Creating a suitable and successful solution for the integration of podcasting and vidcasting in a higher education e-learning environment

A small research project is currently taking place within a department of the University of Greenwich. The project involves using current technology (Apple’s xServe, iPhones, iPod touch, Podcast Producer application and some 3rd party capture software) with the intention to provide a solution for quick and simple podcasting. This paper also aims to investigate the use of podcasting to help promote and extend the e-learning provision within the school. In short this project aims to justify the use of podcasting as a teaching and learning tool to help enhance student learning while identifying the most appropriate manner to integrate podcasting within an e-learning environment.

The role of Minitab in teaching and learning statistics

This paper describes how the statistical package Minitab is used in teaching statistics in our undergraduate programmes in Mathematics and Statistics to enhance student learning. How the sophisticated recent versions of Minitab can be used to help students understand statistical concepts, develop their statistical thinking and gain valuable skills in performing statistical analysis are discussed.

‘Reforming Social Work Education: Some Reflections on the Contribution of Practice Learning’

Social work in the UK is currently undergoing a process of major reform and a wide range of recommendations have been made aimed at improving practice and education. This paper focuses on the Social Work Reform Board's proposals for improving practice learning in qualifying level social work education. It examines how recommendations for better partnership working between Higher Education Institutions and employers and developing critical reflection in agencies are likely to impact on student learning. Drawing on experience of social work education in Northern Ireland it considers the potential of the Reform Board's proposals for improving the quality of practice learning and enhancing students' preparedness for employment. The paper concludes that differences in educational aims and priorities, resistant practice cultures and cut-backs in resourcing could present major obstacles that must be overcome if this potential is to be realised.

Patience, Persistence and Pragmatism: Experiences and Lessons Learnt from the Implementation of Clinically Integrated Teaching and Learning of Evidence-Based Health Care - A Qualitative Study

Background

Clinically integrated teaching and learning are regarded as the best options for improving evidence-based healthcare (EBHC) knowledge, skills and attitudes. To inform implementation of such strategies, we assessed experiences and opinions on lessons learnt of those involved in such programmes.

Methods and Findings

We conducted semi-structured interviews with 24 EBHC programme coordinators from around the world, selected through purposive sampling. Following data transcription, a multidisciplinary group of investigators carried out analysis and data interpretation, using thematic content analysis. Successful implementation of clinically integrated teaching and learning of EBHC takes much time. Student learning needs to start in pre-clinical years with consolidation, application and assessment following in clinical years. Learning is supported through partnerships between various types of staff including the core EBHC team, clinical lecturers and clinicians working in the clinical setting. While full integration of EBHC learning into all clinical rotations is considered necessary, this was not always achieved. Critical success factors were pragmatism and readiness to use opportunities for engagement and including EBHC learning in the curriculum; patience; and a critical mass of the right teachers who have EBHC knowledge and skills and are confident in facilitating learning. Role modelling of EBHC within the clinical setting emerged as an important facilitator. The institutional context exerts an important influence; with faculty buy-in, endorsement by institutional leaders, and an EBHC-friendly culture, together with a supportive community of practice, all acting as key enablers. The most common challenges identified were lack of teaching time within the clinical curriculum, misconceptions about EBHC, resistance of staff, lack of confidence of tutors, lack of time, and negative role modelling.

Conclusions

Implementing clinically integrated EBHC curricula requires institutional support, a critical mass of the right teachers and role models in the clinical setting combined with patience, persistence and pragmatism on the part of teachers.

Metacognição em práticas colaborativas numa comunidade de b-learning: um estudo de caso

Nesta tese apresenta-se um estudo sobre a metacognição em práticas colaborativas numa comunidade de b-learning no ensino superior. O referencial teórico adotado desenvolveu-se com o intuito de reunir as discussões sobre a metacognição, o b-learning, a comunidade de aprendizagem colaborativa e as comunidades de práticas no ensino superior. Com base nesse referencial teórico desenvolveu-se um estudo empírico sobre a metacognição analisada numa comunidade de b-learning tendo como estudo de caso o Programa Doutoral em Multimédia em Educação da Universidade de Aveiro (edições 2009 e 2010). O estudo, que envolveu 7 docentes e 17 alunos das referidas edições do programa doutoral, teve como uma das suas finalidades verificar a perspetiva do aluno sobre o processo de aprendizagem vivido, das posturas que assume, das estratégias a que recorre para interagir nas comunidades de aprendizagem no âmbito do Programa Doutoral em Multimédia em Educação (PDMMEDU), que funciona na modalidade blearning. Os dados foram obtidos através de inquérito por questionário realizado com os alunos e de sessões de focus group com alunos e docentes. A partir da análise dos resultados obtidos sob o referencial teórico que lhes serviu de enquadramento, procurou dar-se resposta às questões orientadoras do estudo: i) Encontramos evidências de pensamento ou processos metacognitivos nas comunidades de b-learning que se instalaram nas Unidades Curriculares (UC) do PDMMEDU? ii) Que perceções da aprendizagem nas comunidades de b-learning têm os estudantes? iii) Que sentimentos afluem da interação com o grupo de trabalho e com toda a turma? Qual a perceção que os docentes têm sobre a temática e que evidências poderão fornecer sobre a possibilidade de desenvolvimento de processos metacognitivos no âmbito das respetivas UCs? iv) Que relação pode ser observada entre os elementos motivadores da aprendizagem dos alunos e a participação nas UC? Do resultado da análise dos dados obtidos através do inquérito por questionário realizado com os alunos e das sessões de focus group com alunos e docentes identificou-se o perfil metacognitivo dos alunos, uma avaliação da experiência no programa doutoral, as novas posturas assumidas e alterações nos cenários profissionais. Por fim, são feitas sugestões para investigação futura com a proposta de sessões de trabalho onde se desenvolvem competências metacognitivas por parte de alunos envolvidos em cursos de pós-graduação em ambientes online.

Projecto de formação contínua de professores de educação visual em regime b-learning

Tese de mestrado, Educação (Área de especialização em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2014

The Impact of Critical Thinking Disposition on Learning Using Business Simulations

This research seeks to determine the relationship between students’ critical thinking disposition and their learning while engaging in a business simulation at a UK higher education institution (HEI). The research informs educators making decisions about the use of simulations as to the value of considering critical thinking dispositions. Previous research has found that simulations are an effective way for students to engage actively in learning, bridging the gap between theory and practice. It has also been found that such simulations can develop students’ critical thinking skills. However, hitherto no research has been undertaken into the role that existing critical thinking disposition has on the learning of students, as measured by the degree to which students perceived that they met the module’s intended learning outcomes. This research offers insights into the role and importance of critical thinking disposition and its component dimensions and how this impacts student learning. The results indicate that the level of critical thinking disposition is positively related to the students’ learning. The implications of the research suggest educators should target business simulations at specific cohorts of students. The relative importance of the critical thinking disposition constructs and the practical educational implications of these findings are discussed.

Facilitating student engagement and collaboration in a large postgraduate course using wiki-based activities

This paper investigates the impact of wiki-based activities on student participation and collaborative learning in a large postgraduate international management course. The wiki was used in this study as a facilitator for engagement and collaboration rather than a means of online discussions. Based on both qualitative and quantitative data, we find strong evidence that the use of the wiki facilitated student engagement and collaboration, both inside and outside the classroom. Moreover, student learning had significantly improved as a result of the enhanced learning environment.

Learning styles and achievement in postsecondary classrooms

The purpose of this study was to investigate the relationship between learning styles and academic achievement in postsecondary education. It was the intent of the study to establish if there was a relationship between student learning style, teacher style, learner/teacher matching and/or mismatching, student gender and age, to the academic grades of students. This study was basically a replication of a study completed by Mary J. Thompson and Terrance P. O'Brien in 1991 on two campuses of a southeast community college in the United States. In the present study, 243 students and 18 teachers from two different campuses of a community college in the Province of Ontario participated in the research. All participants were administered the Gregorc Style Delineator and students identified by program, age and gender. Data were tested by two analysis of variance (ANOVA) models. In the first ANOVA model considered in this study, significant main effects were manifested in regard to the teaching style, age group and gender. With the exception of gender, these findings were very similiar to those of the original study. Duncan's multiple range test revealed that Concrete Sequential (CS) teachers assigned significantly lower grades than did teachers dominant in any of the other three learning styles. Post hoc testing revealed that students 25 years of age and older received significantly higher grades than did younger students. Female students also received significantly higher grades than did male students. In the second ANOVA model student/teacher learning style match/mismatch did emerge as a significant main effect. However, Duncan's multiple range test and Chi square analysis did not substantiate the relationship. Forty-eight references are cited.

The expression and development of teachers' capacities within two learning communities : a participant-observer case study

The learning community model has been an integral component of teacher development in Ontarian schools and beyond. This research was conducted to understand how teachers' personal capacity and professional, interpersonal, and organizational competencies are developed and expressed within this context. Nineteen elementary teachers and administrators participated in the study from November through January 2007. A qualitative case study methodology was used to investigate the role ofteachers' capacities and competencies in learning communities. Combined data sources from semistructured interviews, research journals, and document review were used to gather data about teachers' capacities and competencies. The study included 3 phases of analysis. In the final phase the analysis provided 3 qualities of the teachers at Jude and Mountain Schools (pseudonyms): identification as professionals, investment in others, and institutional affiliation that may explain how they differed from other educators. The data revealed these three themes, which provided an understanding of educators at Jude and Mountain Schools as dedicated professionals pushing practices to contribute to school life and address student learning needs, and as teachers who reflected on practices to continue expanding their skills. Teachers were heavily invested in creating a caring culture and in students' and team members' learning. Educators actively participated in solving problems and coplanning throughout the school levels and beyond, assumed collective responsibility for all pupils, and focused on generating school-wide consistent practices. These qualities and action patterns revealed teachers who invested time and effort in their colleagues, who committed to develop as professionals, and who affiliated closely with every aspect of school living.

The Effective Use of 21st-Century Learning iPad Applications in the Primary/Junior Literacy Classroom

The purpose of this major research project was to develop a practical tool in the form of a handbook that could facilitate educators’ effective use of technology in primary and junior classrooms. The main goal was to explore the use of iPad devices and applications in the literacy classroom. The study audited available free applications against set criteria and selected only those that promoted 21st-century learning. The researcher used such applications to develop literacy lessons that aligned with curriculum expectations and promoted 21st-century skills and traditional skills alike. The study also created assessment models to evaluate the use of iPads in student work and explored the benefits and limitations of technology usage in student learning.

Student expectations and perceptions of feedback in Chemistry

These documents show the outcomes of surveys conducted by David Read in the School of Chemistry to find out about our students' expectations and perceptions of feedback, with a view to enhancing our provision and ensuring that student learning is maximised.

Blackboard for teaching and learning

A slideshow and supporting handout used in a workshop that discusses how Blackboard can be used to effectively support student learning.

Using problem-based learning for introducing producer theory and market structure in intermediate microeconomics

This paper shows how instructors can use the problem‐based learning method to introduce producer theory and market structure in intermediate microeconomics courses. The paper proposes a framework where different decision problems are presented to students, who are asked to imagine that they are the managers of a firm who need to solve a problem in a particular business setting. In this setting, the instructors’ role is to provide both guidance to facilitate student learning and content knowledge on a just‐in‐time basis

The impact of Group Intelligence software on enquiry-based learning

Despite the increasing use of groupware technologies in education, there is little evidence of their impact, especially within an enquiry-based learning (EBL) context. In this paper, we examine the use of a commercial standard Group Intelligence software called GroupSystems®ThinkTank. To date, ThinkTank has been adopted mainly in the USA and supports teams in generating ideas, categorising, prioritising, voting and multi-criteria decision-making and automatically generates a report at the end of each session. The software was used by students carrying out an EBL project, set by employers, for a full academic year. The criteria for assessing the impact of ThinkTank on student learning were those of creativity, participation, productivity, engagement and understanding. Data was collected throughout the year using a combination of interviews and questionnaires, and written feedback from employers. The overall findings show an increase in levels of productivity and creativity, evidence of a deeper understanding of their work but some variation in attitudes towards participation in the early stages of the project.