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2. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (13th, Mannheim, Germany, October 28-30, 2016)
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk, and Isaias, Pedro
- Abstract
These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. These proceedings contain the following keynote lectures: (1) From Digital to Double Blended Learning (Jeroen J. G. van Merrienboer); and (2) Open Educational Resources: Educational Technology as a Driver for Educational Reform? (Michael Kerres). Full papers in these proceedings include: (1) A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection (Jessnor Elmy Mat-jizat and Khalizul Khalid); (2) Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course (Ian S. McGowan); (3) An Ontology for Learning Services on the Shop Floor (Carsten Ullrich); (4) The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines (Joan Ann Swanson); (5) A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument (Hiroshi Toyooka, Kenji Matsuura, and Naka Gotoda); (6) Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments (Takam Djambong and Viktor Freiman); (7) Framework for Intelligent Teaching and Training Systems--A Study of the Systems (Nikolaj Troels Graf von Malotky and Alke Martens); (8) Mobile Device Usage in Higher Education (Jan Delcker, Andrea Honal, and Dirk Ifenthaler); (9) Features Students Really Expect from Learning Analytics (Clara Schumacher and Dirk Ifenthaler); (10) Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning (Fátima Weber Rosas, Leticia Rocha Machado, and Patricia Alejandra Behar); (11) Increasing Students' Science Writing Skills through a PBL Simulation (Scott W. Brown, Kimberly A. Lawless, Christopher Rhoads, Sarah D. Newton, and Lisa Lynn); (12) The Effect of Choosing versus Receiving Feedback on College Students' Performance (Maria Cutumisu and Daniel L. Schwartz); (13) The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory (Maria Cutumisu and Daniel L. Schwartz); (14) Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean? (Maria Lidia Mascia, Maria Chiara Fastame, Mirian Agus, Daniela Lucangeli, and Maria Pietronilla Penna); (15) A Video Game for Learning Brain Evolution: A Resource or a Strategy? (Luisa Fernanda Barbosa Gomez, Maria Cristina Bohorquez Sotelo, Naydu Shirley Roja Higuera, and Brigitte Julieth Rodriguez Mendoza); (16) Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism (Fusa Katada); (17) Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement (Sinan Keskin, Muhittin Sahin, Adem Ozgur, and Halil Yurdugul); (18) Amazed by Making: How Do Teachers Describe Their PBL Experience (Dalit Levy and Olga Dor); (19) Group Work and the Impact, If Any, of the Use of Google Applications for Education (Jannat Maqbool); (20) Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line (Magda Mpiladeri, George Palaigeorgiou, and Charalampos Lemonidis); (21) Evaluation of Learning Unit Design with Use of Page Flip Information Analysis (Izumi Horikoshi, Masato Noguchi, and Yasuhisa Tamura); (22) Einstein's Riddle as a Tool for Profiling Students (Vildan Özeke and Gökhan Akçapinar); (23) Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application (Tassaneenart Limsuthiwanpoom, Penjira Kanthawongs, Penjuree Kanthawongs, and Sasithorn Suwandee); (24) Factors Affecting Perceived Satisfaction with Facebook in Education (Penjuree Kanthawongs, Penjira Kanthawongs, and Chaisak Chitcharoen); (25) Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers' Perceptions (Anthia Papadopoulou and George Palaigeorgiou); (26) Cognitive Design for Learning: Cognition and Emotion in the Design Process (Joachim Hasebrook); (27) Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning (Maria Katsa, Stylianos Sergis, and Demetrios G. Sampson; (28) Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning (Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, and Quan Nguyen); (29) Widening and Deepening Questions in Web-Based Investigative Learning (Akihiro Kashihara and Naoto Akiyama); (30) Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment (Ulla Freihofner, Simone Smala, and Chris Campbell); (31) Purposeful Exploratory Learning with Video Using Analysis Categories (Meg Colasante); (32) Building a Learning Experience: What Do Learners' Online Interaction Data Imply (Mehmet Kokoç and Arif Altun); (33) Rules for Adaptive Learning and Assistance on the Shop Floor (Carsten Ullrich); and (34) Participation and Achievement in Enterprise MOOCs for Professional Learning (Florian Schwerer and Marc Egloffstein). Short papers included in these proceedings include: (1) Connectivist Communication Networks (Ingolf Waßmann, Robin Nicolay, and Alke Martens); (2) Learning and Skills Development in a Virtual Class of Educommunications Based on Educational Proposals and Interactions (Maria Cristina Bohorquez Sotelo, Brigitte Julieth Rodriguez Mendoza, Sandra Milena Vega, Naydu Shirley Roja Higuera, and Luisa Fernanda Barbosa Gomez); (3) The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability (I-Fang Liu and Hwa-Wei Ko); (4) Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning (Farshad Badie); (5) E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom (Rachel Rosanne Eidelman and Yael Shwartz); (6) Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration (Rhonda Christensen and Gerald Knezek); (7) Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning (Linda Crearie); (8) A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving (Fazel Ansari and Ulrich Seidenberg); (9) Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century (Barbara Son); (10) Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling (Mizue Kayama, Shinpei Ogata, David K. Asano, and Masami Hashimoto); (11) Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy (Uriel U. Onye and Yunfei Du); (12) E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction (Atsushi Takemura); (13) Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University (Krisawan Prasertsith, Penjira Kanthawongs, and Tan Limpachote); (14) An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addition of University Students (Penjira Kanthawongs, Felicito Angeles Jabutay, Ruangrit Upalanala, and Penjuree Kanthawongs); (15) Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations (Jelke van der Pal, Christopher Roos, Ghanshaam Sewnath, and Christian Rosheuvel); (16) Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers (Feyzi Kaysi, Bünyamin Bavli and Aysun Gürol); (17) Development of Critical Thinking with Metacognitive Regulation (Yasushi Gotoh); (18) Enacting STEM Education for Digital Age Learners: The "Maker" Movement Goes to School (Dale S. Niederhauser and Lynne Schrum); (19) New Scenarios for Audience Response Systems in University Lectures (Daniel Schön, Stephan Kopf, Melanie Klinger, and Benjamin Guthier); (20) Academic Retention: Results from a Study in an Italian University College (Maria Lidia Mascia, Mirian Agus, Maria Assunta Zanetti, Eliano Pessa, and Maria Pietronilla Penna); and (21) Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality. Reflection papers in these proceedings include: (1) Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study (Mehmet Kemal Aydin, Ali Semerci, and Mehmet Gürol); and (2) Inventing the Invented for STEM Understanding (Alicia Stansell, Tandra Tyler-Wood, and Christina Stansell). An author index is included. Individual papers contain references.
- Published
- 2016
3. The Changing Academic Profession in International Comparative and Quantitative Perspectives. Report of the International Conference on the Changing Academic Profession Project, 2008. RIHE International Seminar Reports. No.12
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Hiroshima University, Research Institute for Higher Education (Japan)
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This year the Research Institute for Higher Education in Hiroshima University hosted an international conference in close collaboration with Hijiyama University. The main purpose of the 2008 conference was to enable the participants to give preliminary country/regional reports based on their national/regional surveys. This publication reports the proceedings of the conference. The following papers are presented at the conference: (1) International Implications of the Changing Academic Profession in Japan (Akira Arimoto); (2) The Context for the Changing Academic Profession: A Survey of International Indicators (William K. Cummings); (3) The Changing Academic Profession in Canada: Exploring Themes of Relevance, Internationalization, and Management (Amy Scott Metcalfe); (4) The Changing Academic Profession in the United States: 2007 (Martin Finkelstein and William Cummings); (5) The Academic Profession in England: Still Stratified after All These Years? (William Locke); (6) Changes in the Finnish Academic Profession Reflect Reforms in Higher Education (Timo Aarrevaara and Seppo Holtta); (7) Academic Staff in Germany: "Per Aspera Ad Astra?" (Ulrich Teichler); (8) The Changing Academic Profession in Italy: Accounts from the Past, First Insights from the Present (Michele Rostan); (9) The Australian Academic Profession: A First Overview (Hamish Coates, Leo Goedegebuure, Jeannet Van Der Lee and Lynn Meek); (10) Governance and Decision-Making Related to Academic Activities: The Case of Higher Educational Institutions in Malaysia (Muhammad Jantan and Morshidi Sirat); (11) A Preliminary Review of the Hong Kong CAP Data (Gerard A. Postiglione and Hei Hang Hayes Tang); (12) Progress of the Academic Profession in Mainland China (Hong Chen); (13) Analyses of the Educational Backgrounds and Career Paths of Faculty in Higher Education Institutions in Beijing Municipality, China (Yan Fengqiao and Chen Yuan); (14) The Changing Academic Profession in an Era of University Reform in Japan (Tsukasa Daizen and Atsunori Yamanoi); (15) Brazilian Academic Profession: Some Recent Trends (Elizabeth Balbachevsky, Simon Schwartzman, Nathalia Novaes Alves, Dante Filipe Felgueiras dos Santos, and Tiago Silva Birkhoz Duarte); (16) Mexican Academics at the Turn of the Twenty-First Century: Who Are They and How Do They Perceive Their Work, Institutions and Public Policies (A Preliminary Analysis) (Jesus Francisco Galaz-Fontes, Laura Elena Padilla-Gonzalez, Manuel Gil-Anton, Juan Jose Sevilla-Garcia, Jose Luis Arcos-Vega, Jorge Martinez-Stack, Sergio Martinez-Romo, Gabriel Arturo Sanchez-de-Aparicio-y-Benitez, Leonardo Jimenez-Loza and Maria Elena Barrera-Bustillos); (17) The Academic Profession in Argentina: Characteristics and Trends in the Context of a Mass Higher Education System (Monica Marquina and Norberto Fernandez Lamarra); and (18) The Academic Profession in South Africa in Times of Change: Portrait from the Preliminary Results of the Changing Academic Profession (CAP) Research Project (Charste C. Wolhuter, Philip Higgs, Leonie G. Higgs, and Isaac M. Ntshoe). Appended are: (1) CAP Questionnaire; (2) Conference Program; and (3) List of Participants. Individual papers contain figures, tables, references and footnotes.
- Published
- 2008
4. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 3
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International Group for the Psychology of Mathematics Education., Chick, Helen L., and Vincent, Jill L.
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The third volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains full research report papers. Papers include: (1) Students' Use of ICT Tools: Choices and Reasons (Anne Berit Fuglestad); (2) Interaction of Modalities in Cabri: A Case Study (Fulvia Furinghetti, Francesca Morselli, and Domingo Paola); (3) The Duality of Zero in the Transition from Arithmetic to Algebra (Aurora Gallardo and Abraham Hernandez); (4) Conflicts in Offshore Learning Environments of a University Preparatory Mathematics Course (Linda Galligan); (5) The Diverse Learning Needs of Young Children who were Selected for an Intervention Program (Ann Gervasoni); (6) Using Contradictions in a Teaching and Learning Development Project (Simon Goodchild and Barbara Jaworski); (7) A Sociocultural Analysis of Learning to Teach (Merrilyn Goos); (8) Three Case Studies on the Role of Memorizing in Learning and Teaching Mathematics (Sue Gordon and Jackie Nicholas); (9) Reconstructing Norms (Nuria Gorgorio and Nuria Planas); (10) Forming Teachers as Resonance Mediators (Paolo Guidoni, Donatella Iannece, and Roberto Tortora); (11) Investigating the Problem Solving Competency of Pre Service Teachers in Dynamic Geometry Environment (Shajahan Haja); (12) Structure and Typical Profiles of Elementary Teacher Students' View of Mathematics (Markku Hannula, Raimo Kaasila, Erkki Pehkonen, and Anu Laine); (13) Preservice Teachers' View on y= x+5 and y = [pi] x [superscript 2] Expressed through the Utilization of Concept Maps: A Study of the Concept of Function (Orjan Hansson); (14) Mistake-Handling Activities in the Mathematics Classroom (Aiso Heinze); (15) One Teacher's Role in Promoting Understanding in Mental Computation (Ann Heirdsfield); (16) In the Middle of Nowhere: How a Textbook Can Position the Mathematics Learner (Beth Herbel-Eisenmann and David Wagner); (17) Chinese Whispers--Algebra Style: Grammatical, Notational, Mathematical and Activity Tensions (Dave Hewitt); (18) Pedagogy of Facilitation: How do we Best Help Teachers of Mathematics with New Practices? (Joanna Higgins); (19) Students' Difficulties with Applying a Familiar Formula in an Unfamiliar Context (Maureen Hoch and Tommy Dreyfus); (20) Learning Mathematics: Perspectives of Australian Aboriginal Children and Their Teachers (Peter Howard and Bob Perry); (21) Verification or Proof: Justification of Pythagoras' Theorem in Chinese Mathematics Classrooms (Rongjin Huang); (22) Mozambican Teachers' Professional Knowledge about Limits of Functions (Danielle Huillet); (23) Heuristic Biases in Mathematical Reasoning (Matthew Inglis and Adrian Simpson); (24) Three Utilities for the Equal Sign (Ian Jones and Dave Pratt); (25) Computer Algebra Systems (CAS) as a Tool for Coaxing the Emergence of Reasoning about Equivalence of Algebraic Expressions (Carolyn Kieran and Luis Saldanha); (26) Students' Colloquial and Mathematical Discourses on Infinity And Limit (Dong Joong Kim, Anna Sfard, and Joan Ferrini-Mundy); (27) The Effect of Mathmagic on the Algebraic Knowledge and Skills of Low-Performing High School Students (Hari P. Koirala); (28) Learning and Teaching Early Number: Teachers' Perceptions (Cally Kuhne, Marja Van Den Heuvel-Panhuizen, and Paula Ensor); (29) Situation-Specific and Generalized Components Of Professional Knowledge of Mathematics Teachers: Research on a Video-Based In-Service Teacher Learning Program (Sebastian Kuntze and Kristina Reiss); (30) Assessing Professional Growth of Pre-Service Teachers Using Comparison between Theoretical And Practical Image of the "Good Teacher" (Ilana Lavy and Atara Shriki); (31) Mathematically Gifted Students' Geometrical Reasoning and Informal Proof (Kyung Hwa Lee); (32) Investigation on an Elementary Teacher's Mathematics Pedagogical Values through Her Approach to Students' Errors (Yuh-Chyn Leu and Chao-Jung Wu); (33) How the Calculator-Assisted Instruction Enhances Two Fifth Grade Students' Learning Number Sense in Taiwan (Yung-Chi Lin and Erh-Tsung Chin); (34) Fourth-Grade Students' Performance on Graphical Languages in Mathematics (Tom Lowrie and Carmel Diezmann); (35) Preservice Teachers' Conceptions of Variation (Katie Makar and Dan Canada); (36) The Equivalence and Ordering of Fractions in Part-Whole and Quotient Situations (Ema Mamede, Terezinha Nunes, and Peter Bryant); (37) Growth of Mathematical Understanding in a Bilingual Context: Analysis and Implications (Sitaniselao Stan Manu); (38) Motivational Beliefs, Self-Regulated Learning and Mathematical Problem Solving (Andri Marcou and George Philippou); (39) Fractions in the Workplace: Folding Back and the Growth of Mathematical Understanding (Lyndon Martin, Lionel LaCroix, and Lynda Fownes); (40) Meaning Construction through Semiotic Means: The Case of the Visual Pyramid (Michela Maschietto and Maria G. Bartolini Bussi); (41) Students' Motivational Beliefs, Self-Regulation Strategies and Mathematics Achievement (Nikos Mousoulides and George Philippou); and (42) The Transition to Postgraduate Study in Mathematics: A Thinking Styles Perspective (Andreas Moutsios-Rentzos and Adrian Simpson). (Individual papers contain references.) [For Volume 2 of this Proceedings, see ED496859.]
- Published
- 2005
5. What the World Chemical Community Thinks about the Concept of Physical and Chemical Change?
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Palmer, W. P.
- Abstract
The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.
- Published
- 1996
6. Profiling Language and Culture Strategy Use Patterns of ESL Student Teachers in Study Abroad by Using Self-Reported Data
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Ma, Anne, Wong, Ruth M. H., and Lam, Wendy Y. K.
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This paper addresses a niche in studies on immersion programmes for English as second language learners. While studies on the impact of the experience of studying abroad are replete with reports about the enhancement of participants' language proficiency or intercultural skills, the present study investigates the types of language and culture strategies used by a group of student teachers on an overseas immersion programme by coding their interview responses and documenting the types of strategies reported. It also traces changes in the participants' perceptions of their strategy use before, during and after studying abroad. The findings show that while participants reported using speaking strategies and listening strategies much more than other language strategies, only a narrow range of both strategy groups are reported. Similar findings are found in their use of culture strategies. Different changes in strategy use before, during and after the immersion are reported. The paper interprets the findings. Both short-term and long-term pedagogic implications for strategy development on study-abroad programmes are proposed.
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- 2015
- Full Text
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7. Transition between Primary and Secondary School: Why It Is Important and How It Can Be Supported
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Hanewald, Ria
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This paper identifies and critiques literature on the experience of transition between primary and secondary school; how and why it is seen as critical and in what ways it can be supported. The aim of this literature review is to remind readers of this important period on the lives of young people and the diverse range of issues which they face. There is general consensus in the literature that well-designed and implemented transition approaches can assist in the process of supporting students, their families and school staff. Teachers are crucial in supporting children and young people moving in, between and out of school and making these transitions positive experiences. Therefore, pre-service teacher education needs to include awareness and understanding of the main issues in relation to transition. Teacher educators need to consider how they can incorporate transition programs and strategies in their courses to ensure that graduate teachers have the skills and knowledge to mediate some of the pressures that their students are facing when dealing with transitions. (Contains 1 figure.)
- Published
- 2013
8. Pre-Service Teachers' Attitudes, Concerns and Sentiments about Inclusive Education: An International Comparison of Novice Pre-Service Teachers
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Sharma, Umesh, Forlin, Chris, Loreman, Tim, and Earle, Chris
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This study investigates the nature of concerns and attitudes held by pre-service teachers regarding inclusive education and their degree of comfort on interaction with people with disabilities. Pre-service training may be the optimal time to address educators' concerns and alter any negative attitudes about inclusive education. This paper reports the perceptions of pre-service teachers prior to their involvement in units of work focusing specifically on inclusive education in universities located in Australia, Canada, Hong Kong, and Singapore. Results indicate significant differences exist between the students in the eastern countries of Singapore and Hong Kong, and those in the western countries of Canada and Australia. Participants in the Western countries tended to have more positive sentiments and attitudes towards students with disabilities, and more concerns than their Eastern counterparts. The study also suggests that in most instances pre-service teachers have more positive attitudes towards people with disabilities and inclusion, and more confidence in implementing inclusive practice when they have had additional training and/or experience with people with disabilities. (Contains 5 tables.)
- Published
- 2006
9. Teachers' Views on Spirituality for Adolescents in High Schools across Countries
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Pandya, Samta P.
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Based on a study of 1689 high school teachers across 132 high schools in 12 countries, this paper discusses their views on spirituality for high school adolescents. In general, they favoured spirituality for adolescents and its inclusion in the curriculum. Specifically teachers from European countries, US, Canada and Australia attested the relational consciousness aspect of spirituality, which enabled adolescents to form and preserve meaningful social relationships and build their altruistic potential. Log regression analysis showed that spiritual assessment of adolescents was perceived as comprehending their spiritual starting point, specifically by those from European countries, US, Canada and Australia. Further, they perceived spirituality as an integral part of the moral science and value education curriculum, with the main curricular objective as cultivating adolescents' spiritual sensibilities and mindfulness. The study provides the nuances of such as curriculum on spirituality in the high schools in terms of knowledge, skills and attitude components.
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- 2017
- Full Text
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10. Role and Justification of Web Archiving by National Libraries: A Questionnaire Survey
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Shiozaki, Ryo and Eisenschitz, Tamara
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This paper reports on a questionnaire survey of 16 national libraries designed to clarify how national libraries attempt to justify their web archiving activities. Results indicate they envisage that a) the benefits brought about by their initiatives are greater than the overall costs, b) the costs imposed on libraries are greater than the costs imposed on stakeholders, and c) all of them are making efforts to respond to legal risks in various ways (e.g. legislation, contracting and opt-out policies) although there are trade-off relations in terms of costs for negotiation, scope of access and size and scope of the web archive. The paper discusses whether a basic logic for justification of their web archiving is valid from the perspective of balancing cost-benefit. Further, it highlights the potential, underlying premises of the logic that motivates the intervention of national libraries as public sector organizations. (Contains 3 tables and 2 figures.)
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- 2009
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11. Beliefs about English: Trends in Australia, England and the United States.
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Peel, Robin and Hargreaves, Sandra
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Describes the preliminary findings of a comparative study investigating what "English" as a discipline means to secondary school and college teachers and students in the United States, Australia, Canada, and the United Kingdom. Situates these findings in a historical context, reviews current discussions about the discipline, and looks to the future. (TB)
- Published
- 1995
12. Threshold Concepts in Finance: Conceptualizing the Curriculum
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Hoadley, Susan, Tickle, Leonie, Wood, Leigh N., and Kyng, Tim
- Abstract
Graduates with well-developed capabilities in finance are invaluable to our society and in increasing demand. Universities face the challenge of designing finance programmes to develop these capabilities and the essential knowledge that underpins them. Our research responds to this challenge by identifying threshold concepts that are central to the mastery of finance and by exploring their potential for informing curriculum design and pedagogical practices to improve student outcomes. In this paper, we report the results of an online survey of finance academics at multiple institutions in Australia, Canada, New Zealand, South Africa and the United Kingdom. The outcomes of our research are recommendations for threshold concepts in finance endorsed by quantitative evidence, as well as a model of the finance curriculum incorporating finance, modelling and statistics threshold concepts. In addition, we draw conclusions about the application of threshold concept theory supported by both quantitative and qualitative evidence. Our methodology and findings have general relevance to the application of threshold concept theory as a means to investigate and inform curriculum design and delivery in higher education.
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- 2015
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13. Enhancing Fieldwork Learning with Technology: Practitioner's Perspectives
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Welsh, Katharine E., Mauchline, Alice L., Park, Julian R., Whalley, W. Brian, and France, Derek
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This research paper reports the findings from an international survey of fieldwork practitioners on their use of technology to enhance fieldwork teaching and learning. It was found that there was high information technology usage before and after time in the field, but some were also using portable devices such as smartphones and global positioning system whilst out in the field. The main pedagogic reasons cited for the use of technology were the need for efficient data processing and to develop students' technological skills. The influencing factors and barriers to the use of technology as well as the importance of emerging technologies are discussed.
- Published
- 2013
- Full Text
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14. Responding to the Challenges of KM Education in the LIS Sector: Some Academic and Professional Perspectives
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Hazeri, Afsaneh and Martin, Bill
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As a newly emerging field of study, KM education is faced with significant challenges which continue to evolve. Informed by wider organisational perspectives, this paper presents the findings of recent research into this field. The first part of the research was in the form of an online survey canvassing the views of the wider LIS community on the responsibility of LIS schools for KM education; the second consisted of a collection of in-depth interviews with LIS academics who were engaged in education for KM. It is clear that the main challenges associated with KM education in the LIS discipline concern people's perceptions of KM and the place of KM in LIS education. Changes need to be made, both to these perceptions and to the ways in which LIZ schools market and package their KM offerings. (Contains 5 tables.)
- Published
- 2009
15. Computerized Educational Delivery Strategies in Nine North American Colleges.
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Bowles, John C.
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Results of survey of high technology educational delivery systems in nine two-year colleges (five in the United States and four in Canada) emphasize the use of computers to provide alternatives to traditional classroom teaching. Topics discussed include open education, self-paced (fleximode) learning, artificial intelligence, software, and possible applications in Australia. (Author/LRW)
- Published
- 1988
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