144 research outputs found
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A large-scale implementation of Predictive Learning Analytics in Higher Education: the teachers' role and perspective
By collecting longitudinal learner and learning data from a range of resources, Predictive Learning Analytics (PLA) are used to identify learners who may not complete a course, typically described as being at risk. Mixed effects are observed as to how teachers perceive, use, and interpret PLA data, necessitating further research in this direction. The aim of this study is to evaluate whether providing teachers in a distance learning higher education institution with PLA data predicts students’ performance and empowers teachers to identify and assist students at risk. Using principles of Technology Acceptance and Academic Resistance models, a university-wide, multi- methods study with 59 teachers, nine courses, and 1,325 students revealed that teachers can positively affect students' performance when engaged with PLA. Follow- up semi-structured interviews illuminated teachers' actual uses of the predictive data and revealed its impact on teaching practices and intervention strategies to support students at risk
Journalism Education 2016 Vol 5(2): Guest Editor
“It’s the story that matters! Teaching journalism’s storytellers” Special Edition of Journalism Education Guest Editor: Karen Fowler-Watt, Bournemouth University, UK. Storytelling is the journalist’s craft skill. Shaped by the tenets of objectivity and accuracy, the news narrative informs the debate and brings us the human stories. If journalism is a craft, then the story is the journalist’s work of art. In a rapidly changing landscape of technological revolution, shifting business models and ethical challenges, one thing remains certain – the story still matters. As award winning BBC foreign correspondent, Fergal Keane reminds us, the journalist is first and foremost a storyteller who is ‘trying to tell them what it is like to stand where I do and see the things I see.’ But this core skill is being challenged on all sides. The demands of the 24/7 news cycle emphasise story – processing, rather than storytelling. Originality – the storyteller’s stock-in-trade - is often sacrificed as newsrooms shrink in size and journalists fail to get out of the office. The online environment moves us away from linear storytelling and focuses on the imperative of interactivity. Stories require simplicity and multi media features to engage an audience consuming in byte-size, whilst on the move. If storytelling lies at the heart of journalism practice, how do journalism educators face these challenges? How do we teach the next generation of journalists to find original stories and to tell them in innovative ways? How do we encourage young journalists to engage audiences through their storytelling techniques? How does investigative, in-depth research and long-form storytelling fit in to this digital context? This special edition of Journalism Education aims to invite discussion and debate about a range of factors currently informing the role of storytelling in journalism education. It will devote particular attention to the ways in which journalism educators are embracing multimedia and new media approaches to storytelling. Possible topics to be examined may include: - Definitions of storytelling in a digital age - Teaching storytelling to journalists: - the role of accuracy, redefining objectivity - reporting human interest, reporting conflict - Original storytelling - Influences of social media on journalistic narrative - Understanding the role of audience in storytelling - Ethical issues in storytelling - Technological innovation, experimentation and teaching multimedia storytelling techniques - Experiential approaches to teaching storytelling - Teaching storytelling using data - Selling stories - teaching entrepreneurship: pitching story ideas, getting stories commissioned Articles will be peer-reviewed in accordance with the JE guidelines for peer review Guest Editor Dr Karen Fowler-Watt is Head of the School of Journalism, English and Communication in the Faculty of Media and Communication at Bournemouth University. She is a former BBC journalist and co-editor (with Stuart Allan) of Journalism: New Challenges (2013, CJCR) Contact Dr Karen Fowler-Watt Head of School, Journalism, English and CommunicationW338, Faculty of Media and Communication Bournemouth University Talbot Campus Fern Barrow Poole. Dorset. BH12 5BB Email: [email protected] Tel: + 44(0) 1202965129 Web: www.media.bournemouth.ac.uk “It’s the story that matters! Teaching journalism’s storytellers” Special Edition of Journalism Education Guest Editor: Karen Fowler-Watt, Bournemouth University, UK. Storytelling is the journalist’s craft skill. Shaped by the tenets of objectivity and accuracy, the news narrative informs the debate and brings us the human stories. If journalism is a craft, then the story is the journalist’s work of art. In a rapidly changing landscape of technological revolution, shifting business models and ethical challenges, one thing remains certain – the story still matters. As award winning BBC foreign correspondent, Fergal Keane reminds us, the journalist is first and foremost a storyteller who is ‘trying to tell them what it is like to stand where I do and see the things I see.’ But this core skill is being challenged on all sides. The demands of the 24/7 news cycle emphasise story – processing, rather than storytelling. Originality – the storyteller’s stock-in-trade - is often sacrificed as newsrooms shrink in size and journalists fail to get out of the office. The online environment moves us away from linear storytelling and focuses on the imperative of interactivity. Stories require simplicity and multi media features to engage an audience consuming in byte-size, whilst on the move. If storytelling lies at the heart of journalism practice, how do journalism educators face these challenges? How do we teach the next generation of journalists to find original stories and to tell them in innovative ways? How do we encourage young journalists to engage audiences through their storytelling techniques? How does investigative, in-depth research and long-form storytelling fit in to this digital context? This special edition of Journalism Education aims to invite discussion and debate about a range of factors currently informing the role of storytelling in journalism education. It will devote particular attention to the ways in which journalism educators are embracing multimedia and new media approaches to storytelling. Possible topics to be examined may include: - Definitions of storytelling in a digital age - Teaching storytelling to journalists: - the role of accuracy, redefining objectivity - reporting human interest, reporting conflict - Original storytelling - Influences of social media on journalistic narrative - Understanding the role of audience in storytelling - Ethical issues in storytelling - Technological innovation, experimentation and teaching multimedia storytelling techniques - Experiential approaches to teaching storytelling - Teaching storytelling using data - Selling stories - teaching entrepreneurship: pitching story ideas, getting stories commissioned Articles will be peer-reviewed in accordance with the JE guidelines for peer review Guest Editor Dr Karen Fowler-Watt is Head of the School of Journalism, English and Communication in the Faculty of Media and Communication at Bournemouth University. She is a former BBC journalist and co-editor (with Stuart Allan) of Journalism: New Challenges (2013, CJCR) Contact Dr Karen Fowler-Watt Head of School, Journalism, English and CommunicationW338, Faculty of Media and Communication Bournemouth University Talbot Campus Fern Barrow Poole. Dorset. BH12 5BB Email: [email protected] Tel: + 44(0) 1202965129 Web: www.media.bournemouth.ac.u
Virtual Reality in Mathematics Education (VRiME):An exploration of the integration and design of virtual reality for mathematics education
This thesis explores the use of Virtual Reality (VR) in mathematics education. Four VR prototypes were designed and developed during the PhD project to teach equations, geometry, and vectors and facilitate collaboration.Paper A investigates asymmetric VR for classroom integration and collaborative learning and presents a new taxonomy of asymmetric interfaces. Paper B proposes how VR could assist students with Autism Spectrum Disorder (ASD) in learning daily living skills involving basic mathematical concepts. Paper C investigates how VR could enhance social inclusion and mathematics learning for neurodiverse students. Paper D presents a VR prototype for teaching algebra and equation-solving strategies, noting positive student responses and the potential for knowledge transfer. Paper E investigates gesture-based interaction with dynamic geometry in VR for geometry education and presents a new taxonomy of learning environments. Finally, paper F explores the use of VR to visualise and contextualise mathematical concepts to teach software engineering students.The thesis concludes that VR offers promising avenues for transforming mathematics education. It aims to broaden our understanding of VR's educational potential, paving the way for more immersive learning experiences in mathematics education
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An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students
A growing body of evidence suggests that some Science teachers use drama-based strategies in order to promote understanding of abstract scientific concepts. These strategies employ action and imagination to simulate systems and processes that are too fast, too slow, too big, too small, too expensive or too dangerous to observe in the classroom. A small group of quantitative and qualitative studies over the past thirty years has suggested that these physical simulations enable learning in secondary students, by promoting discourse and by conveying concept features through a range of sensations. The field is as yet under-theorised, consisting of single case designs and unreplicated methodologies.
This multiple case study focused upon an intervention design based on a pedagogical model developed in my Masters research. This study aimed to explore the characteristics of students’ interaction and the nature of their resultant conceptions over four months. Each case focussed upon one of eight Key Stage 3 and Key Stage 4 classes across a variety of UK schools. In each, a curriculum-based particle theory topic was taught in a double-period lesson. Data included video, participant observations, and interviews with three students from each class collected at pre, post and delayed intervals. Findings suggested that the pedagogy engendered engagement and self-regulation in group model-making tasks, and supported thought experiment-type visualisations of dynamic processes. Conceptual development was found to continue up to four months after the lessons. A model of learning was developed in which social interaction and multimodal discourse promoted the association of conceptual features with affective, visual and embodied images, which supported recall, discussion and further conceptual development in the longer term
Using IPAC across disciplines and methodologies- what are the typical marks given by students to peers?
The IPAC methodology allows academics to give an individual mark to students that participated in a group work activity, and this is based on their contributions as seen by their peers. Different formulas are used to combine the “group mark” and the “IPAC value” into the “individual marks”, and the selection is mostly driven by how confident and comfortable the academic staff is giving “power” to the students to influence the final marks. In reality, any scepticism or lack of confidence comes from not knowing how students typically rate their peers. This paper provides insightful information by reporting significant statistical analysis on a large data set of the typical IPAC marks given by the students in several group activities run in 2017/18 across UCL, and what might influence these marks, e.g. the specific method used for IPAC, how it was implemented, the class experience, etc. This is of interest to present and future users of the IPAC methodology
Home-made and readily available IPAC tool – Run your practice your way and efficiently
The concept of the IPAC methodology is simple, however its implementation without a tool is very staff-time consuming (e.g. 3-4 full working days for an 80 students class) and hence not always used even if beneficial. Therefore an automatic IPAC system is needed. This system should comply with some priority requirements that I identified from extensive literature reading, own experience and numerous conversations with other staff members. There are some relevant commercial systems available (reviewed by the IPAC Consortium), but currently none meet all these priority requirements. This drove me to develop an in-house software. This is currently available, in use by some UCL academics in various Faculties since October 2017, and readily available to others. This software is useful to any academic/teacher setting and assessing group work. I will present the priority requirements and give a demonstration of the software. Feedback / future development priorities will be sought from the audience
Hyvinvoinnin muotoilu
Designing for Wellbeing consists of 12 projects which represent actual services or processes in the cities of Helsinki, Espoo, Kauniainen and Lahti. Projects address different dimensions of wellbeing, focusing in particular on municipal wellbeing services and patient-centered health care solutions.
Designing for Wellbeing highlights new working methods in design, such as service design and the opportunities it provides for municipal decision-makers and the general public using the services.
The projects are aimed at finding ways of encouraging people to adopt healthier lifestyles and helping designers and municipal decision-makers to design more pleasant and healthier environments.
Examples of the services include redesigning the Villa Breda service home for the elderly in Kauniainen to include cultural services and social events for today’s active retirees, developing the environments and practices in psychiatric care units in Helsinki, reinventing the suburban neighborhoods in Helsinki and Lahti, designing better online services for basic health care and creating smoke-free public environments
Individual peer assessment of contribution to group work: methodology, results and insights [Presentations and round table]
Round table where the IPAC topic was discussed and 9 abstracts from IPAC Consortium members were presented. 90 mins sessio
IPAC - Individual Peer Assessment of Contribution to group work
Universities and professional bodies recognize the educational benefits of getting students to work in groups in several projects across their degrees. However, staff and students have concerns about the fairness of the traditional assessment, when all members of the team get the same mark. In particular, this leads to poor student experience and numerous complaints of ‘free ridders’, significantly affecting the NSS scores. The IPAC Consortium was formed to look into the use of Individual Peer Assessment of Contribution (IPAC) to group work. We present the different areas in which we have been working, e.g. from the basics of the methodology to the various specifics during implementation, literature review, collection of staff and student perception at UCL, review of software/platforms to run the method, tests and case studies within UCL, guidelines, development of a customizable and easy tool to run IPAC, etc. We will also consult the audience for additional priority areas that we should explore and invite them to the Consortium
Framing a counter-city: The story of Sheffield Otherwise
Urban planning and design have often been complicit in perpetuating the systems of oppression embedded in colonial, capitalist, hetero-patriarchal, and racist spatial structures. Amid the current civilizational crisis, how can we enable possibilities for emancipatory and counter-hegemonic planning (Friedmann, 1989) and design? In order for new possibilities to emerge, we need to unmake what we know and look for radical approaches and practices that allow us to understand our responsibility to create counter-cities that nurture radical hope. This article presents the project Sheffield Otherwise, an exploration using research-design practices to shape a counter-city. Through a learning alliance, we partner with two community organisations working with diasporic and queer communities to reveal and frame their legacies and stories as part of the living heritage of Sheffield. We use counter-archiving and counter-mapping methodologies to engage with these counterpublics that have been excluded from official narratives, urban policies, and public space representations. In doing so, this project challenges hegemonic narratives about stigma and questions hegemonic planning and design practices that often lack understanding of the spatial heritage of diverse communities. Based on this experience, we argue that Counter-City constitutes a radical approach to imagining spatial justice that requires crystallising counter-hegemonic planning and design practices with subaltern counterpublics using methods such as counter-archiving and counter-mapping
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