The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

An active learning and training environment for database programming

Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used

Personalised correction, feedback, and guidance in an automated tutoring system for skills training

In addition to knowledge, in various domains skills are equally important. Active learning and training are effective forms of education. We present an automated skills training system for a database programming environment that promotes procedural knowledge acquisition and skills training. The system provides support features such as correction of solutions, feedback and personalised guidance, similar to interactions with a human tutor. Specifically, we address synchronous feedback and guidance based on personalised assessment. Each of these features is automated and includes a level of personalisation and adaptation. At the core of the system is a pattern-based error classification and correction component that analyses student input

Automated tutoring for a database skills training environment

The emergence of educational technology and the growth of the Internet, coupled with the rise in the number of students entering third level education, has led to a surge of online courses offered by universities. These online courses may be part of a traditional classroom based course, or they may act as an entire course by themselves. Student engagement, assessment, feedback and guidance are important parts of any course, but have an added importance for one that is presented online. Together, in the absence of a human tutor, they can greatly aid the student in the learning process. We present an automated skills training system for a database programming environment that will promote procedural knowledge acquisition and skills training. An SQL (Structured Query Language) select statement tutoring tool is an integral part of this. Targeted at students with a prior knowledge of database theory, and as part of a blended learning strategy, the system allows the student to practice SQL querying at his own time and pace. This is achieved by providing pedagogical actions that would be offered by a human tutor. Specifically, we refer to synchronous feedback and guidance based on a personalised assessment. Each of these features is automated and includes a level of personalisation and adaptation. A high-level of interaction and engagement exists between the student and the system. Students assume control of their learning experience

Interactive correction and recommendation for computer language learning and training

Active learning and training is a particularly effective form of education. In various domains, skills are equally important to knowledge. We present an automated learning and skills training system for a database programming environment that promotes procedural knowledge acquisition and skills training. The system provides meaningful, knowledge-level feedback such as correction of student solutions and personalised guidance through recommendations. Specifically, we address automated synchronous feedback and recommendations based on personalised performance assessment. At the core of the tutoring system is a pattern-based error classification and correction component that analyses student input in order to provide immediate feedback and in order to diagnose student weaknesses and suggest further study material. A syntax-driven approach based on grammars and syntax trees provides the solution for a semantic analysis technique. Syntax tree abstractions and comparison techniques based on equivalence rules and pattern matching are specific approaches

Automated tutoring for a database skills training environment

Universities are increasingly offering courses online. Feedback, assessment, and guidance are important features of this online courseware. Together, in the absence of a human tutor, they aid the student in the learning process. We present a programming training environment for a database course. It aims to offer a substitute for classroom based learning by providing synchronous automated feedback to the student, along with guidance based on a personalized assessment. The automated tutoring system should promote procedural knowledge acquisition and skills training. An automated tutoring feature is an integral part of this tutoring system

Supporting active database learning and training through interactive multimedia

The learning objectives of a database course include aspects from conceptual and theoretical knowledge to practical development and implementation skills. We present an interactive educational multimedia system based on the virtual apprenticeship model for the knowledge- and skills-oriented Web-based education of database course students. Combining knowledge learning and skills training in an integrated environment is a central aspect of our system. We show that tool-mediated independent learning and training in an authentic setting is an alternative to traditional classroom-based approaches

Exploring the Context of Canadian Graduate Student Teaching Certificates in University Teaching

A growing number of Canadian universities offer graduate student certificate programs in university teaching. This paper examines such programs at 13 Canadian universities and presents a discussion of program structures and practices. The findings suggest that most programs were offered over one to two years, and upon successful completion, participants were issued a centre-approved certificate paired with a more formalized method of recognition, such as a transcript notation. The core focus of certificate programs appears to be divided between those that emphasize practical skill development (46%) and those that offer practical skill development along with a focus on the scholarship of teaching and learning (54%). Most certificates included active and authentic assessment methods, such as dossiers (69%), and practice teaching sessions (62%). These findings help to inform the continued evolution of graduate student teaching certificate programs

Rules of ministerial recruitment

Women’s recruitment to ministerial office is improving, but our understanding of what determines women’s access to cabinet remains underdeveloped. Comparative studies explain women’s ministerial presence through correlations with country-level socio-economic or political factors. This research uses a feminist institutionalist approach to explain gendered access to cabinets. It uses original data from interviews with former ministers and special advisors to map the rules in use of ministerial recruitment. It demonstrates that that women’s access to ministerial office is facilitated and constrained by three complexes of predominantly informal rules which structure: who is eligible to be chosen (the eligibility pool); how to qualify (specialist or generalist principles); and who selects ministers (the prime minister or the party). By examining the rules of ministerial recruitment in two Westminster democracies, Australia and the UK, the research demonstrates the differences that exist, even in most similar cases, at system level, at party levels, and over time. By identifying the specific complexes of rules which shape women’s access it is possible to identify the rule changes which have been effective in improving women’s ministerial opportunities and suggest future reform strategies which would be most effective in the specific context