scholarly journals A STILE Project case study: the evaluation of a computer-based visual key for fossil identification

2011 ◽  
Vol 4 (2) ◽  
Author(s):  
Jean Underwood ◽  
Arne Dahlberg ◽  
Simon FitzPatrick ◽  
Malcolm Greenwood
Keyword(s):  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Resource Base ◽  
Student Access ◽  
Computer Based ◽  
Set Up ◽  
The Uk

The STILE Project (Students' and Teachers' Integrated Learning Environment) is one of 76 projects set up under the UK Government's Teaching and Learning Technology Programme (TLTP) initiative sponsored by the British Higher Education Funding Councils (HEFCs). The STILE Project uses hypermedia to provide greater opportunities for independent and flexible modes of learning both in a campus situation and for distance learning. The approach is resource-based. STILE provides a mechanism for both tutors and learners to discover and access relevant resources when they need them, together with facilities that enable users readily to use and re-use existing materials, to integrate them together, and to add further materials of their own in a way that seems natural to them (see Ruggles et al, 1995). The result is not a closed and finished product,but a set of tools and services and a continually developing resource base. The effect is to ease the load on academic staff in maintaining and supporting student access to resources, and to enrich the set of resources available to both staff and students.DOI:10.1080/0968776960040205

scholarly journals Evaluation of the usefulness of a computerbased learning program to support student learning in pharmacology

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
S. Brain ◽  
D. G. Dewhurst ◽  
A. D. Williams
Keyword(s):  
Undergraduate Education ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Learning Program ◽  
Computer Based Learning ◽  
Computer Based ◽  
The Uk ◽  
Uk Higher Education ◽  
Technology Programme

The use of computers in undergraduate education is now widespread and computer-based learning (CBL) has made a significant impact in teaching, particularly over the last decade. This is likely to increase substantially as some £100 million has been made available to stimulate software development in the UK through various initiatives, such as the EEC COMETT program and the UK Higher Education Funding Councils' Teaching and Learning Technology Programme (TLTP).DOI: 10.1080/0968776990070205

scholarly journals Enabling learning through technology: some institutional imperatives

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Audrey McCartan ◽  
Barbara Watson ◽  
Janet Lewins ◽  
Margaret Hodgson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Practice ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Institutional Practice ◽  
Effective Use ◽  
Technology Programme

The imminent completion of many Teaching and Learning Technology Programme (TLTP) projects means that a considerable number of courseware deliverables will soon be available to Higher-Education (HE) institutions. The Higher Education Funding Council's intention in funding the Programme (HEFCE Circulars, 8/92, 13/93) was to ensure their integration into academic curricula by providing institutions with an opportunity to review their 'teaching and learning culture' with regard to the embedding of learning technology within their institutional practice. Two recent workshops, conducted with a representative sample of newly appointed academic staff in connection with the evaluation of materials to be included in a staff development pack whose purpose is to encourage the use of IT in teaching and learning (TLTP Project 7), strongly suggested that the availability of courseware alone was insufficient to ensure its integration into educational practice. The establishment of enabling mechanisms at the institutional level, as well as within departments, was crucial to ensure the effective use of learning technology.DOI:10.1080/0968776950030115

scholarly journals The Necessity of Clinical Legal Education in University Law Schools: A UK Perspective

2014 ◽  
Vol 7 ◽  
pp. 29 ◽  
Author(s):  
James Marson ◽  
Adam Wilson ◽  
Mark Van Hoorebeek
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Higher Education Funding ◽  
Law Schools ◽  
Legal Studies ◽  
Academic Benefits ◽  
Set Up ◽  
The Uk ◽  
The University

This paper proposes that the expansion and subsequent unbridling of the provision of a law clinic in the sector will provide the students with the skills necessary of graduates in the increasingly corporate, commercially motivated, UK university sector. Secondly, it provides a basis for the rationale of a movement in funding bands, a study which is being undertaken by the Higher Education Funding Council for England over the proceeding three years, in consequence to the increasing costs involved to the institutions. This increase in funding, coupled with a determination from the institution and case study evidence as presented in this paper, will hopefully propel clinical legal education to the forefront of undergraduate legal studies in the UK. Clinical legal education is a method of improving the student experience and offers various advantages if integrated fully into the university administrative set up. Such views have been given rigorous academic coverage, however this paper further analyses the academic benefits passed on to the student populace, in relation to the potential advantages to UK universities.

The Perception of Islamic Education Teacher on Teaching Aids in Smart School: A Pilot Study

2013 ◽  
Vol 65 (1) ◽  
Author(s):  
Mohd Faeez Ilias ◽  
Muhamad Faiz Ismail ◽  
Kamarul Azmi Jasmi
Keyword(s):  
Pilot Study ◽  
Teaching And Learning ◽  
Islamic Education ◽  
The Internet ◽  
Education Teacher ◽  
Teaching Aids ◽  
Depth Interview ◽  
Computer Based ◽  
Set Up

The teaching and learning (T&L) of Islamic Education which are comprised of theory and practical, often involves the use of teaching aids (TAs). In general, this article discusses the use of TAs among Smart School Islamic Education Teacher in T&L. This article aims to explore the types of TAs used by the Islamic Education Teacher (IET), the resources to obtain teaching aids, and IETs’ strategies to enhance their knowledge of the TAs. This pilot study uses case study design with in-depth interview instrument to accumulate data from IET, IETs’ colleague and IETs’ supervisor. Interview data are analyzed using NVivo software version 7.0 to develop themes and to set up matrix tables. The result shows that frequently-used teaching aids are realia for non-computer-based teaching and CDs for computer-based teaching. IETs’ main sources to obtain TAs are the school surau and the internet. IET increase their knowledge about TAs through the internet as well as attending courses. The implication of this study is that the applicability and accessibility aspects of the TAs should be emphasized among IET in order to optimize the application of the TAs. 

scholarly journals Doing staff development: Practices, dilemmas and technologies

2008 ◽  
Vol 24 (1) ◽  
Author(s):  
John Hannon
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Development ◽  
Academic Staff ◽  
Daily Practice ◽  
Learning Technologies ◽  
Learning Technology

<span>Online learning technologies now pervade higher education institutions, and the convergence of teaching and learning onto technological systems has created new work practices and a demand for staff development. Educational developers are located at a nexus between the institutional and pragmatic imperatives, from which tensions and incongruencies emerge and need to be resolved in daily practice. In this paper, this nexus is explored by analysing accounts of educational development practice from one institution, based on interviews with educational developers. This paper considers staff development practices in higher education in response to the processes of change associated with learning technology, and the strategies used to resolve incongruencies and conflicts that emerged from these practices were analysed. The discourse analytic method of "interpretative repertoires" (Potter &amp; Wetherell, 1987) is used to explore the resolution of dilemmas in practice. In this case study, two contrasting repertoires are used to account for staff development: one that 'enables' academic staff in their use of learning technologies, and another which 'guides' staff in their online teaching towards specified technologies. The intersection of the two repertoires in the institution presented dilemmas for educational developers. The responses to these contexts and the implications for educational development are explored.</span>

FAKTOR PENDUKUNG DAN PENGHAMBAT DALAM PROSES PERUBAHAN ORGANISASI PADA POLITEKNIK KESEHATAN KEMENKES PALANGKA RAYA

2017 ◽  
Vol 13 (2) ◽  
pp. 119-128
Author(s):  
Nang Randu Utama
Keyword(s):  
Mental Model ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Teaching Aids ◽  
Inhibiting Factors ◽  
Inhibiting Factor ◽  
Management Perspective ◽  
The Republic ◽  
Technical Guidance

This study aims to obtain a description of the supporting and inhibiting factors in the process of organizational change of education based on management perspective that occurs in the scope of higher health education of the Ministry of Health of the Republic of Indonesia. This study used a qualitative approach by conducting case study at Palangka Raya Health Polytechnic. The research results are as follows: (a) Supporting factor that must be there is the existence of a manual or technical guidance in organizing the organization; (b) Whereas the inhibiting factor is the old habits, the mindset, the mental model is still inhibiting from the organizers and members of the organization; (c) The inhibiting factor is the existence of selfishness of each highly visible party; (d) Inhibitors may also occur if there are still "little kings" and selfishness from each of the former institutions; (e) Other issues that support in this process of change are in terms of facilities and infrastructure, namely the availability of buildings and land; (f) Another inhibiting factor is that in terms of educational qualifications, there are departments that do not meet, for example in the midwifery department there are still many average teachers with Diploma IV education background and non-linear education; (g) Inhibiting factors may also occur if the reason of seniority is always carried around; (h) The inhibiting factor is lack of human resources in using modern health equipment, including the use of teaching aids in accordance with the progress of science and teaching and learning technology.   Penelitian ini bertujuan untuk memperolah gambaran mengenai faktor pendukung dan penghambat dalam proses perubahan organisasi pendidikan yang ditinjau dari perspektif manajemen yang terjadi di lingkup organisasi pendidikan tinggi kesehatan Kementerian Kesehatan Republik Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan melakukan studi kasus pada institusi Politeknik Kesehatan Kemenkes Palangka Raya. Hasil penelitian adalah sebagai berikut: (a) Faktor pendukung yang harus ada yaitu adanya buku pedoman atau petunjuk teknis dalam penyelenggaraan organisasi; (b) Sedangkan yang menjadi faktor penghambat itu adalah kebiasaan lama, mindset-nya, mental model-nya masih bersifat menghambat dari para pengelola dan anggota organisasi; (c) Faktor penghambat yaitu adanya keegoisan masing-masing pihak yang sangat tampak; (d) Penghambat juga dapat terjadi apabila masih ada “raja-raja kecil” dan keegoisan dari masing-masing institusi yang dulu; (e) Perihal lain yang mendukung dalam proses perubahan ini adalah dari sisi sarana dan prasarana, yaitu tersedianya gedung dan tanah; (f) Faktor penghambat lain yaitu dari sisi kualifikasi pendidikan ternyata ada jurusan yang tidak memenuhi, misalnya di jurusan kebidanan masih banyak rata-rata tenaga pengajar dengan latar pendidikan Diploma IV dan pendidikannya tidak linear; (g) Faktor penghambat juga dapat terjadi apabila alasan senioritas selalu dibawa-bawa; (h) Faktor penghambat yaitu masih kurang kesiapan sumber daya manusia dalam menggunakan alat-alat kesehatan modern termasuk penggunaan alat bantu belajar mengajar yang sesuai dengan kemajuan ilmu pengetahuan dan teknologi pengajaran dan pembelajaran.

New Knowledge - New Learning?

2013 ◽  
pp. 530-539
Author(s):  
Maria Slowey ◽  
Ekaterina Kozina
Keyword(s):  
Higher Education ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Bologna Process ◽  
Postgraduate Education ◽  
Learning Technology ◽  
New Learning ◽  
New Knowledge ◽  
The Bologna Process

The landscape of university undergraduate and postgraduate education in Ireland has undergone a significant change within the broader context of the Bologna Process in Europe. In recent years, a range of national steering initiatives have sought to promote curriculum reform, enhancement of teaching and learning, use of new learning technology, new forms of student support, and professional development of academic staff. The aim of this chapter is to analyse both underlying challenges and some significant achievements. The latter include examples of collaborative initiatives between academics and centres for academic practice and student learning in universities and joint projects across an alliance involving eight institutions of higher education. The authors also talk about the drivers of curriculum reform in higher education and illustrate how these are translated in practice through the introduction of a major curriculum reform initiative, the Academic Framework for Innovation (AFI) in one university.

MOOC and Blended Learning Models

2018 ◽  
pp. 276-288 ◽  
Author(s):  
Teresa Torres-Coronas ◽  
María-Arántzazu Vidal-Blasco
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Education Institution ◽  
Learning Models ◽  
Undergraduate Level ◽  
Strategic Approach ◽  
Current Experience

Interest is growing in educational designs that blend MOOCs with on-campus teaching and researchers are seeking to incorporate the spirit of a MOOC into a hybrid model. This article reports on the current experience of a higher education institution embarking on blended learning models. The aim of this article is to present a case study and to discuss the strategic approach to integrating a MOOC at undergraduate level. The evaluation strategy of this experience uses surveys and focus groups to interpret the results and the perspective of the various stakeholders. The analysis synthesizes the opinion of the main stakeholders – the institution, the students and the academic staff – and shows that in addition to improving the financial viability of MOOCs, blended learning models improve the quality of students' education, strengthen students' academic performance, and encourage academic staff to constantly innovate their teaching and learning process.

Using the Interactive Whiteboard to Stimulate Active Learning in School Science

2010 ◽  
pp. 102-117 ◽  
Author(s):  
Sara Hennessy ◽  
Rosemary Deaney ◽  
Chris Tooley
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
School Science ◽  
Interactive Whiteboards ◽  
Secondary Teacher ◽  
Pedagogical Strategies ◽  
Video Recordings ◽  
Field Notes ◽  
The Uk

This case study is set in the context of an extraordinarily rapid influx of interactive whiteboards in schools in the UK. The focus is on pedagogical strategies used to harness the functionality of this powerful technology to support teaching and learning in science. The study offers a vivid example of how one expert secondary teacher used the IWB technology and other digital resources to support “active learning” about the process of photosynthesis by a class of students aged 14-15. Collaborative thematic analysis of digital video recordings, teacher diary, field notes and post-lesson interview data from a sequence of six lessons yielded detailed, theorized descriptions of the teacher’s own rationale. The chapter concludes by highlighting a multimedia resource produced as an outcome of this case study in order to support professional development of practitioners working in other contexts.

Assessment in the Modern Age

2016 ◽  
pp. 415-444
Author(s):  
Mahmoud Emira ◽  
Patrick Craven ◽  
Sharon Frazer ◽  
Zeeshan Rahman
Keyword(s):  
Computer Assisted ◽  
Recent Experience ◽  
Modern Age ◽  
Two Systems ◽  
Computer Based ◽  
The Uk

This chapter aims to address assessment in the modern age in terms of its importance, challenges and solutions by examining the views of 1,423 users at UK test centres following their recent experience of using two systems which employ computer-based assessment (CBA) and computer-assisted assessment (CAA). Generally speaking, based on the research, which informs the findings presented in this chapter, both systems face similar challenges but there are challenges which are specific to the CAA system. Similarly, both systems may require common solutions to improve user's future experience, but there are solutions which are more relevant to the CAA system. The chapter concludes with a discussion around the UK apprenticeship and a case study of a pilot apprenticeship programme in which CBA and CAA are also integrated.

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