The incorporation of web 2.0 into learning design : an implementation model from the perspectives of teachers and students

This paper summarises some of the recent studies on various types of learning approaches that have utilised some form of Web 2.0 services in curriculum design to enhance learning. A generic implementation model of this integration will then be presented to illustrate the overall learning implementation process. Recently, the integration of Web 2.0 technologies into learning curriculum has begun to get a wide acceptance among teaching instructors across various higher learning institutions. This is evidenced by numerous studies which indicate the implementation of a range of Web 2.0 technologies into their learning design to improve learning delivery. Moreover, recent studies also have shown that the ability of current students to embrace Web 2.0 technologies is better than students using existing learning technology. Despite various attempts made by teachers in relation to the integration, researchers have noted a lack of integration standard to help in curriculum design. The absence of this standard will restrict the capacity of Web 2.0 adaptation into learning and adding more the complexity to provide meaningful learning. Therefore, this paper will attempt to draw a conceptual integration model which is being generated to reflect how learning activities with some facilitation of Web 2.0 is currently being implemented. The design of this model is based on shared experiences by many scholars as well as feedback gathered from two separate surveys conducted on teachers and a group of 180 students. Furthermore, this paper also recognizes some key components that generally engage in the design of a Web 2.0 teaching and learning which need to be addressed accordingly. Overall, the content of this paper will be organised as follows. The first part of the paper will introduce the importance of Web 2.0 implementation in teaching and learning from the perspective of higher education institutions and those challenges surrounding this area. The second part summarizes related works done in this field and brings forward the concept of designing learning with the incorporation of Web 2.0 technology. The next part presents the results of analysis derived from the two student and teachers surveys on using Web 2.0 during learning activities. This paper concludes by presenting a model that reflects several key entities that may be involved during the learning design.

A survey of the implementation status of environmental management systems in U.S. colleges and universities, and, An environmental management system implementation model for U.S. colleges and universities

A census of 925 U.S. colleges and universities offering masters and doctorate degrees was conducted in order to study the number of elements of an environmental management system as defined by ISO 14001 possessed by small, medium and large institutions. A 30% response rate was received with 273 responses included in the final data analysis. Overall, the number of ISO 14001 elements implemented among the 273 institutions ranged from 0 to 16, with a median of 12. There was no significant association between the number of elements implemented among institutions and the size of the institution (p = 0.18; Kruskal-Wallis test) or among USEPA regions (p = 0.12; Kruskal-Wallis test). The proportion of U.S. colleges and universities that reported having implemented a structured, comprehensive environmental management system, defined by answering yes to all 16 elements, was 10% (95% C.I. 6.6%–14.1%); however 38% (95% C.I. 32.0%–43.8%) reported that they had implemented a structured, comprehensive environmental management system, while 30.0% (95% C.I. 24.7%–35.9%) are planning to implement a comprehensive environmental management system within the next five years. Stratified analyses were performed by institution size, Carnegie Classification and job title. ^ The Osnabruck model, and another under development by the South Carolina Sustainable Universities Initiative, are the only two environmental management system models that have been proposed specifically for colleges and universities, although several guides are now available. The Environmental Management System Implementation Model for U.S. Colleges and Universities developed is an adaptation of the ISO 14001 standard and USEPA recommendations and has been tailored to U.S. colleges and universities for use in streamlining the implementation process. In using this implementation model created for the U.S. research and academic setting, it is hoped that these highly specialized institutions will be provided with a clearer and more cost-effective path towards the implementation of an EMS and greater compliance with local, state and federal environmental legislation. ^

Freedom for individual development : an implementation model for reducing minority and sex role stereotyping /

WI docs. no.: Ed.3/2:9267

Business as Usual? : An Appraisal of the Implementation of the UNESCO Convention on Cultural Diversity into EU’s Media Law and Policies

Irrespective of the diverse stances taken on the effect of the UNESCO Convention on Cultural Diversity in the external relations context, since its wording is fairly open-ended, it is clear to all observers that the Convention’s impact will largely depend on how it is implemented domestically. The discussion on the national implementation of the Convention, both in the policy and in the academic discourses, is only just emerging. The implementation model of the EU could set an important example for the international community and for the other State Parties that have ratified the UNESCO Convention, as both the EU and its Member States acting individually, have played a critical role in the adoption of the Convention, as well as in the longer process of promoting cultural concerns on the international scene. Against this backdrop, this article analyses the extent to which the EU internal law and policies, in particular in the key area of media, take into account the spirit and the letter of the UNESCO Convention on Cultural Diversity. The article seeks to critically evaluate the present state of affairs and make some recommendations for calibration of future policies.

Business as Usual? : The Implementation of the UNESCO Convention on Cultural Diversity and EU Media Law and Policies

Irrespective of the diverse stances taken on the effect of the UNESCO Convention on Cultural Diversity in the external relations context, since its wording is fairly open-ended, it is clear to all observers that the Convention’s impact will largely depend on how it is implemented domestically. The discussion on the national implementation of the Convention, both in the policy and in the academic discourses, is only just emerging, although six years the Convention’s entry into force have passed. The implementation model of the EU can set an important example for the international community and for the other State Parties that have ratified the UNESCO Convention, as both the EU and its Member States acting individually, have played a critical role in the adoption of the Convention, as well as in the longer process of promoting cultural concerns on the international scene. Against this backdrop, this article analyses the extent to which the EU internal law and policies, in particular in the key area of media, take into account the spirit and the letter of the UNESCO Convention on Cultural Diversity. Next to an assessment of the EU’s implementation of the Convention, the article also offers remarks of normative character – in the sense of what should be done to actually attain the objective of protecting and promoting cultural diversity. The article seeks to critically evaluate the present state of affairs and make some recommendations for calibration of future policies.

THE IMPLEMENTATION OF FEDERAL FAMILY PLANNING POLICY: AN ANALYSIS OF FACTORS AFFECTING STATE EXPENDITURES, FISCAL YEARS 1976-1981 (WOMEN, BUDGET, POPULATION)

The purpose of this study was to analyze the implementation of national family planning policy in the United States, which was embedded in four separate statutes during the period of study, Fiscal Years 1976-81. The design of the study utilized a modification of the Sabatier and Mazmanian framework for policy analysis, which defined implementation as the carrying out of statutory policy. The study was divided into two phases. The first part of the study compared the implementation of family planning policy by each of the pertinent statutes. The second part of the study identified factors that were associated with implementation of federal family planning policy within the context of block grants.^ Implemention was measured here by federal dollars spent for family planning, adjusted for the size of the respective state target populations. Expenditure data were collected from the Alan Guttmacher Institute and from each of the federal agencies having administrative authority for the four pertinent statutes, respectively. Data from the former were used for most of the analysis because they were more complete and more reliable.^ The first phase of the study tested the hypothesis that the coherence of a statute is directly related to effective implementation. Equity in the distribution of funds to the states was used to operationalize effective implementation. To a large extent, the results of the analysis supported the hypothesis. In addition to their theoretical significance, these findings were also significant for policymakers insofar they demonstrated the effectiveness of categorical legislation in implementing desired health policy.^ Given the current and historically intermittent emphasis on more state and less federal decision-making in health and human serives, the second phase of the study focused on state level factors that were associated with expenditures of social service block grant funds for family planning. Using the Sabatier-Mazmanian implementation model as a framework, many factors were tested. Those factors showing the strongest conceptual and statistical relationship to the dependent variable were used to construct a statistical model. Using multivariable regression analysis, this model was applied cross-sectionally to each of the years of the study. The most striking finding here was that the dominant determinants of the state spending varied for each year of the study (Fiscal Years 1976-1981). The significance of these results was that they provided empirical support of current implementation theory, showing that the dominant determinants of implementation vary greatly over time. ^

The eye of the beholder: The impact of a district implementation plan of state mandates as perceived by the implementers

The purpose of this inquiry was to investigate the impact of a large, urban school district's experience in implementing a mandated school improvement plan and to examine how that plan was perceived, interpreted, and executed by those charged with the task. The research addressed the following questions: First, by whom was the district implementation plan designed, and what factors were considered in its construction? Second, what impact did the district implementation plan have on those charged with its implementation? Third, what impact did the district plan have on the teaching and learning practices of a particular school? Fourth, what aspects of the implemention plan were perceived as most and least helpful by school personnel in achieving stated goals? Last, what were the intended and unintended consequences of an externally mandated and directed plan for improving student achievement? The implementation process was measured against Fullan's model as expounded upon in The Meaning of Educational Change (1982) and The New Meaning of Educational Change (1990). The Banya implementation model (1993), because it added a dimension not adequately addressed by Fullan, was also considered.^ A case study was used as the methodological framework of this qualitative study. Sources of data used in this inquiry included document analysis, participant observations in situ, follow-up interviews, the "long" interview, and triangulation. The study was conducted over a twelve-month period. Findings were obtained from the content analysis of interview transcripts of multiple participants. Results were described and interpreted using the Fullan and Banya models as the descriptive framework. A cross-case comparison of the multiple perspectives of the same phenomena by various participants was constructed.^ The study concluded that the school district's implementation plan to improve student achievement was closely aligned to Fullan's model, although not intentionally. The research also showed that where there was common understanding at all levels of the organization as to the expectations for teachers, level of support to be provided, and availability of resources, successful implementation occured. The areas where successful implementation did not occur were those where the complexity of the changes were underestimated and processes for dealing with unintended consequences were not considered or adequately addressed. The unique perspectives of the various participants, from the superintendent to the classroom teacher, are described. Finally, recommendations for enhancement of implementation are offered and possible topics for further research studies are postulated. ^

The role of common but differentiated responsibility in the 2020 climate regime

The principle of common but differentiated responsibility (CBDR) will play a role in the 2020 Climate Regime. This Article starts by examining differential treatment within the international legal order, finding that it is ethically and practically difficult to implement an international climate instrument based on formal equality. There is evidence of state parties accepting differential responsibilities in a number of areas within the international legal order and the embedding of CBDR in the United Nations Framework Convention on Climate Change (UNFCCC), means that that differential commitments will lie at the heart of the 2020 climate regime. The UNFCCC applies the implementation method of differentiation, while the Kyoto Protocol applies both the obligation and implementation method of differentiation. It is suggested that the implementation model will be the differentiation model retained in the 2020 climate agreement. The Parties’ submissions under the Durban Platform are considered in order to gain an understanding of their positions on CBDR. While there are areas of contention including the role of principles in shaping obligations and the ongoing legal status of Annex I and Non-Annex I distinction, there is broad consensus among the parties in favour of differentiation by implementation with developed and major economies undertaking Quantified Emission Limitation and Reduction Objectives (economy wide targets) and developing countries that are not major economies undertaking sectoral targets.

E-Learning as a shared service in shared services centers

Book Subtitle International Conference, CENTERIS 2010, Viana do Castelo, Portugal, October 20-22, 2010, Proceedings, Part II

Les conditions liées à l’intégration de l’approche écologique dans la programmation de prévention-promotion offerte à la clientèle aînée par des CSSS du Québec : une étude de cas

L’objectif de cette étude de cas multiples est d’identifier les facteurs associés à l’intégration de l’approche écologique dans la programmation de prévention-promotion (PP) offerte aux aînés par des organisations locales de santé du Québec. Le modèle de Scheirer a guidé l’étude réalisée dans cinq CSSS choisis en fonction de la dimension écologique de leur programmation PP. Une analyse documentaire et des entretiens semi-dirigés auprès de 38 professionnels et gestionnaires ont constitué la stratégie de collecte de données. Trois catégories de facteurs ont été examinées : les facteurs professionnels, organisationnels et environnementaux. Les résultats suggèrent que les normes organisationnelles, les priorités concurrentes, la structure des équipes, les partenariats avec l’environnement externe, les préjugés, de même que la formation et l’intérêt du personnel influencent le degré d’intégration de l’approche écologique au sein des programmations. Ces résultats permettront de dégager des leviers d'action en vue d’optimiser l’offre de services en prévention-promotion destinée aux aînés.

Étude de la mise en oeuvre de la réforme du curriculum québécois du primaire, de 1997 à 2003

Les politiques éducatives se multiplient à l’échelle des pays industrialisés mais celles-ci semblent rencontrer de graves problèmes d’atteinte de résultats concrets et satisfaisants. La mise en œuvre d’une politique, notamment les stratégies gouvernementales « hybrides » sélectionnées, c’est-à-dire des stratégies d’implantation de politiques qui misent à la fois sur des stratégies « top-down » et aussi « bottom-up », semble être un élément-clé à considérer pour leur efficience (Gather-Thurler, 2000; Van Zanten, 2004; Fullan, 2005, 2007). Or, les connaissances concernant ces stratégies de mise en œuvre sont partielles, encore peu développées et les raisons qui expliquent ces choix politiques se font rares; ce qui rend la production de politiques effectives et durables difficile (Fullan, 2000; Leithwood et Earl, 2000; Van Zanten, 2004). Le Québec a entrepris, en 1997, une réforme à grande échelle de son système d’éducation; réforme qui mise explicitement sur des stratégies gouvernementales « hybrides » pour sa réalisation. Cette étude s’attarde à cette réforme, plus spécifiquement à sa réforme du curriculum au primaire, afin de : 1) retracer les grands moments-clés de la mise en œuvre de la politique associés aux différentes dimensions du concept d’« hybridité »; 2) identifier et décrire les stratégies gouvernementales « hybrides » qui leur sont associées; 3) formuler des hypothèses explicatives provisoires et les valider; 4) élaborer un modèle explicatif et 5) expliciter l’incidence du modèle proposé sur les théories existantes. Cette étude de cas est effectuée par l’entremise de deux formes de cueillette de données complémentaires : une analyse documentaire et des entrevues semi-dirigées. Une analyse documentaire est réalisée à partir des documents formels de l’autorité publique (N=14) et d’une revue de presse, de 1995 à 2003 (N=648). Les entrevues (N=23) visent, pour leur part, à recueillir les propos des : 1) concepteurs et décideurs; 2) opérationnalisateurs; 3) concepteurs-opérationnalisateurs et 4) experts. La combinaison des données recueillies permet d’établir la comparaison entre le processus et la structure (Meny et Thoenig, 1989), le prescriptif et l’effectif, afin de comprendre la vraie dynamique qui a animé le processus de mise en œuvre de la politique étudiée. Ainsi, l’examen du processus de mise en œuvre de la réforme du curriculum québécois du primaire permet de retracer le modèle d’implantation de la politique curriculaire québécoise. Ce modèle d’implantation novateur fait état du fait que des stratégies hybrides non improvisées et exigeantes furent pensées et proposées par les autorités québécoises. Ce modèle d’implantation élaboré permettait de penser que la politique curriculaire québécoise allait, possiblement, permettre d’obtenir des résultats tangibles et durables dans les milieux scolaires. L’analyse de la structure de mise en œuvre révèle, pour sa part, que les stratégies d’implantation qui se sont déployées sur le terrain rejoignaient presqu’intégralement les stratégies « hybrides » initialement prévues. Le processus d’implantation a cependant connu une évolution différente de celle attendue. La mise en œuvre concrète qui s’est vécue sur le terrain fut difficile et hasardeuse, malgré l’approche « hybride » adoptée. Les éléments qui expliquent les difficultés d’implantation vécues sont présentés et analysés dans cette étude.

Transition between metadata models: approach based on the use open source software

This article shows the work developed for adapting metadata conform to the official Colombian metadata standard NTC 4611 to the international standard ISO 19115. CatMDedit, an open source metadata editor, is used in this task. CatMDedit is able of import variants of CSDGM such as NTC 4611 and export to the stable version of ISO 19139 (the XML implementation model of ISO 19115)

Gestión de recursos TIC en pymes del sector de confecciones de ropa formal (Hombre/Mujer) en la ciudad de Bogotá

El siguiente documento se realizó, con el fin de entender inicialmente la visión mundial y de país de la importancia de las TIC para luego asentarlo en un escenario particular, esencialmente en el sector textil y de confecciones de Bogotá. Desarrollar este conocimiento permite entender los proyectos de integración de software y hardware que las empresas, en este caso las pymes del sector textil, realizan para mejorar ciertos aspectos en las áreas de sus entidades. Durante el desarrollo de este trabajo, se conocerán los modelos y procesos que existen en el tema para poder realizar un proyecto de adquisición de Tecnologías de la Información y la Comunicación en un pyme del sector textil.

Modelo para la implementación de procesos de Eco Innovación en el sector industrial Colombiano

El objetivo de este trabajo es presentar un modelo de implementación, aplicación y medición de diferentes procesos de eco-innovación al interior de una empresa. Para lograr este fin, se presenta una estructura donde se evalúan los procesos productivos del sector industrial colombiano y su relación con la eco-innovación, esto para realizar un filtro dentro de la propuesta y poder dirigir el proyecto a empresas idóneas para adoptar un modelo eco-innovador. Este modelo está basado en diferentes métodos de desarrollo de conceptos como lo son la innovación, el desarrollo sostenible y un término que en los últimos tiempos ha venido tomando fuerza dentro del sector empresarial mundial, el término Eco-amigable. Este término será entonces una base para la relación de los procesos productivos con la adaptación de la eco-innovación para generar un desarrollo sostenible referente al ambiente y un posicionamiento empresarial industrial dentro de un mercado altamente competitivo.

Gobierno electrónico: diagnóstico de eficiencia en municipios del programa MuNet II – Caso Panamá

Este documento tiene el objetivo de presentar los resultados del diagnóstico de eficiencia en 26 municipios de Panamá durante la implementación del Programa de Gobierno Electrónico de la Organización de los Estados Americanos –oea– denominado Municipios Eficientes y Transparentes –MuNet–. Este diagnóstico se efectuó en los gobiernos municipales para obtener una visión general sobre factores relacionados con el manejo financiero y administrativo, las compras y obras públicas, la prestación de servicios públicos y los trámites que efectúa el gobierno municipal. Inicialmente se realizará una revisión sucinta del concepto de eficiencia dentro del contexto de gobierno electrónico. Posteriormente se describirá el contexto general y la metodología empleada en los municipios participantes del programa MuNet en su segunda fase de implementación en Panamá.