Rethinking Learning and Employment at a Time of Economic Uncertainty, Proceedings of the 6th TENCompetence Open Workshop

Griffiths, D., & Koper, R. (2010). Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open Workshop. Bolton, UK: Institute for Educational Cybernetics, The University of Bolton.These proceedings consist of the peer reviewed papers presented at the Sixth TENCompetence Open Workshop. This was the final event of TENCompetence, which was an Integrated Project funded by the EU 6th Framework Programme with the goal of developing a European, open-source infrastructure to support the lifelong development of competences. The workshop took place at the Edwardian Hotel, Manchester, UK, on the 19th and 20th November 2009. The theme chosen was “Rethinking Learning and Employment at a Time of Economic Uncertainty”, reflecting the environment in which results of the project were to be deployed. The eight papers are grouped into three thematic sections: (1) strategic issues related to the provision competence development activities; (2) aspects of the technical infrastructure required to provide flexible support for competence development; (3) the results of pilots which make use of TENCompetence tools to provide competence development opportunities in four contrasting contexts of lifelong learning, outside the traditional context of formal education.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

The Object Shop – Using CD-ROM Multimedia To Introduce Object Concepts

This paper describes key features of a new multimedia CD-ROM pack produced by television makers in collaboration with computer science educators – by the BBC for the Open University Computing Department. The pack, The Object Shop, forms an early component of an undergraduate course which introduces object-oriented computing and software development to students new to computing. Building on the results of empirical evaluation, The Object Shop has been designed to help students with no programming experience to understand core object programming concepts. Throughout the CD-ROM, video, animated graphics and an underlying object-oriented simulation of a virtual shopping environment provide an accessible introduction to the central ideas of object-oriented programming. The key power of the multimedia approach is that the student-user is able to gain a sound operational understanding of concepts before learning the details of programming code or syntax. Users can continually monitor their progress through a series of task-based, assessed exercises

Separable User Interface Architectures in Teaching Object Technology

This paper concerns the critical role of separable user interface design in teaching object-oriented systems. M206 "Computing: An Object-oriented Approach" is a large-scale university-level introduction to software development designed from scratch for distance learning, using an objects-first approach with Smalltalk. The course is degree-level, counting as one sixth, and is being offered in the UK, Western Europe and Singapore. To address the needs of industry we have developed a radical syllabus that adheres to the principle of designing complex systems by separating view and model, and have developed a programming and learning environment to support these ideas. In the paper we examine how separable user interface architectures have guided our teaching of object technology and the design of powerful microworlds that are both usable and extendible by neophytes. The course and relevant teaching with software is outlined and the technical design and pedagogic use of the microworlds and GUI builder tool are described

Employing Object Technology to Expose Fundamental Object Concepts

We explore technical issues in the design of programming tools, development environments, simulations, code examples, user interface frameworks and pedagogies for a university-level course on object-oriented software development. The course, M206 Computing: An Object-Oriented Approach has been specifically developed for distance learning, and is enrolling over 5,000 students per year (average age 37) in the UK, Europe and Singapore. The course introduces computing via an object-oriented approach. M206 is substantial in extent representing one sixth of a degree. It embodies a practical, industry oriented view of computing and includes programming, analysis, design and group working. Considerable effort has been invested in making the simplicity, consistency and power of object technology accessible to and capable of being applied by beginners. A diverse set of educational media, such as CD-ROMs, TV and the Web, have been deployed as learning resources. We describe the agenda for the course; its object-oriented pedagogy and our strategy for delivery. We explain measures taken to avoid misconceptions about objects, our analysis and design method, and the Smalltalk programming environment we have developed specifically for learners and which is crucial to our approach. We outline how our adherence to the separation of view and domain model leads to technical innovations. Concluding remarks reflect on the benefits a reflexive strategy, both in education and training

Exploiting Smalltalk Modules In A Customizable Programming Environment

This paper describes how we have extended a module structure of the Smalltalk LearningWorks to provide a programming environment deigned for very large scale technology transfer. The ‘module’ is what we have termed the LearningBook, a set of classes and persistent objects, including an HTML browser, programming and visualization tools, and microworlds. The context for this development is a distance learning university course in object technology which has enrolled over 5,100 mature students in its first year – making it the largest such course in the world. While promoting a systems building approach, we have successfully added support for programming in the small and the needs of the isolated novice. Two principles have applied: (i) the programming environment and its modules fit into a consistent framework for personal management of study and (ii) details of complex facilities, such as the class library, are progressively disclosed as knowledge and sophistication grow. The paper shows how these principles have guided the exploitation of LearningBook modules. To provide context, relevant academic background is given. Early informal feedback is reported and a project currently underway to observe in detail how thousands of learners use the Smalltalk programming environment is sketched

Presentations at the IMS LD Summit 2006

Presentations made at the IMS LD Summit 2006, November 8th, in Heerlen, The NetherlandsTENCompetence [www.tencompetence.org

‘Mind the gaps’: the accessibility and implementation of an effective depression relapse prevention programme in UK NHS services: learning from mindfulness-based cognitive therapy through a mixed-methods study

Objectives Mindfulness-based cognitive therapy (MBCT) is an evidence-based approach for people at risk of depressive relapse to support their long-term recovery. However, despite its inclusion in guidelines, there is an ‘implementation cliff’. The study objective was to develop a better explanation of what facilitates MBCT implementation. Setting UK primary and secondary care mental health services. Design, participants and methods A national two-phase, multi-method qualitative study was conducted, which was conceptually underpinned by the Promoting Action on Research Implementation in Health Services framework. Phase I involved interviews with stakeholders from 40 service providers about current provision of MBCT. Phase II involved 10 purposively sampled case studies to obtain a more detailed understanding of MBCT implementation. Data were analysed using adapted framework analysis, refined through stakeholder consultation. Results Access to MBCT is variable across the UK services. Where available, services have adapted MBCT to fit their context by integrating it into their care pathways. Evidence was often important to implementation but took different forms: the NICE depression guideline, audits, evaluations, first person accounts, experiential taster sessions and pilots. These were used to build a platform from which to develop MBCT services. The most important aspect of facilitation was the central role of the MBCT implementers. These were generally self-designated individuals who ‘championed’ grass-roots implementation. Our explanatory framework mapped out a prototypical implementation journey, often over many years with a balance of bottom-up and top-down factors influencing the fit of MBCT into service pathways. ‘Pivot points’ in the implementation journey provided windows of either challenge or opportunity. Conclusions This is one of the largest systematic studies of the implementation of a psychological therapy. While access to MBCT across the UK is improving, it remains patchy. The resultant explanatory framework about MBCT implementation provides a heuristic that informed an implementation resource

Electronic reminders and rewards to improve adherence to inhaled asthma treatment in adolescents:a non-randomised feasibility study in tertiary care

OBJECTIVE: To test the feasibility and acceptability of a short-term reminder and incentives intervention in adolescents with low adherence to asthma medications. METHODS: Mixed-methods feasibility study in a tertiary care clinic. Adolescents recruited to a 24-week programme with three 8-weekly visits, receiving electronic reminders to prompt inhaled corticosteroid (ICS) inhalation through a mobile app coupled with electronic monitoring devices (EMD). From the second visit, monetary incentives based on adherence of ICS inhalation: £1 per dose, maximum £2 /day, up to £112/study, collected as gift cards at the third visit. End of study interviews and questionnaires assessing perceptions of asthma and ICS, analysed using the Perceptions and Practicalities Framework. PARTICIPANTS: Adolescents (11-18 years) with documented low ICS adherence (<80% by EMD), and poor asthma control at the first clinic visit. RESULTS: 10 out of 12 adolescents approached were recruited (7 males, 3 females, 12-16 years). Eight participants provided adherence measures up to the fourth visits and received rewards. Mean study duration was 281 days, with 7/10 participants unable to attend their fourth visit due to COVID-19 lockdown. Only 3/10 participants managed to pair the app/EMD up to the fourth visit, which was associated with improved ICS adherence (from 0.51, SD 0.07 to 0.86, SD 0.05). Adherence did not change in adolescents unable to pair the app/EMD. The intervention was acceptable to participants and parents/guardians. Exit interviews showed that participants welcomed reminders and incentives, though expressed frustration with app/EMD technological difficulties. Participants stated the intervention helped through reminding ICS doses, promoting self-monitoring and increasing motivation to take inhalers. CONCLUSIONS: An intervention using electronic reminders and incentives through an app coupled with an EMD was feasible and acceptable to adolescents with asthma. A pilot randomised controlled trial is warranted to better estimate the effect size on adherence, with improved technical support for the EMD

IMS Learning Design: How specifications could change the current e-learning landscape (in russian)

Please refer to the original article: Burgos, D., Berbegal, N., Griffiths, D., Tattersall, C., Koper, Rob. (2005) IMS Learning Design: How specifications could change the current e-learning landscape, in e-Learning World, issue 2, March-April 2005. ISSN: 1811-069X. Moscow: Moscow State University of Economics, Statistics and Informatics - MESIDo we really need specifications in online teaching and online learning? Have a look to the current panorama. How many Learning Management systems are there in the market? How many Virtual Learning Environments? Easily, we can count up to twenty of each. How many of them are open source? Just a few, starting with the well known Moodle (Dougiamas, 2004 ), a web community system with facilities for collaborative e-learning and following with Edubox (OUNL and Perot Systems, 2004 ). And now, with how many can we interchange contents and learning structure? It’s a very simple answer. Zero