All hands on deck: CREWED for technology-enabled learning

The University of New South Wales’ (UNSW’s) Faculty of Engineering is introducing a new process for designing and developing blended and fully online (distance) courses, as part of action research to support curriculum renewal. The process, referred to as CREWED (Curriculum Renewal and E-learning Workloads: Embedding in Disciplines), is being used to develop key courses that add flexibility to student progression pathways. By integrating the design of learning activities with the planning and organization of teaching and support work, CREWED addresses some of the known barriers to embedding innovative use of learning technologies within disciplines. CREWED incorporates key features of two course development models from the UK, one emphasising team building and the other emphasising pedagogical planning. It has been piloted in priority curriculum development projects, to ensure that the disciplinary organizational context is supportive. One pilot is a fully online distance version of a postgraduate course. The other is a blended version of an undergraduate course. Both are core (required) courses in accredited professional engineering degree programs and were previously available only in face-to-face mode. The UNSW pilots have confirmed the importance of articulating clear pedagogical models, and of planning ahead for the resources required to put these models into practice, as part of departmental capacity building, especially where teaching has primarily been treated as an individual classroom-based activity that competes with disciplinary research for academic staff time and resources

A systemic framework for managing e-learning adoption in campus universities: individual strategies in context

There are hopes that new learning technologies will help to transform university learning and teaching into a more engaging experience for twenty-first-century students. But since 2000 the changes in campus university teaching have been more limited than expected. I have drawn on ideas from organisational change management research to investigate why this is happening in one particular campus university context. My study examines the strategies of individual lecturers for adopting e-learning within their disciplinary, departmental and university work environments to develop a conceptual framework for analysing university learning and teaching as a complex adaptive system. This conceptual framework links the processes through which university teaching changes, the resulting forms of learning activity and the learning technologies used – all within the organisational context of the university. The framework suggests that systemic transformation of a university’s learning and teaching requires coordinated change across activities that have traditionally been managed separately in campus universities. Without such coordination, established ways of organising learning and teaching will reassert themselves, as support staff and lecturers seek to optimise their own work locally. The conceptual framework could inform strategies for realising the full benefits of new learning technologies in other campus universities

Linguistics for Teachers of English

The primary goals of this text are to acquaint prospective teachers of English with certain aspects of the history, structure, and use of the English Language. Through considering the nature of the English language; how language and culture are interconnected as well as how it is acquired and how and why it changes, readers will come to a fuller understanding of sociolinguistics. This text discusses the nature of language, as well as how it is acquired; how and why languages change, and how the English language in particular has changed (and continues to change); why different varieties of English have developed, and why they continue to be used; how linguists have attempted to account for the (ir)regularities of English; how language and culture are related; and how linguistics can be used as a tool in the classroom. This text presents important topics for English teachers to know: the relationship between “standard” and “nonstandard” dialects, how and why language varies, how we can make informed decisions about what is “right” and “wrong” in language use, and generally how a sound knowledge of how language works can inform and benefit the pedagogical strategies needed to develop as a teacher. Ultimately, I want readers to think about language in ways not thought of before: objectively, passionately, critically, analytically, and logically. This allows readers to move beyond memorization of facts to original thought (which is sort of like the difference between knowing how to add and subtract, and being able to balance a checkbook).https://newprairiepress.org/ebooks/1023/thumbnail.jp

Providence College Library+Commons Promotional Branding Material: Library+Commons Graphics

A PDF file containing Library+Commons images and grapics used at Providence College

From how to why : student experiences of a university's technology-enhanced learning over 5 years

This is a longitudinal case study of student perspectives on Western Sydney University's strategic initiatives to promote technology-enhanced learning (TEL) from 2012 to 2017. The study analyses data from students throughout this period, and includes consideration of how the student experience is being shaped by academic and institutional support for TEL. Initially the University focus was on use of mobile technologies and 'blended' learning environments; as a platform for transforming pedagogy. In 2013, teaching staff and new undergraduate students were issued with tablet devices. As well as investing in the devices and supporting campus infrastructure, the institution also provided additional support for curriculum and staff development. For two years, students' feedback about the tablets was overwhelmingly positive about their value for learning. In 2015, most undergraduates had tablet devices and TEL was becoming business as usual. However, the evaluation feedback that year showed that use of tablets had begun to decrease and there was a corresponding increase in use of smartphones. For some activities, laptops were preferred. In 2016, multiple types of device were issued to students, with some disciplines choosing laptops and in 2017 the University provided free digital textbooks instead of devices. Students' use of different devices for learning activity has been shifting and evidence gathered internally from students and staff has played a role in adapting to this. While TEL strategies differ between universities, the analysis provides an example of how systematic evaluation evidence can support systemic adaptation as the learning technology environment changes

If at First You Don\u27t Succeed : Blacksheer, Menefee & Stein, A Second Appraisal

Processing large collections can present a challenge to archivists. When a large collection consists of case files from a law firm, issues can arise that few archivists have experience in managing. Despite the special concerns that must be addressed in managing a large collection of legal records, archivists have a strong interest in these collections because of the historical relevance of cases the firms handle or particular clients the firms represent

Conserved genomic organisation of Group B Sox genes in insects.

BACKGROUND: Sox domain containing genes are important metazoan transcriptional regulators implicated in a wide rage of developmental processes. The vertebrate B subgroup contains the Sox1, Sox2 and Sox3 genes that have early functions in neural development. Previous studies show that Drosophila Group B genes have been functionally conserved since they play essential roles in early neural specification and mutations in the Drosophila Dichaete and SoxN genes can be rescued with mammalian Sox genes. Despite their importance, the extent and organisation of the Group B family in Drosophila has not been fully characterised, an important step in using Drosophila to examine conserved aspects of Group B Sox gene function. RESULTS: We have used the directed cDNA sequencing along with the output from the publicly-available genome sequencing projects to examine the structure of Group B Sox domain genes in Drosophila melanogaster, Drosophila pseudoobscura, Anopheles gambiae and Apis mellifora. All of the insect genomes contain four genes encoding Group B proteins, two of which are intronless, as is the case with vertebrate group B genes. As has been previously reported and unusually for Group B genes, two of the insect group B genes, Sox21a and Sox21b, contain introns within their DNA-binding domains. We find that the highly unusual multi-exon structure of the Sox21b gene is common to the insects. In addition, we find that three of the group B Sox genes are organised in a linked cluster in the insect genomes. By in situ hybridisation we show that the pattern of expression of each of the four group B genes during embryogenesis is conserved between D. melanogaster and D. pseudoobscura. CONCLUSION: The DNA-binding domain sequences and genomic organisation of the group B genes have been conserved over 300 My of evolution since the last common ancestor of the Hymenoptera and the Diptera. Our analysis suggests insects have two Group B1 genes, SoxN and Dichaete, and two Group B2 genes. The genomic organisation of Dichaete and another two Group B genes in a cluster, suggests they may be under concerted regulatory control. Our analysis suggests a simple model for the evolution of group B Sox genes in insects that differs from the proposed evolution of vertebrate Group B genes.RIGHTS : This article is licensed under the BioMed Central licence at http://www.biomedcentral.com/about/license which is similar to the 'Creative Commons Attribution Licence'. In brief you may : copy, distribute, and display the work; make derivative works; or make commercial use of the work - under the following conditions: the original author must be given credit; for any reuse or distribution, it must be made clear to others what the license terms of this work are

Learning from the transfer of a fellowship programme to support primary care workforce needs in the UK: a qualitative study

Objectives Service redesign, including workforce development, is being championed by UK health service policy. It is allowing new opportunities to enhance the roles of staff and encourage multiprofessional portfolio working. New models of working are emerging, but there has been little research into how innovative programmes are transferred to and taken up by different areas. This study investigates the transferability of a 1-year post-Certification of Completion of Training fellowship in urgent and acute care from a pilot in the West Midlands region of England to London and the South East. Design A qualitative study using semistructured interviews supplemented by observational data of fellows’ clinical and academic activities. Data were analysed using a thematic framework approach. Setting and participants Two cohorts of fellows (15 in total) along with key stakeholders, mentors, tutors and host organisations in London and the South East (LaSE). Fellows had placements in primary and secondary care settings (general practice, emergency department, ambulatory care, urgent care and rapid response teams), together with academic training. Results Seventy-six interviews were completed with 50 participants, with observations in eight clinical placements and two academic sessions. The overall structure of the West Midlands programme was retained and the core learning outcomes adopted in LaSE. Three fundamental adaptations were evident: broadening the programme to include multiprofessional fellows, changes to the funding model and the impact that had on clinical placements. These were felt to be key to its adoption and longer-term sustainability. Conclusion The evaluation demonstrates a model of training that is adaptable and transferable between National Health Service regions, taking account of changing national and regional circumstances, and has the potential to be rolled out widely

Index of Philanthropic Freedom 2015

The Index of Philanthropic Freedom 2015 is the first analysis of philanthropic freedom across the world. By examining barriers and incentives for individuals and organizations to donate money and time to social causes, CGP has measured, ranked, and compared countries on their ease of giving. The research is a major step in identifying the public policy actions to encourage private giving which, in turn, can increase generosity

Fairness Concerns of Discrete Option Multiple Choice Items

The Discrete Option Multiple Choice (DOMC) item format was introduced by Foster and Miller (2009) with the intent of improving the security of test content. However, by changing the amount and order of the content presented, the test taking experience varies by test taker, thereby introducing potential fairness issues. In this paper we investigated fairness concerns by evaluating the impact on test takers of the differing testing experiences when items are administered in the DOMC format. Specifically, we described the impact of the presentation order of the key on item difficulty and discrimination as well as the cumulative impact at the test level. We recommend not including DOMC items in exams until the methodology of scoring test takers on these items is revised to address specific fairness concerns identified in this paper. Accessed 1,375 times on https://pareonline.net from November 02, 2018 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right