3,584 research outputs found
Book review. Putting the University Online: Information, Technology and Organizational Change
No full textLetter from Pat [Cummings] to Michi Weglyn, January 22, 1993
No full textA letter from Pat Cummings to Michi Weglyn about a story of Frank Chin's that they both think should be published. The author of the letter is probably children's book author and illustrator Pat Cummings.These materials are from box 73 and 74 of the Frank Chin Papers. The Frank Chin Papers contain personal and professional correspondence between Frank Chin and Michi Weglyn relating to particular projects on which either author was working as well as files related to the Day of Remembrance Tribute to Michi Weglyn
Letter from Pat Cummings to Eleanor Tellemac, April 6, 1992
No full textA letter from Pat Cummings to Eleanor Tellemac about plans to create a Multicultural Resource Center at HarperCollins publishing company.These materials are from box 73 and 74 of the Frank Chin Papers. The Frank Chin Papers contain personal and professional correspondence between Frank Chin and Michi Weglyn relating to particular projects on which either author was working as well as files related to the Day of Remembrance Tribute to Michi Weglyn
Using Educational Development Strategies to Integrate Learning Technologies within an HE institution
No full textJointZone: users' views of an adaptive online learning resource for rheumatology
No full textThis paper describes an online learning resource for rheumatology that was designed for a wide constituency of users including primarily undergraduate medical students and health professionals. Although the online resources afford an informal learning environment, the site was pedagogically designed to comply with the general recommendations of the Standing Committee on Training and Education of EULAR (European League Against Rheumatism) for a rheumatology core curriculum. Any Internet user may freely browse the site content with optional registration providing access to adaptive features that personalize the user's view, for example, providing a reading history and targeted support based on scores from completed case studies. The site has now been available since early 2003, and an online survey of site registrants indicates that well structured pedagogical materials that reflect a learners' dominant ‘community of practice’ appear to be a successful aid to informal learning
Making Web-based Learning Adaptive
No full textThis work stems from a project funded by the Arthritis Research Campaign
(ARC) to develop a web site, JointZoneã, for the study of Rheumatology for both
undergraduate medical students and practicing doctors. The educational application
incorporates both declarative and procedural knowledge, providing students with a
chance to acquire knowledge on rheumatic disorders as well as develop clinical reasoning
skills through a series of graded case studies. In order to enhance learning and reduce
cognitive overload, which can be associated with hypermedia environments, adaptive
hypermedia techniques (Brusilovsky 2001) have been integrated into the core of a web-based
learning environment. This paper discusses the adaptive features employed and the
pedagogical rationale involved in developing the web site
Book review: the contradictions of capital in the twenty-first century: the Piketty opportunity edited by Pat Hudson and Keith Tribe
No full textIn The Contradictions of Capital in the Twenty-First Century: The Piketty Opportunity, editors Pat Hudson and Keith Tribe bring together contributors to respond to, and build upon, the possibilities offered by Thomas Piketty's Capital in the Twenty-First Century. While George Maier would have welcomed more attention on the broader cultural, political and social facets of inequality beyond an economic frame, ..
Development and evaluation of computer-assisted assessment in higher education in relation to BS7988
No full textA university-wide project team of academic and administrative staff worked together to prepare, deliver and evaluate a number of diagnostic, formative and summative computer-based assessments. The team also attempted to assess the University of Southampton's readiness to deliver computer-assisted assessment (CAA) within the Code of practice for the use of information technology in the delivery of assessments (British Standards Institution, 2002). Evaluation data was used formatively to improve procedures during the project and summatively in preparing the project's final report, this publication and future support for CAA at Southampton. Some of the problems encountered during this pilot programme were anticipated, both by the project team and by BS7988; but they were not necessarily or entirely avoidable given the nature of control and management in an academic environment. Our approach was to encourage institutional learning via extensive dissemination and discussion of the results. To contribute to the public debate on the adoption of BS7988, we highlight difficulties in allocating responsibility for various aspects of the assessment process and make a number of recommendations about this and other practical issues
JointZone: An Adaptive Web-based Learning Application
No full textThis report presents the work involved in developing an adaptive website, JointZone that personalises student learning on the web. The work combined user modeling, domain modeling and adaptive hypermedia techniques to deliver a personalised web-based learning environment. The idea of keyword indexing and the site layout structure was used to model the domain giving a conceptual and structural representation of the content. The student model involves the novel idea of using effective reading speed to better gauge if a student has read a page. The project applied the combination of adaptive link hiding and link annotation on a fully functional website to present an adaptive web-based learning environment
A gap analysis of student employability profiles, employer engagement and work-placements [In special edition: Employability, Employer Engagement and Enterprise in the GEES Disciplines]
No full textIt has become increasingly apparent that higher education (HE) plays a fundamental role in making a country more competitive by promoting the knowledge-based aspects of an economy.
By supporting lifelong learning, Universities and colleges provide employers and employees with productivity and growth, but this can only happen effectively when the HE sector works in partnership with employers.This paper investigates and assesses the value of student–employer engagement in the discipline of environmental sciences (ES), focussing on three key themes:the skills, attributes and knowledge developed by environmental science students during their studies, compared to the expectations of employers the enhancement of student employability through work-placements the relationship between Higher Education Institutions and employers.Through addressing the identified gaps in skills, attributes, knowledge and expectations, it is clear that employer engagement activities and work placements can be a valuable means of whilst ensuring the professional relevance of environmental science degree courses. Although the study focuses on environmental sciences, it academic community to respond to the changing needs and expectations of its students and employers
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