197,382 research outputs found
Attitudes to the rights and rewards for author contributions to repositories for teaching and learning
No full textIn the United Kingdom over the past few years there has been a dramatic growth of national and regional repositories to collect and disseminate resources related to teaching and learning. Most notable of these are the Joint Information Systems Committee’s Online Repository for [Learning and Teaching] Materials as well as the Higher Education Academy’s subject specific resource databases. Repositories in general can hold a range of materials not only related to teaching and learning, but more recently the term ‘institutional repository’ is being used to describe a repository that has been established to support open access to a university’s research output. This paper reports on a survey conducted to gather the views of academics, support staff and managers on their past experiences and future expectations of the use of repositories for teaching and learning. The survey explored the rights and rewards associated with the deposit of materials into such repositories. The findings suggest what could be considered to be an ‘ideal’ repository from the contributors’ perspective and also outlines many of the concerns expressed by respondents in the survey
Theresa Littlejohn and Rev. Reinert, S.J. President. Interstate Oratorical Contest Winner.
No full textTheresa Littlejohn and Very Rev. Carl M. Reinert, S.J. President. Miss Littlejohn represented Creighton University at the Interstate Oratorical Contest at Northwestern University
Supporting strategic cultural change: The Strathclyde learning technology initiative as a model
No full textThis paper describes the strategies being developed at the University of Strathclyde in response to the vision in the Dearing Report of a learning society in which Communication and Information Technology (C&IT) is central to students' learning experiences. The Strathclyde Learning Technology Initiative aims to support strategic change in the development and use of new learning technologies to improve the quality and efficiency of teaching and learning within the University. In order for a major cultural shift in teaching and learning to take effect there are three main areas that need to be addressed: (i) many academics still work within a traditional teaching framework and believe that these methods can simply be transferred to the Web, (ii) students who have been taught in a traditional teaching environment need support in acquiring new learning skills for an electronic learning environment, and (iii) new methods of learning and teaching can only be successfully integrated within the environment of a supporting infrastructure and institutional climate. These key elements are further explored, drawing on the lessons learned from the implementation of the Initiative, and suggestions are made for ways of surmounting the barriers to the uptake of C&IT perceived by academics
Wolcott Hackley Littlejohn: Defender of the Faith
No full textWolcott Hackley Littlejohn was an influential writer, speaker and leader within the early years of the Seventh-day Adventist Church. Before he became an active member, he lost his sight and was no longer able to read or write. Nevertheless, he read continuously and wrote copiously through the eyes and hands of another. Littlejohn was also a profound speaker who drew the attention of people from different faiths. He made numerous lasting contributions to Adventism, but his life was at times wrapped up in controversy. In the 1870’s he challenged George Ide Butler and his philosophy of leadership and in the 1890’s he received pointed critiques from Ellen Gould White because of a controversial article that he published. Throughout his life, Littlejohn proved to be a remarkable man and adept theologian. This article attempts to provide a brief historical overview of his life and contributions to the Seventh-day Adventist Church
Truth is (still) the norm for assertion: a reply to Littlejohn
No full textIn a paper in this journal (Erkenntnis 78: 847–867, 2013), I defend the view that truth is the fundamental norm for assertion and, in doing so, reject the view that knowledge is the fundamental norm for assertion. In a recent response, Littlejohn (Erkenntnis 79: 1355–1365, 2014) raises a number of objections against my arguments. In this reply, I argue that Littlejohn’s objections are unsuccessful
Reusing online resources : a sustainable approach to e-learning /
No full textIncludes bibliographical references and index.Issues in reusing online resources / Allison Littlejohn -- Granularization / Charles Duncan -- Keeping the learning in learning objects / Daniel R. Rehak and Robin Mason -- Engaging with the learning object economy / Lorna M. Campbell -- Combining reusable learning resources and services with pedagogical purposeful units of learning / Rob Koper -- Models for open learning / Katie Livingston Vale and Philip D. Long -- Reusable educational software : a basis for generic learning activities / Diana Laurillard and Patrick McAndrew -- Pedagogical designs for scalable and sustainable online learning / Ron Oliver and Catherine McLoughlin -- Designing for reuse and versioning / Mary Thorpe, Chris Kubiak, and Keir Thorpe -- Developing and reusing accessible content and applications / Jutta Treviranus and Judy Brewer -- Digital libraries and repositories / Charles Duncan and Cuna Ekmekcioglu -- Learning content interoperability standards / Bill Olivier and Oleg Liber -- Use and reuse of digital images in teaching and learning / Grainne Conole, Jill Evans, and Ellen Sims -- Assessing question banks / Joanna Bull and James Dalziel -- Sharing and reuse of learning resources across a transnational network / Joachim Wetterling and Betty Collis -- Identifying the complexity of factors in the sharing and reuse of resources / Carmel McNaught -- A comparison of issues in reuse of resources in schools and colleges / Allison Littlejohn, Insung Jung, and Liz Broumley -- An incremental approach to staff development in the reuse of learning resources / Allison Littlejohn -- Reuse of resources within communities of practice / Rachel A. Harris and Carol A Higgison
Allowah Estate, Turramurra [cartographic material] : Milsons Point to Hornsby Raily. Line, 554 feet above sea level /
No full textSales plan for land in the suburb of Turramurra, in Sydney, New South Wales, bounded by Warrangi Street, Turrnga Street and Lane Cove Road.; "Terms: 15% deposit, 10% within 3 months from date of contract, without interest the balance to be paid at any time within 3 years from date of sale bearing interest at 5% per annum."; "Title Torrens."; "Solicitors: Abbott Vindin & Littlejohn, 24 Castlereagh Street, Sydney."; "G.M. Nunn, licensed surveyor under R.P. Act, King St. Sydney."; Also available online : http://nla.gov.au/nla.map-lfsp2880.Allowah Estate, 15 choice residential sites, close to railway statio
Supporting sustainable e‐learning
No full textThis paper draws upon work carried out within phase one of a national forum for support staff, funded by the UK Learning and Teaching Support Network Generic Centre. It sets out themes in current Learning Technology research within the context of institutional practice. It reports the responses of a range of e‐learning support staff to new developments in the reuse and sharing of Learning Objects. The article highlights tensions across support units, inconsistencies in support provision and confusion over issues concerning different modes of teaching. It also forewarns a growing gap between institutional practice and research in the development of approaches to sustainable e‐learning
Functional Imaging in living Plants - Cell Biology meets Physiology
No full textThe study of plant cell physiology is currently experiencing a profound transformation. Novel techniques allow dynamic in vivo imaging with subcellular resolution, covering a rapidly growing range of plant cell physiology. Several basic biological questions that have been inaccessible by the traditional combination of biochemical, physiological and cell biological approaches now see major progress. Instead of grinding up tissues, destroying their organisation, or describing cell- and tissue structure, without a measure for its function, novel imaging approaches can provide the critical link between localisation, function and dynamics. Thanks to a fast growing collection of available fluorescent protein variants and sensors, along with innovative new microscopy technologies and quantitative analysis tools, a wide range of plant biology can now be studied in vivo, including cell morphology & migration, protein localization, topology & movement, protein-protein interaction, organelle dynamics, as well as ion, ROS & redox dynamics. Within the cell, genetic targeting of fluorescent protein probes to different organelles and subcellular locations has started to reveal the stringently compartmentalized nature of cell physiology and its sophisticated spatiotemporal regulation in response to environmental stimuli. Most importantly, such cellular processes can be monitored in their natural 3D context, even in complex tissues and organs – a condition not easily met in studies on mammalian cells. Recent new insights into plant cell physiology by functional imaging have been largely driven by technological developments, such as the design of novel sensors, innovative microscopy & imaging techniques and the quantitative analysis of complex image data. Rapid further advances are expected which will require close interdisciplinary interaction of plant biologists with chemists, physicists, mathematicians and computer scientists. High-throughput approaches will become increasingly important, to fill genomic data with ‘life’ on the scale of cell physiology. If the vast body of information generated in the -omics era is to generate actual mechanistic understanding of how the live plant cell works, functional imaging has enormous potential to adopt the role of a versatile standard tool across plant biology and crop breeding. We welcome original research papers, methodological papers, reviews and mini reviews, with particular attention to contributions in which novel imaging techniques enhance our understanding of plant cell physiology and permits to answer questions that cannot be easily addressed with other techniques
Reusing Resources: Open for Learning
No full textThis special issue of JIME includes five chapters written for the book 'Reusing Open Resources: Learning in Open Networks for Work, Life and Education' (Littlejohn and Pegler, 2014), a collection of edited chapters which aims to extend the discussion around resource reuse initiated in 'Reusing Online Resources: A sustainable approach to e-learning' (Littlejohn, 2003), which was itself the subject of a series of commentaries in a special edition of JIME (http://www-jime.open.ac.uk/jime/article/view/2003-1-reuse-01). During the decade of research and practice that separates these two books our understanding of what reusable resources are, who might wish to reuse them, how reuse would be achieved and what motivates reuse and why it happens (or does not) has shifted. A growing interest in and use of open educational resources (OER) and open educational practice (OEP) has taken a grip within the world of education, supported by open licences. This represents only one area of openness relating to sharing resources (e.g. in the workplace, programmers may collaborate around open source code, or scientists share open data). Within and beyond formal work and education settings we also now see sharing of resources online as social objects (Engeström, 2005) becoming everyday activity for users of social networking sites such as Facebook (started in 2004) and Twitter (started in 2006). There is a dynamic flow of knowledge through social exchanges involving the creating, sharing and using of online open resources as everyday activity. But what does this mean for learning and learners
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