An investigation of assessment policy and practices in terms of broad social and educational purposes

Based upon relevant literature, this study investigated the assessment policy and practices for the BSc (Hons) Computing Science programme at the University of Greenwich (UOG), contextualising these in terms of broad social and educational purposes. It discusses Assessment, and then proceeds to give a critical evaluation of the assessment policy and practices at the UOG. Although this is one case study, because any of the features of the programme are generic to other programmes and institutions, it is of wider value and has further implications. The study was concluded in the summer of 2002. It concludes that overall, the programme's assessment policy and practices are well considered in terms of broad social and educational purposes, although it identifies and outlines several possible improvements, as well as raising some major issues still to be addressed which go beyond assessment practices.

Implications for the scheduling of theory versus application in learning

This paper presents the findings of an experiment which looked at the effects of performing applied tasks (action learning) prior to the completion of the theoretical learning of these tasks (explanation-based learning), and vice-versa. The applied tasks took the form of laboratories for the Object-Oriented Analysis and Design (OOAD) course, theoretical learning was via lectures.

Towards the sustainable use of Europe’s forests: a centre for European forest science! – Some missing catalytic elements?

The Symposium, “Towards the sustainable use of Europe’s forests”, with sub-title “Forest ecosystem and landscape research: scientific challenges and opportunities” lists three fundamental substantive areas of research that are involved: Forest management and practices, Ecosystem processes and functional ecology, and Environmental economics and sociology. This paper argues that there are essential catalytic elements missing! Without these elements there is great danger that the aimed-for world leadership in the forest sciences will not materialize. What are the missing elements? All the sciences, and in particular biology, environmental sciences, sociology, economics, and forestry have evolved so that they include good scientific methodology. Good methodology is imperative in both the design and analysis of research studies, the management of research data, and in the interpretation of research finding. The methodological disciplines of Statistics, Modelling and Informatics (“SMI”) are crucial elements in a proposed Centre of European Forest Science, and the full involvement of professionals in these methodological disciplines is needed if the research of the Centre is to be world-class. Distributed Virtual Institute (DVI) for Statistics, Modelling and Informatics in Forestry and the Environment (SMIFE) is a consortium with the aim of providing world-class methodological support and collaboration to European research in the areas of Forestry and the Environment. It is suggested that DVI: SMIFE should be a formal partner in the proposed Centre for European Forest Science.

The 2001 World Trade Centre evacuation

The WTC evacuation of 11 September 2001 provides an unrepeatable opportunity to probe into and understand the very nature of evacuation dynamics and with this improved understanding, contribute to the design of safer, more evacuation efficient, yet highly functional, high rise buildings. Following 9/11 the Fire Safety Engineering Group (FSEG) of the University of Greenwich embarked on a study of survivor experiences from the WTC Twin Towers evacuation. The experiences were collected from published accounts appearing in the print and electronic mass media and are stored in a relational data base specifically developed for this purpose. Using these accounts and other available sources of information FSEG also undertook a series of numerical simulations of the WTC North Tower. This paper represents an overview of the results from both studies.

Developing a framework for e-learning revisited

In this paper we revisit a study on e-Learning and suggestions for developing a framework for e-Learning. The original study in 2005 looked at e-Learning, specifically e-Tutoring and the issues that surround it. However, re-examining these findings led to the realization that whilst most courses were not fully "e" many were in essence using Blended Learning to varying degrees. It is concluded that the encroachment of a Blended Learning approach has been an indirect consequence of the extension and enhancement of in-house course management technologies now employed. The pros and cons of the situation are identified and discussed. In addition, we summarize the positions of participants of the workshop on Developing a Framework for e-Learning.

Semantic web and e-learning

With emergence of "Semantic Web" there has been much discussion about the impact of technologies such as XML and RDF on the way we use the Web for developing e-learning applications and perhaps more importantly on how we can personalise these applications. Personalisation of e-learning is viewed by many authors (see amongst others Eklund & Brusilovsky, 1998; Kurzel, Slay, & Hagenus, 2003; Martinez, 2000; Sampson, Karagiannidis, & Kinshuk, 2002; Voigt & Swatman, 2003) as the key challenge for the learning technologists. According to Kurzel (2004) the tailoring of e-learning applications can have an impact on content and how it's accesses; the media forms used; method of instruction employed and the learning styles supported. This paper will report on a research project currently underway at the eCentre in University of Greenwich which is exploring different approaches and methodologies to create an e-learning platform with personalisation built-in. This personalisation is proposed to be set from different levels of within the system starting from being guided by the information that the user inputs into the system down to the lower level of being set using information inferred by the system's processing engine.

Is "e-skilling" deskilling?

This paper takes forward the discussion for the development of a Framework for e-Learning. It briefly describes how the discussion has progressed from the suggested development of a Framework and the findings of a study investigating the use of Blended Learning, to the application of PESTE factors from Sociology and the proposal of new PESTE factors for educational software and e-Learning, asking if the current use of Computer-Mediated Communication (CMC) is leading to the deskilling of professions, by the provision of direct, front-line service applications and the implications for e-Learning.

Is "e-skilling e-nabling" or deskilling?

This paper takes forward the discussion for the development of a Framework for e-Learning. It briefly describes how the discussion has progressed from the suggested development of a Framework and the findings of a study investigating the use of Blended Learning, to the application of PESTE factors from Sociology and the proposal of new PESTE factors for educational software and e-Learning, asking if the current use of Computer-Mediated Communication (CMC) is leading to the deskilling of professions, by the provision of direct, front-line service applications and the implications for e-Learning.

The impact on students of coursework assessment deadlines and penalties

The use by students of an e-learning system that enhances traditional learning in a large university computing school where there are clear assessment deadlines and severe penalties for late submission of coursework is examined to assess the impact of changes to the deadline model on the way students use the system and on the results they achieve. It is demonstrated that the grade a student achieves is partly dependent on the time before the deadline when the work is completed - in general, students who submit earlier gain higher grades. Possible reasons for this are explored. Analysis of the data from a range of different implementations of deadline policies is presented. Suggestions are made on how to minimise any possible negative impact of the assessment policy on the student's overall learning.

Effective e-moderation in e-courses

E-learning promises people the ability to learn at a time and place to suit their needs. However, we frequently assume they can automatically adapt to an online environment. This is not the case. They need focussed support on their journey of development from e-user to e-learner. However, many fail to complete this journey. It is essential we identify how best to support them if we are to fully realise the potential of e-learning. This paper builds on previous research and presents an e-moderation activity model for tutor-led courses.

Law in the community: the University of Greenwich/Greenwich Association of Disabled People Centre for Independent Living (GAD) research project

The GAD Advocacy Service is funded by the London Borough of Greenwich Directorate of Neighbourhood Services; its remit to support disabled people experiencing Hate Crime, Domestic Violence and Harassment. Run by disabled personnel and giving advice to all disabled people it is unique in London. Since its inception in 2004, the Advocacy Service has been stretched to its limit - there is a need to extend the remit of the Advocacy Service to give specialist legal advice on other issues. In 2003, the CEDRM-UK project was set up in the University of Greenwich Law Department as part of the Disability Rights Promotion International Legal Education and Research Project; its objectives were firstly, to facilitate the collection of data on the effectiveness of legislation in promoting the rights of disabled persons; and secondly, to pilot new methods in teaching and training in Human Rights Law – students acquire an expertise in Human Rights Law through research into the practical application of legislation relating to civil and human rights in the daily life of the community. In July 2007, GAD and CEDRM-UK embarked on a joint project to report on the work of the Advocacy Service and to create a database to support its caseload. The 2008-9 Project team will report on their work and findings relating to facilitating equality in the workplace; the inclusion of cancer, HIV and multiple sclerosis within the legal definition of disability and the implications of the statutory duty to promote disability equality for the provision of extracurricular activities for schoolchildren. [From the Author]