Academic Development

Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2

by Dmitry Misyurov

The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.

A Framework for Conceptualising the Impact of Technology on Teaching and Learning

by Martin Oliver

Price, S. & Oliver, M. (2007) A Framework for Conceptualising the Impact of Technology on Teaching and Learning. Educational Technology & Society, 10 (1), 16-27. Available online: http://www.ifets.info/journals/10_1/3.pdf

Although there is great interest, and considerable investment, in adopting technology within Higher Education, it is... more Although there is great interest, and considerable investment, in adopting technology within Higher Education, it is less clear what this change means to the people who implement or experience it. Presently, there is no consistent framework used to study and explain this phenomenon. In this paper, we propose a framework that can structure and guide work in the area. Work carried out as part of a Kaleidoscope-funded project (see Price et al, 2005) to explore the impact of technology, providing an overview of current research in this area is described, outlining a framework of approaches to researching this topic, and providing an example of empirical work that fits within this methodological framework. Findings from the case study reported here focus on the role that models of teaching and learning play in the process of technology adoption and will be used to elaborate on the themes emerging from the review of existing research. The paper will conclude by considering the framework’s role as a foundation for further work in this area.

Scientific Mind, Critical Mind and Complexity: Learning from a Scientist’s Life History

by Michel Alhadeff-Jones

Alhadeff-Jones, M. (2007, May). Scientific Mind, Critical Mind and Complexity: Learning from a Scientist’s Life History. Learning Development Institute & UNESCO 2nd International Conference. Vancouver, Canada.

The main intent of this paper is to locate a theoretical and practical framework to conceive and promote the... more The main intent of this paper is to locate a theoretical and practical framework to conceive and promote the development of a scientific mind able to question and explore its own relationship with critique and complexity.

To do so, it appears relevant to locate first the heterogeneity of meanings associated to the idea of "critique". It is suggested to conceive a critical mind as characterized – among others – by an ability to discriminate, to evaluate, to examine, to judge and to put in crisis a work, a phenomenon, or an experience, observed or experienced. Considering a short overview of some major conceptions of critique, these considerations open the need to question how one conceives the complexity inherent to the idea of "critique", including the order, disorder and organization shaping its understanding.

Considering the meanings associated with the idea of "complexity", and the diversity of theories produced around it, brings then the questioning of assumptions through which one understands this notion. Following a brief overview of three main interpretations – reductionist, pseudo-scientific, and constructivist – the choice has been made to develop the last one, mainly through the work of Edgar Morin on a "complex way of thinking".

The following section of the paper proposes to explore the experience of critique and complexity in the practice of science, through the reference to three new notions. Because it cannot be simplified (either to organization or to disintegration), the idea of "antagonism" is first considered as a strong basis to ground a study of the complexity inherent to scientific activity. An overview of the heterogeneity of antagonisms relevant to scientific development is proposed, considering both an epistemic and experiential angle.

In order to highlight the critical dimension of scientific activity, the notion of "limit" is then introduced. Based on the author’s own experience of research, several examples are given to illustrate how the experience of working at the edge of one’s own limits constitutes a dimension characterizing scientific practice. Experiencing the limits encountered on conceptual, epistemological, practical, institutional, political, interpersonal and personal levels allows researchers to confront the antagonisms shaping their own lives and their own knowledge.

In order to understand the stakes involved with the scientific double bind (the critical need to experience tensions and crisis, as well as the complex need to control the play of antagonistic forces), the idea of "strategies of mastery" is introduced to name the faculty to dominate, control, rule or be skilled enough in order to be able to cope with them. It appears then relevant to identify various strategies developed by scientists, depending on the way they learned to relate to the experience of mastery and limits.

Because the experience of antagonisms constitutes a first step towards a complex way of thinking, and because the recognition of the potential crisis they carry constitutes a first step towards the elaboration of a critical position, it appears particularly relevant to question the learning developed by scientists to work at the edge of their own limits.

Observing the lack of literature related to the relationship between knowledge production and scientists' self-development, it is finally suggested to explore scientific activity as a lifelong learning process. This last proposition locates the use of biographical approaches in Adult education – and Educational Biography in particular – to conceive both a methodology of research and training exploring the development of a critical mind and a complex way of thinking as two crucial dimensions of scientific minds.

Beyond the Heterogeneity of Critique in Education: Researchers' Experiences of Antagonisms and Limits as Transformative Learning Opportunities

by Michel Alhadeff-Jones

Alhadeff-Jones, M. (2007). Beyond the Heterogeneity of Critique in Education: Researchers’ Experiences of Antagonisms and Limits as Transformative Learning Opportunities. In P. Cranton & E. Taylor (Ed.) Proceedings of the 7th International Transformative Learning Conference (pp. 1-6). Albuquerque, NM: University of New Mexico College of Education, Central New Mexico Community College.

This paper explores how dealing with diversity in educational research appears as both an epistemic process of... more This paper explores how dealing with diversity in educational research appears as both an epistemic process of knowledge construction, and a human experience involving collective and personal antagonisms. Considering the notion of "antagonism" and "limit" to describe the double binds inherent to scientific
practices, this reflection proposes a framework describing researcher's strategies to manage diversity.

Promoting scientific dialogue as a lifelong learning process

by Michel Alhadeff-Jones

Alhadeff-Jones, M. (2008). Promoting scientific dialogue as a lifelong learning process. In F. Darbellay, M. Cockell, J. Billotte & F. Waldvogel (Ed.). A Vision of Transdisciplinarity. Laying Foundations for a World Knowledge Dialogue (pp.94-102). Lausanne, Switzerland: Swiss Federal Institute of Technology Press.

The aim of this paper is to reconsider some of the stakes involved in the dialogue between sciences and between... more The aim of this paper is to reconsider some of the stakes involved in the dialogue between sciences and between scientists, considering it as a complex and critical learning process. Dialogue – as conversation, expression, performance and negotiation – can be conceived in several ways. It carries both an epistemic and an experiential side. It involves simultaneously heterogeneous theories and identities. Because it involves fragmented scientific languages, it also requires a shared vision. But above all, what seems critical to acknowledge is that dialogue is a matter of transformation. And because transformation is also a matter of learning, the promotion of dialogue between sciences should be perceived as a virtuous spiral involving: instrumental learning (to dialogue), communicational learning (what we mean by dialoguing) and emancipatory learning (to challenge our core assumptions about dialogue and sciences). Considering the evolution of sciences as a double process embedded in the production of knowledge and the self-development of researchers raises the question of how to conceive simultaneously the relationships between these two major stakes. From a practical point of view, considering scientific dialogue as a lifelong learning process would finally suggest the management of forums like the World Knowledge Dialogue (WKD) as a privileged educational opportunity to be designed following what is known about science as a social practice and about researchers as adult learners. Based on the first edition of this forum, four suggestions are finally considered: favoring heterogeneity; valorizing formal knowledge as well as lived experience; acknowledging the learning dimension involved in the process of sharing; and confronting professional experience with knowledge produced about sciences.

UNIVERSITY-BASED MENTORING PROGRAMMES FOR HIGH-RISK FIRST YEAR STUDENTS: A CRITICAL LITERATURE REVIEW

by Alexis Pillay

Masters Research Report

The development, implementation and perpetuation of student development programmes have become an essential strategy... more The development, implementation and perpetuation of student development programmes have become an essential strategy at South African universities, to meet the increasing massification of higher education head on. As a result of the diversification of this sector, previously disadvantaged groupings now frequent campuses, many of whom are underprepared and therefore need additional support to enhance their chances of success. Based on these conditions universities are under increasing pressure to improve student outcomes such as retention, persistence and completion. Mentoring is one mechanism used by universities to foster those outcomes. Mentoring has received considerable exposure in recent decades and this is evident by the proliferation of research covering the topic. In this report the literature on this ubiquitous yet elusive concept is reviewed. Firstly, an orientation to the problem is outlined. Secondly, the methodology for excavating secondary data sources is summarised. Thirdly, a critical review of literature is mapped out with the aim of harvesting key tenets to enable a ‘best practice’ mentoring programme capable of addressing transitional challenges of high-risk underprepared students. As a result, the meaning of mentoring is explored; the roles, categories, and typologies are defined; and theories reinforcing mentoring impact are delineated. Research demonstrates that mentoring is associated with a wide range of favourable cognitive, conative and affective outcomes. However, although higher incidence of positive outcomes associated with mentoring is found, sufficient evidence suggests that the ‘dark side’ of mentoring does exist. Lastly, a research proposal will validate how research should be undertaken to enable the development of a mentoring programme in which greater adherence to guidelines for the design and implementation of effective mentoring programmes should to be included.


Keywords: Mentoring, student development, university, undergraduate, students, first-year, extended programme, foundation provision, academic support, social support, underprepared, at-risk, high-risk, transition, retention, persistence, throughput, attrition, dropout.

Faget Musikvidenskab og dets særlige problematik (The Discipline Musicology and Its Specific Set of Problems)

by Linda Maria Koldau

An concise analysis of the development of the academic discipline Musicology in the past decades, focusing on the... more An concise analysis of the development of the academic discipline Musicology in the past decades, focusing on the special problems of the discipline at Aarhus University, which is symptomatic for the development of the humanities in Denmark.
In Danish language.

Development and Validation of the Information Literacy Assessment Scale for Education (ILAS-ED).

by Penny Beile

No population exists where it is more important to produce information literate individuals than teacher candidates,... more No population exists where it is more important to produce information literate individuals than teacher candidates, yet few would suggest that practitioners newly entering the field are adequately prepared to model and teach information literacy to their students. Consequently, information literacy has recently been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Only in the last few years has there been an attempt to develop a standardized scale to assess general information literacy skills, and at the time of this writing no standardized tool exists that measures the information literacy levels of teacher candidates.

This study documents the development and validation of a standardized instrument to measure teacher candidates’ information literacy skills levels based on the International Society for Technology in Education’s 2000 National Educational Technology Standards for Teachers and the Association of College and Research Libraries’ 2000 Information Literacy Competency Standards for Higher Education. Undergraduate students enrolled in the teacher education program at the University of Central Florida were identified and asked to complete a test consisting of 22 multiple-choice test items and 13 demographic and self-percept items. A number of procedures designed to enhance validity and reliability of the scale were integrated throughout its development. Results of the test were also submitted to analysis.

This project is part of a national initiative to develop standardized information literacy assessment tools specific to a discipline, and is spear-headed by the Project for the Standardized Assessment of Information Literacy Skills and the Institute for Library and Information Literacy Education. Use of the instrument described herein will allow librarians and teaching faculty a means to inform curricular and instructional decisions, and results can be used for internal and external benchmarking of education students’ information literacy skills levels.

Library Instruction and Graduate Professional Development: Exploring the Effect of Learning Environments on Self-Efficacy and Learning Outcomes

by Penny Beile

Few teachers use scholarly literature to improve their professional practice because they do not perceive the... more Few teachers use scholarly literature to improve their professional practice because they do not perceive the connection between research and practice (Kennedy, 1997). Although Kennedy does not suggest why this is occurring, other studies have indicated that students lack the requisite skills to access and retrieve information effectively (Fox & Weston, 1993; Greer, Weston, & Alm, 1991; Maughan, 2001). As a minimum, graduate education should improve teachers' ability and self-efficacy in library research.

Regional collaboration and industrial linkage by academics in Malaysian institutions of higher learning: myth or reality?

by Airil Haimi Mohd Adnan

(2009) - research paper, featured presentation.
Co-authored with Nurulhayati Ilias.

Regional Conference on the Humanities: Managing ASEAN's Future (RCH 2009) / May 18th and 19th, 2009, Petronas University of Technology (UTP), Main Campus, Perak, MALAYSIA.

So Noxious a Premonition

by Mohamed Eno

Excerpted from my forthcoming volume Guilt of Otherness: A Brief Personal Memoir in Poetry

Strong and weak leadership exist everywhere, in every profession, and academia is not an exception. This verse is... more Strong and weak leadership exist everywhere, in every profession, and academia is not an exception. This verse is dedicated to all men and women academics who at some point in their professional life felt oppressed, frustrated or marginalized for one reason or another by the powers that be in their respective institutions.

Doing Staff development: Dilemmas, Practices and Technologies

by John Hannon

Australasian Journal of Educational Technology, 24 (1), 2008.

Online learning technologies now pervade higher education institutions, and the convergence of teaching and learning... more Online learning technologies now pervade higher education institutions, and the convergence of teaching and learning onto technological systems has created new work practices and a demand for staff development. Educational developers are located at a nexus between the institutional and pragmatic imperatives, from which tensions and incongruencies emerge and need to be resolved in daily practice. In this paper, this nexus is explored by analysing accounts of educational development practice from one institution, based on interviews with educational developers. This paper considers staff development practices in higher education in response to the processes of change associated with learning technology, and the strategies used to resolve incongruencies and conflicts that emerged from these practices were analysed. The discourse analytic method of "interpretative repertoires" (Potter & Wetherell, 1987) is used to explore the resolution of dilemmas in practice. In this case study, two contrasting repertoires are used to account for staff development: one that 'enables' academic staff in their use of learning technologies, and another which 'guides' staff in their online teaching towards specified technologies. The intersection of the two repertoires in the institution presented dilemmas for educational developers. The responses to these contexts and the implications for educational development are explored.

Academic Networking 2.0: Historians and Social Media

by Michael D. Hattem

Published in The Readex Report 7, no. 1 (Feb. 2012) and the Readex blog. Also included in the AHA's "What We're Reading: February 16, 2012."

This article examines the ways in which young historians, especially graduate students, are utilizing social media and... more This article examines the ways in which young historians, especially graduate students, are utilizing social media and Web 2.0 tools, such as Twitter, Facebook, and blogs, for both increasing their professional networking opportunities and building larger, more effective support networks. This article suggests that social media has provided the tools for tech-friendly, young historians to radically change previous generations' conceptions of academic networking.

Surveying the Stream experience in Sociology in 2009.

by Scott Symonds

Massey University. (2009). Surveying the Stream experience in Sociology in 2009. Palmerston North, New Zealand: Bell, A., Wood, W., Patterson, L., Ryan, A., & Symonds, S.

A report on the findings of an online survey of student perceptions of Stream (Moodle) materials in three Sociology... more A report on the findings of an online survey of student perceptions of Stream (Moodle) materials in three Sociology papers.

The quality challenge: Quick fix solutions or enduring cultural changes?

by Scott Symonds

O’Hara, D., et, al. (2009). The quality challenge: Quick fix solutions or enduring cultural changes. In Same places, different spaces. Proceedings ascilite Auckland 2009.

This symposium explores the quality debate in the context of a major investment in blended learning at Massey... more This symposium explores the quality debate in the context of a major investment in blended learning at Massey University. It outlines competing and coexisting assumptions about the
nature of quality and describes the principles underpinning a Quality Enhancement Framework developed to support the implementation of a new Learning Management System (LMS). Drawing on the Massey experience the symposium identifies a number of important tensions in response to two fundamental questions: what does quality blended learning look like and how do you promote it?

Software environments for scenario-based learning: A “snapshot” comparison of some available tools.

by Scott Symonds

Stewart, T.M. and Symonds, S. (2009). Software environments for scenario-based learning: A “snapshot” comparison of some available tools. Ako Aotearoa Resource Centre [ONLINE]

In its broadest sense scenario-based learning refers to learning that occurs in a context, situation or social... more In its broadest sense scenario-based learning refers to learning that occurs in a context, situation or social framework. It's based on the concept of situated cognition which is the idea that knowledge can't be known and fully understood independent of its context (Kindley, 2002). In this sense it is seen as an advanced learning paradigm and one that assists with both student motivation and the uptake of skills.

Another definition, more specific and focusing on the paradigm within an e-learning environment, is offered by The University of London (2009):…

“Scenario-based learning puts the student in a situation or context and exposes them to issues, challenges and dilemmas and asks them to apply knowledge and practice skills relevant to the situation. The student navigates through by choosing options and is given feedback based upon their choice.”

Typically, a lesson designed around an interactive problem-based scenario would involve some kind of narrative, story or “setting”, some kind of tutor guidance and feedback where appropriate, assessment components (quizzes etc,) and the ability for students to make decisions which may have consequences in their scenario.

Although scenario-based e-learning lessons can be authored and delivered using simple webpages, there are some software programs that have been designed specifically for this paradigm. The authors have a role in encouraging and supporting staff wishing to develop scenario-based lessons at Massey University. One of the motivations for this study was to enable the authors to choose the best “fit-to-purpose” package for scenario-based lessons staff may be interested in producing, and also for their own research purposes into this paradigm. It was also felt a comparison of this nature would be of interest to other tertiary teachers developing lessons of this nature.

Taking Sociology online: Boosting teacher presence and student engagement through rich media

by Scott Symonds

Symonds, S., Jamieson, A.S., Bell, A., Wood, W., Patterson, L. and Ryan, A (2010). Taking Sociology online: Boosting teacher presence and student engagement through rich media. In C.H. Steel, M.J. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010 (pp.948-950).

This poster reports an initiative to redesign the teaching of Sociology for the digital age. In 2009, the core of... more This poster reports an initiative to redesign the teaching of Sociology for the digital age. In 2009, the core of Massey University‟s Sociology undergraduate major was redesigned to renew the curriculum, clarify student pathways and exploit new digital technology to improve the experience of distance learners. Major goals were to create an engaging and personalised learning environment and to utilise the expertise of a team of staff to broaden the scope and choice of student study. Teacher presence was prioritized as a key element in achieving these goals. The poster reports some of the decisions that led to the design and implementation of extensive rich media materials in efforts to provide a more immediate teacher presence. Qualitative and quantitative student responses to the redesign were gathered via an online survey and these data are helping to inform the delivery and standard for further work that will be ongoing for some years to come.

Cepiku D. (2010), “Influenza, Interdisciplinarietà e Internazionalizzazione. Un'analisi empirica del divario tra prassi e ricerca accademica sul management pubblico in Italia”, in Azienda Pubblica, 23/4.

by Denita Cepiku

THIRD MISSION OF UNIVERSITIES: COMMUNITY ENGAGEMENT AND EXTENSION EDUCATION

by Pradeep Dwivedi

Published in UNIVERSITY NEWS 48 (49), NOV.29- DEC.5 2011

Co-authored with:

A.K. Rai
Principal
BRDPG College,
Deoria, UP, Pin code- 274001, India



Archana Kumari
Programme coordinator
TREx: Teaching, Research & Extension Watch
T- 1249-50, mangolpuri
New Delhi

The untapped energy of universities and other institutions of higher education to address regional issues seem... more The untapped energy of universities and other institutions of higher education to address regional issues seem endless. Policy-makers and analysts alike have begun to pay more attention to the ways in which university-based capabilities and activities can contribute to social and economic development. (Gassler et al. 2001). Since their inception, although universities have contributed directly and indirectly too much of the decision-making in wider society, this function has not been ‘core’ to their mission in the same way as the first two streams of university activity – research and teaching.

Manipulating Media: using collaborative social media projects to build academic literacy in undergraduate Media Studies students

by Marcus Leaning

Details a course develped to improve academic literacy through the use of social media

This case study details a module developed to enhance the core academic literacy skills of analysis, argument,... more This case study details a module developed to enhance the core academic literacy skills of analysis, argument, critical thinking, information literacy, presenting, basic project management, referencing, research and writing in undergraduate Media Studies students. The lack of academic literacy in undergraduate students is a noted problem. However, courses that explicitly seek to develop these skills are notoriously unpopular with students. This case study details a course where an alternative approach has been successfully used. Students taking the course work upon a number of ‘live’ team briefs which present problems that require the use of academic literacy. The projects make extensive use of collaborative online learning and social media.