Search

This paper aims to explore the potential role of Master's of Education dissertation/thesis work in developing twenty-first century skills. A total of 600 education professionals studying Master's of Education programmes in five countries – Poland, Portugal, England, Latvia, and Romania – were surveyed. The findings have revealed that participants recognise the usefulness of twenty-first century skills for their (future) professional practice, and perceive dissertation/thesis work as a valuable foundation for developing these skills. This study offers practical implications for designers of Master's of Education programmes and contributes to our understanding that this assignment is not only a formal requirement for obtaining a degree, but that it also serves as a pathway towards deepening students' professional learning. [ABSTRACT FROM AUTHOR]

Rapid developments in ideas of knowledge, the role of educational technologies and the needs of students suggest that innovation is important in higher education. However, many factors can affect how and whether innovation occurs. In a study of identified innovative teachers, five thematic dimensions were identified that served to support or constrain pedagogical innovation: the teacher, the institution, colleagues, students and the teaching environment. In this paper we discuss the ways in which innovative teachers experienced each theme within their practice. We also consider how individuals and institutions might better support pedagogical innovation. [ABSTRACT FROM AUTHOR]

This paper reports on the development and preliminary evaluation of 'Global Experience', an innovative programme at the University of South Australia designed to broaden students' intercultural engagement through a range of international experiential activities. The paper provides the rationale for the establishment of the programme including a summary of data from a feasibility study. A preliminary evaluation of the programme which has been operational since February 2008, is based on a range of data sets including the results of a survey of commencing students, a survey of the first graduates of the programme, plus results from the online Course Evaluation Instrument (CEI), Student Evaluation of Teaching for the academic component Global Experience Professional Development (GEPD) and qualitative feedback in journals written by students enrolled in GEPD. The data indicate that the Global Experience programme is fulfilling its objectives by responding to the recommendations of numerous researchers to operationalise programmes that encourage students to develop cross-cultural understanding, intercultural communication and international perspectives. [ABSTRACT FROM AUTHOR]

This paper centres on the tensions between the introduction of plagiarism detection software (Turnitin) for student and tutor use at undergraduate level and the aim to promote a developmental approach to writing for assessment at a UK university. Aims to promote developmental models for writing often aim to counteract the effects of the structural organisation of learning and assessment in higher education. This paper will discuss the potential for the implementation of plagiarism detection software to operate as a ‘change artefact’, creating opportunities for a departure from the habits of practice created by the demands of writing for assessment and the potential for the emergence of enclaves of good practice in respect of writing development. Tutor and student qualitative responses, gathered via questionnaires and focus groups, were analysed in order to investigate the effectiveness of this initiative. In this inquiry, plagiarism detection emerges as a dominant theme within regulatory discourses of malpractice in higher education. The promotion of writing development via a tool for regulation and plagiarism detection seems to be a mismatch and the extent to which Turnitin can operate as a change artefact to promote developmental approaches to writing for assessment in higher education is questioned. The suitability of plagiarism detection software as a tool to promote writing development will be discussed in light of the findings from this inquiry. [ABSTRACT FROM PUBLISHER]

This paper reports on an examination of the impact of knowledge sharing on product and process innovation. In it we try to identify the similarities and differences between these impacts in public and private Higher Education (HE) Institutions in Iraq. A mixed methods approach was conducted using 486 valid responses to test the causal relationships between knowledge sharing, and innovation. Then a qualitative approach was used to give more insight of the findings from the quantitative stage regarding the differences in the effect of the studied relationships. Employing structural equation modelling, the research found that knowledge sharing plays a pivotal role in enhancing innovation in both sectors. The multi-group SEM and the interviews revealed differences between Iraqi public and private HEIs. Guidelines are developed for researchers as well as leaders, and evidence support using knowledge sharing to enhance innovation within HE in developing countries. The findings and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

This study explores the effectiveness of the sequential use of lectures and video podcasting in higher education. Drawing together several theories, this paper examines the influence of student’s perceived prior knowledge gained from lectures and technology acceptance model-related variables on student’s self-reported assimilation of new material presented through podcasting. Data were obtained from 179 undergraduates and were analyzed using a structural equation modelling approach. The results showed the influence of prior knowledge gained from lectures and effective use of video podcasts on perceived assimilation of additional knowledge. It was also found that perceived ease of use and perceived usefulness determine the attitude towards using video podcasts, which in turn positively affects the effective use of this tool. The findings suggest that lectures are very valuable to develop learning processes based on the podcasting technology and also that encouraging the acceptance and effective use of video podcasting is important in the learning experience. [ABSTRACT FROM PUBLISHER]

Faced with the challenges of the changes in: higher education, educational developers’ roles and the use of innovation to stimulate change, this study aimed to synthesise literature dealing with the diffusion of innovative learning and teaching practices in higher education to determine what lessons could be learnt. The findings suggest that the following need to be considered if innovations are to influence widespread change: senior management support, recognition of the time needed to change practices, appropriate skill development, contextualised innovation, supportive networks and a solid institutional infrastructure. The paper also considers the difficulties faced when trying to generalise guidance in an area wrought with the complexities of change and calls for further research that problematises the realities of innovation diffusion. [ABSTRACT FROM AUTHOR]

In many areas of applied sciences, such as management and engineering, the generation and dissemination of theory and knowledge is increasingly woven into practice. This leaves teaching and research institutions with the challenge of developing and organising teaching activities that are effective from a student learning perspective. This paper presents the design and the operating principles of a learning environment that has been formulated in a joint development by teachers and researchers of the universities of Zaragoza (Spain) and Aalborg (Denmark). In this paper we describe what the learning environment developed consists in, beginning by presenting the theoretical foundation considered for its design, to then describe it in detail and present it. Finally, we will discuss the implications of this environment for researching and teaching in this field, and gather the conclusions of this study and the future developments to be considered. [ABSTRACT FROM AUTHOR]

This paper discusses the development of a model targeted at non-specialist practitioners implementing innovations that involve information and communication technology (ICT) in education. It is based on data from a national evaluation of ICT-based projects in initial teacher education, which included a large-scale questionnaire survey and six in-depth case studies. It draws on affordance and multimodality theory to address, and move beyond, considerations of the role played by the usability and utility of technology in any implementation. It argues that the perceived ‘status’ of technologies is a key factor in the success of an innovation. [ABSTRACT FROM PUBLISHER]

Effective dissemination is crucial if innovation and development in teaching and learning in higher education are to lead to sustainable changes in practice. In 2003, King used an agricultural metaphor to challenge innovators to understand the purposes behind their dissemination aims. Similar to the way that seed can be spread, one could choose to widely scatter the information, and hope it grows wherever it lands; one could actively direct the scattering; or one could nurture and propagate future adoption in an ongoing manner. A recent investigation into dissemination strategies used in Australian teaching and learning innovation grants shows that certain dissemination strategies might make the ground more fertile and receptive to the seeds sown. To those engaged in funded projects grappling with translating project outputs and outcomes to sustainable changes in practice, this paper offers a framework and tools designed to help prepare the soil and cultivate change. [ABSTRACT FROM AUTHOR]

This paper describes the development of a programme of learning aimed at meeting the needs of health care assistants (HCAs) who provide support for children with complex and continuing health needs and their families. Following a pilot study of the principles of course provision, a Certificate in Higher Education in care of the child with complex needs was developed. The programme used a distance learning approach and provided a part-time, flexible, modularised study pathway. This case study describes the rationale for the development of learning opportunities in this area, and how the pilot study informed programme development. Despite the increasing number of children who have complex and continuing health needs, these needs are often mainly provided for by family members. One of the problems which has been reported in obtaining support for families is recruiting and retaining staff. Providing this type of input for HCAs may assist in their recruitment and retention and thus be instrumental in increasing the number of people who are available to take on such roles. This has the potential to assist in reducing the amount of unpaid care work which becomes the remit of families because of the absence of other options. Although this innovation was specific to the care of children with complex and continuing health needs, the principles may be useful in other areas of practice. [ABSTRACT FROM AUTHOR]

Creativity, which has now entered the discourse in higher education alongside other agenda items such as enterprise, entrepreneurship and innovation, is an elusive and complex notion. It may evade the sort of definition, categorisation and compartmentalisation required to integrate it fully into the curriculum frameworks and assessment regimes that are currently in place in higher education. After a contextualisation of the subject, this paper describes the outcomes of a phenomenographic research project that set out to identify the qualitatively different ways university lecturers, across a range of arts, humanities and science disciplines, conceptualise creativity in relation to their pedagogic practice. [ABSTRACT FROM AUTHOR]

Internationalisation and assessment and feedback are one of the main research agenda in the UK higher education. The study reports the Higher Education Academy Economics Network-funded research for international students’ experience with peer assessment and feedback innovation. The Vygotsky’s Zone of Proximal Development (ZPD) theoretical framework is used to analyse students’ experience. The finding demonstrates that peer assessment practice enhances assessment and feedback experience for international students. However, the heterogeneity in assessors’ ability levels may affect the confidence of students in peer assessment. Independent justification for providing peer assessment or making sense of received feedback is necessary. The model of PeerMark’s ZPD is suggested to become part of the peer assessment for learning ecosystem in order to empower learning experience rather than to provoke diffidence. [ABSTRACT FROM AUTHOR]

Whereas a great deal of literature based upon the context of Western societies has concluded criminology is an ideal discipline for active learning approach, it remains uncertain if this learning approach is applicable to Chinese learners in the discipline of criminology. This article describes and provides evidence of the benefits of using active learning approach in a criminology class in a publicly funded university in a Chinese city − Hong Kong. Using quantitative and qualitative data collected from four cohorts of students enrolled in the course over four years (2008–2011) through structured questionnaire, focus group meetings and students’ self-reflection, it was evident that active learning could not only enable Chinese learners to achieve the course-intended outcomes but also could advance their attitude, knowledge and skills of learning. The findings were further discussed with respect to the feasibility and constraints of launching active learning for Chinese learners. [ABSTRACT FROM PUBLISHER]

Curriculum design is crucial to maximising the students learning experience and is often overlooked and underutilised. The way that learning is delivered, supported and assessed can enhance employability attributes as the individual becomes more aware of their skills and abilities. Within this study, all elements (delivery; content; assessment and feedback) of one final-year module were redesigned to enhance the learning experience and aid self-development. The approaches taken were adapted from ideas gained from the Apprentice television show. The students (n = 30) on the module were asked for their views on the aspects of redesign and how these had impacted on their skill development. The findings showed that this group of students had benefitted from the changes made, liked this way of learning and felt they had improved in a range of skills. Overall, the redesign and the subsequent student learning experience was a success and changing the approach in all aspects of the module developed a much stronger and well-received experience. [ABSTRACT FROM AUTHOR]

A notable trend in recent years has been the introduction of competency-based training (CBT) in vocational education and training systems in many countries. Several CBT training programmes in Ghana have been accredited and quality assured. This article explores the perception of both students and lecturers towards CBT and examines factors that affect its implementation in Ghanaian polytechnics. It was revealed that industry and polytechnics themselves have not significantly influenced the implementation of CBT. As a result, few CBT features have been adopted in the programmes making the current practise of CBT in the polytechnics lag behind the policy standards. [ABSTRACT FROM AUTHOR]

During the academic year 2005-2006 a Cross University Network for Formative and Shared Assessment in Higher Education was formed among 48 academics from 16 different universities within Spain and representing a range of academic areas. The Network was formed in response to the determination of a group of individuals who were dissatisfied with, or unconvinced by, the traditional forms of assessment used within the Spanish higher education environment. Its aim was to provide a framework within which these individuals could provide mutual support for their work on developing more innovative and effective assessment strategies within their own subject areas and at the same time provide a focus to stimulate a wider debate and more extensive research within the HE sector in Spain. The aim of this article is to explain the background and rationale for the formation of the Network, the framework it has provided, some of the initial findings and how this type of framework may be applicable to similar situations in other sectors or countries. [ABSTRACT FROM AUTHOR]

In a preceding case study, a process-focused demand-driven approach for organising flexible educational programmes in higher professional education (HPE) was developed. Operations management and instructional design contributed to designing a flexible educational model by means of discrete-event simulation. Educational experts validated the model and evaluated its practical value and possible impact on education. It was concluded that the flexible educational model offers a valid representation of HPE institutes in The Netherlands and can contribute to the flexibility and innovation of educational programmes. [ABSTRACT FROM AUTHOR]

An important facet of effective Web-based instructional design is the consideration of learning activities to stimulate students' learning motivation. In order to create a motivating interaction environment, the design of motivational strategies to foster student interest in learning is essential. The study employed Keller's ARCS Motivational Model (focusing on Attention, Relevance, Confidence, and Satisfaction) in the design and implementation of a Web-based lesson. Co-operative learning activities and a task-oriented approach were used to augment students' learning motivation. During the implementation process, motivational problems were analysed, and instructional adjustment was made. Various data sources were used in order to assess students' learning and motivation. The ARCS Model was used as the main theme in summarising the motivational approach in the Web-based learning activities. Overall, students were positive about the innovative learning approach. [ABSTRACT FROM AUTHOR]

The intent of this study was to investigate how to maximise the chances of success of an educational innovation— specifically one based on the implementation of the educational modelling language called EML. This language is both technically and organisationally demanding. Two different implementation cases were investigated, one situated in an institution for higher professional education that caters for on-campus students; the other in an institution for higher, open distance education, that serves off-campus, home-based students. Diffusion-innovation theory is used as the backdrop for the analysis. It helps us to understand why the implementations failed and what measures might be taken to avoid future failure in similar situations. [ABSTRACT FROM AUTHOR]