Pedagogic issues in designing a module to include online assessment : a case study

This case study concerns 'Travel and Society', an advanced level module offered to students taking the Travel Management pathway at London Metropolitan University’s North Campus. It has been designed to introduce travel management students to the broad context of personal mobility. This module is unique, as for the first time it offers undergraduate students taking this pathway the opportunity to utilise Web-based assessment. At an employer's forum, the concept was praised by the employers present as a suitable and innovative way of assessing learning within the context of developing the student for the workplace

Exploring the usefulness of new technology with new students : a case study

In traditional campus-based universities it is recognised that one factor for student success is that students are physically present, and that therefore one way of encouraging student involvement is to attract them to spend more time on campus. At London Metropolitan University, our students could not be expected to prolong their presence on campus physically due to their multitude of commitments and its inner city location. However, it may be possible to get them to engage with university life virtually. This paper explores the thinking behind encouraging students to develop their online skills whilst at University, and supporting the lecturing staff as role models for this approach

Do You Have To Be Religious To Find Meaning In Life

Featured Speake

Developing Laboratory Activities to Increase Student Motivation in Earth Science

Teachers for generations have struggled with the challenge of motivating students to learn in their classes. Literature suggests that a positive way to increase student motivation and academic achievement in science is with the laboratory experience. With the lack of adequate laboratory space in our schools, teachers are having to make do in science classes with limited space and budget. A need exists for 9th grade Earth Science laboratory activities that meet county course objectives and yet are simple enough to be used in a classroom setting, thereby eliminating the need for extra expenses for the science department. This project has developed a set of laboratory experiences appropriate for 9th grade Earth Science courses in Duval County

Movement patterns and habitat usage of Shark Bay dugongs

In order to define small and large scale spatial and temporal individual movement patterns of dugongs (Dugong dugon) within the Shark Bay World Heritage Property (SBWHP) a total of 19 dugongs were fitted with remote location recording and transmitting devices. Combined locations from all units totalled over 10,000 locations. This spatial and temporal data was used to define movement patterns of dugongs within Shark Bay as well as areas of high use deemed to be indicative of foraging activity. Platform Transmitting Terminals (PTT?s) using the ARGOS location collection system tracked animals over large temporal scales with 4 animals tracked up to periods of 11 months. Using these instruments it was possible accurately define a previously identified large-scale seasonal movement pattern within the confines of Shark Bay. These four animals showed distinct seasonal home ranges defined by changes in Sea Surface Temperature

Structure and function of glutamate transporters

The work presented in the following chapters primarily involves determining specific structural and functional features involved with glutamate transport by the excitatory amino acid transporters (EAAT1-5). This research derives from a study of X-ray crystal structures of an homologous archaeal transporter. Broadly, using computational methods to probe EAAT homology models born from the archaeal structures, we introduce/describe novel Na+ and K+ coordination sites and present a model for sequential cation and substrate binding and unbinding during the transport cycle. A secondary focus of this dissertation was computational modeling of two other proteins: the HIV gp120 envelope protein (gp120) and NAD(P)H:Quinone Oxidoreductase 1 (NQO1). The study of gp120 involved a statistical analysis of substitutions that occur during early infection of clade A HIV, showing that during early infection substitutions are non-random and co-locate in regions associated with receptor binding. The computational component of the study involving NQO1 used computational molecular docking of two lavendamycin analogues into the NQO1 active site. Here we showed that relative scores of docked poses of the analogues were consistent with in vitro evaluations. All the studies presented in this dissertation were collaborative efforts that linked in silico work with in vitro analysis

Disengaged Reason and Belief in God

It is sometimes assumed that the appropriate way to reflect on whether to believe in God is to consider philosophical arguments about whether God is needed as an explanation of the physical universe. I argue that treating this relatively disengaged form of reasoning as a primary way of deciding for or against religious belief confuses the issue by making belief in God into a kind of theoretical question. Rather than treating the idea of God as the answer to a question about how to explain the universe, I argue that we should treat it as an answer to the practical question of how to live. This question arises in the context of exercising agency within a value-laden world, and it is at this level that one can consider features of human experience that tend to drop out of our theoretical reflection, but are vital to acquiring or maintaining religious belief

The Kaleidoscope of Voices: An Action Research Approach to Informing Institutional e-Learning Policy

The EU policy framework (EU, 2020) is designed to encourage and support digital competency, offering this as a solution in addressing the huge gap in digital skills. Digital competence and capability are an essential for enhancing immediate and enabling life-long learning (EC DIGICOMP, 2013). Measuring Digital Skills across the EU (2014) estimated 39% of the workforce had insufficient digital skills, while 64% of those in disadvantaged groups have insufficient digital skills for the workspace. This policy agenda is reflected in UK Government policy documents, the House of Lords (2015) reports that 2.2 million people can be categorised as ‘digital muggles‘. Yet Labour force studies (UKCES, 2015) indicate 300,000 recruits are needed to invent and apply new technologies. This reflects earlier work by Frey and Osborne (2013) whose model shows that as technology adaptation and use speeds up, low-skill workers will be replaced. The challenge for Higher Educational Institutions is how best to embed these skills, and enable and facilitate institutional change? Heppell (2016) states: ‘the use of digital technology in education is not optional’. This paper draws from the experience of a single university and evaluates their approach to managing change. Our methodology is located within an action research framework (Norton, 2009). Informed in conjunction with a ‘Panel of Experts’, thought-leaders drawn from industry and academia, and incorporating a strong student voice, we believe this approach is relevant for complex and policy based studies, as the framework can encompass a mixed methods technique (Johnson and Onwuegbuzie, 2004). Findings indicate that strong research and technological leadership, building internal alliances with key stakeholders, focusing on the ‘middle out’ (Bryant, 2016a) and a partnership approach to working with the Students Union all contribute to a transformational and shared approach to institution-wide change at a time of complexity and contestation in Higher Education policy

Digital Competence and Capability Frameworks in Higher Education: Importance of Life-long Learning, Self-Development and Well-being

The paper compares the EU’s 2013 and 2016 digital competence (DigComp) framework with the UK education’s 2009 and 2015 digital capabilities (DigCap) framework. The similarities are in the increased focus on data within privacy/overall literacy and the inclusion of well-being. Among the differences, DigComp focuses on life-long learning whereas DigCap is more holistic. This is explained by diverse target audiences, as DigComp has to be relevant to various stakeholders across the EU, whilst DigCap serves the UK higher and further education sector. Although education is dominant within DigCap, both frameworks agree on the importance of digital skills, knowledge and attitudes to the fields of education, training and employment. The paper discusses a UK HE case study of a technology enhanced learning toolkit. It concludes by arguing for a human-centred approach to digital competence and capability frameworks, in which learning, self-development and wellbeing play a vital role