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Educators are responsible for developing generic graduate capabilities, but the theoretical justification for teaching techniques is infrequently articulated. This conceptual paper aims to provide theory-informed principles to guide teaching practice in developing future-focused generic capabilities. The paper describes future-focused generic capabilities and then considers how cognitive constructivist, transformational and social learning theories inform the development of these capabilities. From these theories, four principles (4Es) for teaching generic capabilities are identified: students need to 1) be Enthused to develop personally relevant generic capabilities, 2) have opportunities to Explore by intellectually and emotionally connecting learning to processes, topics and situations, 3) develop by purposefully Extending their capabilities within varied and progressively more complex contexts, and 4) be given opportunities to Exhibit their capabilities. We contend that the development of generic capabilities can be informed by this set of principles. By unearthing and researching them, educators can become more versatile, informed, and impactful. [ABSTRACT FROM AUTHOR]

An accepted role of universities is to prepare students for their careers and lives. However, what should or could be taught and how, in order to better prepare students for their futures, is contested. In this study, we interviewed 18 New Zealand university teachers about their experiences of developing students' employability capabilities within university courses. By adopting activity theory as a theoretical framework, we identified an activity system that was experienced by university teachers and multiple contradictions within the activity system. Our study showed the uncertainties and disparities in views regarding the employability capabilities students need, the limited pedagogical tools for developing employability capabilities, and the role of organisational drivers in leveraging the delivery of disciplinary knowledge and the development of employability capabilities. [ABSTRACT FROM AUTHOR]

Recent technological developments have influenced a shift in the use of videos in Health Professions Education (HPE). Rather than casting students in the role of observers of videos, educators have been asking students to produce videos as a learning activity. The assumption is that video production is often an active and collaborative exercise, therefore could engage students and enhance learning. However, applications of this emerging pedagogical approach vary, and there has not been a knowledge synthesis to guide future research and practice. With a view to mapping existing knowledge, identifying avenues for further research, and informing practice, we conducted a scoping review to establish current understanding of video production in HPE. We undertook a literature search of seven databases and identified thirty-six studies. The findings showed considerable variation in purposes and implementation approaches, consequences and challenges associated with video production. In particular, the assumption that creating a video automatically promotes student engagement was not well supported, especially when the intended learning was not made apparent to students. Overall, the review suggests that despite the increasing adoption of video production in HPE, the purposes are often unclear; pedagogical considerations underlying project design are limited, which risks undermining the intended learning. To optimise educational benefits, future video production projects should be explicit in their intention and approach, draw upon pedagogical theories, anticipate and address implementation issues, and be robust in their formative and summative assessment processes. Future research should more explicitly show the relationship between the intended learning and the underlying pedagogy and thoroughly evaluate the effectiveness and feasibility of video production projects. [ABSTRACT FROM AUTHOR]

Institutionally implemented learning technologies are often not adopted or are underused by academic staff. We aimed to better understand this problem by drawing on the notion of professional identity to explore the challenges academic staff experienced when they were to adopt a replacement learning management system (LMS). We describe a single case study approach in which focus group discussions, workshop evaluation data and documents are analysed. We found that challenges academic staff faced lay in the technology being a threat to professional identity, in the sense-making process, and in the diverse and individually distinct nature of teachers' professional identities. Institutional support offered to facilitate staff adoption appeared not to fully address these challenges. The implications for academic development and technology implementation are explored. [ABSTRACT FROM AUTHOR]

Universities implement Learning Management Systems (LMSs) with the aspiration of improving educational practice. However, LMS adoption by academics within universities vary and frequently falls short of institutional aspirations. In this study, we propose an integrated and adopter–centred professional identity perspective of LMS adoption and empirically validate such a perspective at a New Zealand university where a LMS was implemented. We surveyed 204 academic staff and analysed questionnaire data using structural equation modelling. Results indicate that the adoption of the LMS was associated with professional identity. Variations in aspects of professional identity not only shaped the extent of LMS usage, but was also predictive of qualitatively different ways of using the LMS for teaching. Theoretical and practical implications are discussed based on the research findings. [ABSTRACT FROM AUTHOR]

Few studies have assessed the particular relationships between students' emotional well-being, both positive and negative and their learning. This study followed a cohort of mature students through their first semester at university. Four dimensions of emotional well-being were captured (enthusiasm, contentment, anxiety and depression) at three points in time during the semester. In addition, at the end of the semester, assessments were made of learning behaviours, affect and academic achievement. Emotional well-being fluctuated during the semester and each of the four dimensions exhibited a unique and predictive pattern of relationships with the suite of outcome measures. The findings highlight the importance of emotional well-being in shaping active engagement in learning and in determining affective and academic outcomes. The results are interpreted and the implications for the design of learning environments and teaching practice are outlined. [ABSTRACT FROM AUTHOR]

This study considers subordinate upward influencing as a proactive behavior and applies this lens to an investigation into the contributions of appraisals of self and situation in predicting tactic choice. One hundred seventy-eight employees assessed the frequency with which they used influencing tactics in interactions with their direct line manager. The results indicated that favorable appraisals of self were associated with increased use of rationality and unfavorable appraisal of situation were associated with increased the use of ingratiation, assertiveness, and upward appeal. While the use of rationality could be explained within approaches to positive proactive work behaviors, the use of the remaining five tactics could not. The results are interpreted within a wider perspective of proactive discretionary behaviors. [ABSTRACT FROM AUTHOR]

This paper reports on a two-year project, funded by the National Assembly for Wales, to develop an approach to quality standards for computer-based learning materials. Research conducted at the Centre for Learning Development at the University of Wales Bangor (UWB) has resulted in the development of an innovative quality assurance system. The system is based on validated criteria and provides a series of evaluation tools and guidance materials to assist users to design and judge the pedagogical quality of computer-based learning resources. This paper addresses some of the issues and problems associated with establishing a quality assurance system relevant to the needs of business and higher education. [ABSTRACT FROM AUTHOR]

Presents an assessment of how shrinking psychiatric hospitals help mental health patients adjust to living in the community. Behavior of patients discharged; The two groups of psychiatric patients; Patients attitude to discharge; Conclusion.

Learning technologies are implemented in higher education institutions to enhance teaching and meet external challenges and demands. The adoption of the technologies by academics, however, frequently falls short of organisational aspirations. Academics respond in different and sometimes unpredictable ways. To advance understanding of factors influencing adoption, we systematically reviewed literature regarding academics' adoption of learning technologies. One hundred and thirty-one articles met the inclusion criteria and were analysed. The findings suggest that adoption is a complex process that is influenced by the learning technology, academics, context and strategies. To advance our understanding of learning technology adoption, we call for studies that challenge the current research assumption and address methodological issues. To facilitate staff adoption, we identify a list of effective strategies derived from the literature. • 131 articles on academics adoption of learning technologies are systematically reviewed. • Adoption is complex, influenced by technology, academics, context and strategies. • Multiple implications for practice and policy were identified • Future research should use longitudinal, multimethod research and robust measurement. • Future research should avoid the assumptions that adoption is desirable or binary. [ABSTRACT FROM AUTHOR]

Context: Learning technologies are ubiquitous in medical schools, implemented in anticipation of more effective, active and authentic learning and teaching. Such thinking appears to be an instance of solutionism. The evidence is that academics' adoption of learning technologies is often limited in scale and scope and frequently fails to transform their teaching practices. Purpose: This paper aims to provide a contextualised analysis of considerations pertinent to the adoption of learning technologies by teaching staff. We contextualise a framework for understanding adoption of learning technologies in higher education by medical education. Conclusions: We identify multiple precursors that predict individual patterns of adoption, illuminating factors related to the technology, the individual staff member charged with adoption and the working environment. We offer conceptual clarity to the vexed issue of learning technology adoption and provide evidence explaining why, despite their widely promulgated potential, learning technologies do not offer an easy route to the transformation of medical education. If you build it will they learn? The authors explore why simply making learning technologies available does not optimize educational transformation. [ABSTRACT FROM AUTHOR]

Research in Internet-enabled learning tends to focus on technologies implemented by institutions or staff. In reality, students learn with technologies that go beyond institutional offerings. This misalignment risks universities' approaches to online technologies being partially relevant to student learning. To understand student experiences, we followed hermeneutic phenomenology, interviewing 22 students from three New Zealand universities. Content and thematic analyses showed that students used non-institutional technologies to augment institutional offerings. They experienced institutional technologies as being overloaded with information, and non-institutional technologies as enabling them to process information expediently and take control of their own learning. We also identified differences between high and low-achieving students in technology use, which were associated with motivation, awareness of technologies, and metacognition. Our study highlights the role of non-institutional technologies in learning, which has implications for future research, for the design and implementation of institutional technologies, and for preparing students to learn with technologies. • There was limited research into students' use of non-institutional technologies. • Students chose non-institutional technologies for efficient and self-regulated learning. • Higher and lower achievers used non-institutional technologies differently. • The differences lay in motivation, awareness of technologies and metacognition. [ABSTRACT FROM AUTHOR]