40 years of library and information studies education in Wales

Tedd, L.A. (2005). 40 years of library and information studies education in Wales. Education for Information, 23(1/2), 1-8.

Use of library and information science journals by Master?s students in their dissertations: experiences at the University of Wales Aberystwyth

Tedd, L.A. (2006).Use of library and information science journals by Master?s students in their dissertations: experiences at the University of Wales Aberystwyth. Aslib Proceedings: New Information Perspectives, 58(6), 570-581.

Educating a new generation of library and information science professionals: A United States perspective

This article examines the U.S model of library and information science (LIS) education in light of the changes brought about by information and communication technology. The accepted model of professional preparation in the United States has emphasized graduate education on a Master’s level from LIS programs accredited by the American Library Association (ALA). The authors trace the historical development of this approach and provide an overview of the ALA accreditation process. Furthermore, they examine the strategies of LIS programs in adjusting to the changing information environment, present the debate about the iSchool movement, and discuss the evolution of the core curriculum. In addition, the article explores the relationship between LIS education and the field of practice and presents a practitioner’s perspective on educating library professionals. The authors conclude that the model of advanced professional preparation for librarianship is still relevant in the digital environment, but it requires greater flexibility and close cooperation with the field of practice.

Effectiveness of an Online Social Constructivist Mathematical Problem Solving Course for Malaysian Pre-Service Teachers

This study assessed the effectiveness of an online mathematical problem solving course designed using a social constructivist approach for pre-service teachers. Thirty-seven pre-service teachers at the Batu Lintang Teacher Institute, Sarawak, Malaysia were randomly selected to participate in the study. The participants were required to complete the course online without the typical face-to-face classes and they were also required to solve authentic mathematical problems in small groups of 4-5 participants based on the Polya’s Problem Solving Model via asynchronous online discussions. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the online learning course. Findings showed that a majority of the participants were satisfied with their learning experiences in the course. There were no significant changes in the participants’ attitudes toward mathematics, while the participants’ skills in problem solving for “understand the problem” and “devise a plan” steps based on the Polya’s Model were significantly enhanced, though no improvement was apparent for “carry out the plan” and “review”. The results also showed that there were significant improvements in the participants’ critical thinking skills. Furthermore, participants with higher initial computer skills were also found to show higher performance in mathematical problem solving as compared to those with lower computer skills. However, there were no significant differences in the participants’ achievements in the course based on gender. Generally, the online social constructivist mathematical problem solving course is beneficial to the participants and ought to be given the attention it deserves as an alternative to traditional classes. Nonetheless, careful considerations need to be made in the designing and implementing of online courses to minimize problems that participants might encounter while participating in such courses.

Liferay, Lecture2Go, Hochschulapps, OERs-MOOCs, Open IDM, e-Identity, CampusSource White Paper Award

Vorträge und Präsentationen von der CampusSource Tagung am 25.04.2013 bei der FernUniversität in Hagen zu den Themen:Liferay, Lecture2Go, Hochschulapps, OERs-MOOCs, Open IDM, e-Identity, CampusSource White Paper Award

The Position of xMOOCs in Educational Systems

The idea of xMOOCs initially aimed at fundamentally changing the US tertiary education system by providing open mass education. This attempt failed for a number of reasons. They include: the ignorance of the importance and benefits of face-to-face instruction, the high workload imposed on students by xMOOCs, the consequences of current xMOOC didactics, the financing of the high costs, and the difficulties of integration into the teaching organization. As a consequence, xMOOCs are turning into methods for professional continuing education including a business model that covers the institution’s cost.

Moodle & Co. auf dem Weg zur Personal Learning Environment

Ausgehend von der typischen IT‐Infrastruktur für E‐Learning an Hochschulen auf der einen Seite sowie vom bisherigen Stand der Forschung zu Personal Learning Environments (PLEs) auf der anderen Seite zeigt dieser Beitrag auf, wie bestehende Werkzeuge bzw. Dienste zusammengeführt und für die Anforderungen der modernen, rechnergestützten Präsenzlehre aufbereitet werden können. Für diesen interdisziplinären Entwicklungsprozess bieten sowohl klassische Softwareentwicklungsverfahren als auch bestehende PLE‐Modelle wenig Hilfestellung an. Der Beitrag beschreibt die in einem campusweiten Projekt an der Universität Potsdam verfolgten Ansätze und die damit erzielten Ergebnisse. Dafür werden zunächst typische Lehr‐/Lern‐bzw. Kommunikations‐Szenarien identifiziert, aus denen Anforderungen an eine unterstützende Plattform abgeleitet werden. Dies führt zu einer umfassenden Sammlung zu berücksichtigender Dienste und deren Funktionen, die gemäß den Spezifika ihrer Nutzung in ein Gesamtsystem zu integrieren sind. Auf dieser Basis werden grundsätzliche Integrationsansätze und technische Details dieses Mash‐Ups in einer Gesamtschau aller relevanten Dienste betrachtet und in eine integrierende Systemarchitektur überführt. Deren konkrete Realisierung mit Hilfe der Portal‐Technologie Liferay wird dargestellt, wobei die eingangs definierten Szenarien aufgegriffen und exemplarisch vorgestellt werden. Ergänzende Anpassungen im Sinne einer personalisierbaren bzw. adaptiven Lern‐(und Arbeits‐)Umgebung werden ebenfalls unterstützt und kurz aufgezeigt.

Informing decision-making in libraries: informetric research as input to LIS education and practice.(Library and Information Science).

Findings from informetric research represent an important background resource to add to the mix of information useful for resolving difficult and ongoing problems in specific library environments or information service settings. This paper provides examples of informetric research that can be useful input to decision-making in the field of library management and information service provision. This overview takes four of the challenges that Michael Buckland outlined for library research as a way of guiding the discussion of ways that informetric work can be used to inform library decision-making. (1) References are made to relevant informetric work undertaken or conducted in Australia, by Australian researchers, or with Australian data.

Informetrics includes both quantitative and qualitative methods, which when used in combination can provide a rounded set of findings that has great validity for management, policy and service applications. Quantitative methodologies are generally based on bibliometric techniques, such as mining and analysis of data from various bibliographic and textual databases. Qualitative methods include survey, case study and historical approaches. Used in combination, each set of findings adds richness and other perspectives to an analysis.

Information communication technology in secondary science education in Sri Lanka

This study researched the instruction of pre-service science teachers in Sri Lanka in the use of information communication technologies. It examined the use of a framework called the Technological Pedagogical Content Knowledge model that was found to assist the pre-service teachers in the effective use of technologies in their teaching.

Real world contexts in PISA science : implications for context-based science education

The PISA assessment instruments for students’ scientific literacy in 2000, 2003 and 2006 have each consisted of units made up of a real world context involving Science and Technology, about which students are asked a number of cognitive and affective questions. This paper discusses a number of issues from this use of S&T contexts in PISA and the implications they have for the current renewed interest in context-based science education. Suitably chosen contexts can engage both boys and girls. Secondary analyses of the students’ responses using the contextual sets of items as the unit of analysis provides new information about the levels of performance in PISA 2006 Science. .Embedding affective items in the achievement test did not lead to gender/context interactions of significance, and context interactions were less than competency ones. A number of implications for context-based science teaching and learning are outlined and the PISA 2006 Science test is suggested as a model for its assessment.

Science education policy-making : eleven emerging issues

The Perth Declaration on Science and Technology Education of 2007 expresses strong concern about the state of science and technology education worldwide and calls on governments to respond to a number of suggestions for establishing the structural conditions for their improved practice. The quality of school education in science and technology has never before been of such critical importance to governments. There are three imperatives for its critical importance. The first relates to the traditional role of science in schooling, namely the identification, motivation and initial preparation of those students who will go on to further studies for careers in all those professional fi elds that directly involve science and technology. A suffi cient supply of these professionals is vital to the economy of all countries and to the health of their citizens. In the 21st century they are recognised everywhere as key players in ensuring that industrial and economic development occurs in a socially and environmentally sustainable way. In many countries this supply is now falling seriously short and urgently needs to be addressed. The second imperative is that sustainable technological development and many other possible societal applications of science require the support of scientifically and technologically informed citizens. Without the support and understanding of citizens, technological development can all too easily serve short term and sectional interests. The longer term progress of the whole society is overlooked, citizens will be confused about what should, and what should not be supported, and reactive and the environment will continue to be destroyed rather than sustained. Sustainable development, and the potential that science and technology increasingly offers, involves societies in ways that can often interact strongly, with traditional values, and hence, making decisions about them involve major moral decisions. All students need to be prepared through their science and technology education to be able to participate actively as persons and as responsible citizens in these essential and exciting possibilities. This goal is far from being generally achieved at present, but pathways to it are now more clearly understood. The third imperative derives from the changes that are resulting from the application of digital technologies that are the most rapid, the most widespread, and probably the most pervasive influence that science has ever had on human society. We all, wherever we live, are part of a global communication society. Information exchange and access to it that have been hitherto the realm of the few, are now literally in the hands of individuals. This is leading to profound changes in the World of Work and in what is known as the Knowledge Society. Schooling is now being challenged to contribute to the development in students of an active repertoire of generic and subject-based competencies. This contrasts very strongly with existing priorities, in subjects like the sciences that have seen the size of a student’s a store of established knowledge as the key measure of success. Science and technology education needs to be a key component in developing these competencies. When you add to these imperatives, the possibility that a more effective education in science and technology will enable more and more citizens to delight in, and feel a share in the great human enterprise we call Science, the case for new policy decisions is compellingly urgent. What follows are the recommendations (and some supplementary notes) for policy makers to consider about more operational aspects for improving science and technology education. They are listed under headings that point to the issues within each of these aspects. In the full document, a background is provided to each set of issues, including the commonly current state of science and technology education. Associated with each recommendation for consideration are the positive Prospects that could follow from such decision making, and the necessary Prerequisites, if such bold policy decisions are to fl ow, as intended, into practice in science and technology classrooms.