Activity-Based Online Learning: A Response to Dyslexia and COVID

Dr. Charles Potter’s Reading Fluency Programme implements individual learning programmes focusing on children’s learning needs. The methods and materials can be used in the treatment of dyslexia, as well as for working with children with reading, writing, and spelling difficulties or difficulties with rate of work at school. The programmes are activity-based, and are introduced through online sessions related to the child’s individual learning needs as identified through initial assessment and ongoing evaluation. Based on assessment, an individual programme is developed for the child, focusing on areas of need. The programme then uses electronic books, activity books and materials for treatment of phonological and phonemic difficulties, phonic difficulties, as well as linked problems with reading, writing, spelling, reading comprehension and working memory development. This chapter provides theoretical background on the neurolinguistic basis of the programme’s methods and materials, which have been developed internationally and implemented pre COVID with both first and second language speakers of English. It also provides information on how the materials have been implemented post COVID using activity-based online learning formats, and the results of children based on pre and post assessments.

Legal upbringing of minors in the context of the growth of crime determination

The article reveals the essence and features of legal upbringing of minors, as well as the most pressing problems arising in this area. Separately, the authors highlight the problem of legal upbringing of adolescents placed in Temporary detention centres for juvenile offenders. The authors propose a number of measures aimed at reducing and preventing juvenile delinquency, including: the need to introduce a special course in the training system or individual programme specialised for training that would reveal the specifics of temporary detention centres' workers with respect to minors and specifics of work with them.

A Generalizable Framework for Multi-Scale Auditing of Digital Learning Provision in Higher Education

It is increasingly important that higher education institutions can audit and evaluate the scope and efficacy of their digital learning resources across various scales. To-date there has been little effort to address this need for a validated, appropriate and simple to execute method that will facilitate such an audit; whether it be at the scale of an individual programme, department, faculty or institution. The data are of increasing value to ensure institutions maintain progress and equity in the student experience as well as for deployment and interpretation of learning analytics. This study presents a generalizable framework for auditing digital learning provision in higher education curricula. The framework is contextualized using a case study in which the audit is conducted across a single faculty in a research-intensive U.K. university. This work provides academics and higher education administrators with key principles and considerations as well as example aims and outcomes.

KNOWLEDGE WORKER AS A USER OF INTELLIGENT COLLABORATIVE EDUCATIONAL SYSTEM

Education is integral part of every knowledge worker’s activity during their whole life. While talking about lifelong education of knowledge workers, it is important to provide a possibility to study following an individual programme and, keeping into mind their own particular study aim, to test their newly acquired knowledge practically, to collaborate and learn from colleagues. In this regard development and application of intelligent collaborative educational systems gain great importance. This article has a threefold purpose: 1) to analyse the notion of knowledge worker, 2) to highlight its main traits and characteristics, 3) to offer a model of knowledge worker from the standpoint of a user of intelligent collaborative educational system. This theoretical study was based on an analysis of available literature sources and a summarizing of information. In order to illustrate the proposed model, extended semantic networks were applied and their brief description was given.

Understanding School Leadership and Management Development in England

This article explores the ways in which leadership and management development (LMD) in England has been researched and analysed over the past 40 years. The article is in two parts. The first analyses the ways in which patterns of provision have evolved in response to changing conceptions of how the school system should be organized and how, consequently, the roles of those responsible for administering, managing and leading it should be constructed. This analysis shows how patterns of LMD provision have changed, with a slow but consistent movement from relatively limited and fragmented provision to one of the most centralized forms in the world. The second part broadens out the analysis, using as a framework three ‘perspectives’: the functionalist, the constructivist and the critical. It explores the literature on LMD, identifying areas of consensus or conflict, and suggesting where more work needs to be done. This includes more work from a variety of constructivist perspectives, especially on leader identity formation; more critical analysis of the content and processes of LMD; and more work on the ways in which power is distributed and used in LMD, especially at the ‘meso' level between the individual programme or activity and national policy.