- Australian Flexible Learning Framework (AFLF) (7)
- Miller, Allison (4)
- Webb, Greg (4)
- Australian Learning and Teaching Council (ALTC) (3)
- Cilesio, Cecelia (3)
- Creagh, Tracy (3)
- Hallam, Gillian (3)
- Harper, Wendy (3)
- Hauville, Kim (3)
- Macnamara, Dennis (3)
- Queensland University of Technology (QUT) (3)
- Cathcart, Leura (2)
- Hooley, Tristram (2)
- Hughes, Gwyneth (2)
- Leeson, Jerry (2)
- E-portfolios: developing nurse practitioner competence and capability
This paper aims to integrate nurse practitioner [NP] literature on competence and capability with post graduate and nursing literature on e-portfolios in order to demonstrate the potential merits of e-portfolios in NP education for competence and capability development. The authors conclude that in order to meet the competence and capability needs of NPs, portfolios could be used. Further research would be useful to refine and explore the use of e-portfolios to meet the needs of NP candidates and their educators, clinical mentors, authorisation personnel and employers.
This paper aims to integrate nurse practitioner [NP] literature on competence and capability with post graduate and nursing ... Show Full Abstract
- Mobile Web 2.0 in the workplace: a case study of employees' informal learning
Employees' informal learning in the workplace warrants more attention, and such learning could benefit from the latest mobile technologies such as Web 2.0 applications, which have increasingly been utilized and have the potential to enhance learning outcomes. This multiple-case study examined the impact of mobile Web 2.0 applications on informal learning in the workplace by investigating employees' learning experiences with a mobile App to identify new possibilities of informal learning in the workplace. Learning is recorded as being active in the context of mobile Web 2.0. The findings within cases are provided, followed by a discussion of the overall context. Directions for future development are suggested.
Employees' informal learning in the workplace warrants more attention, and such learning could benefit from the latest ... Show Full Abstract
- Building motivation, achievement and progression online: evaluating Brightside's approach to online mentoring
This report sets out the findings of an independent evaluation of Brightside conducted by the International Centre for Guidance Studies. Brightside is a charity that seeks to raise young people's aspirations and awareness about education and career pathways and enhance their capability to achieve those aspirations. A mixed methods approach to evaluation was taken which combined interviews with Brightside staff and partners (representatives of organisations that used Brightside) with analysis of existing web statistics collected by Brightside, an online survey of mentees and a detailed content analysis of a sample of online mentoring conversations. Overall the evaluation found that Brightside is well regarded by its partners, and provides a tool which delivers high quality mentoring and clear impacts for participants (mentees). It is particularly effective in helping young people to transition to higher education by helping them to think about which university they want to apply to, and supporting them through the application process.
This report sets out the findings of an independent evaluation of Brightside conducted by the International Centre for ... Show Full Abstract
- Introduction to MOOCs: avalanche, illusion or augmentation?
The New York Times labeled 2012 'The Year of the MOOC'. Less than 24 months after the launch of the first massive open online course (MOOC) at Stanford University and with potentially over five million students around the world now registered with a MOOC platform, massive open online courses would appear to be a new and significant force within higher education (HE). However, it is still unclear what effect, if any, MOOCs will have on the HE sector in the longer term and whether their explosion in popularity has enough momentum to sustain their method of educational delivery. This policy brief aims to provide a background to the expansion of MOOCs, explain their differences and similarities, identify the types of students using MOOCs, investigate their business models and potential direction, and finally to scope the risks and benefits associated with their development.
The New York Times labeled 2012 'The Year of the MOOC'. Less than 24 months after the launch of the first massive open ... 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
- Understanding the labor market: implications for career counseling
In this chapter the authors describe the concept of the labor market and [labor market information] LMI, their key components, and their interface with guidance and counseling. Accurate, easily accessible, and regularly updated LMI is central to any career guidance system. The need for information varies across individuals according to the stage and the conditions within which their career development is occurring. LMI has been viewed as vital throughout the history of career development practice. The authors also articulate key competencies and implications for application and practice for the effective use of LMI.
In this chapter the authors describe the concept of the labor market and [labor market information] LMI, their key ... Show Full Abstract
- Satellite lessons: vocational education and training for isolated communities
At the Western Institute of Technical and Further Education (WITAFE) in New South Wales (NSW), vocational education and training (VET) courses are being delivered to students in isolated homesteads and remote Aboriginal communities by Interactive Distance eLearning (IDL). IDL provides satellite-supported two-way broadband voice, one-way video and Internet access for school-age and adult distance education. Adults commonly access VET courses offered by WITAFE using the equipment provided to their children who are students of a 'School of the Air' or through community facilities in remote Aboriginal communities.
At the Western Institute of Technical and Further Education (WITAFE) in New South Wales (NSW), vocational education and ... Show Full Abstract
- The online college labour market: where the jobs are
Employers have been increasingly utilizing online job boards and employer websites to fill job openings. This report analyzes the online demand for college talent in the job market to find the most in-demand jobs in various occupational fields.
Employers have been increasingly utilizing online job boards and employer websites to fill job openings. This report ... Show Full Abstract
- Moodle maintenance
This project aimed to upskill [Brisbane Indigenous Media Association] BIMA staff in the development and maintenance of a Learning Management System (LMS) in order to develop quality processes and practices that can be maintained by current staff and transferred to new staff.
This project aimed to upskill [Brisbane Indigenous Media Association] BIMA staff in the development and maintenance of a ... Show Full Abstract
- Case studies in e-RPL and e-PR
The use of ePortfolios for recognition of prior learning (e-RPL) and for professional recognition (e-PR) is slowly gaining in popularity in the [vocational education and training] VET sector however their use is sporadic across educational sectors, disciplines, educational institutions and professions. Added to this is an array of purposes and types of e-RPL and e-PR models and practice. The aim of this paper is to build on the conceptual framework developed by Cameron (2012) for e-RPL and e-PR and to provide case studies for each of the four types developed within this framework: e-PR for Professional Accreditation; e-RPL for Workplace Recognition; e-RPL for Access; and e-RPL for Self Recognition.
The use of ePortfolios for recognition of prior learning (e-RPL) and for professional recognition (e-PR) is slowly gaining ... Show Full Abstract