional support, helping them learn to write for the university and beyond. While these programs have shown to be successful in the current literature on embedded tutoring programs, a gap in the research is that many of these studies focus on student outcomes and student success. Hardly any of these studies focus on the relationships that form between instructors and tutors. This study aims to fill that gap to determine best practices for designing embedded tutoring programs and creating better partnerships between instructors and tutors. A research study was conducted to examine these partnerships using a grounded theory methodology. In this study, 23 tutors and 17 instructors with 39 resulting dyads were studied to understand the roles of tutors and instructors and what interrelationships patterns form due to these partnerships. This research had a couple of key findings. Even thought university rules and accrediting body guidelines primary dictate the responsibilities of tutors and instructors, some parts of their roles are negotiated between instructors and tutors. Instructors and tutors have different perceptions of their roles that impact how well they work with one another. The researchers also found that instructors and tutors work best when there is open communication and collaboration between the partners. Those who clearly establish roles and boundaries and maintain them throughout have the best partnerships. Instructors must be willing to relinquish some of their power and authority to foster a better relationship with their tutors. Lastly, in embedded tutoring programs, tutors grow as professionals learning through a cognitive apprenticeship. Program coordinators can take these findings to help them better design, develop, implement, and evaluate embedded tutoring courses for first-year composition courses and beyond
Law, learning, technology: reiving ower the borders
Serious consideration of our students’ learning requires us to engage
with the theoretical constructs of other disciplines, some of which have much to
tell us about how we teach law, how we might teach it more effectively; how our
students learn and what they understand as learning. This interdisciplinary
understanding is an essential component in the dialectic between theory and
praxis of teaching and learning, and the law. If this is true for what might be
termed more traditional learning methods, it is even more the case for computerbased
educational interventions. In computer-based learning, the management of
learning on many levels becomes critical to educational success, and the understanding
and application of interdisciplinary theory plays an important role in the
design and development of materials and in the learning events themselves
A methodology for evaluating intelligent tutoring systems
DissertationThis dissertation proposes a generic methodology for evaluating intelligent tutoring systems (ITSs),
and applies it to the evaluation of the SQL-Tutor, an ITS for the database language SQL.
An examination of the historical development, theory and architecture of intelligent tutoring
systems, as well as the theory, architecture and behaviour of the SQL-Tutor sets the context for this
study. The characteristics and criteria for evaluating computer-aided instruction (CAl) systems are
considered as a background to an in-depth investigation of the characteristics and criteria
appropriate for evaluating ITSs. These criteria are categorised along internal and external
dimensions with the internal dimension focusing on the intrinsic features and behavioural aspects
of ITSs, and the external dimension focusing on its educational impact. Several issues surrounding
the evaluation of ITSs namely, approaches, methods, techniques and principles are examined, and
integrated within a framework for assessing the added value of ITS technology for instructional
purposes.Educational StudiesM. Sc. (Information Systems
A framework to facilitate effective e-learning in engineering development environments: executive summary
The demands of the continually changing and developing workplace require individuals to be
adaptable, multi-disciplined and with the ability to work collaboratively, often in virtual
environments. Professional engineers of today must meet these demands and have appropriate
business and communication skills to operate in today's competitive, fast-moving, global
environment. Yet these engineers still need to remain productive and routinely keep abreast of
technological advances for their day-to-day working requirements. Thus, a range of continually
renewable competencies is essential, which in turn puts pressure on both industry and academia
to consider alternative ways to inform and educate their engineers and students. To help address
these requirements, electronic learning (e-leaming) has been researched as a possible solution to
facilitate a more flexible, distributed, collaborative, self-directed, virtual learning environment
for both work-based professional engineers and engineering students.
This research revealed gaps in both the existing literature and working practices regarding the elearning
needs of engineers and in current approaches to meet these needs. Consequently, the
main objective of the research was to develop a mechanism to assist providers of e-leaming to
construct effective e-leaming activities in engineering development environments. In this
context, 'development' environments refer to the engineer's product-development environment
and the engineering student's study environment, with the increasing responsibility for selfdevelopment
in an engineering career. The research identified and investigated factors that affect
learning in these engineering environments, and examined current Web-based technologies to
support and enhance learning experiences. A framework was developed as the mechanism to
group the different and non-comparable learning factors together into philosophy, delivery,
management and technology categories. These learning factors can be connected and sequenced
differently in the categories, depending on the learning requirements. Hence, the main research
innovation has been the creation of this framework to structure, link and order key learning
factors, which offers guidance to e-leaming providers developing e-leaming environments.
A predominant action research methodology was adopted for the research, as the author was
involved with engineering environments and their e-leaming practices, decisions, developments
and implementations in varying degrees. The main areas investigated for the research were:
1) Exploring learning methods & preferred learning styles in the engineering environment.
Important findings here identified that engineers have a strong visual learning style preference
and practise experiential learning in their engineering environments. 2) Examining technologies to support and enhance learning. This provided an understanding of 'hard' computer and Web capabilities, and 'soft' non-tangible technologies. Web technologies were of particular interest to this research due to their wide reach and interactive impact on the modem working and learning environments. 3) Investigating marketing considerations from the Web-based learning (WBL) providers' viewpoint. Marketing issues, products and services of WBL providers were investigated. This compared what and how the market offered and identified the business aspects of WBL. 4) Developing an e-learning framework. The research was consolidated to create a novel framework that grouped disparate learning factors for effective e-leaming development. 5) Studying practical engineering e-learning applications. Areas of the proposed framework were validated and refined from the case study data and experiences. Critical success factors (CSF) were derived to provide a business perspective for e-leaming developments, and these complemented the framework's learning factors. The above areas have been addressed in detail and documented in separate Engineering Doctorate submissions. This Executive Summary outlines and consolidates these areas, and describes, exemplifies and verifies the various factors within the e-leaming framework and the CSFs. The rationale, applications and guidelines for the e-leaming framework are also discussed.
The framework provides a toolkit for building effective e-leaming activities in engineering development environments. Thus, the research shows that e-leaming can provide the solution to facilitate a flexible, continuous learning environment for engineers
Partners in learning : proceedings of the 12th annual Teaching and Learning Forum, Edith Cowan University, 11-12 February 2003
This publication of selected papers addressing the 12th Annual Teaching and Learning Forum theme of Partners in Learning provides an overview of the issues facing staff in higher education in Australia. The articles chosen for this post-forum publication provide innovative ideas that bring the opportunity to share and learn about teaching and learning into focus as lecturers consider ways to improve students’ learning and experiences in higher education through partnerships with them and with others. With the advent of Higher Education at the Crossroads by Federal Minister Brendan Nelson, it is evident that staff will face new challenges
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