Ahead of the CurV: digital curator vocational education

In this paper, we describe the work of the EC-funded DigCurV project. We examine the context of the project, the methods and findings of its extensive survey work, and the development of proposed frameworks for evaluating and delivering a digital curation curriculum

Disciplined: Using educational studies to analyse 'Humanities Computing'

Humanities Computing is an emergent field. The activities described as 'Humanities Computing' continue to expand in number and sophistication, yet no concrete definition of the field exists, and there are few academic departments that specialize in this area. Most introspection regarding the role, meaning, and focus of "Humanities Computing" has come from a practical and pragmatic perspective from scholars and educators within the field itself. This article provides an alternative, externalized, viewpoint of the focus of Humanities Computing, by analysing the discipline through its community, research, curriculum, teaching programmes, and the message they deliver, either consciously or unconsciously, about the scope of the discipline. It engages with Educational Theory to provide a means to analyse, measure, and define the field, and focuses specifically on the ACH/ALLC 2005 Conference to identify and analyse those who are involved with the humanities computing community. © 2006 Oxford University Press

Bridging the Abyss

This paper seeks to explain the epistemological bases for the two cultures and to show why this disciplinary divide continues to plague American academic culture. Next, we discuss strategies for bridging the two cultures through general education curricula which promote mutual understanding of the two cultures while educating students in basic skills. Evidence is presented which shows the efficacy of these integrative, interdisciplinary curricula. In conclusion, we briefly mention some collaborative research efforts which indicate the enduring effects that such an education may have

EVALUATION OF CURRICULUM 2013 IMPLEMENTATION IN ELEMENTARY SCHOOLS

This research aims to contribute several ideas towards the implementation of the 2013 curriculum for elementary school teachers in Palembang. This descriptive qualitative research used interviews and questionnaires as data collection techniques. The results of the 2013 Curriculum implementation evaluation research were related to the constraints of teachers in implementing the 2013 curriculum. The benefits of this research are the data analyzed with arguments descriptively. The results of the study found obstacles and obstacles to the implementation of the 2013 curriculum for schools and teachers towards the mastery of science and technology, the creation of instructional media, evaluation of learning and the limitations of facilities and infrastructure so that the implementation of the 2013 curriculum could only be carried out in 2018/2019. Solutions are needed in the form of providing adequate training and workshops for teachers and education personnel. Provide the necessary facilities and infrastructure and develop technology-based assessment systems

The future of history: towards a meaningful measurement of student learning in regional universities

Regional universities are in a transitional period in which student engagement and learning are re-evaluated. In an effort to maintain course quality, the Australian government introduced the 'Tertiary Education Quality and Standards Agency', which is tasked with measuring students' acquisition of 'Graduate Attributes and Skills'. This task has particular implications for regional universities, where courses have higher proportions of cross-faculty and cross-programmatic enrolments because of economies of scale and budgetary constraints. This paper focuses on the acquisition of 'Graduate Attributes and Skills' in the Arts Faculty of the regional University of Southern Queensland. The paper suggests different learning expectations of 'Graduate Attributes and Skills' amongst students enrolled in history courses. It points to the implications for these differences in learning outcomes, and the particular pertinence of this given the new framework for measuring learning and teaching in Australian universities

How scientific research changes the Vietnamese higher education landscape: Evidence from social sciences and humanities between 2008 and 2019

Background: In the context of globalization, Vietnamese universities, whose primary function is teaching, there is a need to improve research performance. Methods: Based on SSHPA data, an exclusive database of Vietnamese social sciences and humanities researchers’ productivity, between 2008 and 2019 period, this study analyzes the research output of Vietnamese universities in the field of social sciences and humanities. Results: Vietnamese universities have been steadily producing a high volume of publications in the 2008-2019 period, with a peak of 598 articles in 2019. Moreover, many private universities and institutions are also joining the publication race, pushing competitiveness in the country. Conclusions: Solutions to improve both quantity and quality of Vietnamese universities’ research practice in the context of the industrial revolution 4.0 could be applying international criteria in Vietnamese higher education, developing scientific and critical thinking for general and STEM education, and promoting science communication

DEVELOPING COLORING BOOKS TO ENHANCE READING COMPREHENSION COMPETENCE AND CREATIVITY

Developing a reading learning media can be an effort to increase students’ reading comprehension, but there are many teachers who do not put much attention into it. This research aimed at developing a parenting colouring book as a learning media to enhance elementary students' reading comprehension ability and creativity. The method employed was research and development as modelled by Akker. The method consists of three stages, namely analysis, design, evaluation, and revision. The parenting colouring book was firstly validated by experts on the product, which was tested in one-to-one, small groups, and field trial with third graders in one of the elementary schools in Palembang participated in this study. Data collection techniques employed were interviews, questionnaires, and tests. Finally, the study results demonstrate that the parenting-themed coloring book media are categorized as valid, practical, and having potential effect

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission