Flexibility and Interaction at a Distance: A Mixed-Model Environment For Language Learning

This article reports on the process of design and development of two language courses for university students at beginning levels of competence. Following a preliminary experience in a low-tech environment for distance language learning and teaching, and a thorough review of the available literature, we identified two major challenges that would need to be addressed in our design: (1) a necessity to build sufficient flexibility into the materials to cater to a variety of learners' styles, interests and skill levels, therefore sustaining learners' motivation; and (2) a need to design materials that would present the necessary requisites of authenticity and interactivity identified in the examined literature, in spite of the reduced opportunities for face-to-face communication. In response to these considerations, we designed and developed learning materials and tasks to be distributed on CD-ROM, complemented by a WebCT component for added interactivity and task authenticity. Although only part of the original design was implemented, and further research is needed to assess the impact of our environment on learning outcomes, the results of preliminary evaluations are encouraging

Distributed Learning System Design: A New Approach and an Agenda for Future Research

This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed

CAHRS hrSpectrum (January - February 2004)

HRSpec04_02.pdf: 100 downloads, before Oct. 1, 2020

Making a difference - the appropriate use of web technology

Much has been written elsewhere about how, different Information Technology tools, can in principle be used by groups or communities to make their web sites more effective for Continued Professional Development. In practice, complex use is not often the case. In particular, three sites were studied in Scotland, which provided web facilities for the over 60s. The sites, and the communities they served, used only simple Information Technology. Nevertheless, they enabled their communities to participate effectively, on the 'right side', of the European population's 'digital divide'

The contribution of data mining to information science

The information explosion is a serious challenge for current information institutions. On the other hand, data mining, which is the search for valuable information in large volumes of data, is one of the solutions to face this challenge. In the past several years, data mining has made a significant contribution to the field of information science. This paper examines the impact of data mining by reviewing existing applications, including personalized environments, electronic commerce, and search engines. For these three types of application, how data mining can enhance their functions is discussed. The reader of this paper is expected to get an overview of the state of the art research associated with these applications. Furthermore, we identify the limitations of current work and raise several directions for future research

To what extent could Business Process Management Suite (BPMS) contribute positively to e-learning?

The purpose of this paper is to evaluate the effectiveness of Business Process Management Suite (BPMS) as a teaching-learning technology with the lens of the conversational framework (Laurillard 2002). The paper hopes to link commercial technological development with research in teaching-learning technologies and bring about better collaboration between the two. This theoretical evaluation aims to address the preliminary question - could educational communities adopt BPMS, a tool that has evolved from the commercial world to further enhance teaching-learning process? The scope of this paper and its evaluative study will be limited to using the conversational framework. The paper will briefly discuss BPMS and its relation to business process and business process management to provide a brief introduction. The main section of this paper will be a detailed analysis of key BPMS components against the conversational framework. The conclusion will provide a summary of the effectiveness of BPMS as a teaching-learning tool based on the requirements set out by the conversational framework. The results of the conclusion could lead to further empirical research on BPMS as a teaching-learning technology tool and may be the opportunity to request funding to carry out a proof of concept

Concept paper on a curriculum initiative for energy, climate change, and sustainability at Boston University

[Summary] Boston University has made important contributions to the interconnected challenges of energy, climate change, and sustainability (ECS) through its research, teaching, and campus operations. This work reveals new opportunities to expand the scope of teaching and research and place the University at the forefront of ECS in higher education. This paper describes the framework for a University-wide curriculum initiative that moves us in that direction and that complements the University’s strategic plan. The central curricular objectives are to provide every undergraduate the opportunity be touched in some way in their educational program by exposure to some aspect of the ECS challenge, and to increase opportunities for every graduate student to achieve a focused competence in ECS. The initiative has six cornerstone initiatives. The first is the Campus as a Living Lab (CALL) program in which students, faculty and staff work together and use our urban campus and its community to study and implement ECS solutions. The second is a university-wide minor degree that helps students develop an integrated perspective of the economic, environmental, and social dimensions of sustainability. The third is one or more graduate certificate programs open to all graduate students. The fourth is an annual summer faculty workshop that develops new ECS curriculum and CALL opportunities. The fifth is web-based resource that underpins the construction of a vibrant knowledge network for the BU community and beyond. Finally, an enhanced sustainability alumni network will augment professional opportunities and generate other benefits. The learning outcomes of this initiative will be realized through the collaborative work of faculty, students, and staff from all 17 colleges and schools. The initiative will leverage existing BU student resources such as the Thurman Center, Build Lab, and Innovate@BU. Benefits of this initiative, beyond the curriculum, include acceleration towards the goals of our Climate Action Plan; improving the “sustainability brand” of BU; enhancing the ability to attract students and new faculty; strengthening our alumni and campus communities; deepening our ties with the city of Boston; and the potential to spin off new social and technological innovations.Published versio

Mayo Clinic: Multidisciplinary Teamwork, Physician-Led Governance, and Patient-Centered Culture Drive World-Class Health Care

Describes Fund-defined attributes of an ideal care delivery system, Mayo's model of multidisciplinary practice with salary-based compensation, and best practices, including a shared electronic health record and innovations to implement research quickly

External Review and Options Appraisal of the Global Fund for Community Foundations

This Strategic Review and Options Appraisal was undertaken for the Global Fund for Community Foundations (GFCF). This Report is not an evaluation of the work of the GFCF, while it nonetheless 'reviews' the work and achievements of the organisation, particularly in the light of where the organisation stands at the present time. In this sense, it is more of a 'snapshot' view of the GFCF, and the Report, recognising that the GFCF is at an important moment in its life at a time of both challenge and opportunity, then presents a set of Options for decision