ImpaCT2: learning at home and school: case studies

Strand 3 explored the nature of teaching and learning involving ICT in various settings, with a focus on the views of pupils, teachers, and parents. Working in 15 of the 60 schools selected for Strands 1 and 2, this project focused on: learning and teaching environments; learning and teaching styles; and the impact of networked technologies on the perceptions of teachers, managers, pupils and parents. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT

Elements of a World Class Management School

This paper delineates the best practices that are commonly followed by world class management schools in their governance and pursuit of scholarly activities. It tries to highlight the processes required to become a world class institution and draws implications for schools in India that aspire to become world class. The paper is based on visits to a number of such schools around the world and discussion with faculty and administrators at these schools. It also discusses issues like autonomy, research, governance, compensation and financial independence which are critical for academic development of institutions in India.

Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report

Overview This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools. Aims and background This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11). Methodology The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27). Key findings • Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments. • Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about. • Ownership of mobile phones was ubiquitous. • Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low. Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level. • Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs. • The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged. • The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological

Suggested approach for establishing a rehabilitation engineering information service for the state of California

An ever expanding body of rehabilitation engineering technology is developing in this country, but it rarely reaches the people for whom it is intended. The increasing concern of state and federal departments of rehabilitation for this technology lag was the stimulus for a series of problem-solving workshops held in California during 1977. As a result of the workshops, the recommendation emerged that the California Department of Rehabilitation take the lead in the development of a coordinated delivery system that would eventually serve the entire state and be a model for similar systems across the nation

Chapter 6: Culture and Ethics

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

2021 Fall - Seek - full issue (PDF)

Fall 2021 issue of See

Innovator, 1998-12-14

The Innovator was a student newspaper published at Governors State University between March 1972 and October 2000. The newspaper featured student reporting, opinions, news, photos, poetry, and original graphics

Learning and Teaching Online: Structuring Computer-Mediated Communication Systems to Support Interaction at a Distance

The aim of this thesis is to investigate the effects and benefits of different ways of structuring conferences in Computer Mediated Communication (CMC) environments for learning. To this end, the thesis uses two studies of a conventional distance learning course in undergraduate computer science which was supplemented with a structured CMC environment. The research was undertaken over a period of twenty months. Tile first theme of the thesis is an investigation of the possibilities of using conference structures to improve navigation and organisation. The second theme of the thesis investigates the likely benefits of such structuring. Categorical analysis was used to find out the extent to which this structure was beneficial to students. The effects and benefits of various CMC structures were assessed through analysis of data collected using a variety of techniques- observation, user opinions, and interpretation of naturally occurring online interactions. Categorical analysis was undertaken with rich data on actual behaviour obtained from online conferences and compared with students' perceptions gathered through open responses in interviews and questionnaires. The categorical analysis used an approach influenced by grounded theory. The pilot study revealed the need for a new staff role to support the structured CMC. This role, called the Interactive Media Facilitator (IMF), was created during the course of the study to design the CMC structure and monitor activity within the structure. A conceptual framework consisting of a three-dimensional taxonomy was created and used to guide the IMF in the development of the broad conference structure in the main study. The framework was also used to organise the fine detail of the different discussion areas within the CMC structure. This taxonomy, developed from elements of online interaction types found in the CMC literature, is a generalisable framework, applicable in a distance learning context to any electronically supplemented course