Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action

Evaluating skills and knowledge capture lies at the cutting edge of contemporary higher education where there is a drive towards increasing evaluation of classroom performance and use of digital technologies in pedagogy. Developing Educators for the Digital Age is a book that provides a narrative account of teacher development geared towards the further usage of technologies (including iPads, MOOCs and whiteboards) in the classroom presented via the histories and observation of a diverse group of teachers engaged in the multiple dimensions of their profession. Drawing on the insights of a variety of educational theories and approaches (including TPACK) it presents a practical framework for capturing knowledge in action of these English language teachers – in their own voices – indicating how such methods, processes and experiences shed light more widely on related contexts within HE and may be transferable to other situations. This book will be of interest to the growing body of scholars interested in TPACK theory, or communities of practice theory and more widely anyone concerned with how new pedagogical skills and knowledge with technology may be incorporated in better practice and concrete instances of teaching

The International Politics of Ireland's EU/IMF Bailout

In 2010, Ireland’s financial crisis threatened the stability of the global financial system, precipitating an international rescue package of 85 billion euro. This article analyses the bailout from an international relations perspective in order to gain a deeper insight into the nature of the political pressures that forced the negotiators to compromise over the design and content of Ireland’s programme of financial support. It does so by drawing on recent academic research on the politics of IMF decision-making. The lessons from this literature can help to shed light on one of the most important events in post-Independence Ireland

Development of flexible education systems for technology students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Technology in Computer Systems Engineering at Massey University

The pressures on educational institutions to keep pace with the changes in educational theory and technology are growing rapidly. There is now more competition between education providers, especially in the tertiary and career training sectors, this has meant that students and industry is demanding more input into the education process. As a result a more flexible approach is being taken to the delivery of courses. This thesis describes the development and implementation of a flexible learning approach applied to technology related subjects. It addresses the work carried out in relation to a specific aspect of the Bachelor of Technology degree as taught at Massey University, Palmerston North, New Zealand. Issues have been addressed in educational programme design, material presentation, and a major focus for implementation has been computer mediated assessment mechanisms. A guide has been developed to assist the educator in increasingly applying flexibility to subjects undertaken within the Bachelor of Technology degree reflecting the specific needs of the New Zealand industrial and educational sectors. Key words: Flexible education, flexible learning, computer mediated education, computer assisted learning, computer simulation is assessment, computerised marking, computer mediated assessment

International lessons for the digital age

Some commentators hold the view that the digital divide is a problem largely caused by lack of access to appropriate technologies which, when overcome, will act as a virtual panacea for many interlinked ills. Yet, others see this as far too simplistic an analysis in the search for radical solutions in a world of such extreme social inequality and global inequity. This paper will argue for a bottom-up rather than a top-down approach to finding those solutions, advocating a greater amount of needs-based work in this field, getting to the root of the problem by taking into account the particular set of conditions within each situation or case study. At the same time it will strive to create a more harmonious world view where each small scale project is seen as part of a network searching for broader solutions rather than an end product in themselves. In order to provide a framework for this argument, and support theories with informed practice, a case study of a teacher training project delivered to Rwandan students, through the medium of the English language and new technologies, will be used as an example of what has been achieved so far in the field of online learning, and what lessons could be learned for the future. The paper shall also argue for greater involvement on the part of British universities, so that voyages into this multidimensional terrain, widely explored but largely uncharted, remain more pedagogic than economi

Virtual Collaboration in the Online Educational Setting: A Concept Analysis

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers’ method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support and web-based technology are required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogic tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice

Assessing Online Collaborative Discourse

This qualitative study using transcript analysis was undertaken to clarify the value of Harasim’s Online Collaborative Learning Theory as a way to assess the collaborative process within nursing education. The theory incorporated three phases: (1) idea generating; (2) idea organizing; and (3) intellectual convergence. The transcripts of asynchronous discussions from a two-week module about disaster nursing using a virtual community were analyzed and formed the data for this study. This study supports the use of Online Collaborative Learning Theory as a framework for assessing online collaborative discourse. Individual or group outcomes were required for the students to move through all three phases of the theory. The phases of the Online Collaborative Learning Theory could be used to evaluate the student’s ability to collaborate. It is recommended that group process skills, which have more to do with interpersonal skills, be evaluated separately from collaborative learning, which has more to do with cognitive skills. Both are required for practicing nurses. When evaluated separately, the student learning needs are more clearly delineated