Serdang - Rai pelajar berjaya

Kerjaan Selangor dengan kerjasama Jabatan Pelajaran Selangor dan Pejabat Pelajaran Daerah Hulu Langat akan meraikan kejayaan pelajar di daerah Hulu Langat yang memeperoleh semua A dalam peperiksaan Penilaian Menengah Rendah (PMR) tahun lalu

Warp and weft in policy analysis: Australian distance education policy : formation, formulation and implementation, 1901-1989

Mahony, Mary Jane. 1994. Warp and Weft in Policy Analysis: Australian Distance Education Policy Formation, Formulation and Implementation 1901-1989. A thesis submitted in partial fulfilment of the requirements for the award of the degree, Doctor of Philosophy (Policy Studies in Education), at the University of Wollongong, NSW, Australia. Descriptors: policy research, organisational studies, higher education, distance education, discontinuity, change, institutional isomorphism, systems, Australia. Why do distance education and conventional education continue as separate entities in Australian higher education? One answer to this question is the role which distance education has played as an instrument of public policy. The research design used a grounded theory methodology (Glaser & Strauss 1967; Saran 1985) in association with the policy space heuristic (Fasano 1993) in a post hoc longitudinal study of distance education policy development and implementation in Australian higher education from its first introduction at the University of Queensland in 1911 to implementation of the Australian federal government\u27s White Paper on Higher Education (released in 1988). An interpretative metaphor of woven cloth is also used as an explanatory tool. A change-centred policy process analysis model is presented with the roles of discontinuity, key agents, and the bridging mechanisms of an open systems perspective, particularly institutional isomorphism, emphasised. Suggestions for futher research and possible change strategies in Australian distance education policy making are made, as well as some further recommendations for research within the general-field of policy studies

Repurposing an online tutor training resource

This paper presents a reflective case study that illustrates the challenges associated with repurposing, for the human health sciences, an existing high-quality staff development and tutor resource website originally developed by the Faculty of Veterinary Sciences at the University of Sydney. The discussion focuses on the experience of negotiating, planning, and executing repurposing the site for staff development and tutor support in postgraduate programs offered by the Faculties of Health Sciences and Medicine. Benefits and challenges associated with repurposing this resource within the same overall university context are considered

МЕ́СТО СОВЕРШЕ́НИЯ ПРЕСТУПЛЕ́НИЯ

Students face a variety of hurdles when commencing further study involving online learning environments. There is no shortage of print-based orientation advice and static online tips; however, rarely do these supports mirror the activities and pedagogies of formal online learning. Two collaborating faculties of health at the University of Sydney developed a modular orientation site known as GetLearning for beginning postgraduate students. Tracking data, moderator journal data and design team reflections were analysed to identify student use patterns. This paper presents insights about access patterns and interactions with the resource. Findings reinforce the need for timely, interaction-based orientation activities, and highlight student need for both individual support and ongoing access to orientation style resources throughout the semester

Stepping through the orientation looking glass : a staged approach for postgraduate students

Postgraduate coursework is now delivered to a largely mature age study population, in what may be an unfamiliar mix of online and distance learning to many students. This paper reports on a novel approach to student orientation in this new environment. Orientation is conceptualised as a process of transition between the domain of everyday life and the domain of academic study over a period of time commencing prior to enrolment and continuing into formal studies. A schema addressing three dimensions (interpersonal, technical and reflective) was constructed and operationalised as a staged orientation plan (GettingOnTrack). Students are able to move through the three stages participating in activities which align with their needs before, during and after enrolment. This builds on critical concerns reported in earlier literature, highlighting the need for an extended time line and authentic learning tasks in a risk free environment