Hybrid artificial intelligence technique for solving large, highly constrained timetabling problems

Timetabling problems are often hard and time-consuming to solve. Profits from full automatization of this process can be invaluable. Although over the years many solutions have been proposed, most of the methods concern only one problem instance or class. This paper describes a possibly universal method for solving large, highly constrained timetabling problems from different areas. The solution is based on evolutionary algorithm's framework, with specialized genetic operators and penalty-based evaluation function, and uses hyper-heuristics to establish its operating parameters. The method has been used to solve three different timetabling problems, which are described in detail, along with some results of preliminary experiments

Enriching the university experience through volunteering: A pilot project

This article details the first year of a collaborative effort between a campus-based university and its local Victim Support scheme. The key innovative component was that student volunteers were trained to provide support to peers who experienced crime. Not a formal evaluation, this paper outlines how the work appeared beneficial to the university, its students, and Victim Support. The first two benefited through improved on-campus service to victimised students and to those who were trained and worked as volunteers. Victim Support benefited from increased numbers of volunteers and consequently, improved services. Some implementation difficulties are also described. This study provides a platform for further efforts and their more formal evaluation

School use of learning platforms and associated technologies

Study of benefits and effective use of learning platforms in schools based on 12 case studie

Improving the quantitative research skills of Welsh Baccalaureate teachers through university engagement

In 2015 the re-designed Welsh Baccalaureate Qualification (WBQ) was launched and, for the first time, students undertaking the qualification were required to complete the Skills Challenge Certificate (SCC). Consisting of four components: the Individual Project, the Enterprise and Employability Challenge, the Global Citizenship Challenge, and the Community Challenge, the SCC aims to enable learners to develop seven skills needed for education, employment and life. The Individual Project requires students to undertake a research project that includes analysing data using/utilising quantitative data analysis skills. This paper identifies the teaching of such quantitative skills as a difficulty for some teachers involved in the delivery of the qualification drawing on recent engagement work between Cardiff University and schools and colleges in South Wales. It argues that universities have an opportunity to engage with schools, teachers and pupils in the delivery of quantitative research skills that can be beneficial for both schools and universities

Education Workforce Initiative: Initial Research

The purpose of this initial research is to offer evidenced possibilities in the key areas of education workforce roles, recruitment, training, deployment and leadership, along with suggested areas for further research to inform innovation in the design and strengthening of the public sector education workforce. The examples described were identified through the process outlined in the methodology section of this report, whilst we recognise that separation of examples from their context is problematic – effective innovations are highly sensitive to context and uncritical transfer of initiatives is rarely successful. The research aims to support the Education Workforce Initiative (EWI) in moving forward with engaging education leaders and other key actors in radical thinking around the design and strengthening of the education workforce to meet the demands of the 21st century. EWI policy recommendations will be drawn from a number of country level workforce reform activities and research activity associated with the production of an Education Workforce Report (EWR). This research has informed the key questions, approach and structure of the EWR as outlined in the Education Workforce Report Proposal. Issues pertaining to teaching and learning in primary and secondary education are at the centre of the research reported here; the focus is on moving towards schools as safe places where all children/ young people are able to engage in meaningful activity. The majority of the evidence shared here relates to teachers and school leaders; evidence on learning support staff, district officials and the wider education workforce is scant. Many of the issues examined are also pertinent to the early childhood care and education sector but these are being examined in depth by the Early Childhood Workforce Initiative. Resourcing for the Education Workforce was out of scope of this initial research but the EC recognises, as outlined in the Learning Generation Report, that provision of additional finance is a critical factor in achieving a sustainable, strong and well-motivated education workforce, particularly but not exclusively, in low and middle income countries. The next stage of EWI work will consider the relative costs of current initiatives and modelling of the cost implications of proposed reforms. EWI aims to complement the work on teacher policy design and teacher career frameworks (including salary structures) being undertaken by other bodies and institutions such as Education International, the International Task Force on Teachers for 2030 and the Teachers’ Alliance, most particularly by bringing a focus on school and district leadership, the role of Education Support Professionals (ESPs) and inter-agency working

Testing citizens:models of assessment for citizenship education

The notion of some kind of civic education providing a solution to English society’s problems is nothing new and Citizenship Education is perceived as one means of addressing so-called social deficits. There are issues relating to curriculum delivery and training which have arisen from the decision to make citizenship a mandatory subject in maintained secondary schools. Citizenship presents a challenge because it is not a ‘conventional’ subject and teachers have to construct meaningful assessments which relate to discussions of beliefs and values. Philosophical and sociological literatures inform the conceptual analysis of definitions of citizenship. Insights into more recent policy and provision are provided through a discussion of curriculum development and interrogation of assessment documentation from awarding bodies and policy-making organisations. An empirical study aimed to construct a picture of delivery in schools. It employed a multiple-method approach: a questionnaire was used to survey 400 secondary schools across England; and interviews were conducted with pupils (in years 9-11) and teachers in 18 schools. The data were analysed using both quantitative (descriptive and univariate statistics) and qualitative (Successive Approximation and Ideal Type) methodologies. The findings suggest that the way in which citizenship is delivered has an effect upon the means by which it is assessed and has some impact upon the way that the subject is valued. Some teachers were reluctant to use unfamiliar modes of assessment, particularly formative methods which did not result in a grade, because pupils were sceptical of the value of any subject which does not provide a ‘final’ mark. This underlines the fact that assessment is the dominant force in contemporary education. The creation of Ideal Type teachers facilitated further investigation of relationships that teachers had with citizenship, its delivery and how they perceive pupil responses to the subject. Teachers require more resources (financial and time) to increase their assessment skills. The conclusion can be drawn that there is a significant need for more training and support for teachers in the assessment of citizenship. If citizenship is to succeed in its mission to effect a change in society, it needs to be taken seriously and a factor which militates against this aim is the lack of coherent framework of assessment.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Enriching the university experience through volunteering: a pilot project

This article details the first year of a collaborative effort between a campus-based university and its local Victim Support scheme. The key innovative component was that student volunteers were trained to provide support to peers who experienced crime. Not a formal evaluation, this article outlines how the work appeared beneficial to the university, its students and Victim Support. The first two benefited through improved on-campus service to victimized students and to those who were trained and worked as volunteers. Victim Support benefited from increased numbers of volunteers and consequently improved services. Some implementation difficulties are also described. This study provides a platform for further efforts and their more formal evaluation

In response to 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar'

In her article (http://uobrep.openrepository.com/uobrep/handle/10547/335947) Molly McHarg makes several points that I agree with, particularly that for the majority of students the plagiarism is not deliberate but is due to a lack of understanding of how to reference correctly