ALT-SURF seminar: ePortfolios and Digital Repositories, 22 and 23 April 2004, Edinburgh UK

ALT (Association for Learning Technology) and SURF (collaborative organisation for IT innovation in Dutch HE) have similar goals and started working together in 1999. In 2001 they signed a Memorandum of Understanding to bring together learning technologists from the UK and the Netherlands in a variety of exchange activities. Sharing experiences and views internationally between peers proved to be an excellent way to learn new things, find inspiration to meet joint challenges and engage in healthy reflection. ALT and SURF organised mutual study visits (50 Dutch learning technologists visited universities in the UK in 2002 and 40 UK colleagues visited Dutch institutes in 2003), joint conferences and seminars, and a expert study trip to Australia (8 UK and 8 Dutch experts visited 14 institutes in 2002). SURF and ALT reported on these in presentations and publications. A new activity is the joint working seminar, where a specific theme can be discussed by experts in the field with the purpose of describing in a so-called ‘briefing paper’ the current state of affairs, the underlying beliefs, hopes and desired situation, and possible ‘next steps’ in joint conceptualisation and/or developing activities. In the process of composing the briefing papers differences between the countries will surface, e.g. organisational, cultural or political. The themes are therefore not isolated topics but seen as developments within a context. The first joint ALT-SURF working seminar took place in April 2004 in Edinburgh, immediately following an ALT spring conference, and addressed two related topics: e-(or Digital) Portfolios and Digital Repositories. The aim was to establish working relationships between experts in both countries through discussion and collaborative writing of briefing papers aimed at experts, researchers, managers and policy makers. The objectives of the working seminar were threefold: • describe the basic belief that leads to so much energy being put into these concepts • outline current thinking in ePortfolios and Digital repositories as a common reference point for deeper understanding • devise a roadmap to meet required conditions to further develop ePortfolios and Digital Repository concepts and use. This report is the result of that seminar, namely a briefing paper on ePortfolios and another on Digital Repositories. In the papers the potential and ultimate goal of using ePortfolios and Digital Repositories for learning and teaching is outlined; the current state of achievements is described, and thirdly the briefing paper concludes with desired next steps to reach the ultimate goals, what conditions need to be in place, what activities need to be set in motion. The papers highlight any apparent differences in approaches between UK and Netherlands as well as opportunities for future collaboration. SURF and ALT will use the conclusions and suggestions as input for joint future development and networking activities

African portfolio entrepreneurship and the creation of jobs

Purpose The purpose of this paper is to focus on large-scale portfolio entrepreneurship and its impact on the creation of stable wage employment in African economies. Design/methodology/approach The three studies focussed on Egypt, Uganda, and Malawi were all exploratory, inductive, and qualitative studies, which involved semi-structured interviews with 65 entrepreneurial founders of some of these countries’ most prominent business portfolios between 2009 and 2012. The data were collected through face-to-face interviews, which lasted between one and four hours, with the founders of each of these portfolios. Findings This inductive and qualitative study finds a connection between the creation of stable wage-paying jobs and portfolio entrepreneurship in three countries, representing three of the four different archetypal African economies. It also finds a strong connection between the development of new industries and portfolio entrepreneurship. Practical implications The practical and societal implications of these findings are incredibly important. The current and looming shortage of stable wage employment in Africa is reaching calamitous proportions. The growth in religion-affiliated terrorism and high-risk economic migration to Europe can be directly related to the lack of employment opportunities in African nations. The findings indicate that portfolio entrepreneurs are major players in the creation of such employment opportunities and government policies focussing on this area, as compared to focussing solely on SMEs, may be more effective in mitigating some of the drivers for emigration and terrorism. Originality/value This is the only study of its kind that investigates the role of large-scale portfolio entrepreneurship in the growth of employment opportunities in Africa

A framework for developing and implementing an online learning community

Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper describes the development of a framework for understanding and developing an online learning community for adult tertiary learners in a New Zealand tertiary institution. In accord with sociocultural views of learning and practices, the framework depicts learning as a mediated, situated, distributed, goal-directed, and participatory activity within a socially and culturally determined learning community. Evidence for the value of the framework is grounded in the findings of a case study of a semester-long fully online asynchronous graduate course. The framework informs our understanding of appropriate conditions for the development and conduct of online learning communities. Implications are presented for the design and facilitation of learning in such contexts

Becta review 2006. Evidence on the progress of ICT in education.

This is the review of the use and impact of ICT in the education system prior to the publication of the Government's e-Strategy for the education system, known as Harnessing Technology. The Review drew upon Becta's surveys of schools and FE colleges as well as other research to assess the impact of technology within the education system and the progress made in achieving Government policies in 2005-06

A protocol for multidimensional assessment in university online courses

This paper presents a protocol developed for multidimensional assessment for e-learning experiences based on socioconstructivist principles. First, we describe the structure of an e-learning course where the protocol as been developed and tested; second, we describe the protocol and how it has been used in that course. We believe this protocol is a useful tool for a twofold reason: on the one hand, it takes into account the complexity of the pedagogical architecture of socioconstructivist courses – where many teaching models and learning strategies are mixed, different individual and collaborative activities are proposed and students are asked to build a variety of final products. On the other hand, it promotes students’ assumption of responsibility and active role, with a particular reference to self-assessment competences. Instances of how we have applied the protocol will be described in the paper. The assessment protocol we present here is complex, nevertheless flexible. Therefore, although we have tested it in a specific course, it could also be used in similar or simpler course

Fostering college and career readiness: how career development activities in schools impact on graduation rates and students' life success

This paper sets out the recent evidence around career development. This evidence is examined within the context of the college and career readiness agenda. The argument is made that in order for young people to be genuinely “ready” for both college and career they need to have attended to their academic achievement, their aspirations and plans for the future, their ability to make transitions and their ability to direct their own careers. It is argued that career development offers schools a body of practice that has been shown to have a positive impact on young people’s readiness for college and career. The report acknowledges that the provision of career development has been in decline in many North American schools despite evidence of its effectiveness. Given the current instability of the labor market, the increasing complexity of the education system and the need to grow the skills base of the workforce in a competitive global market, failing to attend to young people’s careers seems shortsighted. As this paper shows, there is a strong body of evidence which demonstrates that career development activity in schools can help young people to experience academic achievement, successfully transition to the labor market and live happier and more productive lives. It is hoped that setting out the evidence in this area of research will provide policy makers and school leaders with the resources required to make informed decisions and to support the development of the future generations of talent. The paper explores the impacts of career development in relation to four main questions: • Does career development engage young people in their schooling and help keep them attending school? • Does career development positively impact on young people’s academic achievement? • Does career development assist young people in making successful transitions to college or the labor market? • Does career development have a positive effect on people’s career and life success?Career Cruisin

Landscape Study in Wireless and Mobile Learning in the post-16 sector

In the post-16 sector (further and higher education, and adult and community learning) there is a need to understand how wireless and mobile technologies can contribute to improving the student experience of learning, and help institutions fulfil their missions in an age of incomparably fast technological change. In the context of this interest and growing need, a Landscape Study project was commissioned by JISC through the Innovation strand of the JISC e-Learning Programme in 2004-5. Our project aims were to take a birds-eye view of developments and practice in the UK and internationally, and to communicate our findings to a broad and varied audience. The Summary report is accompanied by 3 associated reports on 'Current Uses', 'Potential Uses' and 'Strategic Aspects'. (The four reports are available in one single document here.

Harnessing technology review 2007. Progress and impact of technology in education. Full Report.

This is the first review of the use and impact of ICT in the education system following the publication of the Government's e-Strategy for the education system, known as Harnessing Technology. The Review drew upon Becta's surveys of schools and FE colleges as well as other research to assess the impact of technology within the education system and the progress made in achieving the system outcomes of the policy

Partnership as conversation: why partnerships are condemned to talk and what they need to talk about

Participants and observers regularly complain that multi-agency partnerships are “talking shops,” engaged in constant discussion which gets in the way of “doing” the work of partnership. In this paper we engage with and criticize this characterization. Drawing on ideas from the Cultural Theory of Mary Douglas, we argue that true multi-agency partnerships are structurally condemned to talk. Instead of criticizing this talk and contrasting it with “doing” we should see it as a critical part of the doing of partnership. We should therefore concentrate on organizing and structuring partnership talk in order to move things forward rather than trying to minimize it. In the second half of the paper we therefore put forward a proposal for how partnership talk should be organized into five “conversations” concerning the principles, policies, processes, practices and politics of partnership. While we can make no predictions for the outcome of these conversations in any given case, we can, we believe, establish some necessary preconditions for effective interaction. We illustrate our arguments drawing on a range of empirical work in education and wider public services reform

Economic Complexity Unfolded: Interpretable Model for the Productive Structure of Economies

Economic complexity reflects the amount of knowledge that is embedded in the productive structure of an economy. It resides on the premise of hidden capabilities - fundamental endowments underlying the productive structure. In general, measuring the capabilities behind economic complexity directly is difficult, and indirect measures have been suggested which exploit the fact that the presence of the capabilities is expressed in a country's mix of products. We complement these studies by introducing a probabilistic framework which leverages Bayesian non-parametric techniques to extract the dominant features behind the comparative advantage in exported products. Based on economic evidence and trade data, we place a restricted Indian Buffet Process on the distribution of countries' capability endowment, appealing to a culinary metaphor to model the process of capability acquisition. The approach comes with a unique level of interpretability, as it produces a concise and economically plausible description of the instantiated capabilities