The significance of the reflective practitioner in blended learning

This is a case study paper concerned with the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. The great advantage of an interpretive approach, however, is to allow the findings to determine the course of the research. During the first action research cycles, the focus of the research soon changed from the use of technology in blended learning to the role of the practitioners involved. We advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework to develop this. Keywords: Educational Technology Implementation, Electronic Learning (E-Learning), Teacher Improvement, Teacher Preparation, Action Research, Asynchronous Communications, blended learning, part-time student, reflective practice

The impact of mobile phone uses in the developing world: giving voice to the rural poor in the Congo

In recent years, the rise of information and communication technologies (ICTs) contrasted with the dire living conditions of the world’s poorest has been the subject of debate among industry and academia. However, despite the amount of writings produced on mobile phones, Western bias is surprisingly unbridledly prevailing alongside the fêted dissemination of mobile phones. Expansive literature tends to present the rapid adoption of mobile phones among rural individuals, with little to no indication of how local values and voices are respected or promoted. We undertook semi-structured interviews with 16 rural chiefs to inquire into ways in which mobile phones enabled socio-economic development in the rural Congo. Rather than using quantitative, large-scale, or top-down data, we sought to give voice to chiefs themselves about the role of mobile phones. We found that Western bias dominates the literature and deployment of mobile phones more than usually acknowledged. We suggested some paths forward, while bringing the African communal Utu or Ubuntu culture to the center stage

Technological change and innovation in Latin American emerging economies: The pork industry of Antioquia, Colombia

Innovation and technology, in appropriate business environments, are considered improvement and survival tools directly related to the establishment of competitive advantages. However, this must be accompanied by a growing economy, and, in some cases, governmental policies that encourage the industry. This chapter inquires about several factors involved in the innovation and technological change of the pork industry in Antioquia, Colombia, based on original research results and other contributions of the authors. The managerial assumption is simple: free trade and strategic moves of the biggest competitors indicate that Small- and Medium-Sized Enterprises (SMEs) in the pork industry must accelerate their technological change via innovation management by addressing different factors that are hindering the establishment of competitive advantages. The authors offer a possible path of action from a management perspective to support that the industry will form an oligopoly should innovation management not occur. © 2014 by IGI Global. All rights reserved

Conceptualizing Formative Blended Assessment (FBA) in Saudi EFL

This chapter sets out a conceptual framework for the design and use of ‘blended assessments’ that seek to create formative activities that can be characterized by shifting modalities of presentation, variations in time and action, and moves from individual to group work. The study’s framing is built upon longitudinal participatory action research based on the research questions. In addition to auto-ethnographic observations, 13 Saudi participants—three course coordinators, seven instructors, and three students—were asked to participate in focus groups and individual interviews. Using qualitative data analysis software, three core characteristics of formative blended assessment were identified: (1) multi-modal activities, flexibility, and peer encouragement, for example, were seen to be an ‘advantage’; (2) alignment of pedagogies and assessment tasks were perceived in a ‘compatibility’ theme; and (3) the possibility of dishonest behaviors and administrative challenges were classed under ‘complexity

Development of case definitions for acute encephalopathy, encephalitis, and multiple sclerosis reports to the Vaccine Adverse Event Reporting System

The Vaccine Adverse Event Reporting System (VAERS), administered by the FDA and CDC, is the U.S. system for surveillance of vaccine adverse events (AE). Acute encephalopathy age <18 months (EO < 18), age ⩾18 months (EO ⩾ 18), encephalitis (EI), and multiple sclerosis (MS) after vaccination have been reported to VAERS, but reports often contain insufficient information to validate diagnoses. Standardized case definitions would enhance the utility of VAERS reports for AE surveillance. We developed practical case definitions for classification of VAERS reports, and three neurologists independently applied the definitions to reports submitted in 1993. Inter-observer agreement was assessed, and non-concordant classifications were reviewed in a follow-up conference call. Reports of EO < 18 ( n = 8), EO ⩾ 18 ( n = 20), EI ( n = 15), and MS ( n = 16) were classified as “definite” in 7% to 30% of the cases, while 26% to 51% of reports were thought to have insufficient information to make a classification. Agreement among reviewers was good to excellent, (kappa: 0.65 to 0.85) except for EO < 18 m for which it was marginal (kappa: 0.37). It is possible to develop reproducible case definitions for acute encephalopathy, encephalitis, and multiple sclerosis using a standardized approach. Application of standardized case definitions to VAERS reports documents the limited information in many reports, specifies data for supplemental collection, and indicates that VAERS reports should be cautiously interpreted. Development and application of case definitions for other adverse events reported after vaccination should enhance the value of vaccine safety databases. Published by Elsevier Science Inc