20,132 research outputs found
Professional Preparation in a Caring Christian Institution: Experiences of Holistic Change in the Lives of Students who do not Profess Christian Faith
Many Christian tertiary educators deeply long to see holistic transformation in students\u27 lives. This qualitative study grew out of the desire to discover whether students who are not Christ-followers, but who apply to study within an overtly Christian context, experience such change. This second of two articles investigates what specific changes respondents observed in relationship to God, Christian faith, others, and self, linking to the institutional vision of being transformational and relational, as well as when in relation to their program, and through what means any changes occurred. It also discusses recommendations from the participants on how to enable non-Christ-followers to participate more meaningfully in a Christ-centered educational context, facilitating a study experience that is more enriching, positive, and transformative
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Multichannel in a complex world
The proliferation of devices and channels has brought new challenges to just about every
organisation in delivering consistently good customer experiences and effectively joining up
service provision with marketing activity, data and content. A good multichannel strategy and
execution is increasingly becoming essential to marketers and customer experience
professionals from every sector. This report seeks to identify the key issues, challenges and opportunities that surround
multichannel and provide some best practice insight and principles on the elements that are
key to multichannel success. As part of the research for this report, we spoke to six
experienced customer experience and marketing practitioners from large organisations
across different sectors.
In Multichannel Marketing: Metrics and Methods for On and Offline Success, Akin Arikan
(2008) said:
âBecause customers are multichannel beings and demand relevant, consistent experiences
across all channels, businesses need to adopt a multichannel mind-set when listening to
their customers.â
It was clear from the companies interviewed for this report that it remains challenging for
many organisations to maintain consistency across so many customer touchpoints. Not only
that, but the ability to balance consistency with the capability to fully exploit the unique
attributes of each channel remains an aspiration for many.
The proliferation of devices and digital channels has added complexity to customer journeys,
making issues around the joining up of customer experience and the attribution of value of
key importance to many. Whilst senior leaders within the organisations spoken to seem to be
bought in to multichannel, this buy-in was not always replicated across the rest of the
organisation and did not always translate into a cohesive multichannel strategy. A number of companies were undertaking work around customer journey mapping and
customer segmentation, using a variety of passive and actively collected data in order to
identify specific areas of poor customer experience and create action plans for improvement.
Others were undertaking projects using sophisticated tracking and tagging technologies to
develop an understanding of the value and role of specific channels and to provide better
intelligence to the business on attribution that might be used to inform future investment
decisions.
A consistent barrier to improving customer experience is the ability to join up many different
legacy systems and data in order to provide a single customer view and form the basis for
delivery of a more consistent and cohesive multichannel approach.
Whilst there remain significant challenges around multichannel, there are some useful
technologies allowing businesses to develop better insight into customer motivation and
activity. Nonetheless, delivery of seamless multichannel experience remains a work-inprogress
for many
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Participatory online environmental education at the Open University UK
The role of education in helping our societies put sustainability into practice is crucial. The motivation, awareness and empowerment, necessary for citizens to understand the concept and take part in its operationalisation, ought to emerge from environmental education, since we might encounter some difficulty when trying to teach, or impose these notions in a theoretical way. In developing environmental courses, we therefore ought to progressively replace pedagogical approaches based on (relatively 'authoritarian') transfers of information with more interactive and collaborative learning processes: citizens' participation can start with the creation of communities of learners. This paper describes the construction of two web courses: a first level teaching module on environmental systems and a third level interdisciplinary environmental course, both developed at the Open University, specialised in distance and open learning. The themes of the course include participatory processes in decision-making, the perception and representation of environmental systems, alternative leadership, biodiversity, climate change and integrated water management, environmental action and governance. The concepts focused on include sustainability, complexity, uncertainty, globalisation and 'systemic problem solving'. In both courses, the overall pedagogical process is based on the notion of environmental governance. This means that the web has been chosen as a learning platform, because
- it provides various types of up to date information as well as archives,
- it allows various types of users to communicate between different countries, and also
- it encourages collaborative and interactive learning.
This paper describes the experience of the author in creating web environmental courses at the Open University. Components of the courses such as interactive activities are discussed, as well as the pedagogical focus progressively shifted towards more participatory processes of learning
What is it like learning with an eportfolio for online distance learners?
This paper reports on a doctoral research project which examines the nature of the learning experience of
using an eportfolio and whether it enhances the development of critical thinking among online distance
learners. It aims to interrogate the process of the development of critical thinking rather than the product.
The project adopts a case study approach, following 24 online distance learners over the course of one
academic year in a Dublin based third level institution.
The research question for the study is: How can eportfolios enhance the nature of the learning experience
and the development of critical thinking among online distance learners? This study is using an exploratory
holistic single-case design where the âobject of the studyâ is the of the learner experience of using an
eportfolio and the process of developing critical thinking are investigated.
The participants are intermediate online distance sociology learners studying a module called Soc3A- Power,
Social Order, Crime, Work and Employment as part of the BA (Hons) in Humanities which is a modular
humanities programme whereby learners can study a combination of history, sociology, literature,
psychology and philosophy. Participants have used their eportfolios to create a critical commentary of their
learning and completed five eportfolio entries over the course of one academic year at key points in their
learning journey. Eportfolio entries follow a prescribed structured template of critical questions intended to
encourage reflection about their learning.
Within this case study 37 interviews were conducted for an in-depth exploration of the learner experience of
using an eportfolio and the development of criticality. The participants were interviewed with their
eportfolios, written, visual and physical artefacts from the participantâs eportfolios were used as stimulus
during the interviews using the technique of âphoto elicitationâ
MASTERâS PROJECT: CHALLENGING STRUCTURAL RACISM IN PHILANTHROPY THROUGH CREATIVE EXPRESSION AND DEEP LISTENING
This capstone project is an account of a personal transformation journey that started in March of 2017. It follows my deep and personal exploration of challenging systemic racism as I spoke with many leaders in the philanthropic and artistic communities. In addition, I created artwork to help incorporate and synthesize my emotions around white supremacy and process what I was learning. The qualitative information that was gathered was abundant and the supporting art journaling technique was useful in the translation of that information
From profiles to rich tasks : the situated nature of \u27authenticity\u27 in the context of reforming curriculum and assessment practices
Outcome based education that has dominated Australian education in the 1990s is under review in the early years of the twenty first century. The available historical \u27texts\u27 produced during the first half of the 1990s, which include the national Statements and Profiles, and the state Curriculum and Standards Frameworks, provide us with documents that we can engage with not simply for \u27history\u27s sake\u27, but with an opportunity to, in the words of the feminist author Dorothy Smith, \u27displace[s] the analysis from the text as originating in writer or thinker, to the discourse itself as an ongoing intertextual process\u27 bringing into view the social relations in which texts are embedded and which they organise\u27 (1990, p. 161-2). Most Australian states and territories have now commenced significant situated, local curriculum renewal and reform. This renewed interest in curriculum offers insights into the character of recent assessment practices in Australia, recognising the tensions inherent in assessment practices and authentic assessment models. This paper explores, by way of an overview of the broad curriculum and assessment practices adopted in Australia over the past twenty-five years, the situated nature of \u27authenticity\u27 in the context of curriculum and assessment practices and how as teacher educators we are responding through our everyday work. <br /
Connected Learning Journeys in Music Production Education
The field of music production education is a challenging one, exploring multiple creative, technical and entrepreneurial disciplines, including music composition, performance electronics, acoustics, musicology, project management and psychology. As a result, students take multiple âlearning journeysâ on their pathway towards becoming autonomous learners. This paper uniquely evaluates the journey of climbing Bloomâs cognitive domain in the field of music production and gives specific examples that validate teaching music production in higher education through multiple, connected ascents of the framework. Owing to the practical nature of music production, Kolbâs Experiential Learning Model is also considered as a recurring function that is necessary for climbing Bloomâs domain, in order to ensure that learners are equipped for employability and entrepreneurship on graduation. The authorsâ own experiences of higher education course delivery, design and development are also reflected upon with reference to Music Production pathways at both the University of Westminster (London, UK) and York St John University (York, UK)
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