154,876 research outputs found

    Profiling and understanding student information behaviour: Methodologies and meaning

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    This paper draws on work conducted under the Joint Information Systems Committee (JISC) User Behaviour Monitoring and Evaluation Framework to identify a range of issues associated with research design that can form a platform for enquiry about knowledge creation in the arena of user behaviour. The Framework has developed a multidimensional set of tools for profiling, monitoring and evaluating user behaviour. The Framework has two main approaches: one, a broad‐based survey which generates both a qualitative and a quantitative profile of user behaviour, and the other a longitudinal qualitative study of user behaviour that (in addition to providing in‐depth insights) is the basis for the development of the EIS (Electronic Information Services) Diagnostic Toolkit. The strengths and weaknesses of the Framework approach are evaluated. In the context of profiling user behaviour, key methodological concerns relate to: representativeness, sampling and access, the selection of appropriate measures and the interpretation of those measures. Qualitative approaches are used to generate detailed insights. These include detailed narratives, case study analysis and gap analysis. The messages from this qualitative analysis do not lend themselves to simple summarization. One approach that has been employed to capture and interpret these messages is the development of the EIS Diagnostic Toolkit. This toolkit can be used to assess and monitor an institution's progress with embedding EIS into learning processes. Finally, consideration must be given to integration of insights generated through different strands within the Framework

    Supporting organizational change: Fostering a more flexible approach to course delivery

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    Queensland University of Technology (QUT) adopted a flexible delivery policy in 1996. The main objective of the policy was to develop a more student‐centred approach to teaching and learning, since QUTs student population is predominantly part‐time, ‘mature age’, already in employment, and very diverse in cultural and academic background For many staff, the policy was threatening: staff were uncertain where they might begin to adapt their traditional face‐to‐face teaching approaches to overcome the limitations associated with time and place, and they were fearful that their teaching role and academic expertise might be superseded by a technological alternative. They lacked confidence to incorporate appropriate and relevant technologies in an innovative and effective way to support student learning objectives. This paper focuses on the implementation of QUTs policy. It highlights the role of a central services department, Teaching and Learning Support Services (TALSS), in providing training and fostering cultural change across the university. The implementation was guided by a model of flexible education and a set of principles underpinning a ‘whole of organization approach to flexible delivery. Strategies for supporting innovators, sharing experience across disciplines, co‐ordinating and focusing the support of educational developers, and embedding staff development processes are outlined The success and limitations of the organizational change strategy are summarized as ‘lessons learned’ to inform ongoing institutional policy and procedures

    Collaborative pedagogy and digital scholarship: a case study of 'Media Culture 2020'

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    This paper presents an educational case study of ‘Media Culture 2020’, an EU Erasmus Intensive Programme that utilised a range social media platforms and computer software to create open, virtual spaces where students from different countries and fields could explore and learn together. The multi-disciplinary project featured five universities from across Europe and was designed to develop new pedagogical frameworks to encourage collaborative approaches to teaching and learning in the arts. The main objective of the project was to break down classroom and campus walls by creating digital learning environments that facilitated new forms of production, transmission and representation of knowledge. Media Culture 2020 was designed to pilot a novel mode of ‘blended learning’, demonstrating a number of ways in which ‘Web 2.0’ networked technologies might be adopted by academics to encourage open and collaborative modes of practice. The project utilised a number of social media platforms (including Facebook, Twitter, Google+, Google Hangout, Google Docs and Blogger) to enhance the learning experiences of a diverse set of students from different cultural and international contexts. In doing so, Media Culture 2020 enabled participants with a diverse range skills and cultural experiences to develop new working practices that respond to the convergence of digital media and art, as well as the internationalisation of media production and business, through the use of open, interactive software

    Adapting e-learning and learning services for people with disabilities

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    Providing learning materials and support services that are adapted to the needs of individuals has the potential to enable learners to obtain maximal benefit from university level studies. This paper describes EU4ALL project which has been exploring how to present customized learning materials and services for people with disabilities. A number of the technical components of the EU4ALL framework are described. This is followed with a brief description of prototype implementations. This is then followed by a discussion of a number of research directions that may enhance the adaptability, usability and accessibility of information and support systems can be used and consumed by a diverse user population

    Flexible delivery: an overview of the work of the Enhancement Theme 2004-06

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    Service Virtualisation of Internet-of-Things Devices: Techniques and Challenges

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    Service virtualization is an approach that uses virtualized environments to automatically test enterprise services in production-like conditions. Many techniques have been proposed to provide such a realistic environment for enterprise services. The Internet-of-Things (IoT) is an emerging field which connects a diverse set of devices over different transport layers, using a variety of protocols. Provisioning a virtual testbed of IoT devices can accelerate IoT application development by enabling automated testing without requiring a continuous connection to the physical devices. One solution is to expand existing enterprise service virtualization to IoT environments. There are various structural differences between the two environments that should be considered to implement appropriate service virtualization for IoT. This paper examines the structural differences between various IoT protocols and enterprise protocols and identifies key technical challenges that need to be addressed to implement service virtualization in IoT environments.Comment: 4 page

    Careering through the Web: the potential of Web 2.0 and 3.0 technologies for career development and career support services

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    This paper examines the environment that the web provides for career exploration. Career practitioners have long seen value in engaging in technology and the opportunities offered by the internet, and this interest continues. However, this paper suggests that the online environment for career exploration is far broader than that provided by public-sector careers services. In addition to these services, there is a wide range of other players including private-sector career consultants, employers, recruitment companies and learning providers who are all contributing to a potentially rich career exploration environment.UKCE

    Teaching and learning in virtual worlds: is it worth the effort?

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    Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort
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