Robyn Smyth

Broadband videoconferencing as a tool for learner-centred distance learning in higher education.

This paper outlines the possibilities for using broadband videoconferencing within the larger context of changing the focus for teaching from the teacher to the learners. It also explores opportunities that might be created by this technology to facilitate learner-centred engagement in learning and to provide new opportunities for collaboration and support for students studying by the distance mode. As part of the wider discussion, it presents a decision-making framework for teachers to consider when integrating videoconferencing into their curriculum. The bandwidths possible from broadband Internet connection rather than the integrated services digital network transmission increase the richness of videoconferencing to a much closer approximation of natural communication, thus creating opportunities for more creative uses for the medium. The outcomes of trials undertaken at the University of New England during the last two years provide the basis for predicting the usefulness of the technology for learner-centered interactions when the majority of students are learning from locations quite remote from the main campus.

Enhancing learner–learner interaction using video communications in higher education: Implications from theorising about a new model

As visual connectivity improves, an opportunity to enrich and rethink the place of learning design in online and distance education is presenting itself. The opportunity is derived from the increasing scope for personalised synchronous interaction which has been missing in computer mediated communications (CMC) and previous generations of distance education. This paper presents a model which distinguishes between planned learner-content interaction and learner-learner interaction and suggests that a blend of planned and non-planned learner-learner interaction is worthwhile. It concentrates on technology enhanced learning using video communications which provide opportunities for more authentic online collaborative learning, formally and informally. This conceptualisation is underpinned by beliefs which promote constructivist and transformative learning in the hope of stimulating debate as universities focus more towards quality learning. The intent is to explore the implications of learning in higher education becoming enhanced in online environments as learner-learner dialogue occurs ‘face-to-face’, thus, extending the potential of online learner-content environments.

Exploring Congruence between Habermasian Philosophy, Mixed-Method Research, and Managing Data Using NVivo

Remaining faithful to the conceptual underpinnings of philosophy, methodological approach, and language can present researchers with dilemmas when a researcher exercises the freedom to choose mixed-method approaches to make meaning from inquiry. In this article, the author explores one approach to maintaining consistency while deriving outcomes that are trustworthy and have authenticity. She demonstrates how a researcher can remain grounded in the world of the research subject and thereby maintain authenticity and transferability. The discussion of computer-aided data management by programs such as NVivo illustrates how these tools can be usefully employed in constructivist methods to assist the researcher with the extensive bulk of qualitative research data.

Active learning in secondary and college science classrooms

Its coming again, the new collection that this site has. To complete your curiosity, we offer the favorite active learning in secondary and college science classrooms book as the choice today. This is a book that will show you even new to old thing. Forget it; it will be right for you. Well, when you are really dying of active learning in secondary and college science classrooms, just pick it. You know, this book is always making the fans to be dizzy if not to find.

Concepts of change: enhancing the practice of academic staff development in higher education

Achieving change at any level of educational activity is not easy. In terms of teaching practice, developing a positive capacity for continuous improvement may involve deep change with the potential to threaten the core values and personal belief systems of staff and the students whom they teach. Recent theorising and discussion concerning conceptions of teaching and learning is an acknowledgement that the task of achieving change and the role of change supporters is not just a pragmatic one. This paper considers some of the issues faced by academic staff developers attempting to transform teaching practice. The author draws upon late twentieth century philosophy and extensive theorising about educational and organisational change with a view to suggesting this literatures potential to support the work of change supporters, such as academic staff developers.Achieving change at any level of educational activity is not easy. In terms of teaching practice, developing a positive capacity for continuous improvement may involve deep change with the potential to threaten the core values and personal belief systems of staff and the students whom they teach. Recent theorising and discussion concerning conceptions of teaching and learning is an acknowledgement that the task of achieving change and the role of change supporters is not just a pragmatic one. This paper considers some of the issues faced by academic staff developers attempting to transform teaching practice. The author draws upon late twentieth century philosophy and extensive theorising about educational and organisational change with a view to suggesting this literatures potential to support the work of change supporters, such as academic staff developers.

The desirable qualities of future doctors--a study of medical student perceptions.

Background: There is a lack of consensus regarding the qualities possessed by the ideal doctor, and very limited research regarding the views of medical students on these qualities. Aims: To investigate the views of commencing medical students regarding the desirable qualities of doctors. Methods: A survey containing a set of proposed desirable qualities of doctors identified from the existing literature was completed by 158 first-year medical students. Results: The survey had a 75% response rate. Students rated the individual qualities of empathy, motivation to be a doctor, good verbal communication, ethically sound, integrity and honesty as the most important. A factor analysis identified six categories of qualities: methodical processing, cognitive capacity, people skills, generic work ethic, role certainty and warmth. Significant differences in factor scores were found across subgroups of students (international and domestic students, with and without prior tertiary studies) on the following factors: methodical processing, which was scored highest by domestic students with prior tertiary studies, cognitive capacity, which was scored highest by domestic students without prior tertiary studies and generic work ethic, which was scored highest by international students. Conclusions: Medical students identified a range of desirable personal qualities of a doctor which varied according to student characteristics, including their prior educational experience. Future research aiming to define such desirable qualities should include a broader range of stakeholders, including students at different training levels and institutions.

Conceptual Frameworks in the Doctoral Research Process: A Pedagogical Model.

This paper contributes to consideration of the role of conceptual frameworks in the doctoral research process. Through reflection on the two authors’ own conceptual frameworks for their doctoral studies, a pedagogical model has been developed. The model posits the development of a conceptual framework as a core element of the doctoral research process that will support the extended abstract thinking (SOLO Taxonomy) essential at this level of postgraduate research. The model articulates the need for alignment between the ontology, methodology and epistemology of doctoral research, with specific articulation of aspects of each dimension. The use of the model involves construction of an explicit conceptual framework, which will ensure a conceptually valid research project and will focus the social and cultural activity of the process, supporting the student learning, the research project and the supervisory relationships.

Rich Media Technologies

This chapter reports the outcomes of a two-year project investigating the implementation of rich media technologies in higher education in Australian universities. Rich media technologies are described as the range of synchronous and asynchronous videoconferencing technologies that facilitate interactive communication between users who can see, hear, and interact with multiple communication streams. The investigation used a taxonomic approach to define which technologies could be included in the “rich media” category and established a website providing access to professional development resources and case studies demonstrating effective practice as well as scanning the higher education sector nationally and internationally for exemplars of policy and practice that could inform future implementations. It found that rich media technologies have the potential to be lighthouse technologies for reducing costs and environmental footprints across the higher education sector while improving the efficiency of administration and research as innovations in pedagogy for learning and teaching emerge. Surprisingly however, our research indicated that rich media technologies are sinking into the wash of the e-learning tide in Australian higher education, rather than cresting the wave of the social communication software swell, primarily due to lack of coherent policy and planning within the sector. They have not maintained their status as lighthouse technologies because their capability in a digital world is not well understood by managers and others beyond a small number of videoconferencing enthusiasts.

Costabile, Angela & Spears, Barbara A ed (2012) The impact of technology on relationships in educational settings David Fulton (Routledge, Abingdon UK & New York) isbn 978‐0‐415‐61008‐7 217 pp £29.99 http://www.routledge.com/books/details/9780415610087/

The development and use of open educational resources (oer) is a major topic in debates about the future of education around the world, particularly in this decade of austerity and transformation. In the UK, for example, the Higher Education Academy and JISC have engaged in a series of funded research projects and conferences aimed at advancing oer and the principles of open access across the higher education (HE) sector.

Stergioulas, Lampros & Drenoyianni, Helen ed (2011) Pursuing digital literacy in compulsory education Peter Lang (New York & Bern) isbn 978-1-4331-0618-7 269 pp £22 http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=63099&concordeid=310619

The development and use of open educational resources (oer) is a major topic in debates about the future of education around the world, particularly in this decade of austerity and transformation. In the UK, for example, the Higher Education Academy and JISC have engaged in a series of funded research projects and conferences aimed at advancing oer and the principles of open access across the higher education (HE) sector.