Teaching, learning and technology: An e-route to deep learning?

This is the author's pdf version of an article published in Research into Education.This paper details a research project that considered the extent to which e-learning is congruent with the notion of inculcating and maintaining deep approaches to learning within HE. Also, to explore what actions may be taken to engender and or maintain a deep approach when using e-learning as the central androgogy as knowing what (is possible) and how (it may be achieved) provides a fuller picture. Whilst this paper is designed to help inform practice and professional judgement it is not purporting to provide absolute answers. Whilst I have attempted to provide an honest account of my findings, truth and reality are social constructions (Pring 2000). The research was based upon methodical triangulation and involved thirty-eight undergraduate students who are undertaking study through e-learning and five academic members of staff who utilise e-learning in their programmes. As such, the project was small scale and how much may be inferred as applicable to other groups and other contexts may be contested, as those sampled for this research have their own unique paradigms and perceptions. Finally, it is always worth remembering that effective teaching and learning is contextual (Pring 2000). The research revealed that deep approaches to learning are situational (Biggs 2003) and e-learning can authentically lead to a student adopting and maintaining a deep approach. There are several factors that increase the likelihood of a student adopting this desired approach. These include; where students perceive the programme to be of high quality (Parker 2004), they have feelings of competence and confidence in their ability to study and interact with the technology and others. In addition, students require appropriate, reliable access to technology, associated systems and individualised planned support (Salmon 2004). Further to this deep approaches are more likely to be adopted where programmes are built on a constructivist androgogy, constructive alignment is achieved, interaction at several levels and a steady or systematic style of learning are encouraged (Hwang and Wang 2004). Critically study programmes should have authentic assessment in which deep approaches are intrinsic to their completion. To effectively support students in achieving a deep approach to learning, when employing e-learning, staff require knowledge and skill in three areas: teaching and learning, technology, and subject content (Good 2001). They also require support from leaders at cultural, strategic and structural levels (Elloumi 2004)

Book review: The origins of active social policy: labour market and childcare policies in a comparative perspective

"The Origins of Active Social Policy: Labour Market and Childcare Policies in a Comparative Perspective." Giuliano Bonoli. Oxford University Press. March 2013. --- Since the mid 1990s, governments throughout Europe have invested massively in two areas: active labour market policy and childcare. The result, a more active welfare state, seems a rather solid achievement, likely to survive the turbulent post-crisis years. This book contains case studies of policy trajectories in seven European countries and advanced statistical analysis of spending figures. Giuliano Bonoli provides a rich and well-referenced narrative, which readers can use to scaffold their understanding of Western European social policies, writes Donna Peach

Using supervision: Support or surveillance?

This is the author's pdf version of an book chapter published by SAGE© 2007.This chapter will analyse supervision of staff in relation to developmental and managerial functions; argue that pressures on social services organisations have ensured that the need for agency accountability far outweighs its developmental function; suggest that the need for professional supervision is greatly enhanced given the development of inter-professional working arrangements; and propose that approaches to supervision can be applied to social work that have first been developed in the health service

Global citizenship and critical thinking in higher education curricula and police education: a socially critical vocational perspective

The re‐emergence of the concept of global citizenship within higher education (HE) after what Smith et al. (2008, p.136) have described as ‘many years of comparative neglect’ has reopened the debate about the fundamental roles, responsibilities and purpose of HE. Rhoads and Szelenyi (2011, p8‐9) argue that not only do ‘universities have an obligation to use their knowledge capacities to advance social life and to better the human condition’, but they also have a responsibility for ‘advancing global social relations’. Likewise, Camicia and Franklin (2011, p.39) maintain that universities have the ‘intellectual authority that society needs to help it reflect, understand and act’ which suggests that Higher Education Institutions (HEIs) have a profound and moral responsibility to take a leading and active role in creating a more enlightened, socially just and civilised global society

'Core' values safe at BGS

In answer to Culshaw and Lee’s criticism of BGS policy (Geoscientist 21.10 p11), we invite readers to review our fouryear strategy (links on website) which is unchanged since publication in spring 2009. It highlights the change from ‘systematic’ to ‘responsive’ survey. BGS will complete this by the end of the strategy period, while at the same time ensuring that the 2D UK survey is refreshed and, where necessary, newly surveyed. The strategy also introduces a strong focus on remapping the UK shelf

A nation of spendthrifts? An analysis of trends in personal and gross saving

The steep drop in the U.S. personal saving rate over the last decade has fueled speculation that Americans are spending recklessly. But alternative measures of personal saving show that households are actually setting aside a larger share of their resources than the official figures suggest. In addition, government saving has risen markedly, leading to an increase in overall domestic saving that has helped finance a surge in U.S. investment.Saving and investment ; Finance, Personal

Poverty, Opportunity, and Well-Being in the United States

Economic opportunity varies dramatically across the United States. In this study the Opportunity to Flourish Index (OFI) is created to determine the level of opportunity United States cities afford those at the bottom of the income distribution. Indicators within the index measure disposable income, access to financial services, diet, educational attainment, unemployment, physical well-being, and family structure. The OFI’s relationship with standard measures of economic growth and economic mobility is also evaluated. The OFI is not correlated with measures of income and population growth, suggesting, that in the short-run growth and opportunity are not necessarily complementary. The OFI is strongly correlated with intergenerational economic mobility. Individuals that live in cities which have higher levels of opportunity are more likely to have children that move up the income distribution. The OFI provides stakeholders in poverty alleviation a means to evaluate and promote equality of opportunity in United States cities

Fiscal policy in an era of surpluses: economic and financial implications - summary of observations and recommendations

Fiscal policy ; Budget