- Australian Flexible Learning Framework (AFLF) (9)
- Downie, Andrew (8)
- Open University (7)
- Australian Institute of Training and Development (AITD) (6)
- TAFE NSW (6)
- Adams, Samantha (5)
- Beven, Fred (5)
- Cummins, Michele (5)
- Education.au Limited (S. Aust.) (5)
- Johnson, Laurence F. (5)
- Joint Information Systems Committee (Great Britain) (JISC) (5)
- Kinshuk (5)
- Oppermann, Reinhard (5)
- Patel, Ashok (5)
- European Centre for the Development of Vocational Training (Cedefop) (4)
- Virtual learning tools to support the practical learning requirements of brickwork apprenticeships
Brickwork education in Australia relies on the use of traditional learning techniques, particularly around the theoretical aspects of the trade. This challenges many students who have low literacy and numeracy levels. However Australian students, irrespective of their ability levels, are becoming more and more technology savvy. As a result students are less likely to engage as fully as is needed with paper based teaching methods. Tertiary education institutes in the UK have recognised this issue and have been developing ways to re-engage trade based students in the learning process. A number of UK colleges have developed interactive computer programs that simulate bricklaying techniques and reduce the reliance on the need to read, understand and follow written instructions. The author undertook a study tour of a number of UK colleges to understand how 'virtual bricklaying' learning methods are used to encourage students with low literacy levels to engage fully in the learning process. The Fellowship focused on the need to understand: the benefits of and opportunities to replace traditional teaching methods with technical based learning resources; how to successfully implement virtual learning resources into the trade classroom to realise all potential benefits; and the limitations of virtual learning resources (VLRs) and any lessons that have been learned from the UK experience. The author draws out a number of practical recommendations for relevant stakeholders to support the successful use of 'virtual bricklaying' learning methods within apprenticeship programs.
Brickwork education in Australia relies on the use of traditional learning techniques, particularly around the theoretical ... Show Full Abstract
- Criteria for the evaluation of computer software: the development of an evaluation form
Criteria for the evaluation of computer software for computer assisted learning are discussed, and incorporated into an evaluation form. The focus is on aspects of programme design which increases the level of interactivity between the user and the computer. The evaluation form (included as an appendix) can be printed on both sides of a single A3 page, and allows for the comparison of similar programs by the allocation of a score.
Criteria for the evaluation of computer software for computer assisted learning are discussed, and incorporated into an ... Show Full Abstract
- Japan's period of high economic growth and science and technology education: the role of higher education institutions
The intent of this paper is to examine quantitative expansion in technology education during the high economic growth period, and its consequences, with a particular focus on the reinforcement of science and technology at institutions of higher education. Over the 1955-1975 period the number of science and technology students nearly quintupled and the bulk of this growth was the result of three governmental plans to boost student capacity in these fields: (1) 'the 8000-student plan'; (2) 'the 20,000-student plan'; and (3) 'the rapid increase plan'. The first two of these were essentially a part of Japan's manpower strategy aimed at achieving economic growth. However, even amid favourable economic conditions the implementation of these plans did not progress smoothly and in particular it was difficult to regulate the quantitative scale of growth at public (non-national) universities and private universities. For this reason the government was forced to provide massive financial support for these institutions in exchange for cooperation with the plan. Also, while the effort to reinforce science and technology education involved the establishment of a new school format known as 'colleges of technology', most of the quantitative expansion during this period took place in the undergraduate faculties of universities.
The intent of this paper is to examine quantitative expansion in technology education during the high economic growth ... Show Full Abstract
- Disruptive education: technology-enabled universities
This report examines technology-enabled higher education in general, with a focus on massive open online courses (MOOCs) in particular. Australia's successful export model of international education has come under stress since the global financial crisis, with improved quality in overseas universities and a high Australian dollar diminishing Australia's advantages over universities in other English-speaking countries. Changing technology may offer other opportunities for Australian universities to grow and engage with clients.
This report examines technology-enabled higher education in general, with a focus on massive open online courses (MOOCs) in ... Show Full Abstract
- Changing course: ten years of tracking online education in the United States
This document reports on the state of online learning among higher education institutions in the United States. The study is aimed at answering some of the fundamental questions about the nature and extent of online education. Based on responses from over 2,800 colleges and universities, the report addresses the following key issues: (1) massive open online courses (MOOCS); (2) are we heading for online 2.0?; (3) is online learning strategic?; (4) how many students are learning online?; (5) who offers online?; (6) does it take more faculty time and effort to teach online?; (7) are learning outcomes in online comparable to face-to-face?; (8) has faculty acceptance of online increased?; and (9) barriers to widespread adoption of online learning.
This document reports on the state of online learning among higher education institutions in the United States. The study is ... Show Full Abstract
- Introducing MOOCs to Africa: New Economy Skills for Africa Program - ICT
MOOCs (massive open online courses) are highly interactive online courses open to all on the World Wide Web. Some use [open educational resources] OER and others rely on commercial content that can include video, multimedia and computer applications as well as text and graphics. MOOCs have the potential to enhance online education in developing countries by facilitating collaboration between people, places and technology. In fact, Coursera, the American MOOC platform provider, has recently partnered with the World Bank and the Tanzanian government to provide MOOCs to African students in an [information and computer technology] ICT education initiative. In this paper, the Tanzanian pilot project is investigated as a lens through which to examine the strengths and weaknesses of MOOCs in the developing world.
MOOCs (massive open online courses) are highly interactive online courses open to all on the World Wide Web. Some use [open ... Show Full Abstract
- New forms of delivery for TAFE course provision
This paper discusses alternative delivery systems for technical and further education (TAFE) course provision from the standpoint of the educational technologist. It discusses the application of individual or self-paced learning, resource based learning, and intermediate and high technology. It examines the potential impact of new technological developments and presents for consideration a number of initiatives which could be taken to use technology to improve the efficiency and effectiveness of the teaching/learning process.
This paper discusses alternative delivery systems for technical and further education (TAFE) course provision from the ... Show Full Abstract
- Peer assessment for massive open online courses (MOOCs)
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative ... Show Full Abstract
- 'It took me ages to work out': multiple challenges of digital distance vocational learning
This research examines the challenges of blending digital, distance and vocational learning for non-traditional and low socioeconomic status students who are new to university education. A survey of students in vocational primary education and early years qualifications in a distance university is illuminated by interviews with individual students and video diaries recorded by them during module study. Areas of challenge include: where and when to go online, finding support for digital study, navigating virtual learning environments and knowing what is relevant, technologies in the workplace, making connections between workplace technologies and [information and communication technology] ICT for study, and storing and organising digital information. As university education goes increasingly online, the research aims to improve institutional awareness and provision for widening participation, and makes suggestions for improving the experience of digital distance vocational learning.
This research examines the challenges of blending digital, distance and vocational learning for non-traditional and low ... Show Full Abstract
- Mobile learning for colleges of education in Nigeria: an educational analysis
The world has passed through different phases of technology enhanced learning ranging from distance learning to mobile learning, an extension of e-learning. Currently, attention is drawn towards location-aware, context-aware and ubiquitous learning systems. The slow pace of development in Nigeria has hindered technologically enhanced learning in institutions of higher learning. The purpose of this paper was to assess the status of mobile learning in institutions of higher learning in Nigeria. The study adopted a theoretical approach by reviewing the possibilities and applications of mobile learning systems globally and in particular Nigeria.
The world has passed through different phases of technology enhanced learning ranging from distance learning to mobile ... Show Full Abstract