Pub Date : 2000-01-01DOI: 10.1080/13558000050138452
David Moore, P. McGrath, J. Thorpe
There is good evidence that computer-aided learning is well accepted by students with autism and is of great potential benefit to them. Despite the potential, however, the field remains relatively unexplored. This paper therefore proposes a framework for further research and development in the field of computer-aided learning for students with autism. The framework is based around the core deficiencies of autism, namely a social impairment, a communication impairment, rigidity and inflexibility in thinking and a theory of mind deficit. Proposals for computer-aided learning systems for each of these areas are put forward, and our current development work outlined.
{"title":"Computer-Aided Learning for People with Autism – a Framework for Research and Development","authors":"David Moore, P. McGrath, J. Thorpe","doi":"10.1080/13558000050138452","DOIUrl":"https://doi.org/10.1080/13558000050138452","url":null,"abstract":"There is good evidence that computer-aided learning is well accepted by students with autism and is of great potential benefit to them. Despite the potential, however, the field remains relatively unexplored. This paper therefore proposes a framework for further research and development in the field of computer-aided learning for students with autism. The framework is based around the core deficiencies of autism, namely a social impairment, a communication impairment, rigidity and inflexibility in thinking and a theory of mind deficit. Proposals for computer-aided learning systems for each of these areas are put forward, and our current development work outlined.","PeriodicalId":426160,"journal":{"name":"Innovations in Education and Training International","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122524410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-01-01DOI: 10.1080/13558000050138506
H. Burchell
An action research approach to curriculum development was used within a national funded project in radiography education. Its particular focus was the development of a competence-based approach to the clinical education and assessment of student radiographers. This paper explores the role of a facilitator of action research in such a context through examining key dilemmas that are presented. These concern the need to balance the search for pragmatic local solutions with strategies informed by national debates in the field of competence-based education and training; the balance of time between reflection and action in action research; and the tension between local solutions and national recommendations.
{"title":"Facilitating Action Research for Curriculum Development in Higher Education","authors":"H. Burchell","doi":"10.1080/13558000050138506","DOIUrl":"https://doi.org/10.1080/13558000050138506","url":null,"abstract":"An action research approach to curriculum development was used within a national funded project in radiography education. Its particular focus was the development of a competence-based approach to the clinical education and assessment of student radiographers. This paper explores the role of a facilitator of action research in such a context through examining key dilemmas that are presented. These concern the need to balance the search for pragmatic local solutions with strategies informed by national debates in the field of competence-based education and training; the balance of time between reflection and action in action research; and the tension between local solutions and national recommendations.","PeriodicalId":426160,"journal":{"name":"Innovations in Education and Training International","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123446718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-01-01DOI: 10.1080/135580000750052946
C. Tansley, C. Bryson
In this paper, the implications of replacing traditional modes of small group teaching with IT-facilitated 'virtual seminars' are evaluated, using the case study of an undergraduate final year module. An interpretivist research framework is used to consider the pedagogic and technological implications. In this paper two distinct 'voices' are presented. The first belongs to the virtual seminars tutor as the 'direct' participant observer reflecting on the teaching and learning outcomes for staff and students. The second belongs to the 'indirect' observer, presenting his evaluation at various stages of the process. We conclude that virtual seminars cannot completely substitute for other forms of small group teaching, but they do facilitate and promote certain skills and processes that are a valuable learning experience for students.
{"title":"Virtual Seminars – A Viable Substitute for Traditional Approaches?","authors":"C. Tansley, C. Bryson","doi":"10.1080/135580000750052946","DOIUrl":"https://doi.org/10.1080/135580000750052946","url":null,"abstract":"In this paper, the implications of replacing traditional modes of small group teaching with IT-facilitated 'virtual seminars' are evaluated, using the case study of an undergraduate final year module. An interpretivist research framework is used to consider the pedagogic and technological implications. In this paper two distinct 'voices' are presented. The first belongs to the virtual seminars tutor as the 'direct' participant observer reflecting on the teaching and learning outcomes for staff and students. The second belongs to the 'indirect' observer, presenting his evaluation at various stages of the process. We conclude that virtual seminars cannot completely substitute for other forms of small group teaching, but they do facilitate and promote certain skills and processes that are a valuable learning experience for students.","PeriodicalId":426160,"journal":{"name":"Innovations in Education and Training International","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121743677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the various ways in which IT can support and facilitate the learner in the workplace. Responding to the growing criticism that academia is failing to respond to the requirements of modern industry, it suggests that work-based learning can help close this nexus. The integration of IT into such work-based programmes can enrich the overall learning experience from student, tutor and employer perspectives, and lead to development of a far higher level of lifelong learning capabilities among students.
{"title":"Translating Theory into Practice: Facilitating Work-Based Learning through IT","authors":"A. Sangster, Pauline Maclaran, Sarah M. Marshall","doi":"10.1080/135580000362089","DOIUrl":"https://doi.org/10.1080/135580000362089","url":null,"abstract":"This paper examines the various ways in which IT can support and facilitate the learner in the workplace. Responding to the growing criticism that academia is failing to respond to the requirements of modern industry, it suggests that work-based learning can help close this nexus. The integration of IT into such work-based programmes can enrich the overall learning experience from student, tutor and employer perspectives, and lead to development of a far higher level of lifelong learning capabilities among students.","PeriodicalId":426160,"journal":{"name":"Innovations in Education and Training International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124127801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper draws on the authors' experience in using SoftArc Intranet FirstClass TM as a collaborative learning environment and discusses and exemplifies the pros and cons of choosing this system for running online courses. After a short description of FirstClass and its educational uses, the paper focuses on some case studies: two courses developed and run by the Institute for Educational Technology of the Italian Research Council. These are used as a basis for qualitative considerations about the strengths and weaknesses of FirstClass, including occasional comparisons with the performance of similar systems. In the exposition, a distinction is made between the viewpoints of the course student, the course tutor and designer, and the course administrator. The main conclusion is that FirstClass lends itself very well to managing collaborative learning processes at a distance, providing a very simple and easy to understand interface which can be configured by the course designers according to different design principles. As far as the system's weaknesses are concerned, we must mention that it does not offer sufficient support for the web design tasks that course tutors, designers and students sometimes have to carry out. Moreover, it lacks ad hoc functions for the analysis of communication flows, which are very useful for formative evaluation purposes.
{"title":"Use of FirstClass as a Collaborative Learning Environment","authors":"D. Persico, S. Manca","doi":"10.1080/135580000362061","DOIUrl":"https://doi.org/10.1080/135580000362061","url":null,"abstract":"This paper draws on the authors' experience in using SoftArc Intranet FirstClass TM as a collaborative learning environment and discusses and exemplifies the pros and cons of choosing this system for running online courses. After a short description of FirstClass and its educational uses, the paper focuses on some case studies: two courses developed and run by the Institute for Educational Technology of the Italian Research Council. These are used as a basis for qualitative considerations about the strengths and weaknesses of FirstClass, including occasional comparisons with the performance of similar systems. In the exposition, a distinction is made between the viewpoints of the course student, the course tutor and designer, and the course administrator. The main conclusion is that FirstClass lends itself very well to managing collaborative learning processes at a distance, providing a very simple and easy to understand interface which can be configured by the course designers according to different design principles. As far as the system's weaknesses are concerned, we must mention that it does not offer sufficient support for the web design tasks that course tutors, designers and students sometimes have to carry out. Moreover, it lacks ad hoc functions for the analysis of communication flows, which are very useful for formative evaluation purposes.","PeriodicalId":426160,"journal":{"name":"Innovations in Education and Training International","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133694502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article identifies the domains of applicability of action learning within courses of Higher Education and explores factors affecting the spread of this approach to learning across subjects in a university. Action learning was developed as a method for management learning and development. It had made slow progress in universities, even within the business schools and departments of management. At one university, however, action learning is being used on 27 courses across all six faculties of the university. Our purpose in this article is to explore the phenomenon of the singular receptivity of the university to action learning and to reflect on the conditions that have encouraged its widespread use at this institution. The main conclusion is that the adoption of this innovation within the university can be explained more convincingly in experiential than cognitive terms, which has implications for the adoption of other innovations in learning and teaching.
{"title":"Action Learning Across a University Community","authors":"T. Bourner, A. Cooper, Linda France","doi":"10.1080/135580000362025","DOIUrl":"https://doi.org/10.1080/135580000362025","url":null,"abstract":"This article identifies the domains of applicability of action learning within courses of Higher Education and explores factors affecting the spread of this approach to learning across subjects in a university. Action learning was developed as a method for management learning and development. It had made slow progress in universities, even within the business schools and departments of management. At one university, however, action learning is being used on 27 courses across all six faculties of the university. Our purpose in this article is to explore the phenomenon of the singular receptivity of the university to action learning and to reflect on the conditions that have encouraged its widespread use at this institution. The main conclusion is that the adoption of this innovation within the university can be explained more convincingly in experiential than cognitive terms, which has implications for the adoption of other innovations in learning and teaching.","PeriodicalId":426160,"journal":{"name":"Innovations in Education and Training International","volume":"10 17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123412949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-01-01DOI: 10.1080/13558000050138470
C. Adams, Richard V. R. Thomas, Karen King
Assessment forms an integral part of the teaching and learning strategies in higher education and much has been written on related issues. A significant element of the existing literature recognizes the multifaceted nature of purposes for assessment, however few works attempt to quantify the differences. This paper describes an explorative study to investigate the purposes of assessment as seen from the student perspective, and in so doing the research team hoped to generate a valid quantitative measure. The study involved focus group discussions, with staff and students, on the reasons for assessment. A list of reasons for assessment was generated and incorporated into a two-phase ranking measure. This was then administered to a sample of first-year business undergraduates from two higher education establishments. Previous research indicates that some differences between student groups are to be expected, particularly between gender and age groups. However, given inconsistencies between previous research findings, it was unclear how the differences between groups would manifest themselves and if other variations would be noticeable, for instance between cohorts from different educational establishments. The results of this study showed strong correlation in the ranked reasons for assessment across gender and between the two institutions involved. Some significant differences in gender were observed in the top ranked reasons, particularly in the prime reason for assessment. Males ranked 'obtaining a unit mark' as most important, while females ranked 'giving feedback on progress'as most important. This paper discusses possible extensions to the use of the ranking measure and issues for further research.
{"title":"Business Students' Ranking of Reasons for Assessment: Gender Differences","authors":"C. Adams, Richard V. R. Thomas, Karen King","doi":"10.1080/13558000050138470","DOIUrl":"https://doi.org/10.1080/13558000050138470","url":null,"abstract":"Assessment forms an integral part of the teaching and learning strategies in higher education and much has been written on related issues. A significant element of the existing literature recognizes the multifaceted nature of purposes for assessment, however few works attempt to quantify the differences. This paper describes an explorative study to investigate the purposes of assessment as seen from the student perspective, and in so doing the research team hoped to generate a valid quantitative measure. The study involved focus group discussions, with staff and students, on the reasons for assessment. A list of reasons for assessment was generated and incorporated into a two-phase ranking measure. This was then administered to a sample of first-year business undergraduates from two higher education establishments. Previous research indicates that some differences between student groups are to be expected, particularly between gender and age groups. However, given inconsistencies between previous research findings, it was unclear how the differences between groups would manifest themselves and if other variations would be noticeable, for instance between cohorts from different educational establishments. The results of this study showed strong correlation in the ranked reasons for assessment across gender and between the two institutions involved. Some significant differences in gender were observed in the top ranked reasons, particularly in the prime reason for assessment. Males ranked 'obtaining a unit mark' as most important, while females ranked 'giving feedback on progress'as most important. This paper discusses possible extensions to the use of the ranking measure and issues for further research.","PeriodicalId":426160,"journal":{"name":"Innovations in Education and Training International","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121969862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-01-01DOI: 10.1080/13558000050138461
J. Akister, Ashling Bannon, Hannah Mullender-Lock
In social work the ability to verbally support assessments undertaken in the workplace is an important skill which is not usually assessed. Using a poster presentation as an assessment strategy has offered some unexpected opportunities in this area since the students have to respond to questions from the assessors based on the material presented in the poster. This case study describes the experience of using posters for assessment and includes feedback from students who chose the option of presenting a poster and those who did not.
{"title":"Poster Presentations in Social Work Education Assessment: a Case Study","authors":"J. Akister, Ashling Bannon, Hannah Mullender-Lock","doi":"10.1080/13558000050138461","DOIUrl":"https://doi.org/10.1080/13558000050138461","url":null,"abstract":"In social work the ability to verbally support assessments undertaken in the workplace is an important skill which is not usually assessed. Using a poster presentation as an assessment strategy has offered some unexpected opportunities in this area since the students have to respond to questions from the assessors based on the material presented in the poster. This case study describes the experience of using posters for assessment and includes feedback from students who chose the option of presenting a poster and those who did not.","PeriodicalId":426160,"journal":{"name":"Innovations in Education and Training International","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125991158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-01-01DOI: 10.1080/13558000050034475
Doris Lee
This paper chronicles the effect of using a hypermedia learning (HL) model for graduate students to learn about hypermedia authoring for the creation of computer-based instruction (CBI). The stagebased, learner-centered HL model details how students feel and act in each of the five sequential stages: dependent; interested; involved; engaged; and independent. It also specifies the expected learning outcomes of students and the role of the instructor at each stage. A qualitative research approach was employed, including the use of a follow-up telephone interview and an open-ended written questionnaire, to examine the effect of the model. The findings revealed that through the execution of the HL model, the graduate students reached independence in CBI design by using the selected hypermedia authoring tool, ToolBook.
{"title":"The Effect of Using a Hypermedia Learning Model for a CBI Design Course","authors":"Doris Lee","doi":"10.1080/13558000050034475","DOIUrl":"https://doi.org/10.1080/13558000050034475","url":null,"abstract":"This paper chronicles the effect of using a hypermedia learning (HL) model for graduate students to learn about hypermedia authoring for the creation of computer-based instruction (CBI). The stagebased, learner-centered HL model details how students feel and act in each of the five sequential stages: dependent; interested; involved; engaged; and independent. It also specifies the expected learning outcomes of students and the role of the instructor at each stage. A qualitative research approach was employed, including the use of a follow-up telephone interview and an open-ended written questionnaire, to examine the effect of the model. The findings revealed that through the execution of the HL model, the graduate students reached independence in CBI design by using the selected hypermedia authoring tool, ToolBook.","PeriodicalId":426160,"journal":{"name":"Innovations in Education and Training International","volume":"2002 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128310286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-01-01DOI: 10.1080/13558000050034466
B. Collis, Oscar Peters, N. Pals
As email, the World Wide Web (WWW) and videoconferencing become more and more familiar in daily life, does this mean that their use will also be commonplace in the way teaching and learning activities occur in educational and training organizations? Here we report on the results of a survey of 550 people involved with educational and training organizations in 41 countries. Even though these people already make personal use of email and the WWW, why or why not do they make use of these tools for specific learning-related purposes, as for example, within courses? And what about a tool like videoconferencing, that is not yet commonplace as a personal tool? Will it ever make a breakthrough for teaching and learning? This study examines these questions and draws six sets of conclusions that are consistent over national boundaries.
{"title":"Influences on the Educational Use of the WWW, Email and Videoconferencing","authors":"B. Collis, Oscar Peters, N. Pals","doi":"10.1080/13558000050034466","DOIUrl":"https://doi.org/10.1080/13558000050034466","url":null,"abstract":"As email, the World Wide Web (WWW) and videoconferencing become more and more familiar in daily life, does this mean that their use will also be commonplace in the way teaching and learning activities occur in educational and training organizations? Here we report on the results of a survey of 550 people involved with educational and training organizations in 41 countries. Even though these people already make personal use of email and the WWW, why or why not do they make use of these tools for specific learning-related purposes, as for example, within courses? And what about a tool like videoconferencing, that is not yet commonplace as a personal tool? Will it ever make a breakthrough for teaching and learning? This study examines these questions and draws six sets of conclusions that are consistent over national boundaries.","PeriodicalId":426160,"journal":{"name":"Innovations in Education and Training International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130140128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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