REVIEW PLANS FOR NEW CENTER FOR MAGNETIC RECORDING RESEARCH AT UC SAN DIEGO

International Telemetering Conference Proceedings / October 24-27, 1983 / Sheraton-Harbor Island Hotel and Convention Center, San Diego, CaliforniaIn order to meet the acute national need for a major research and teaching effort in magnetic recording technology, the University of California, San Diego has established a Center for Magnetic Recording Research. At the core of the Center will be four faculty whose interdisciplinary research interests are in magnetic recording. Four endowed professorships will be used to attract this core faculty. The Center will also include other faculty at UCSD and throughout the University of California. UCSD has committed land and $1 million and the Regents of the University of California an additional$1 million to be matched by $3 million of industrial funds to construct a building to house the Center. Industry will also provide some research equipment and partial research support for five years. It is intended that the Center will have national visibility and achieve international leadership in the field.International Foundation for TelemeteringProceedings from the International Telemetering Conference are made available by the International Foundation for Telemetering and the University of Arizona Libraries. Visit http://www.telemetry.org/index.php/contact-us if you have questions about items in this collection

Mediated Quality

Even if the question of eLearning quality has been intensely discussed in the recent years, with several approaches and models arising, consistent transferring of concepts into practices is still difficult (Elhers & Hilera, 2012). In fact, eLearning is given different importance by the several stakeholders; consequently, the educational institutions’ culture of quality –meanings, discourses, representations and practices- is highly variable (Ehlers & Schneckenberg, 2010) and adapting to external frameworks and models of quality could be difficult. As a result, the implementation of quality eLearning in HEI is slowed down or blocked (Conole, Smith, & White, 2007). This article analyzes three quality models taking into account the different underlying values and quality cultures underpinning practices, in an attempt to show how the embedded epistemological values generate technical practices that may or may not respect the complexities of quality as a contextualized, multiperspective, multidimentional process. Drawing on this analysis, the authors introduce the concept of “mediated quality” as approach that takes into account the participants engagement as insiders of a (quality) learning culture. An example of this approach is given through the case of quality of teaching/learning, and the mediation introduced through Learning Design