This article examines how adolescents are using digital video production in school to express emotions, deal with personal and community problems and even draw on their multimedia compositions as a form of healing. In this sense, youth are using literacy to help them to make sense of their lives while attempting to make changes within themselves and their communities. The data for this paper comes from a two-year ethnographic study in two high schools. Field observations, interviews, video data, pre-production texts (storyboards, scripts, screen plays etc.) and student films were analyzed to understand what language and literacy look like when students use digital video production and distribution in school to tell stories. Drawing on a New Literacy Studies theoretical framework, I argue that the literacy practices in this study allow students to make sense of issues and emotions in their lives and cope with their life circumstances by showing their stories to real audiences both within and beyond their schools.
The developing field of academic analytics seeks to turn data from educational systems into actionable intelligence for the improvement of teaching and learning. This paper reports on the implementation of analytics in a new medical school with an integrated curriculum and clinical focus. Analytics addressed two challenges in the curriculum: providing evidence of appropriate curriculum coverage and assessing student engagement and equity while on clinical placement. This paper describes the tools and approaches used, and outlines the lessons learnt. These lessons include the risk of a simplistic use of visualisations, their potential to generate important questions, the value of a flexible approach to tool selection, the need for relevant skills, and the importance of keeping the audience central. Although there is much further potential for the school to realise, academic analytics have already been a critical enabler of educational excellence.
Il numero 2 di Bricks ha per tema centrale gli eBook, i “libri elettronici” di cui si parla sempre di più e sempre più spesso sia per la scuola che per l’editoria consumer, la letteratura e la saggistica. Abbiamo chiesto di dare un contributo all’argomento a editori, insegnanti, sperimentatori ed esperti, in modo da fornire ai nostri lettori una panoramica ampia e a-ideologica che consenta loro sia di farsi una propria opinione accedendo a punti di vista diversi, sia di cominciare a ragionare in concreto sulle effettive applicazioni del ventaglio di strumenti che vanno sotto l’ampio ombrello della parola eBook.
This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes.
This paper examines how student effort, consistency, motivation, and marginal learning, influence student grades in an online course. We use data from eleven Microeconomics courses taught online for a total of 212 students. Our findings show that consistency, or less time variation, is a statistically significant explanatory variable, whereas effort, or total minutes spent online, is not. Other independent variables include GPA and the difference between a pre-test and a post-test. The GPA is used as a measure of motivation, and the difference between a posttest and pre-test as marginal learning. As expected, the level of motivation is found statistically significant at a 99% confidence level, and marginal learning is also significant at a 95% level
The aim of the present study was to gain a better understanding of the content characteristics that make online consumer reviews a useful source of consumer information. To this end, we content analyzed reviews of experience and search products posted on Amazon.com (N = 400). The insights derived from this content analysis were linked with the proportion of ‘useful’ votes that reviews received from fellow consumers. The results show that content characteristics are paramount to understanding the perceived usefulness of reviews. Specifically, argumentation (density and diversity) served as a significant predictor of perceived usefulness, as did review valence although this latter effect was contingent on the type of product (search or experience) being evaluated in reviews. The presence of expertise claims appeared to be weakly related to the perceived usefulness of reviews. The broader theoretical, methodological and practical implications of these findings are discussed.
Through a review of literature, this paper presents a theoretical foundation for understanding why learners may choose to plagiarize both online and on ground. Ethical theories, social desirability, perceptions of plagiarism, and demographics and academic dishonesty in relation to the reasons learners choose to plagiarize are presented. Web sites that encourage plagiarism and online tools that are available to detect plagiarism are discussed.
In recent years there has been growth in online distance learning courses. This has been prompted by; new technology such as the Internet, mobile learning, video and audio conferencing: the explosion in student numbers in Higher Education, and the need for outreach to a world wide market. Web-based distance learning is seen as a solution to problems of outreach and course delivery.
This paper considers module costing models to compare the costs of delivery of:
A traditionally delivered face-to-face module,
A web-based distance learning module delivered by in-house academic staff
A web-based distance learning module delivered by external contracted staff.
The model uses Activity Based Costing (ABC) utilising data from HEFCE and other sources; and with assumptions made from practice at Leeds Metropolitan University from over ten years experience of delivering web-based distance learning courses.
Using the models; different scenarios can be run. The paper concludes that there are savings to be achieved by utilising Web-based distance learning. This saving could, in turn, be passed on to students. Furthermore, the student experience, in terms of contact does not have to suffer and may in fact be enhanced by utilising Web-based distance learning.
This study is a comparison of AUPress with three other traditional (non-open access) Canadian university presses. The analysis is based on the rankings that are correlated with book sales on Amazon.com and Amazon.ca. Statistical methods include the sampling of the sales ranking of randomly selected books from each press. The results of one-way ANOVA analyses show that there is no significant difference in the ranking of printed books sold by AUPress in comparison with traditional university presses. However, AUPress, can demonstrate a significantly larger readership for its books as evidenced by the number of downloads of the open electronic versions
The paper is in four parts. Part 1 considers the justification for including design and technology in the school curriculum. Part 2 suggests the content for the subject at Key Stage 3. Part 3 describes some of the ways the subject might be taught. Part 4 considers ways in which the curriculum can be devised so that it is irresistible and
transformative. A brief conclusion revisits the unique characteristic of the subject.