SHARING PRACTICE FOR COMPUTING EDUCATORS

Size: px
Start display at page:

Download "SHARING PRACTICE FOR COMPUTING EDUCATORS"

Transcription

1 SHARING PRACTICE FOR COMPUTING EDUCATORS Janet Finlay Leeds Metropolitan University Old School Board Calverley Street, Leeds, LS1 3ED Sally Fincher University of Kent Canterbury Kent, CT2 7NZ ABSTRACT Appropriate sharing of practice is essential both for educators to improve their own practices and for teaching and learning projects to disseminate their outcomes effectively, but traditional dissemination is not well suited to such sharing. This paper reports on a two-year process through which the Centre of Excellence in Learning and Teaching Active Learning in Computing sought to capture and represent their practice in order to share it effectively with the wider community. Two representations, patterns and bundles, are considered and the team s experience of using them is explored. Key findings are that the representation used must be adapted to the community using it and that narrative is an essential element in the process of sharing practice. Keywords Sharing practice, representations, patterns, bundles, computing education, narrative 1. INTRODUCTION Appropriate sharing of practice is essential both for educators to improve their own practices and for teaching and learning projects to disseminate their outcomes effectively. However effective transfer of practice is recognised as a complex process in higher education [3], which requires representations that will allow educators to share practice across time and space. Disseminating practice solely through conference and journal publications is not enough: this representation is suited to presenting objective findings but loses the direct, experiential, lived elements that are critical to enabling other practitioners to adopt new practices [5]. Several projects (e.g. [3, 6, 7]) have explored what might make a useful representation for sharing teaching practice but the question is still very much open. The Centre of Excellence in Teaching and Learning Active Learning in Computing (CETL ALiC), the only computing CETL in the UK, completed its funded work in Since 2005, CETL ALiC has been exploring a range of areas of assessment, learning and teaching in Computing, including collaborative work, synoptic assessment, using podcasting and web 2.0 technologies, peer support and problem-based learning. This work has been presented through traditional means, such as conference and journal papers, but while these are valuable as a means of disseminating the outcomes of the project, they do not offer an effective way to allow other educators to evaluate and adapt practices developed by the project for their own context. The project team therefore actively explored different means of representing such practice. This paper reports on the processes undertaken by CETL ALiC to capture and represent the successful practices developed over the five years of the project. In the next section we situate this work in ALiCʼs overall philosophy of sharing practice. We then introduce the two representations, patterns and bundles, that have been explored, before discussing the process undertaken by the ALiC team and its outcomes. We conclude with some observations and recommendations on the process of representing practice and how effective sharing can be facilitated, based on our experience. 2. SHARING PRACTICE IN ALIC Effective sharing of practice has been central to CETL ALiCʼs philosophy throughout. In the initial phases of the CETL this focused on transfer of practice between the four collaborating sites: the Universities of Durham, Leeds, Newcastle and Leeds Metropolitan University. Specific cross-site activities, through which practice at one site has been adopted at another, have been successfully implemented, focusing on project work and synoptic assessment (e.g. [2, 8]). However, in order to share practice beyond the consortium, where it was possible to work closely and share teaching experiences directly, ALiC needed to take a different Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior specific permission Higher Education Academy Subject Centre for Information and Computer Sciences

2 approach. From the outset, it was recognized that transfer of practice is a complex process and that traditional dissemination methods, while valuable for sharing some outputs, were not the most appropriate means of enabling transformation and tailoring of practice between practitioners. However, deriving appropriate and effective representations of practice is not easy. Practitioners find it difficult to identify and articulate the processes through which they actually assimilate new practice into their work. Even where a piece of practice can be identified as successful and worth sharing, it is not trivial to identify the essential elements of that practice that make it successful and valuable in a different context [6, 7]. ALiC therefore initiated a work package, which ran over two years, with two key aims: to evaluate a number of representations of practice and to establish a process through which practice could shared appropriately beyond the consortium. ALiC fellows worked together to represent their practice using two different approaches. In each case fellows were asked to feedback on their experiences through a questionnaire and focus groups. 3. REPRESENTATIONS OF PRACTICE In seeking a representation appropriate for sharing its practice, ALiC identified a number of initial requirements. Firstly, the representation needed to be aimed at educators and be easy both to produce and to use in practice. More formal representations, such as Learning Designs, were therefore not selected as they are recognised as being complex to use [3]. Secondly, the representation needed to be succinct and accessible at a glance, focusing on a single piece of practice. For this reason, portfolio-based representations were also rejected. Considering these constraints the ALiC team focused on two representations for sharing its practice: patterns [1] and bundles [6]. Each of these uses a structured natural language format, is short and concise and focuses on one piece of practice. 3.1 Patterns The pattern representation was developed by architect Christopher Alexander in an attempt to describe good practice in architectural design [1]. It has since been used in a number of other disciplines including education. A pattern is a structured, natural language representation that describes an effective solution to a recurrent problem embedded in a specific context and is characterised by being drawn from successful practice rather than based on theory. A pattern is generally considered to be such if there are at least three distinct examples of practice where the given solution is successfully applied to the identified problem, the so-called rule of three [7]. The pattern itself abstracts the invariant properties of those distinct solutions to provide a generally applicable representation of the essence of the practice. The form is concise and intuitive to understand. An example of a pattern form can be seen at Bundles Bundles were influenced by patterns [4, 6] but recognise that there are certain things that teachers need to know in making the decision to take on a new practice. They need to know what the practice is, why it works and what pitfalls there may be in its implementation. They also need to know that the practice has worked successfully elsewhere. Bundles therefore include a specific narrative of a particular piece of practice rather than an abstraction across several examples. The bundle representation consciously excludes information that may be less useful to practitioners. The EPCoS project [6] found that teachers do not need details of the original context because they adapt practice rather than adopting it unaltered [5]. Bundles also assume that ideas do not need to be packaged and labelled in order to be reused: practitioners know their own context and what will work there and do not need the originator of the practice to second guess this for them. An example of the bundle form can be seen at 4. THE PROCESS OF SHARING Bundles were the initial representation of practice considered by CETL ALiC in the early part of the project. However, at the point at which we began to working on representing practice, we had the opportunity to work with the JISC-funded Planet project team, who were developing a community-based process for capturing patterns, so we began by exploring the use of patterns as a representation for ALiC practice. 4.1 Patterns and the Planet methodology ALiC fellows from all four collaborating sites began to meet monthly to explore the details of their practice and to consider how this could be represented to make it amenable to reuse. A process developed by the Planet

3 project was adopted, which used structured narrative stories to seed the process of exploring and capturing practice. A series of workshops was held monthly for about a year to share stories of practice and to try to identify patterns. These workshops followed Planetʼs Participatory Workshop methodology [7], which includes the following iterative stages: Pre-workshop activity: participants submit a case story of their practice to the Planet wiki, using a structure narrative template, the STARR template. STARR includes the following sections: Situation (context), Task (what needed to be done), Action (what was done), Results (what happened), Reflection (what was learned from it). Using a structured narrative has a number of advantages: it encourages a common level of granularity in the stories, it allows comparison across several stories and it focuses on the reality of practice rather than abstracted lessons. Workshop 1: participants share, question, elaborate and compare their narratives of practice, with a view to identifying common elements which might be abstracted as patterns. Candidate patterns are identified and entered into the Planet wiki. Inter-workshop activity: the Planet team reviews the narratives and candidate patterns to identify any commonalities between these and those already in the wiki. Workshop 2: participants consider the candidate patterns from the previous workshop, and any additional ones proposed by the Planet team, and use structured templates and prompts to refine them, in particular focusing on identifying the necessary evidence for the candidate pattern to fulfil the rule of three. Workshop 3: participants review the patterns and attempt to apply them to new problem scenarios around the design and delivery of learning experiences. This helps to evaluate and validate the patterns. The ALiC team primarily iterated around workshops 1 and 2, with some attempts to apply the patterns in practice (workshop 3). However most of the workshop activity was around pattern production, so this will be the focus here. The structured storytelling activity was particularly successful. Participants reported that they had learned more about the detail of each otherʼs work through this activity than they had through more traditional dissemination approaches over the previous years of the project. Preparing narratives of practice and discussing these helped to clarify the nature of that practice, including elements of significance and areas of commonality. All participants rated these discussions as the key essential elements of the process. One participant summarized it as follows: Talking about particular case-studies or practices (sometimes my own and sometimes others) was really helpful in teasing out the similarities (or conversely, the lack of any similarities). the value was really in the discussion as it helped me to focus on the significant factors (CETL ALiC workshop participant). However the process of abstracting from these stories of practice to propose patterns proved to be much more difficult. Participants found the process of abstraction challenging and unfamiliar and some felt the pattern structure was difficult to understand: I found the concept of patterns quite difficult to grasp, I just didnʼt ʻget itʼ (CETL ALiC workshop participant). Also, it became clear over time that the nature of the practice being described meant that there were often only one or two instances of the practice within the project, making it very difficult to fulfil the rule of three and develop full patterns. This became frustrating for the team so we decided to switch to the bundle representation to see if it could address these issues. 4.2 Bundles The bundle representation focuses more directly on practice than patterns and requires only a single example of practice. As such it was felt that it might help the team to address the issues of complexity of abstraction and of having limited examples of practice. The team continued with the Planet process, retaining the structured narrative element but using the bundle representational form rather than patterns. This produced a surprising paradox. Even though one of the main issues with patterns had been the difficulty of abstraction, when working with bundles, which are intended to reflect the detail of real practice, the team found themselves over-abstracting. They did not initially relate naturally to the structure or fully appreciate the purpose of each part of the bundle. They had become focused on abstraction and generality, more than their stated purpose of communicating to an audience of practitioners. They believed that the more generic their description, the more easily their practice could be transferred, and consequently omitted details that were

4 critical for sharing to be useful: I think we got this feeling we had to make it as generic as possible so as many people as possible would use it (CETL ALiC workshop participant). In one case, there was no actual practice at the heart of the representation, just a description of a simulation that had been created. Pay it Forward ALiC keywords project work, knowledge transfer Students learn invaluable lessons that are then lost from one cohort to the next. o0o0o The level three undergraduate students undertaking the Project Management module are tasked with managing a level two undergraduate team engaged in the Software Engineering team project. The level three students will have experienced the team project in the previous year. The project managers combine their past experience of team work together with their current study in project management to support the level two students in their team project. As part of the on going summative assessment of the level three students they must record the problems they have encountered when managing the level two team, the solutions they applied, and the results of their efforts. The information is captured in a pattern i.e. in a formal structure used to capture a solution to a common problem within a specific domain. Collectively the patterns from all level three students currently enrolled in Project Management are then shared with their peers. The first year that this is done a pattern language for team project management begins to emerge. The collection of patterns are then stored and then shared with the following year s Project Management cohort. This next cohort are then tasked with enhancing the collection of patterns: by provided more examples to existing patterns; fine tuning existing patterns; and adding new patterns. The pattern language is refined and increased each year thereby passing on lessons learned. Lecturers are able to take patterns developed by students and integrate them into the course of lectures, which helps student to see the value of their work as well how to improve it. The mechanism we put in place to facilitate the capture and sharing of patterns was a blog, which was restricted to the level three Project Management students and associated staff. However, we believe a wiki or asynchronous discussion forum would be equally effective. It only works if the patterns are reviewed to ensure the anonymity of contributors and filtered for wrong or inappropriate content. It doesn t work if the captured knowledge is unstructured, voluminous and messy. It works better if there is a process for refinement and structure when passing the patterns to the next cohort. It works better if the tool provided to capture lessons learned is intuitive and accessible. o0o0o So if you want students to share knowledge across cohorts create a mechanism that will allow them to share, refine, and increase the knowledge from one cohort to the next. See also: Hatch A., Burd L., Ashurst C., and Jessop A., (2007) Project management Patterns and the Research Teaching Nexus, 8th Annual Conference of the Subject Centre for Information and Computer Science, University of Southampton, 28th 30th August 2007 Figure 1: An example of an ALiC Bundle using the new form

5 To address this issue the bundle form was revised in participation with the ALiC team to reflect their language and understanding (see Figure 1 for an example of a bundle in the final form). Retaining the essential elements of the original form, the new representation provided additional, contextualised guidance on what should be included. The problem and solution statements were replaced by terms emergent from ALiC practice: rationale and essence. The body of the bundle explicitly asked for description, making it clear that this was the narrative of actual practice, rather than an abstraction away from it. This participatory process of developing the form led the team to a new recognition of the importance of the particular rather than the general in dissemination. 5. RESULTS The new bundle form proved to be much more effective in supporting the team in representing their practice, providing a representation that was meaningful to them: writing the bundles helped me to capture what worked and what didnʼt in a much more succinct (and useful) manner (CETL ALiC workshop participant). A collection of around 30 bundles has been produced and will be published as a project output. The experience of the team illustrates the need for representations to be meaningful to the community using them and suggests that local adaptation can reap benefits. The initial bundles have been shared with a second Centre for Excellence in Teaching and Learning, the Institute for Enterprise at Leeds Met ( who were immediately able to understand the practice being shared and, as a result, are investigating adopting the form to represent their own practice. This is promising but further work is still needed to assess whether the bundles produced by the ALiC team will prove to be meaningful and useful to practitioners beyond the consortium. 6. LESSONS LEARNED The process undertaken by ALiC in order to share their practice has been informative and a number of conclusions can be drawn. Firstly, it is important to avoid too much abstraction and generalisation in representing practice. The detail of the practice is an important element in ensuring that the representation remains meaningful. Secondly, representations should reflect the community that will use them and cannot be imposed. It is important to be flexible in the form and language that is used, rather than insisting on a specific representational approach. It may be that forms will need to be adapted to different disciplinary contexts, an area that will be investigated further in our work with the Institute for Enterprise. Finally, sharing narratives of practice proved to be a very effective way of transferring practice: story is important in understanding practice and its significance should not be underestimated. It was this that was considered to be the most useful part of the sharing process in ALiC and this was the element that made the bundle representation meaningful. Indeed it could be argued that it is this narrative, an element that is often missing from formal dissemination, which is the essence of effective sharing of practice. 7. REFERENCES [1] Alexander, C., Ishikawa, S., Silverstein, M., Jacobson, M., Fiksdahl-King, I., & Angel, S. (1977) A pattern language: towns, buildings, construction, New York: Oxford University Press. [2] Devlin, M., Drummond, S. & Hatch, A. (2009) Using Collaborative Technology in CS Education to facilitate Cross-Site Software Development Journal of Systemics, Cybernetics and Informatics, Vol.6, No.6, pp 1-6. [3] Falconer, I., Beetham, H., Oliver, R., Lockyer, L., and Littlejohn, A. (2007) Mod4L Final Report: Representing Learning Designs, available at [4] Fincher, S. (1999), ʻAnalysis of Design: an Exploration of Patterns and Pattern Languages for Pedagogy,ʼ Journal of Computers in Mathematics and Science Teaching, Vol.18, No. 3, pp [5] Fincher, S. (2000) From transfer to transformation: towards a framework for successful dissemination of engineering education, in 30th ASEE/IEEE Frontiers in Education Conference. [6] Fincher, S., Petre, M. and Clark, M. (2001), Computer science project work: Principles and pragmatics, London: SpringerVerlag. [7] Finlay, J., Gray, J., Falconer, I., Hensman, J., Mor, Y., and Warburton, S. (2009) Planet: pattern language for web2.0 in learning, JISC project final report, available at [8] Gorra A, J. Sheridan-Ross, P. Kyaw (2008). Synoptic Learning and Assessment: Case Studies and Experiences. Proceedings of the 9th Annual Conference of the Subject Centre for Information and Computer Sciences, Liverpool Hope University, Higher Education Academy, 26th to 28th of August 2008.

Individualising Media Practice Education Using a Feedback Loop and Instructional Videos Within an elearning Environment.

Individualising Media Practice Education Using a Feedback Loop and Instructional Videos Within an elearning Environment. Individualising Media Practice Education Using a Feedback Loop and Instructional Videos Within an elearning Environment. Trevor HARRIS Department of Film and Media, School of Creative Arts, University

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

DICE - Final Report. Project Information Project Acronym DICE Project Title

DICE - Final Report. Project Information Project Acronym DICE Project Title DICE - Final Report Project Information Project Acronym DICE Project Title Digital Communication Enhancement Start Date November 2011 End Date July 2012 Lead Institution London School of Economics and

More information

Evaluation of Learning Management System software. Part II of LMS Evaluation

Evaluation of Learning Management System software. Part II of LMS Evaluation Version DRAFT 1.0 Evaluation of Learning Management System software Author: Richard Wyles Date: 1 August 2003 Part II of LMS Evaluation Open Source e-learning Environment and Community Platform Project

More information

P. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou, C. Skourlas, J. Varnas

P. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou, C. Skourlas, J. Varnas Exploiting Distance Learning Methods and Multimediaenhanced instructional content to support IT Curricula in Greek Technological Educational Institutes P. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou,

More information

Course Specification Executive MBA via e-learning (MBUSP)

Course Specification Executive MBA via e-learning (MBUSP) LEEDS BECKETT UNIVERSITY Course Specification Executive MBA via e-learning 2017-18 (MBUSP) www.leedsbeckett.ac.uk Course Specification Executive MBA via e-learning Faculty: School: Faculty of Business

More information

Unit 7 Data analysis and design

Unit 7 Data analysis and design 2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL

More information

Bold resourcefulness: redefining employability and entrepreneurial learning

Bold resourcefulness: redefining employability and entrepreneurial learning Title Type URL Bold resourcefulness: redefining employability and entrepreneurial learning Report Date 2008 Citation Creators http://ualresearchonline.arts.ac.uk/671/ Ball, Linda (2008) Bold resourcefulness:

More information

Describing learning activities

Describing learning activities Chapter 0 0 0 0 Describing learning activities Tools and resources to guide practice Gráinne Conole EDITORS INTRODUCTION We have seen already that there are a multitude of learning theories available to

More information

What is PDE? Research Report. Paul Nichols

What is PDE? Research Report. Paul Nichols What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized

More information

Module Title: Teaching a Specialist Subject

Module Title: Teaching a Specialist Subject MOTIVATE Project MODULE DOCUMENT Module Title: Teaching a Specialist Subject Institutional Specific Module Data: 1 Name of institution: Budapest Polytechnic Name of Department: Centre for Teacher Training

More information

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 A report for Research Councils UK March 2016 FULL REPORT Report author: Ruth Townsley, Independent Researcher Summary

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment

Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment Ron Oliver, Jan Herrington, Edith Cowan University, 2 Bradford St, Mt Lawley

More information

Mater Dei Institute of Education A College of Dublin City University

Mater Dei Institute of Education A College of Dublin City University MDI Response to Better Literacy and Numeracy: Page 1 of 12 Mater Dei Institute of Education A College of Dublin City University The Promotion of Literacy in the Institute s Initial Teacher Education Programme

More information

Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment

Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment Investigations in university teaching and learning vol. 5 (1) autumn 2008 ISSN 1740-5106 Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment Janette Harris

More information

EXPO MILANO CALL Best Sustainable Development Practices for Food Security

EXPO MILANO CALL Best Sustainable Development Practices for Food Security EXPO MILANO 2015 CALL Best Sustainable Development Practices for Food Security Prospectus Online Application Form Storytelling has played a fundamental role in the transmission of knowledge since ancient

More information

Development and Innovation in Curriculum Design in Landscape Planning: Students as Agents of Change

Development and Innovation in Curriculum Design in Landscape Planning: Students as Agents of Change Development and Innovation in Curriculum Design in Landscape Planning: Students as Agents of Change Gill Lawson 1 1 Queensland University of Technology, Brisbane, 4001, Australia Abstract: Landscape educators

More information

Initial teacher training in vocational subjects

Initial teacher training in vocational subjects Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it

More information

CONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS

CONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS CONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS Pirjo Moen Department of Computer Science P.O. Box 68 FI-00014 University of Helsinki pirjo.moen@cs.helsinki.fi http://www.cs.helsinki.fi/pirjo.moen

More information

Using Virtual Manipulatives to Support Teaching and Learning Mathematics

Using Virtual Manipulatives to Support Teaching and Learning Mathematics Using Virtual Manipulatives to Support Teaching and Learning Mathematics Joel Duffin Abstract The National Library of Virtual Manipulatives (NLVM) is a free website containing over 110 interactive online

More information

A virtual surveying fieldcourse for traversing

A virtual surveying fieldcourse for traversing Henny MILLS and David BARBER, UK Keywords: virtual, surveying, traverse, maps, observations, calculation Summary This paper presents the development of a virtual surveying fieldcourse based in the first

More information

PRINCE2 Practitioner Certification Exam Training - Brochure

PRINCE2 Practitioner Certification Exam Training - Brochure PRINCE2 Practitioner Certification Exam Training - Brochure The Credential that makes you a Project Management Specialist Course Name : PRINCE2_P Version : INVL_PRINCE2P_BR_02_035_1.2 Course ID : PMGT

More information

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education

Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction

More information

PERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60

PERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60 2016 Suite Cambridge TECHNICALS LEVEL 3 PERFORMING ARTS Unit 2 Proposal for a commissioning brief L/507/6467 Guided learning hours: 60 Version 1 September 2015 ocr.org.uk/performingarts LEVEL 3 UNIT 2:

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Drs Rachel Patrick, Emily Gray, Nikki Moodie School of Education, School of Global, Urban and Social Studies, College of Design and Social Context

Drs Rachel Patrick, Emily Gray, Nikki Moodie School of Education, School of Global, Urban and Social Studies, College of Design and Social Context Learning and Teaching Investment Fund final report Building Capacity Through Partnerships: Embedding Aboriginal and Torres Strait Islander cultures, histories and perspectives at the School, College and

More information

University of Suffolk. Using group work for learning, teaching and assessment: a guide for staff

University of Suffolk. Using group work for learning, teaching and assessment: a guide for staff University of Suffolk Using group work for learning, teaching and assessment: a guide for staff Introduction Group work can be used in a variety of contexts, ranging from small group exercises during tutorials,

More information

Programme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences

Programme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching

More information

Planning a research project

Planning a research project Planning a research project Gelling L (2015) Planning a research project. Nursing Standard. 29, 28, 44-48. Date of submission: February 4 2014; date of acceptance: October 23 2014. Abstract The planning

More information

Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches

Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches British Journal of Educational Technology Vol 33 No 2 2002 149 158 Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches Richard Hall Dr Richard Hall is the project

More information

LLP NL-ERASMUS-ECDEM

LLP NL-ERASMUS-ECDEM EEE4all News Letter Nr. 3 This is the third News Letter giving you information about the EEE4all project, funded by European Commission in the framework of LLP under the ERASMUS action Curriculum Development.

More information

Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses

Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses Thomas F.C. Woodhall Masters Candidate in Civil Engineering Queen s University at Kingston,

More information

The Keele University Skills Portfolio Personal Tutor Guide

The Keele University Skills Portfolio Personal Tutor Guide The Keele University Skills Portfolio Personal Tutor Guide Accredited by the Institute of Leadership and Management Updated for the 2016-2017 Academic Year Contents Introduction 2 1. The purpose of this

More information

Programme Specification

Programme Specification Programme Specification Title of Course: Foundation Year in Science, Computing & Mathematics Date Specification Produced: January 2013 Date Specification Last Revised: May 2013 This Programme Specification

More information

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier.

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier. Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

IMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL?

IMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL? IMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL? EVALUATION OF THE IMPROVING QUALITY TOGETHER (IQT) NATIONAL LEARNING PROGRAMME Report for 1000 Lives Improvement Service, Public Health Wales Mark Llewellyn,

More information

Integrating simulation into the engineering curriculum: a case study

Integrating simulation into the engineering curriculum: a case study Integrating simulation into the engineering curriculum: a case study Baidurja Ray and Rajesh Bhaskaran Sibley School of Mechanical and Aerospace Engineering, Cornell University, Ithaca, New York, USA E-mail:

More information

Research computing Results

Research computing Results About Online Surveys Support Contact Us Online Surveys Develop, launch and analyse Web-based surveys My Surveys Create Survey My Details Account Details Account Users You are here: Research computing Results

More information

Including the Microsoft Solution Framework as an agile method into the V-Modell XT

Including the Microsoft Solution Framework as an agile method into the V-Modell XT Including the Microsoft Solution Framework as an agile method into the V-Modell XT Marco Kuhrmann 1 and Thomas Ternité 2 1 Technische Universität München, Boltzmann-Str. 3, 85748 Garching, Germany kuhrmann@in.tum.de

More information

Going back to our roots: disciplinary approaches to pedagogy and pedagogic research

Going back to our roots: disciplinary approaches to pedagogy and pedagogic research Going back to our roots: disciplinary approaches to pedagogy and pedagogic research Dr. Elizabeth Cleaver Director of Learning Enhancement and Academic Practice University of Hull Curriculum 2016+ PgCert

More information

MASTER S COURSES FASHION START-UP

MASTER S COURSES FASHION START-UP MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving

More information

BSc (Hons) Banking Practice and Management (Full-time programmes of study)

BSc (Hons) Banking Practice and Management (Full-time programmes of study) BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL

More information

A Note on Structuring Employability Skills for Accounting Students

A Note on Structuring Employability Skills for Accounting Students A Note on Structuring Employability Skills for Accounting Students Jon Warwick and Anna Howard School of Business, London South Bank University Correspondence Address Jon Warwick, School of Business, London

More information

HARPER ADAMS UNIVERSITY Programme Specification

HARPER ADAMS UNIVERSITY Programme Specification HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:

More information

Identifying Novice Difficulties in Object Oriented Design

Identifying Novice Difficulties in Object Oriented Design Identifying Novice Difficulties in Object Oriented Design Benjy Thomasson, Mark Ratcliffe, Lynda Thomas University of Wales, Aberystwyth Penglais Hill Aberystwyth, SY23 1BJ +44 (1970) 622424 {mbr, ltt}

More information

Pedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers

Pedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers Pedagogical Content Knowledge for Teaching Primary Mathematics: A Case Study of Two Teachers Monica Baker University of Melbourne mbaker@huntingtower.vic.edu.au Helen Chick University of Melbourne h.chick@unimelb.edu.au

More information

Stakeholder Engagement and Communication Plan (SECP)

Stakeholder Engagement and Communication Plan (SECP) Stakeholder Engagement and Communication Plan (SECP) Summary box REVIEW TITLE 3ie GRANT CODE AUTHORS (specify review team members who have completed this form) FOCAL POINT (specify primary contact for

More information

Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students

Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students The following guidance notes set provide an overview for applicants and students in relation to making

More information

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction

More information

Doctorate in Clinical Psychology

Doctorate in Clinical Psychology Salomons Centre for Applied Psychology 3 YEARS FULL-TIME SEPTEMBER 2018 ENTRY Doctorate in Clinical Psychology British Psychological Society (BPS) and Health and Care Professions Council (HCPC) accredited

More information

Introduction to Moodle

Introduction to Moodle Center for Excellence in Teaching and Learning Mr. Philip Daoud Introduction to Moodle Beginner s guide Center for Excellence in Teaching and Learning / Teaching Resource This manual is part of a serious

More information

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012) Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference

More information

Using research in your school and your teaching Research-engaged professional practice TPLF06

Using research in your school and your teaching Research-engaged professional practice TPLF06 Using research in your school and your teaching Research-engaged professional practice TPLF06 What is research-engaged professional practice? The great educationalist Lawrence Stenhouse defined research

More information

Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd

Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd June 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about Kaplan International Colleges UK Ltd...

More information

Writing Research Articles

Writing Research Articles Marek J. Druzdzel with minor additions from Peter Brusilovsky University of Pittsburgh School of Information Sciences and Intelligent Systems Program marek@sis.pitt.edu http://www.pitt.edu/~druzdzel Overview

More information

Programme Specification

Programme Specification Programme Specification Title: Journalism (War and International Human Rights) Final Award: Master of Arts (MA) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master

More information

Logical Soft Systems Methodology for Education Programme Development

Logical Soft Systems Methodology for Education Programme Development Issues in Informing Science and Information Technology Logical Soft Systems Methodology for Education Programme Development Ho-Leung Tsoi Caritas Francis Hsu College, Hong Kong hltsoi@yahoo.com Abstract

More information

EDITORIAL: ICT SUPPORT FOR KNOWLEDGE MANAGEMENT IN CONSTRUCTION

EDITORIAL: ICT SUPPORT FOR KNOWLEDGE MANAGEMENT IN CONSTRUCTION EDITORIAL: SUPPORT FOR KNOWLEDGE MANAGEMENT IN CONSTRUCTION Abdul Samad (Sami) Kazi, Senior Research Scientist, VTT - Technical Research Centre of Finland Sami.Kazi@vtt.fi http://www.vtt.fi Matti Hannus,

More information

For Managers and Professionals who want to effectively implement Coaching

For Managers and Professionals who want to effectively implement Coaching TPC Leadership Coaching and Leadership Training 2017-2018 For Managers and Professionals who want to effectively implement Coaching Inspiratonal Leadership through Coaching The most effective and inspirational

More information

GALICIAN TEACHERS PERCEPTIONS ON THE USABILITY AND USEFULNESS OF THE ODS PORTAL

GALICIAN TEACHERS PERCEPTIONS ON THE USABILITY AND USEFULNESS OF THE ODS PORTAL The Fifth International Conference on e-learning (elearning-2014), 22-23 September 2014, Belgrade, Serbia GALICIAN TEACHERS PERCEPTIONS ON THE USABILITY AND USEFULNESS OF THE ODS PORTAL SONIA VALLADARES-RODRIGUEZ

More information

Briefing document CII Continuing Professional Development (CPD) scheme.

Briefing document CII Continuing Professional Development (CPD) scheme. Briefing document CII Continuing Professional Development (CPD) scheme www.thepfs.org 2 Contents 3 What is Continuing Professional Development > 4 Who needs to complete the CII CPD scheme > 5 What does

More information

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall

More information

Higher education is becoming a major driver of economic competitiveness

Higher education is becoming a major driver of economic competitiveness Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls

More information

Foundation Certificate in Higher Education

Foundation Certificate in Higher Education Programme Specification Foundation Certificate in Higher Education Certificate of Credit in English for Academic Purposes Certificate of Credit in Study Skills for Higher Educaiton Certificate of Credit

More information

Life and career planning

Life and career planning Paper 30-1 PAPER 30 Life and career planning Bob Dick (1983) Life and career planning: a workbook exercise. Brisbane: Department of Psychology, University of Queensland. A workbook for class use. Introduction

More information

Director, Intelligent Mobility Design Centre

Director, Intelligent Mobility Design Centre ROYAL COLLEGE OF ART ROLE DESCRIPTION Post: Department: Senior Research Fellow Intelligent Mobility Design Centre Grade: 10 Responsible to: Director, Intelligent Mobility Design Centre Background The Royal

More information

Key concepts for the insider-researcher

Key concepts for the insider-researcher 02-Costley-3998-CH-01:Costley -3998- CH 01 07/01/2010 11:09 AM Page 1 1 Key concepts for the insider-researcher Key points A most important aspect of work based research is the researcher s situatedness

More information

Senior Research Fellow, Intelligent Mobility Design Centre

Senior Research Fellow, Intelligent Mobility Design Centre ROYAL COLLEGE OF ART JOB DESCRIPTION Post: Department: Post-doctoral Research Associate Intelligent Mobility Design Centre Grade: 7 Responsible to: Senior Research Fellow, Intelligent Mobility Design Centre

More information

Second Symposium on Social Learning Space: Redesigning Universities. Parallel Workshop Sessions. Tuesday 20 March 2007, Warwick University

Second Symposium on Social Learning Space: Redesigning Universities. Parallel Workshop Sessions. Tuesday 20 March 2007, Warwick University Second Symposium on Social Learning Space: Redesigning Universities Parallel Workshop Sessions Tuesday 20 March 2007, Warwick University 11:35-12:20 Parallel Session 1: Jan Howden, Saltire Centre concepts

More information

Specification of the Verity Learning Companion and Self-Assessment Tool

Specification of the Verity Learning Companion and Self-Assessment Tool Specification of the Verity Learning Companion and Self-Assessment Tool Sergiu Dascalu* Daniela Saru** Ryan Simpson* Justin Bradley* Eva Sarwar* Joohoon Oh* * Department of Computer Science ** Dept. of

More information

A Pipelined Approach for Iterative Software Process Model

A Pipelined Approach for Iterative Software Process Model A Pipelined Approach for Iterative Software Process Model Ms.Prasanthi E R, Ms.Aparna Rathi, Ms.Vardhani J P, Mr.Vivek Krishna Electronics and Radar Development Establishment C V Raman Nagar, Bangalore-560093,

More information

The Moodle and joule 2 Teacher Toolkit

The Moodle and joule 2 Teacher Toolkit The Moodle and joule 2 Teacher Toolkit Moodlerooms Learning Solutions The design and development of Moodle and joule continues to be guided by social constructionist pedagogy. This refers to the idea that

More information

UNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum

UNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum UNIVERSITY OF DERBY JOB DESCRIPTION JOB TITLE DEPARTMENT / COLLEGE LOCATION Associate Professor: Learning and Teaching Centre for Excellence in Learning and Teaching Kedleston Road JOB NUMBER 0749-17 SALARY

More information

Prince2 Foundation and Practitioner Training Exam Preparation

Prince2 Foundation and Practitioner Training Exam Preparation Prince2 Foundation and Practitioner Training Exam Preparation Prince2 is the UK Government Best Practice standard and is widely recognized and used for effective Project management methodology and tools.

More information

Essential Learnings Assessing Guide ESSENTIAL LEARNINGS

Essential Learnings Assessing Guide ESSENTIAL LEARNINGS Essential Learnings Assessing Guide ESSENTIAL LEARNINGS DEPARTMENT of EDUCATION Essential Learnings Assessing Guide Essential Learnings Assessing Guide Department of Education, Tasmania 2005 Department

More information

DIGITAL GAMING & INTERACTIVE MEDIA BACHELOR S DEGREE. Junior Year. Summer (Bridge Quarter) Fall Winter Spring GAME Credits.

DIGITAL GAMING & INTERACTIVE MEDIA BACHELOR S DEGREE. Junior Year. Summer (Bridge Quarter) Fall Winter Spring GAME Credits. DIGITAL GAMING & INTERACTIVE MEDIA BACHELOR S DEGREE Sample 2-Year Academic Plan DRAFT Junior Year Summer (Bridge Quarter) Fall Winter Spring MMDP/GAME 124 GAME 310 GAME 318 GAME 330 Introduction to Maya

More information

ESTABLISHING A TRAINING ACADEMY. Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO

ESTABLISHING A TRAINING ACADEMY. Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO ESTABLISHING A TRAINING ACADEMY ABSTRACT Betsy Redfern MWH Americas, Inc. 380 Interlocken Crescent, Suite 200 Broomfield, CO. 80021 In the current economic climate, the demands put upon a utility require

More information

UML MODELLING OF DIGITAL FORENSIC PROCESS MODELS (DFPMs)

UML MODELLING OF DIGITAL FORENSIC PROCESS MODELS (DFPMs) UML MODELLING OF DIGITAL FORENSIC PROCESS MODELS (DFPMs) Michael Köhn 1, J.H.P. Eloff 2, MS Olivier 3 1,2,3 Information and Computer Security Architectures (ICSA) Research Group Department of Computer

More information

Training Evaluation and Impact Framework 2017/19

Training Evaluation and Impact Framework 2017/19 Gloucestershire Safeguarding Children Board [Type the document subtitle] Training Evaluation and Impact Framework 2017/19 January 2017 There should be a culture of continuous learning and improvement across

More information

CREATING SHARABLE LEARNING OBJECTS FROM EXISTING DIGITAL COURSE CONTENT

CREATING SHARABLE LEARNING OBJECTS FROM EXISTING DIGITAL COURSE CONTENT CREATING SHARABLE LEARNING OBJECTS FROM EXISTING DIGITAL COURSE CONTENT Rajendra G. Singh Margaret Bernard Ross Gardler rajsingh@tstt.net.tt mbernard@fsa.uwi.tt rgardler@saafe.org Department of Mathematics

More information

Qualification handbook

Qualification handbook Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are

More information

Language Arts Methods

Language Arts Methods Language Arts Methods EDEE 424 Block 2 Fall 2015 Wednesdays, 2:00-3:20 pm On Campus, Laboratory Building E-132 & Online at Laulima.com Dr. Mary F. Heller Professor & Chair UHWO Division of Education mfheller@hawaii.edu

More information

THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02

THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 Undergraduate programmes Three-year course Fashion Styling & Creative Direction 02 Brief descriptive summary Over the past 80 years Istituto

More information

Student Handbook 2016 University of Health Sciences, Lahore

Student Handbook 2016 University of Health Sciences, Lahore Student Handbook 2016 University of Health Sciences, Lahore 1 Welcome to the Certificate in Medical Teaching programme 2016 at the University of Health Sciences, Lahore. This programme is for teachers

More information

Object Based Learning in Higher Education

Object Based Learning in Higher Education Object Based Learning in Higher Education Object Based Learning (OBL) in Higher Education (HE): Pedagogical perspectives on enhancing student learning through collections Collaborating institutions Country

More information

EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October 18, 2015 Fully Online Course

EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October 18, 2015 Fully Online Course GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October

More information

University Library Collection Development and Management Policy

University Library Collection Development and Management Policy University Library Collection Development and Management Policy 2017-18 1 Executive Summary Anglia Ruskin University Library supports our University's strategic objectives by ensuring that students and

More information

Programme Specification 1

Programme Specification 1 Programme Specification 1 1. Programmes: Programme Title UCAS GU Code Code MA Film & Television Studies P390 P390-2000 2. Attendance Type: Full Time 2.1 SCQF Level: 10 2.2 Credits: 480 3. Awarding Institution:

More information

Integrating content and language in teacher education

Integrating content and language in teacher education Integrating content and language in teacher education Janneke Geursen & Tessa Mearns TTO-day, 10 November 2017 Bij ons leer je de wereld kennen 1 Activities & Objectives Participants will: See examples

More information

HDR Presentation of Thesis Procedures pro-030 Version: 2.01

HDR Presentation of Thesis Procedures pro-030 Version: 2.01 HDR Presentation of Thesis Procedures pro-030 To be read in conjunction with: Research Practice Policy Version: 2.01 Last amendment: 02 April 2014 Next Review: Apr 2016 Approved By: Academic Board Date:

More information

The Virtual Design Studio: developing new tools for learning, practice and research in design

The Virtual Design Studio: developing new tools for learning, practice and research in design 1 The Virtual Design Studio: developing new tools for learning, practice and research in design Julian Malins, Carole Gray, Ian Pirie, Stewart Cordiner and Chris McKillop Key words: Virtual design studio,

More information

The feasibility, delivery and cost effectiveness of drink driving interventions: A qualitative analysis of professional stakeholders

The feasibility, delivery and cost effectiveness of drink driving interventions: A qualitative analysis of professional stakeholders Abstract The feasibility, delivery and cost effectiveness of drink driving interventions: A qualitative analysis of Miss Hollie Wilson, Dr Gavan Palk, Centre for Accident Research & Road Safety Queensland

More information

The Design Principles Database as Means for Promoting Design-Based Research

The Design Principles Database as Means for Promoting Design-Based Research The Design Principles Database as Means for Promoting Design-Based Research Yael Kali, Technion Israel Institute of Technology Abstract The emergent design-based research (DBR) paradigm is often criticized

More information

The Political Engagement Activity Student Guide

The Political Engagement Activity Student Guide The Political Engagement Activity Student Guide Internal Assessment (SL & HL) IB Global Politics UWC Costa Rica CONTENTS INTRODUCTION TO THE POLITICAL ENGAGEMENT ACTIVITY 3 COMPONENT 1: ENGAGEMENT 4 COMPONENT

More information

Deploying Agile Practices in Organizations: A Case Study

Deploying Agile Practices in Organizations: A Case Study Copyright: EuroSPI 2005, Will be presented at 9-11 November, Budapest, Hungary Deploying Agile Practices in Organizations: A Case Study Minna Pikkarainen 1, Outi Salo 1, and Jari Still 2 1 VTT Technical

More information

Judy O Connell E-learning in higher education

Judy O Connell E-learning in higher education Judy O Connell Charles Sturt University Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and

More information

Course Specification

Course Specification LEEDS BECKETT UNIVERSITY Course Specification BA (Hons) English Literature 2017-18 (ENLIT) www.leedsbeckett.ac.uk Faculty of Arts, Environment & Technology School of Cultural Studies and Humanities Award

More information

MBA 5652, Research Methods Course Syllabus. Course Description. Course Material(s) Course Learning Outcomes. Credits.

MBA 5652, Research Methods Course Syllabus. Course Description. Course Material(s) Course Learning Outcomes. Credits. MBA 5652, Research Methods Course Syllabus Course Description Guides students in advancing their knowledge of different research principles used to embrace organizational opportunities and combat weaknesses

More information