TPDK, A NEW DEFINITION OF THE TPACK MODEL FOR A UNIVERSITY SETTING

In this paper we propose a new Technopedagogical Disciplinary Knowledge model. This model integrates four separate dimensions, which we use to measure a teacher’s effectiveness. These are the individual teacher’s discipline (D), personal epistemology (E), pedagogical knowledge (P), and knowledge of technology (T). We also acknowledge the existence of relationships between these components. These can be more or less correlated depending on the teacher’s individual profile. They are always present, but they do not necessarily have the same weighting. In order to test the potential differences between teachers ’ profiles, we designed a questionnaire, which tested our model’s components, and the relationships between them. This questionnaire was initially submitted to a group of teachers with whom we were familiar, to ensure the questions were understandable and that, based on what we already knew of the teachers ’ characteristics, the profiles that emerged were reliable. A second test was then carried out, which we used to compare the answers of university and non-university level teachers, based in the two institutions in which we work. This second questionnaire was used to test the consistency of responses, and the correlations between the model’s different dimensions. Having analysed the outcome of these questionnaires, it appears that “pedagogical knowledge ” is significantly correlated with the other three dimensions. This consolidated framework has helped us to build a system of education development coaching for teaching practices that use technology widely

More Than Meets the Eye: A Look at Sharing Writing and Peer Response in an ESL Context

1-6

Financial access to health care in Karuzi, Burundi: a household-survey based performance evaluation.

ABSTRACT: BACKGROUND: In 2003, Médecins Sans Frontières, the provincial government, and the provincial health authority began a community project to guarantee financial access to primary health care in Karuzi province, Burundi. The project used a community-based assessment to provide exemption cards for indigent households and a reduced flat fee for consultations for all other households. METHODS: An evaluation was carried out in 2005 to assess the impact of this project. Primary data collection was through a cross-sectional household survey of the catchment areas of 10 public health centres. A questionnaire was used to determine the accuracy of the community-identification method, households' access to health care, and costs of care. Household socioeconomic status was determined by reported expenditures and access to land. RESULTS: Financial access to care at the nearest health centre was ensured for 70% of the population. Of the remaining 30%, half experienced financial barriers to access and the other half chose alternative sites of care. The community-based assessment increased the number of people of the population who qualified for fee exemptions to 8.6% but many people who met the indigent criteria did not receive a card. Eighty-eight percent of the population lived under the poverty threshold. Referring to the last sickness episode, 87% of households reported having no money available and 25% risked further impoverishment because of healthcare costs even with the financial support system in place. CONCLUSION: The flat fee policy was found to reduce cost barriers for some households but, given the generalized poverty in the area, the fee still posed a significant financial burden. This report showed the limits of a programme of fee exemption for indigent households and a flat fee for others in a context of widespread poverty

Les enseignants face aux ressources numériques Une recherche didactique

International audienceCette communication présente la problématique et les premiers résultats d'une recherche visant à investiguer, dans une posture subjectiviste, les procédures de recherche, de sélection et d'adaptation des ressources pédagogiques par les enseignants, notamment lorsqu'ils doivent utiliser un Tableau Blanc Interactif (TBI). A la suite des travaux sur le « travail documentaire » des enseignants, nous cherchons, dans une perspective didactique, à nous donner les moyens d'identifier les variations disciplinaires de ce processus. Nous nous centrerons dans cette communication sur le cas d'enseignants qui utilisent principalement, voire exclusivement, un manuel scolaire

What to be implemented at the early stage of a large-scale project

This paper addresses the importance of the actions to be taken before the project planning phases begin. The approach taken stems from the production planning paradigm, with emphasis on the product, rather than on the process. It is argued that a complete part list or product breakdown structure (PBS) is the absolute prerequisite for the design of a successful work breakdown structure (WBS) for a project. This process requires the definition of the design and configuration disciplines during the engineering phase. These critical issues of concurrent engineering and product development are also emphasized in the paper. The WBS is, in turn, needed to establish a suitable organizational breakdown structure (OBS or organigram) for the project. Finally, the assembly sequence and the related assembly breakdown structure (ABS) of the end product is required before commencing the project planning phase, which provides the schedules, resource allocation, progress control, and the like for the project management. Detailed definition of the product enables the definition of the work packages within the WBS, which combined with the installation information provide the means to structure the layout for the project organization. The result of the entire process, that begins with the product definition phase and ends with the completion of the planning phase, is called the project management plan. The procedure described in the paper will be used to design the project management plan for the Large Hadron Collider (LHC), a ten-year "ordeal" commencing at the beginning of the 1995, at CER

Planning and scheduling for the Large Hadron Collider Project

This report gives the procedure which must be used for the Planning and Scheduling activities of the Large Hadron Collider (LHC) Project, including the software tools, and which applies to all phases of the Project, from prototyping to commissioning. The contents of this report has been approved by the LHC Project Leader and is published in the form of a Project Report in order to allow immediate implementation. It will be incorporated later in the Quality Assurance Plan of the LHC Project which is under preparation

Engineering data management: a tool for technical coordination

This paper studies the basic motivations behind Engineering Data Management (EDM) in a decade long Large Hadron Collider (LHC) project with at least another decades operational period at CERN. The main argument is that without strict managerial principles to control engineering work the exploitation of EDM becomes impossible. Structured and organized configuration management is the absolute prerequisite for an effective integration of design, manufacturing and installation work. EDM is seen to provide all collaborating parties of the project with a coherent and up-to-date view of the product specifications together with other relevant information, such as products change log, responsibilities and status indicators during the products whole life-cycle. It is argued that by combining simple and commonly accepted managerial principles with an advanced EDM system the outcome supports the main phases of products evolution, i.e. design, assembly, operation and maintenance. The paper outlines the main tasks of the configuration management and the fundamental requirements of EDM in order to meet LHC-projects complexity, stringent budget, high quality and tight schedule constraints set by the CERN Council. Keywords: configuration management, new product development, project management, concurrent engineering, engineering data managemen