A study of course deviations during cross-country soaring

Several models are developed for studying the impact of deviations from course during cross country soaring flights. Analyses are performed at the microstrategy and macrostrategy levels. Two types of lift sources are considered: concentrated thermals and thermal streets. The sensitivity of the optimum speed solutions to various model, piloting and performance parameters is evaluated. Guides are presented to provide the pilot with criterions for making in-flight decisions. In general, course deviations are warranted during weak lift conditions, but are less justifiable with moderate to strong lift conditions

Nationwide status study of the integrated course in physical science.

Thesis (M.A.)--Boston Universit

Student engagement with self-instructional course materials : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Distance and On-line Learning at Massey University, Extramural, New Zealand

This study is concerned with understanding how students engage with self-instructional materials on campus and at a distance within the context of the hybrid course offered at ABC College. This study examines the interrelationship of (a) time engaged with course materials, (b) the perceived value of course materials, (c) student approaches to engagement and (d) the integration of the course materials into the student learning experience in order to construct an understanding of student engagement with course materials. This study employed multiple case studies which formed a holistic collective case study. Data on student engagement with the course materials was collected using a questionnaire instrument. The resulting data was analysed using descriptive statistics to create a picture of how students engaged with the course materials. Correlation statistics were used to identify possible relationships between the items. Emerging themes were then explored in focus groups. Subsequent analysis of the focus group data explored the causation and interrelationships between themes resulting in an understanding of student engagement with the course materials. The findings from this study suggests that student engagement with self-instructional course materials (readings, learning guide, multimedia, etc.) are the result of complex interactions between a student's preferred approach to engagement, their locus of control and the method of integration of the course materials. The majority of participants preferred to engage with the course materials using a deep approach. Participants with an external locus of control reflected the assumptions and approaches they perceived from the method of integration. Participants with an internal locus of control engaged with the course materials using their preferred approach unless they were convinced that another approach served their needs better. The majority of participants exhibited an external locus of control. When a presentation or supplemental method of integrating was used, participants were more likely to engage with the course materials using a surface approach to engagement. They were also more likely to spend less time engaging with the course materials and place a lower value on the course materials. When a discussion or springboard method of integration was used participants were more likely to engage the course materials using a deep approach to engagement. They were also more likely to spend more time engaging with the course materials and place a higher value on the course materials

Networked Living: a new approach to teaching introductory ICT

The course T175 Networked Living is a 300 hour, multiple media, distance learning course offered by the UK Open University. The first presentation of the course, in 2005, attracted over 1600 students. T175 introduces students to general concepts of information and communication technology in a range of contexts, including: communication and identity; entertainment and information; and health, transport and government. It is an introductory (level 1) course for a variety of bachelors’ degrees, including the BSc programmes in: Information and Communication Technology; IT and Computing; and Technology; as well as the BEng engineering programme. The course was designed with a focus on retention of students and preparing them for further study. Student workload and pacing was carefully planned and there is a significant study skills component. The course uses a range of media, including: text, audio, computer animation and other software, and a website. Active learning is encouraged by means of activities, online quizzes, animations, spreadsheets and a learning journal. Continuous assessment is carried out via a mix of multiple-choice assignments (to test factual and numerical skills) and written assignments (which include elementary research into new topics). The course culminates with a written end-of-course assessment. This includes a major reflective component, as well as more traditional questions designed to test knowledge and understanding

Rubrics as a Method for Assessing & Improving Library Instruction

Taken together, our team of instruction librarians provides course-integrated instruction for 70-80 sections of a sophomore-level research and writing course each semester. In order for the department to assess our instruction of this course consistently across librarians without detracting valuable time from the sessions themselves, an authentic learning exercise and rubric for scoring that exercise were developed and an IRB-approved study of the assessment results undertaken

Access to Core Course Materials Project: DigiCOMS: report of the pilot service

One of the objectives of the Access to Core Course Materials Project was to set up, run and evaluate a pilot electronic study pack service. The needs analysis demonstrated that the service needed to encompass a range of materials and so the service was broadened to include a variety of electronic course materials. The service included the production of electronic study packs, but also offered a digitisation service for other types of course materials; in particular a facility to make available in-house produced publications such as course handbooks and lecture notes. Related to this work was a separate project funded by a grant from the Sub-Committee on Innovation in Learning, Teaching and Assessment (SCILTA) in the Department of Paediatrics and Child Health. The Project Officer was involved in setting up an intranet site to distribute a range of electronic course materials. The Department were particularly keen to include online assessment and for this reason it was decided to build the site using WebCT. This gave the Access Project direct experience of using virtual learning environment software, which could be compared to the simple course material system that was devised in-house. A full report of this project is available; however, the issues of relevance to the DigiCOMS service and an outline of the work is also discussed within this report

A Rationale for Requiring Philosophy of Education in Preservice Teacher Programs

To develop a rationale for requiring a free-standing philosophy of education course in preservice teacher programs, the researchers reviewed prior literature to construct a framework to establish such a requirement. A review of required course content in non-Catholic (private and public) colleges and universities with preservice teacher programs in five Midwestern states in the United States revealed that most do not require such a course, hence the need for programs to reconsider how licensure candidates develop their teaching philosophies and review program articulation and course content. This study proposes a fourfold theoretical rationale for requiring philosophy of education of preservice teachers

Developing Critical Social Justice Literacy in an Online Seminar

The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators’ perspectives of the purposes, pedagogy, and outcomes of one course, Critical Pedagogy. Fourteen of the 19 students enrolled in the online course participated in one of six online focus groups following the conclusion of the course. Using constructivist grounded theory methods, the researchers identified the different ways in which students responded to the course, what they learned, and how they enacted their learning as well as the features of the course that the students believed contributed to their learning and practice. The study provides insight into features of online pedagogy that appear to facilitate transformative learning. It further provides insight into the kinds of content and assignments that may promote critical social justice praxis among educators