Bolton College: Improve your service platform

In 2013 Bolton College’s senior management team began to take a fresh look at its information and learning technology (ILT) and explore new ways to deliver more choice, provide tailored support for learners and achieve business efficiencies.

Jisc CAN case study: Student Digital Ambassadors for Digital Literacy at London School of Economics

Student Digital Ambassadors for Digital Literacy at London School of Economics case study. Student Ambassadors for Digital Literacy (SADL) is a programme coordinated by Learning Technology and Innovation and LSE Library and open to LSE undergraduate students. It has been running since 2013, when it started as a pilot in two academic departments. LSE is a specialist social science institution, research led with a relatively small undergraduate population (approximately 4500 students). Students study across the social sciences in quantitative subjects such as economics, maths and statistics, and qualitative subjects such as social policy, international history and anthropology. The student population is highly international and LSE has an excellent rating for graduate employment. LSE Students Union offer support and promote SADL which aims to develop students digital literacies, but provides an opportunity to understand more about what their needs might be.

Rezeptions- und produktionsorientiertes Lernen in mediengestützten kollaborativen Szenarien

Jede Lernumgebung muss ein Gleichgewicht von drei Anforderungen sicherstellen: Inhaltsvermittlung, Förderung von Aktivitäten der Studierenden und Unterstützung von lern- und arbeitsbezogenen Interaktionen. Auf dem Hintergrund von Ansätzen zu Task-Technology-Fit und zu Prozessverlusten bei Gruppenleistung wird ein Workflow-basiertes Modell einer Lern- und Arbeitsumgebung für kooperatives und kollaboratives Lernen und Arbeiten in der Psychologie und den empirischen Sozialwissenschaften zur Erreichung dieser Ziele vorgelegt. Es wird gezeigt, wie rezeptionsorientierte Lernvorgänge, die durch Lernprogramme angeregt werden, durch Funktionalitäten von Kooperation ergänzt werden können. Ferner wird gezeigt, wie produktionsorientierte Lernvorgänge durch kollaborative Lernprojekte gefördert werden können, welche die Lern- und Arbeitsschritte in einer studentischen Arbeitsgruppe unterstützen. Die Nutzung eines geteilten Arbeitsbereichs sowohl für Aktivitäten im Lernprogramm als auch im Lernprojekt werden diskutiert.(DIPF/Orig.)

Internetbasierte Wissensorganisation in der Lehrerbildung

In diesem Artikel geht es um die internetbasierte Wissensorganisation von multimedialen Lerninhalten. Die Lernenden in der Lehrerausbildung sollen nicht allein eine rezeptive Rolle bei der Nutzung multimedialer Inhalte einnehmen, sondern sie werden aufgefordert, eine aktive Rolle bei der Erstellung von Inhalten zu übernehmen. Dabei wird die Trennung zwischen dem Autor auf der einen Seite und dem Leser bzw. Nutzer von Inhalten auf der anderen Seite aufgebrochen. Basis ist die Auseinandersetzung mit konkreten Lehr-/Lern-Situationen über die Nutzung von Video- und Audiosequenzen (Situated Learning). Eine internetbasierte Wissensbasis mit multimedialen Inhalten ist dabei der Ausgangspunkt, um die individuelle Wissensorganisation in der Lehrerbildung zu unterstützen. Exemplarisch werden diese Aspekte einer internetbasierten Wissensorganisation an dem Projekt MaDiN deutlich gemacht (MathematikDidaktik im Netz). Ohne detailliert auf die in MaDiN aufgebaute Wissensbasis einzugehen, geht es in diesem Artikel um allgemeine Methoden, internetbasiertes Wissensmanagement in die Lehrerbildung zu integrieren. Im Rahmen des vom Bundesministerium für Wissenschaft und Forschung mit 1,6 Millionen Euro geförderten Projektes zum Aufbau einer Wissensbasis mit mathematischen und mathematikdidaktischen Inhalten (Primarstufe, Sekundarstufe I und II) wurde eine spezielle Methode zur internetbasierten Wissensorganisation entwickelt. Das Konzept einer internetbasierten Wissensorganisation hat einen konstruktivistischen Hintergrund. Die Umsetzung in der Lehrerbildung erfolgt über ein Autorensystem, mit dem der Nutzer ein Werkzeug zur Online-Strukturierung personalisierter Lerninhalte besitzt.(DIPF/Orig.)

Aceitação e uso de ambiente virtual de aprendizagem no contexto de um curso de capacitação para servidores públicos

This study aimed to examine how students perceives the factors that may influence them to attend a training course offered in the distance virtual learning environment (VLE) of the National School of Public Administration (ENAP). Thus, as theoretical basis it was used the Unified Theory of Acceptance and Use of Technology (UTAUT), the result of an integration of eight previous models which aimed to explain the same phenomenon (acceptance/use of information technology). The research approach was a quantitative and qualitative. To achieve the study objectives were made five semi-structured interviews and an online questionnaire (websurvey) in a valid sample of 101 public employees scattered throughout the country. The technique used to the analysis of quantitative data was the structural equation modeling (SEM), by the method of Partial Least Square Path Modeling (PLS-PM). To qualitative data was the thematic content analysis. Among the results, it was found that, in the context of public service, the degree whose the individual believes that the use of an AVA will help its performance at work (performance expectancy) is a factor to its intended use and also influence its use. Among the results, it was found that the belief which the public employee has in the use of a VLE as a way to improve the performance of his work (performance expectation) was determinant for its intended use that, in turn, influenced their use. It was confirmed that, under the voluntary use of technology, the general opinion of the student s social circle (social influence) has no effect on their intention to use the VLE. The effort expectancy and facilitating conditions were not directly related to the intended use and use, respectively. However, emerged from the students speeches that the opinions of their coworkers, the ease of manipulate the VLE, the flexibility of time and place of the distance learning program and the presence of a tutor are important to their intentions to do a distance learning program. With the results, it is expected that the managers of the distance learning program of ENAP turn their efforts to reduce the impact of the causes of non-use by those unwilling to adopt voluntarily the e-learning, and enhance the potentialities of distance learning for those who are already users

An innovative learning model for teaching architectural technology using building information modelling : a Queensland University of Technology perspective

In architecture courses, instilling a wider understanding of the industry specific representations practiced in the Building Industry is normally done under the auspices of Technology and Science subjects. Traditionally, building industry professionals communicated their design intentions using industry specific representations. Originally these mainly two dimensional representations such as plans, sections, elevations, schedules, etc. were produced manually, using a drawing board. Currently, this manual process has been digitised in the form of Computer Aided Design and Drafting (CADD) or ubiquitously simply CAD. While CAD has significant productivity and accuracy advantages over the earlier manual method, it still only produces industry specific representations of the design intent. Essentially, CAD is a digital version of the drawing board. The tool used for the production of these representations in industry is still mainly CAD. This is also the approach taken in most traditional university courses and mirrors the reality of the situation in the building industry. A successor to CAD, in the form of Building Information Modelling (BIM), is presently evolving in the Construction Industry. CAD is mostly a technical tool that conforms to existing industry practices. BIM on the other hand is revolutionary both as a technical tool and as an industry practice. Rather than producing representations of design intent, BIM produces an exact Virtual Prototype of any building that in an ideal situation is centrally stored and freely exchanged between the project team. Essentially, BIM builds any building twice: once in the virtual world, where any faults are resolved, and finally, in the real world. There is, however, no established model for learning through the use of this technology in Architecture courses. Queensland University of Technology (QUT), a tertiary institution that maintains close links with industry, recognises the importance of equipping their graduates with skills that are relevant to industry. BIM skills are currently in increasing demand throughout the construction industry through the evolution of construction industry practices. As such, during the second half of 2008, QUT 4th year architectural students were formally introduced for the first time to BIM, as both a technology and as an industry practice. This paper will outline the teaching team’s experiences and methodologies in offering a BIM unit (Architectural Technology and Science IV) at QUT for the first time and provide a description of the learning model. The paper will present the results of a survey on the learners’ perspectives of both BIM and their learning experiences as they learn about and through this technology.

Implementation of an integrated, technology-based, discovery mode assessment item involving an incubation period to enhance learning outcomes for engineering maths students

In this paper we discuss our current efforts to develop and implement an exploratory, discovery mode assessment item into the total learning and assessment profile for a target group of about 100 second level engineering mathematics students. The assessment item under development is composed of 2 parts, namely, a set of "pre-lab" homework problems (which focus on relevant prior mathematical knowledge, concepts and skills), and complementary computing laboratory exercises which are undertaken within a fixed (1 hour) time frame. In particular, the computing exercises exploit the algebraic manipulation and visualisation capabilities of the symbolic algebra package MAPLE, with the aim of promoting understanding of certain mathematical concepts and skills via visual and intuitive reasoning, rather than a formal or rigorous approach. The assessment task we are developing is aimed at providing students with a significant learning experience, in addition to providing feedback on their individual knowledge and skills. To this end, a noteworthy feature of the scheme is that marks awarded for the laboratory work are primarily based on the extent to which reflective, critical thinking is demonstrated, rather than the amount of CBE-style tasks completed by the student within the allowed time. With regard to student learning outcomes, a novel and potentially critical feature of our scheme is that the assessment task is designed to be intimately linked to the overall course content, in that it aims to introduce important concepts and skills (via individual student exploration) which will be revisited somewhat later in the pedagogically more restrictive formal lecture component of the course (typically a large group plenary format). Furthermore, the time delay involved, or "incubation period", is also a deliberate design feature: it is intended to allow students the opportunity to undergo potentially important internal re-adjustments in their understanding, before being exposed to lectures on related course content which are invariably delivered in a more condensed, formal and mathematically rigorous manner. In our presentation, we will discuss in more detail our motivation and rationale for trailing such a scheme for the targeted student group. Some of the advantages and disadvantages of our approach (as we perceived them at the initial stages) will also be enumerated. In a companion paper, the theoretical framework for our approach will be more fully elaborated, and measures of student learning outcomes (as obtained from eg. student provided feedback) will be discussed.

Teaching and learning science and mathematics through technology practice

In this chapter we review studies of the engagement of students in design projects that emphasise integration of technology practice and the enabling sciences, which include physics and mathematics. We give special attention to affective and conceptual outcomes from innovative interventions of design projects. This is important work because of growing international concern that demand for professionals with technological expertise is increasing rapidly, while the supply of students willing to undertake the rigors of study in the enabling sciences is proportionally reducing (e.g., Barringtion, 2006; Hannover & Kessels, 2004; Yurtseven, 2002). The net effect is that the shortage in qualified workers is having a detrimental effect upon economic and social potential in Westernised countries (e.g., Department of Education, Science and Training [DEST], 2003; National Numeracy Review Panel and National Numeracy Review Secretarial, 2007; Yurtseven, 2002). Interestingly, this trend is reversed in developing economies including China and India (Anderson & Gilbride, 2003).

Visual arts, technology and education : how can teaching and learning in high school visual arts classrooms be enriched by the use of computer technology?

Whilst a variety of studies has appeared over the last decade addressing the gap between the potential promised by computers and the reality experienced in the classroom by teachers and students, few have specifically addressed the situation as it pertains to the visual arts classroom. The aim of this study was to explore the reality of the classroom use of computers for three visual arts highschool teachers and determine how computer technology might enrich visual arts teaching and learning. An action research approach was employed to enable the researcher to understand the situation from the teachers' points of view while contributing to their professional practice. The wider social context surrounding this study is characterised by an increase in visual communications brought about by rapid advances in computer technology. The powerful combination of visual imagery and computer technology is illustrated by continuing developments in the print, film and television industries. In particular, the recent growth of interactive multimedia epitomises this combination and is significant to this study as it represents a new form of publishing of great interest to educators and artists alike. In this social context, visual arts education has a significant role to play. By cultivating a critical awareness of the implications of technology use and promoting a creative approach to the application of computer technology within the visual arts, visual arts education is in a position to provide an essential service to students who will leave high school to participate in a visual information age as both consumers and producers.