Embedding Learning Technologies into Institutional Practices: A Further Education Perspective

2003 ◽  
pp. 63-76
Author(s):  
Joe Wilson
Keyword(s):  
Further Education ◽  
Learning Technologies ◽  
Institutional Practices

scholarly journals FOCUS on technology-supported learning in further education

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Janice Smith
Keyword(s):  
Staff Development ◽  
Teaching And Learning ◽  
Further Education ◽  
Learning Technologies ◽  
Information And Communications Technology ◽  
Learning Technology ◽  
Ict In Education ◽  
Learning And Teaching ◽  
Software Products ◽  
Third Phase

The Dearing Report of 1997 has raised the profile of the use of information and communications technology (ICT) in learning and teaching. This in turn has led to a demand for staff development on the successful incorporation of ICT in education (Smith and Oliver, 2000). In HE, there have been a number of targeted funding initiatives such as the Computers in Teaching Initiative (CTI) and the current third phase of the Teaching and Learning Technology Programme. This latter programme focuses on embedding learning technologies rather than developing software products, leading to generic projects on the implementation of ICT in education. As these projects aim for cross-institutional transferability, there seems no reason why - although carried out in the context of HE - they should not be widened to address the needs of the FE sector.DOI:10.1080/0968776000080309 

scholarly journals Costing the lifecycle of networked learning: documenting the costs from conception to evaluation

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Paul Bacsich ◽  
Charlotte Ash
Keyword(s):  
Information Technology ◽  
Research Study ◽  
Further Education ◽  
Learning Technologies ◽  
Networked Learning ◽  
New Learning

Analysing the costs of new learning technologies within the educational sector is currently a neglected area, yet the issue of how to spend money effectively in this context is a question that must be answered. This question is made especially pertinent with the current expansion of information technology into higher and further education. To know the costeffectiveness of these initiatives, it is first necessary to gain some comprehension of the costs involved. This must be done in a way that is comprehensible to everyone in academia. A recently completed research study undertaken by the authors addressed these problems.DOI:10.1080/0968776000080110 

scholarly journals Evaluating the Joint Information Systems Committee's Information Environment: the EDNER and EDNER+ projects

VINE ◽  
2004 ◽  
Vol 34 (4) ◽  
pp. 143-147 ◽  
Author(s):  
Peter Brophy
Keyword(s):  
Undergraduate Students ◽  
Full Range ◽  
Further Education ◽  
Learning Technologies ◽  
Information Environment ◽  
Development Activity ◽  
Education Group ◽  
Target User ◽  
Wide Range ◽  
User Groups

Purpose. Reports on findings of work concerning the use of the JISC information environment by students, considering how information environments are related to the working environments of their users. Design/methodology/approach. CERLIM at Manchester Metropolitan University, partnered by CSALT (the Centre for Studies in Advanced Learning Technologies) at Lancaster University, has brought to bear perspectives from both information management and educational research. During 2003 to 2004 the scope of the evaluation was broadened to include all of the JISC development activity in the information environment area and has been extended to the further education sector: this is known as EDNER+. Findings. The use of quality attributes approaches can provide clues as to what it is about a service which is creating dissatisfaction among the users. Research limitations/implications. Coupled with other findings about “satisficing” behaviours, the findings are suggestive of some of the key areas which need to be given attention. They also support a finding from this and other work in EDNER/EDNER+, namely that to students internet search engines in general and Google in particular represent a benchmark of “good”. Practical implications. Given that use of bibliographic services is uniformly low among undergraduate students, and that the use of OPACs is variable, IE service developers will have to work very hard to produce services which gain acceptance among this group of users. Since IE includes further education students among its target user groups, it will be critical to address the full range of attributes against the needs of this group, as well as the higher education group, in future service design. Originality/value. Using a wide range of methodologies the team has explored the outcomes of a large number of projects funded by the JISC, as well as examining the architecture and rollout of the information environment itself.

scholarly journals Evaluating learning and teaching technologies in further education

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Ann Jones ◽  
Jane Barnard ◽  
Judith Calder ◽  
Eileen Scanlon ◽  
Julie Thompson
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Compulsory Education ◽  
Communication Technologies ◽  
Further Education ◽  
Learning Technologies ◽  
Learning And Teaching ◽  
Information And Communication ◽  
The Government ◽  
New Britain

There is currently an unprecedented interest in the use of technologies for supporting teaching and learning. In post-compulsory education, the current Government's commitment to increasing access to Lifelong Learning is expressed through a number of initiatives that also affect the further education (FE) sector. For example, in The Learning Age: A Renaissance for a New Britain (Stationery Office, 1998) the government outlines its proposal to expand the scale, scope and nature of both further and higher education. The Learning Age follows a number of such government papers that emphasize the importance of Information and Communication Technologies (ICTs) or Information and Learning Technologies (ILTs) in FE and HE.DOI:10.1080/0968776000080307 

Abstract #238: Improving Impact of Guidelines on T2d: Effect of Online CME and Need for Further Education

2016 ◽  
Vol 22 ◽  
pp. 50
Author(s):  
Amy Larkin ◽  
Kelly Hanley ◽  
Jess Dropkin ◽  
Anne Le
Keyword(s):  
Further Education

Sustaining the Effects of Gatekeeper Suicide Prevention Training

Crisis ◽  
2015 ◽  
Vol 36 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Annette Shtivelband ◽  
Patricia A. Aloise-Young ◽  
Peter Y. Chen
Keyword(s):  
Suicide Prevention ◽  
Community Outreach ◽  
Program Improvement ◽  
Further Education ◽  
Research Approach ◽  
Long Term Effects ◽  
Gatekeeper Training ◽  
Prevention Training ◽  
Continued Learning ◽  
Suicide Prevention Training

Background: Gatekeeper training is a promising suicide prevention strategy that is growing in popularity. Although gatekeeper training programs have been found to improve trainee knowledge, self-efficacy, and perceived skills, researchers have found that the benefit of gatekeeper training may not last over time. Aims: The purpose of this study was to identify strategies for strengthening the long-term effects of suicide prevention gatekeeper training. Method: In-depth interviews and focus groups were conducted with gatekeepers (N = 44) and data were analyzed using a qualitative research approach. Results: The results of this study suggest that posttraining interventions may be more effective if they include the following seven themes: (a) social network – connecting with other gatekeepers; (b) continued learning – further education; (c) community outreach – building awareness; (d) accessibility – convenience; (e) reminders – ongoing communication; (f) program improvement –- enhancing previous training; and (g) certification – accreditation. Conclusion: Posttraining interventions that incorporate the themes from this study offer a promising direction in which to sustain the effects of gatekeeper suicide prevention training.

Talking Loud and Saying Nothing

2019 ◽  
Vol 8 (4) ◽  
pp. 100-105 ◽  
Author(s):  
Elizabeth F. Desnoyers-Colas
Keyword(s):  
Campus Climate ◽  
White Privilege ◽  
White Administrators ◽  
Institutional Practices ◽  
Systemic Racism ◽  
True Nature ◽  
Predominantly White Institution ◽  
The Road ◽  
White Institution ◽  
White Allies

The road a predominantly white institution (PWI) takes to maximize diversity, inclusion, and equity can be fraught with challenges. One midsize institution learned through an assessment of its campus climate that its institutional practices and arrangements impeded diversity, inclusion, and equity despite white administrators' beliefs to the contrary. To help quell systemic racism habits, monthly campus-wide workshops focused on several key racial injustice habits and hurtful microaggressions generated from white privilege. A faux social justice allure to white allies who considered themselves advocates of nondominant people is one that should ultimately call into question the genuineness and true nature of their support. This semi-autoethnographic essay is a plaintive call to white colleagues in the academy to earnestly acknowledge white privilege and to use it to actively fight the destructive force of racial battle fatigue and institutional racism.

Authority of Law: An Analysis of The Role of Police

2017 ◽  
Vol 2 ◽  
Author(s):  
Veronika Keir
Keyword(s):  
Policy Development ◽  
Crime Control ◽  
Legal Theory ◽  
Research Policy ◽  
Further Education ◽  
Full Time ◽  
Legal Research ◽  
Legal Studies ◽  
The University

<div class="page" title="Page 3"><div class="layoutArea"><div class="column"><p><span>Veronika is a recent graduate from the Honours Legal Studies program at the University of Waterloo. Her passions are socio-legal research, policy development, feminist legal theory, and crime control development. Veronika is currently working a full-time job at Oracle Canada, planning on pursuing further education in a Masters program. </span></p></div></div></div>

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