Muriel Spark as auto-biographer in <i>Curriculum</i> <i>Vitae</i>

Examining Muriel Spark's main aims as an auto-biographer in her work Curriculum Vitae brings important resources in the exploration of the genre of autobiographical writing. This with the theoretical engagement, allows consideration of the critical issues surrounding the roles of author and reader in the construction of the literary self. Spark demands the reader participate in the constructon of textual meaning; overturning the conventions of autobiography, satirising its claims to omniscience and highlighting the impossibility of an authentic voice with regard to the self

Distance education in transition: adapting pedagogical models and approaches for adult learners in the digital world

There is considerable potential for teaching and learning in Higher Education - particularly that undertaken at a distance - to be enhanced through the use of digital technologies. Information and communication technologies (ICT) can improve access to information and resources and provide new opportunities for communication between students and teachers. This is particularly important for students of the UK Open University (UKOU) who undertake their studies independently, at the time and place that best suits their circumstances. Being geographically dispersed, students seldom have access to an academic library in which they can consult specialist texts and journals, and their opportunities for personal contact with their teachers and fellow students are limited. Internet technologies enable pedagogic models and approaches to be adopted for dispersed independent learners that were previously difficult or impossible to put into practice. However, the potential benefits are unlikely to be realised unless fundamental issues are addressed at an institutional level in relation to teaching practices in DE and the underlying assumptions and educational models

O que eu ganho com isso? - Aprendendo com o e-Learning [What's in it for me? - Getting Learning from e-Learning]

Learners will only make effective use of e-learning opportunities if they know why it will be of benefit and how it will help them achieve the assessed learning outcomes. Most adopt a form of cost-benefit analysis to decide whether or not a learning activity will aid their progress. Educators must ensure that those decisions are well-grounded by an understanding of the course outcomes. E-Learning is not simply a matter of delivery mechanisms: teachers need to reconsider the nature and circumstances of their learners, their subject and their pedagogic approach in order to transform their teaching and assessment activities to take advantage of the potential offered by e-learning

Networked Learning in Context: What does e-learning offer students working independently, and what do they bring to it?

About the book:The chapters in this book, written by authors around the globe, provide detailed analysis and discussion of the changes distance education is going through as a result of technology. The authors originally presented their findings at the 21st World Conference of the International Council for Open and Distance Education (ICDE). The book is organized into three sections: Issues: provides a focus on issues that currently face those applying technology in distance education contexts. Teaching and learning with technology: offers a range of perspectives and case studies on current experience of technology's role in distance education. Innovative approaches: presents a series of examples of applications that are advancing the use of technology in distance education. The book will be of interest to all educators who seek to make use of new and emerging technologies to enrich their students's learning

Non-profit organisations and stakeholder relationships : assessing digital communication through public relations theory : a thesis presented in partial fulfilment of the requirements for the degree of Master of Communication in Public Relations at Massey University, Wellington, New Zealand

This research examines New Zealand non-profit organisations’ (NPOs) use of digital communication channels to assess if digital channels are being used effectively for stakeholder engagement. Qualitative interviews with 20 communication practitioners examined whether/how the NPOs are using multiple digital channels and identified the five most popular digital channels. The interview data was analysed using HyperRESEARCH and the five most popular channels identified overall were websites, e-newsletters, Facebook, Twitter and YouTube. Although the participating NPOs are all using multiple digital channels, the communication practitioners could not confidently say the channels achieve the organisation’s goals, or assist with stakeholder engagement and participation. To help assess if the channels are being used strategically and are achieving the organisations’ purposes, a quantitative content analysis of the most popular digital channels of five NPOs was undertaken. The channels’ content was also assessed to identify if the communication practitioners are using public relations theories for dialogic communication, relationship management and stakeholder engagement. Results of the interviews and the content analysis reveal that NPOs are not using their channels strategically, and are not always achieving their desired purpose. The communication approach by the NPOs is scattershot and ad hoc, and evaluation of the communication is limited. To assist NPOs to improve their use of digital channels to build effective stakeholder relationships, recommendations include using public relations theories, building a digital communication strategy, making differentiated use of individual channels – rather than using a one-size-fits all approach – and ensuring evaluation of the digital communication to maintain best practice. This should provide NPOs with evidence of improved stakeholder engagement and relationships

Demonstrating the quality of learner's experience and engagement: issues in constructing effective evaluation approaches on the English in Action Project, Bangladesh

The purpose of the DfID English in Action Project (EIA) currently running in Bangladesh is to 'increase significantly the number of people able to communicate in English, to levels that enable them to participate fully in economic and social activities and opportunities' (EIA, 2008). Supported open learning initiatives will employ media and technologies to supplement and enhance the learning and teaching of communicative English among school students, teachers and adults throughout Bangladesh. The comprehensive programme of research, monitoring and evaluation activities that accompany the project will demonstrate evidence of success and lessons learned from initiatives over the lifetime of the project, scheduled to complete in 2017. This paper focuses on detailing distinctive ways in which 'success' should be articulated, arguing that both qualitative and quantitative approaches are required in order to fully understand the outcomes of the Project. It highlights the need for a wide range of stakeholders to engage with, examine and fully comprehend the extent to which quality outcomes from the project initiatives have potentially touched and impacted upon individual lives