Teaching and Learning

A Review of the Relevant Merits and Disadvantages of the Current Assessment Methods used in the Photography BTEC Extended Diploma Course

by Ben Macloughlin

This paper explores the current assessment method used in a Photography BTEC course. It reveals the role of formative... more This paper explores the current assessment method used in a Photography BTEC course. It reveals the role of formative and summative assessment methods in Photography. It identifies the differences between the use of sketchbooks, PowerPoint and blogs to track learner progress and for receiving feedback. The research takes into account the views of the learners and their tutors and offers an insight into teaching and learning styles. The aim of the paper is to discover which assessment method best suits Photography and can possibly raise the standards of teaching and learning in the UK.

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.

Teaching American Studies as a Habit of Mind

by Adam Golub

Published in Encyclopedia of American Studies, Online Forum 3, “Teaching
American Studies: Four Perspectives.” (2012).

We Are What We Teach: American Studies In the K-16 Classroom

by Adam Golub

Published in American Quarterly 60:2 (June 2008): 21-30.

The role of blended learning in the clinical education of healthcare students: A systematic review

by Michael Rowe

Background: Developing practice knowledge in healthcare is a complex process that is difficult to teach. Clinical... more Background: Developing practice knowledge in healthcare is a complex process that is difficult to teach. Clinical education exposes students to authentic learning situations, but students also need epistemological access to tacit knowledge and clinical reasoning skills in order to interpret clinical problems. Blended learning offers opportunities for the complexity of learning by integrating face-to-face and online interaction. However, little is known about its use in clinical education.

Aim: To determine the impact of blended learning in the clinical education of healthcare students.

Methods: Articles published between 2000 and 2010 were retrieved from online and print sources, and included multiple search methodologies. Search terms were derived following a preliminary review of relevant literature.

Results: A total of 71 articles were retrieved and 57 were removed after two rounds of analysis. Further methodological appraisals excluded another seven, leaving seven for the review. All studies reviewed evaluated the use of a blended learning intervention in a clinical context, although each intervention was different. Three studies included a control group, and two were qualitative in nature. Blended learning was shown to help bridge the gap between theory and practice and to improve a range of selected clinical competencies among students.

Conclusion: Few high-quality studies were found to evaluate the role of blended learning in clinical education, and those that were found provide only rudimentary evidence that integrating technology-enhanced teaching with traditional approaches have potential to improve clinical competencies among health students. Further well-designed research into the use of blended learning in clinical education is therefore needed before we rush to adopt it.

Physiotherapy Students’ Use of Online Technology as part of their Learning Practices: A Case Study

by Michael Rowe

The relevance of non-technical skills have long been acknowledged as important components of clinical learning, and... more The relevance of non-technical skills have long been acknowledged as important components of clinical learning, and there is evidence that integrating technology can facilitate their development by encouraging reflection, and by enhancing communication and reasoning. However, effectively integrating technology into learning practices must take the contextual needs of students into consideration. The aim of this study was to determine what online tools undergraduate physiotherapy students at one South African university are familiar with, and how they use them as part of their learning practices. The case study was conducted in a university physiotherapy department in the Western Cape during 2010. A cross-sectional, descriptive design used a survey to obtain quantitative and qualitative data from participants, and a plot study was conducted to test the reliability of the instrument. All ethical considerations were adhered to. Seventy six percent of participants had access to the internet at home, and 93% of them belonged to a social network, although fewer than half used it for their studying. Few students reported using the internet for more than information retrieval but reported wanting to use it for enhanced communication with lecturers. Almost all respondents believed that lectures were a useful way to learn. However, 61% added that integrating online learning activities with lectures could have value. Integrating technology into healthcare education has the potential to develop non-technical skills that are relevant for clinical practice. However, this group of students currently lack the experience and insight to use technology effectively as part of their learning practices. Educators must take cognisance of the educational and contextual needs of students if they wish to integrate technology into clinical teaching.

Standing Room Only - Posture, Space and the Learning Process in ESL Classes

by Thorold (Thor) May

This article explores the role of posture in the language learning process, and concludes that it is sometimes... more This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

Problem-Based Learning and Scientific Literacy

by Thalia Mulvihill

Co-authored with Melissa Cook

Cook, M. and Mulvihill, T. (2008) Problem-based Learning and Scientific Literacy Academic Exchange Quarterly, Volume 12, Issue 1, pp. 158 – 163.

The Effect of Library Instruction Learning Environments on Self-Efficacy Levels and Learning Outcomes of Graduate Students in Education.

by Penny Beile

The purpose of the study was to examine the effectiveness of three learning environments: (1) campus-based students... more The purpose of the study was to examine the effectiveness of three learning environments: (1) campus-based students who attended a classroom library instruction session; (2) campus-based students who completed a Web-based library tutorial; and (3) distance students who completed a Web-based library tutorial on library skills self-efficacy levels and learning outcomes among graduate students of education. Participant were 49 degree- and certificate seeking graduate students who completed a survey before and after the tutorials. Regardless of the learning environment, all groups significantly improved the library skills learning outcomes, as indicated by scores on the measure of library skills. Exposure to prior library instruction does appear to offer a significant effect on both pretreatment and postreatment self-efficacy levels and postreatment skills test scores. Results also suggest that an electronic tutorial may produce the same cognitive outcomes as classroom-based library instruction.

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.

Aydeniz, M., & Southerland, S. A (2012). A national survey of middle and high school science teachers' responses to standardized testing: Is science being devalued in schools? Journal of Science Teacher Education.

by Mehmet Aydeniz

http://adsabs.harvard.edu/abs/2012JSTEd.tmp....4A

The problem of transfer, and the sociocultural critique of schooling

by Martin Packer

Packer, M. (2001). The problem of transfer, and the sociocultural critique of schooling. Journal of the Learning Sciences, 10, 493-514.

Curricula and the use of ICT in education. Two worlds apart?

by Jo Tondeur

Jo Tondeur, Johan van Braak, & Martin Valcke (2006). British Journal of Educational Technology, 38,962-975.

In many countries, information and communication technology (ICT) has a clear impact on the development of educational... more In many countries, information and communication technology (ICT) has a clear impact on the development of educational curricula. In Flanders, the education government has identified and defined a framework of ICT competencies for expected outcomes, related to knowledge, skills and attitudes that pupils are expected to achieve at the end of primary school. However, it has never been examined whether teachers are using ICT in accordance with the competencies proposed by the Flemish government.

In order to answer this question, a survey was conducted among 570 respondents in a stratified sample of 53 primary schools. Results show that teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. This indicates the existence of a gap between the proposed and the implemented curriculum for ICT. The paper concludes with the potential value of a school-based ICT curriculum that ‘translates’ the national ICT-related curriculum into an ICT plan as part of the overall school policy.

The impact of performance skills on students' attitudes towards the learning experience in higher education.

by Rachael Hains-Wesson

One way to assist in transforming a lecture experience into an occasion that can attract and engage students is via... more One way to assist in transforming a lecture experience into an occasion that can attract and engage students is via the use of performance techniques. Investigating the impact of certain types of performance skills on students' attitudes towards the learning experience can help better understand the relevance of such techniques in face to face and online learning experiences. This paper outlines a project which: i) surveyed students about their attitudes towards face to face and online recorded lectures, ii) surveyed students about their attitudes towards performance techniques, in particular, spatial awareness, vocalisation, eye contact and passion, iii) interviewed lecturers about the potential benefits of performance techniques to student learning in the lecture theatre, and iv) investigated which factors most affected a teacher's decision to incorporate performance techniques in the lecture theatre. The results suggest that students and lecturers value face to face delivery of content, recognising the benefit of performance techniques in the lecture theatre. Recommendations are made regarding ways to encourage a wider use and evaluation of performance techniques in teaching and learning at the university level.

From zero to hero – is the mobile phone a viable learning tool for Africa?

by Jacqueline Batchelor

Ford, M., & Batchelor, J. (2007). From Zero to Hero - Is the Mobile Phone a Viable Learning Tool for Africa? Paper presented at the Education and Information Systems, Technologies and Applications: EISTA, Orlando, Florida.

In many countries mobile phones are being banned from schools amidst growing concerns regarding their inappropriate... more In many countries mobile phones are being banned from schools amidst growing concerns regarding their inappropriate use during school hours.  However, the mobile phone is the de-facto most important networked knowledge exchange technology used in Africa and the most powerful universally-accessible computing device in the hands of Africans.  How do we change the perception of the mobile phone as a disruptive influence in schools to one where it can be used to pragmatically support the learning process?  MobilED (Mobile EDucation) is a 3-year international collaborative project aimed at creating meaningful learning environments using mobile phone technologies and services.  The MobilED project was initiated in South Africa and the first two pilots consisted of exploratory research into the use of mobile phones in an advantaged private school and in a poor government school in Tshwane, South Africa.  This paper examines the viability of the mobile phone as a learning tool in schools in Africa by using the MobilED project as a case study.  It discusses the current anti-mobile phone situation in many schools in South Africa and suggests possible strategies to harness the potential of the mobile phone in practical ways as a pedagogically-appropriate learning tool in schools in Africa.

Piloting mobile ICT in a developed school in South Africa

by Jacqueline Batchelor

The second of three articles in the series as part of a masters mini-dissertation

This article reports on the design and implementation of a mobile learning event in a privileged school in a... more This article reports on the design and implementation of a mobile learning event in a privileged school in a developing country.  The main objective was to test the technology platform designed by the Meraka Institute of the Council for Scientific and Industrial Research (CSIR), and to gain a better understanding of its performance, acceptability and viability. The conversation theory of Pask is used to address pedagogic as well as non-pedagogic issues as raised during this pilot.  It was found that the developed MobilED services add specific elements to enhance teaching and learning by creating access to existing content and allowing for new knowledge contributions to be made.  Constrains such as navigation and voice quality, however, needs clarification before being considered as feasible.

Designing information and communication technology to enhance and support mobile learning - a MobilED initiative

by Jacqueline Batchelor

The first of three articles in a series as part of a Masters mini-dissertation

This article reports on the analysis, design and development of a MobilED technology platform in support of mobile... more This article reports on the analysis, design and development of a MobilED technology platform in support of mobile learning in South Africa.  This initiative was conceived, developed and implemented by the Meraka Institute of the Council for Scientific and Industrial Research (CSIR). They adapted existing technology to explore the field of mobile learning and developed a prototype to make AudioWiki available to mobile phone users.  As part of the research design, the process followed an iterative cycle and strategies were developed to guide the use of mobile information communications technology (ICT) in a school environment. This part of the project aims to gain a better understanding of the performance, acceptability and viability of mobile learning in schools.  It was found that mapping appropriate outcomes for the various role players, before and during the design phase, contributed significantly to isolating the key factors influencing feasibility.

Teaching and learning with new technology - a tough nut to crack

by Jacqueline Batchelor

Co-authored with Marlien Herselman, Meraka Institute (CSIR) and John Traxler, University of Wolverhampton

Preparing learners for the demands of the 21st century requires dedicated, innovative teachers willing to push... more Preparing learners for the demands of the 21st century requires dedicated, innovative teachers willing to push existing boundaries. It is also about exploiting the affordances of emerging technologies to enhance teaching and learning strategies. The unique and rapid changes occurring in this field present various problems for teachers who are willing to experiment with teaching and learning, raising questions of ownership, accountability, roles and responsibilities, learning spaces and situations, patterns of interaction, strategies and theories, as well as, modes of assessment [1]. A conceptual framework is presented that draws on tenets from socio-cultural theory, critical philosophy, emerging technology and teaching and learning theory and aims to support theory development to better our understanding of the factors influencing the pedagogical reasoning of teachers.

Mobile Information Communication and Technology Use in Secondary Schools: A Feasibility Study

by Jacqueline Batchelor

Mini-dissertation in partial fulfillment of the requirements for the degree Magister Educationis

Mobile technology has allowed the traditional boundaries that exist between formal and informal learning to blend. The... more Mobile technology has allowed the traditional boundaries that exist between formal and informal learning to blend. The purpose of this research is to understand and describe the use of established and new “support networks” and the process of knowledge acquisition and knowledge creation in a formal learning environment. Factors affecting the design, testing and ultimate feasibility of using mobile devises such as cell phones to enhance teaching and learning in well-resourced developed, and under-resourced developing schools are identified. Findings in this study point to the general acceptance of using mobile technology as a readily available vehicle, to provide access to contents and allow learners to contribute to the collective body of knowledge from their own perspective.

Retention in online courses: Surviving the first week.

by Timothy Clapper

Clapper, T. C. (2012). Retention in online courses: Surviving the first week. Evolllution. http://www.evolllution.com/curriculum_planning/retention-in-online-courses-surviving-the-first-week/

Understanding retention in online learning means understanding the learners and the issues that are involved in their... more Understanding retention in online learning means understanding the learners and the issues that are involved in their decision to stay or go. There are some consistent variables that occur in the first week that a course developer and facilitator must consider.