Deschooling society? A lifelong learning network for sustainable communities, urban regeneration and environmental technologies

The complexity and multifaceted nature of sustainable lifelong learning can be effectively addressed by a broad network of providers working co-operatively and collaboratively. Such a network involving the third, public and private sector bodies must realise the full potential of accredited flexible and blended formal learning, contextual opportunities offered by enablers of informal and non formal learning and the affordances derived from the various loose and open spaces that can make social learning effective. Such a conception informs the new Lifelong Learning Network Consortium on Sustainable Communities, Urban Regeneration and Environmental Technologies established and led by the Lifelong Learning Centre at Aston University. This paper offers a radical, reflective and political evaluation of its first year in development arguing that networked learning of this type could prefigure a new model for lifelong learning and sustainable education that renders the city itself a creative medium for transformative learning and sustainability.

The effectiveness of workplace coaching:a meta-analysis of learning and performance outcomes from coaching

This study presents a meta-analysis synthesizing the existing research on the effectiveness of workplace coaching. We exclusively explore workplace coaching provided by internal or external coaches and therefore exclude cases of manager-subordinate and peer coaching. We propose a framework of potential outcomes from coaching in organizations, which we examine meta-analytically (k = 17). Our analyses indicated that coaching had positive effects on organizational outcomes overall (δ = 0.36), and on specific forms of outcome criteria (skill-based δ = 0.28; affective δ = 0.51; individual-level results δ = 1.24). We also examined moderation by a number of coaching practice factors (use of multisource feedback; type of coach; coaching format; longevity of coaching). Our analyses of practice moderators indicated a significant moderation of effect size for type of coach (with effects being stronger for internal coaches compared to external coaches) and use of multisource feedback (with the use of multisource feedback resulting in smaller positive effects). We found no moderation of effect size by coaching format (comparing face-to-face, with blended face-to-face and e-coaching) or duration of coaching (number of sessions or longevity of intervention). The effect sizes give support to the potential utility of coaching in organizations. Implications for coaching research and practice are discussed.

Facilitating intuitive-guided learning in a serious game through integration with a learning content management system

Increased global uptake of entertainment gaming has the potential to lead to high expectations of engagement and interactivity from users of technology-enhanced learning environments. Blended approaches to implementing game-based learning as part of distance or technology-enhanced education have led to demonstrations of the benefits they might bring, allowing learners to interact with immersive technologies as part of a broader, structured learning experience. In this article, we explore how the integration of a serious game can be extended to a learning content management system (LCMS) to support a blended and holistic approach, described as an 'intuitive-guided' method. Through a case study within the EU-Funded Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional Systems (ALICE) project, a technical integration of a gaming engine with a proprietary LCMS is demonstrated, building upon earlier work and demonstrating how this approach might be realized. In particular, how this method can support an intuitive-guided approach to learning is considered, whereby the learner is given the potential to explore a non-linear environment whilst scaffolding and blending provide guidance ensuring targeted learning objectives are met. Through an evaluation of the developed prototype with 32 students aged 14-16 across two Italian schools, a varied response from learners is observed, coupled with a positive reception from tutors. The study demonstrates that challenges remain in providing high-fidelity content in a classroom environment, particularly as an increasing gap in technology availability between leisure and school times emerges.

Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?

BACKGROUND OR CONTEXT: A developing international engineering industry is dependent on competition and innovation, creating a market for highly skilled graduates from respected overseas and Australian Engineering universities. The delivery of engineering teaching and learning via blended faceto-face, problem based, research focused and online collaborative learning will continue to be the foundation of future engineering education, however, it will be those institutions who can reshape its learning spaces within a culture of innovation using 1:1 devices that will continue to attract the brightest minds. Investing in educational research that explores the preferred learning styles of learners and matching this to specifically designed 1:1 personalized web applications may be the ‘value add’ to improve student engagement. In this paper, a survey of Australian engineering education is presented and contrasted against a backdrop of internationally recognised educational pedagogy to demonstrate how engineering teaching and learning has changed over time. This paper draws on research and identifies a gap where a necessity to question the validity of 1:1 devices as the next step in the evolution of engineering education needs to be undertaken. How will teaching and learning look using 1:1 devices and will it drive student demand into engineering higher
education courses. Will this lead to improving professional standards within a dynamic engineering education context? How will current and future teaching and learning be influenced by constructivism using 1:1 device technologies? How will the engineering industry benefit from higher education investment in individualised engineering education
using 1:1 devices for teaching and learning?
PURPOSE OR GOAL: To review the current academic thinking around the topic of 1:1 devices within higher education engineering teaching and learning context in Australia. To identify any gaps in the current understandings and use of 1:1 devices within engineering courses in Australia. To generate discussion and better understanding about how the use of 1:1 devices may hinder and/or improve teaching and learning and student engagement.
APPROACH: A review covering the development of engineering education in Australia and a broader international review of engineering teaching methodology. To identify the extent of research into the use and effectiveness of online strategies within engineering education utilising 1:1 devices for teaching and learning. i.e. “Students must feel that they are part of a learning community and derive motivation to engage in the study material from the lecturer.’ (Lloyd et al., 2001) It is proposed to add to the current body of understandings and explore the effectiveness of a constructiveness teaching approach using course material specifically designed to cater for individual learning styles and delivered via the use of 1:1 devices in the classroom. It is anticipated the research will contrast current engineering teaching and learning practices and identify factors that will facilitate a greater understanding about student connectedness and engagement with the teaching and learning experience; where a constructiveness environment is supported with the use of 1:1 devices. Also, it is anticipated that the constructed learning environment will foster a culture of innovation and students will be empowered to take control of their own learning and be encouraged to contribute back to the discussion initiated by the lecture and/or course material with the aid of 1:1 device technologies. A gap has been identified in the academic literature that show there is a need to understand the relationship between engineering teaching, learning, students engagement and the use of 1:1 devices.
DISCUSSION: A review covering the development of engineering education in Australia and a broader international review of engineering teaching methodology. To identify the extent of research into the use and effectiveness of online strategies within engineering education utilising 1:1 devices for teaching and learning. i.e. “Students must feel that they are part of a learning community and derive motivation to engage in the study material from the lecturer.’ (Lloyd et al., 2001) It is proposed to add to the current body of understandings and explore the effectiveness of a constructiveness teaching approach using course material specifically designed to cater for individual learning styles and delivered via the use of 1:1 devices in the classroom.
ANTICIPATED OUTCOMES: It is anticipated the research will contrast current engineering teaching and learning practices and identify factors that will facilitate a greater understanding about student connectedness and engagement with the teaching and learning experience; where a constructiveness environment is supported with the use of 1:1 devices. Also, it is anticipated that the constructed learning environment will foster a culture of innovation and students will be empowered to take control of their own learning and be encouraged to contribute back to the discussion initiated by the lecture and/or course material with the aid of 1:1 device technologies. A gap has been identified in the academic literature that show there is a need to understand the relationship between engineering teaching, learning, students engagement and the use of 1:1 devices.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: A gap exists in the current research about the effectiveness and use of 1:1 devices in engineering education; therefore, it is necessary to undertake further research in the area. It is proposed to hypothesize and conduct field research to identify any shortcomings and possible benefits for engineering educators and learners within a constructivist-teaching
context that explores the relationship between the use of personalized 1:1 devices for teaching and learning, adapting for individual learning styles, and identification and application of appropriate teaching and learning strategies within a constructiveness engineering course approach. Research is required to clarify the following research questions;
• What education teaching and learning strategies best facilitate the use of 1:1 devices for online teaching and learning?
• Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?
• What are the factors within a university engineering faculty that may hinder and/or support the use of 1:1 devices for online teaching and learning?
• To what extent do 1:1 devices assist engineering educators and students to foster a culture of innovation? The study results will offer engineering educators and students an opportunity to reflect on
their current teaching and learning practice, and contextualise the use of 1:1 devices as a tool to improve student engagement. It is expected the learning benefits will outweigh the implementation costs and derive a unique learning experience that will empower engineering educators and students to inspire a culture of innovation.

Computer and laboratory simulation in the teaching of neonatal nursing: innovation and impact on learning

Objectives: to evaluate the cognitive learning of nursing students in neonatal clinical evaluation from a blended course with the use of computer and laboratory simulation; to compare the cognitive learning of students in a control and experimental group testing the laboratory simulation; and to assess the extracurricular blended course offered on the clinical assessment of preterm infants, according to the students. Method: a quasi-experimental study with 14 Portuguese students, containing pretest, midterm test and post-test. The technologies offered in the course were serious game e-Baby, instructional software of semiology and semiotechnique, and laboratory simulation. Data collection tools developed for this study were used for the course evaluation and characterization of the students. Nonparametric statistics were used: Mann-Whitney and Wilcoxon. Results: the use of validated digital technologies and laboratory simulation demonstrated a statistically significant difference (p = 0.001) in the learning of the participants. The course was evaluated as very satisfactory for them. The laboratory simulation alone did not represent a significant difference in the learning. Conclusions: the cognitive learning of participants increased significantly. The use of technology can be partly responsible for the course success, showing it to be an important teaching tool for innovation and motivation of learning in healthcare.