Staying the distance: Transforming Latin pedagogy at the Open University

2019 ◽  
Vol 18 (1-2) ◽  
pp. 101-128
Author(s):  
Mair E. Lloyd ◽  
James Robson
Keyword(s):  
Cultural Context ◽  
Learning Experience ◽  
New Technology ◽  
Significant Proportion ◽  
Lessons Learned ◽  
Future Research ◽  
Open University ◽  
Ancient Rome ◽  
Positive Effects ◽  
Pedagogical Changes

Abstract Between 2000 and 2013, over 8,000 students studied the module Reading Classical Latin at the Open University, the United Kingdom’s largest distance education provider. But while many learners attained high grades, a significant proportion withdrew from study or failed the module. In 2015, the original module was replaced with a completely new course, Classical Latin: The Language of Ancient Rome. This article details the innovative ways in which new technology and pedagogical theory from Modern Foreign Language (MFL) learning were drawn on by the team designing this new module, resulting in a learning experience which gives greater emphasis to elements such as spoken Latin, the intrinsic pleasure of reading, and cultural context. The (largely positive) effects of these pedagogical changes on student success and satisfaction are subsequently analysed using a rich mix of qualitative and quantitative data. Finally, the authors reflect on lessons learned and the possibilities for future research and enhancement.

scholarly journals Learning Design: European Approaches

TechTrends ◽  
2020 ◽  
Vol 64 (6) ◽  
pp. 815-827
Author(s):  
Barbara Wasson ◽  
Paul A. Kirschner
Keyword(s):  
Instructional Design ◽  
Learning Experience ◽  
New Technology ◽  
The United States ◽  
Instructional Materials ◽  
Future Research ◽  
Learning Design ◽  
Mind Set ◽  
Learning And Cognition ◽  
Instructional Design Principles

Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and to support their reflection on their own practice as part of their professional development (Hansen and Wasson 2016; Luckin et al. 2016; Wasson et al. 2016). While instructional design is an often heard term in the United States and refers to “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan 1999), Europe tends to lean more towards learning design as the key for providing efficient, effective, and enjoyable learning experiences. This is not a switch from an instructivist to a constructivist view nor from a teacher-centred to a student-centred paradigm. It is, rather, a different mind-set where the emphasis is on the goal (i.e., learning) rather than the approach (i.e., instruction). Designing learning opportunities in a technology enhanced world builds on theories of human learning and cognition, opportunities provided by technology, and principles of instructional design. New technology both expands and challenges some instructional design principles by opening up new opportunities for distance collaboration, intelligent tutoring and support, seamless and ubiquitous learning and assessment technologies, and tools for thinking and thought. In this article, the authors give an account of their own and other research related to instructional and learning design, highlight related European research, and point to future research directions.

scholarly journals Hum Along With the Silent Disco Headphones: Lessons Learned in Implementing the Headphone Program in a Hospital Unit

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 378-378
Author(s):  
Lillian Hung
Keyword(s):  
Video Recording ◽  
Hospital Setting ◽  
Well Being ◽  
Hospital Staff ◽  
Lessons Learned ◽  
Future Research ◽  
Clinical Environment ◽  
Hospital Unit ◽  
Positive Effects ◽  
Conversational Interviews

Abstract Silent disco headphones have been used among young people in concerts and parties; such headphones have extended distance coverage for broadcasting from a transmitter, features of noise cancelation, and three channels of music. Rather than using a speaker system, music is delivered by wireless headphones and facilitated by a DJ via a built-in microphone. No study has yet tested whether it is feasible to use such headphones to support well-being among older people in hospital settings. This study examined the feasibility of using silent disco headphones with older adults with dementia staying in a geriatric hospital unit. We employed a video-ethnographic design, including conversational interviews and observations, with video recording among ten patient participants in a hospital unit. Two focus groups were conducted with ten hospital staff across disciplines. Thematic analysis yielded three themes: (a) “it just made me feel happy, “(b) “it brings him back alive,” (c) “it unlocks dementia”. Delivering music and meditation programs via the silent disco headphones in the hospital unit has the potential to be a beneficial intervention that can enhance mood and energy, support self-expression, and promote wellness. Our findings suggested that witnessing the positive effects of headphones on patients changed the staff’s view of how music could be used in the clinical setting to support patients’ well-being. We identified enablers and barriers to implementing the headphone program in the hospital setting. Future research should further investigate how headphones may help to reduce stress and promote wellness for patients in the clinical environment.

Knowledge-based strategies for managers in the service sector

2014 ◽  
Vol 37 (10) ◽  
pp. 858-879 ◽  
Author(s):  
Alexia Mary Tzortzaki
Keyword(s):  
Service Sector ◽  
Rank Order ◽  
Small Sample ◽  
Lessons Learned ◽  
Future Research ◽  
Knowledge Assets ◽  
Service Experience ◽  
Content Type ◽  
Positive Effects ◽  
Knowledge Based

Purpose – The purpose of this paper is to propose a new multidisciplinary knowledge management (KM) model for the service sector and to explore its applicability through pilot test research. Design/methodology/approach – Construction and testing of a knowledge-based strategic model for the service industry (maturity level of knowledge usage in service organizations model – MAKUSO model). A questionnaire addressed to senior managers was developed using variables grouped into four KM constructs relating to: human and market capital, processes that facilitate KM and antecedents that contribute toward creating a total and unique service experience. Findings – The Spearman rank order correlations results confirmed the positive effects of leveraged knowledge assets, such as human and market capital, on company performance. The outcome of a principal component analysis indicated that KM needs to be considered at a strategic level to develop processes that encourage a knowledge-based strategy approach; thus the MAKUSO model was found to be a useful framework in support of this approach. Research limitations/implications – The research was limited by its exploratory nature. Use of random sampling right across the board was restrictive as was the small sample size. Practical implications – Effective use of knowledge assets creates the supportive context that enables service managers to develop unique capabilities. This context becomes conducive to service experience authenticity and thus increases customer satisfaction. The findings imply that social networking is a key driver for the effective leveraging of knowledge assets. What appears to be more important is the generation and sharing of new knowledge and less the identification, measurement and warehousing of knowledge already owned by the company. Effective KM is facilitated by “lessons learned”, especially when these are taken into account in planning. Originality/value – The model presented in this study addresses theoretical and empirical gaps in the area of services KM. Its novelty lies in its multidisciplinary and organic approach. The survey findings of the model’s application across a range of service companies provides useful insights on KM implications and raises valuable research questions for a future research agenda in services management.

scholarly journals Online Practice Course Development with Action Research: A Case Example

10.18060/4 ◽  
2008 ◽  
Vol 9 (2) ◽  
pp. 91-105
Author(s):  
Khadija Khaja ◽  
Phillip Ouellette ◽  
Carenlee Barkdull ◽  
Joanne Yaffe
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Online Courses ◽  
Learning Experience ◽  
Lessons Learned ◽  
Instructional Medium ◽  
Future Research ◽  
Course Development ◽  
Instructional Environment ◽  
Effective Teaching And Learning

Despite the proliferation of online courses in social work, questions still exist about learning practice skills in an online instructional environment. This paper describes a case example of an action-oriented approach to the development of an online practice course. Lessons learned from students’ and instructor’s perspectives are shared as well as recommendations for future research relative to course development and evaluation of online courses. The study examined student feedback with respect to their overall learning experience. Findings indicated that involving students in the design and development of an online practice course benefited both students and faculty and can be an effective teaching and learning strategy regardless of the instructional medium used.

scholarly journals iMOOC on Climate Change: Evaluation of a Massive Open Online Learning Pilot Experience

2015 ◽  
Vol 16 (6) ◽  
Author(s):  
Vitor Rocio ◽  
José Coelho ◽  
Sandra Caeiro ◽  
Paula Nicolau ◽  
António Teixeira
Keyword(s):  
Climate Change ◽  
Online Learning ◽  
Learning Experience ◽  
Lessons Learned ◽  
Completion Rate ◽  
Future Research ◽  
Technological Solution ◽  
Massive Open Online ◽  
Model Learning ◽  
Pedagogical Model

<p class="BODYTEXT">MOOCs are a recent phenomenon, although given its impact, have been subject to a large debate. Several questions have been raised by researchers and educators alike as regarding its sustainability both economical and as an efficient mode of education provision. In this paper we contribute to this discussion by presenting a case study, a Portuguese MOOC about lived experiences in climate change which piloted the iMOOC pedagogical model developed at Universidade Aberta. The iMOOC is an hybrid model which incorporates elements from existing MOOCs but adds other features drawn from UAb's experience with online learning and aim at better integrate in the larger context of the institutional pedagogical culture. The iMOOC implied also an integration of platforms - Moodle and Elgg. The course had more than one thousand participants, and it was the largest MOOC course on Portuguese language delivered so far. We discuss the effort required to design and deliver the course, the technological solution developed, and the results obtained. We registered a moderate effort to create and run the course, ensured by internal staff from the University. The technological solution was a success, an integrated architecture combining well-established, well-tested open software. The completion rate was 3.3%, but the high success of this innovative learning experience is demonstrated by the active involvement of participants, almost 50% of the ones that followed the course until the end, and the satisfaction survey results, with 90% of approval. Lessons learned from this experience and future research on the field are also discussed.</p><strong>Keywords</strong>: Massive open online course, iMOOC, pedagogical model, learning effectiveness,<strong> </strong>completion rate, cost analysis.

"Oily Rag" or "Winged Messenger"

2009 ◽  
pp. 1-17
Author(s):  
Sabine Little
Keyword(s):  
Learning Experience ◽  
New Technology ◽  
Point Of View ◽  
Future Research ◽  
First Year ◽  
Multiprofessional Team ◽  
Team Working ◽  
Main Emphasis ◽  
E Learning

This chapter has been composed as a piece of reflective practice, and as such traces and researches the development of a new technology-rich first-year module from the point of view of one particular developer, myself. The main emphasis in my role was on advising and assisting with the development of a student learning experience that provided, above all, an inquiry-based learning environment for students to acquire the skills necessary to succeed in their ongoing degree. Technology and e-learning offered a number of interesting options for development and implementation, necessitating the further brokering of technological expertise. The chapter highlights the collaborative issues that occur in a multiprofessional team working in such a developmental environment, and explores the role of the developer and how this role might be interpreted by other staff and institutions. The chapter concludes by offering ideas for future research into what remains an emerging field of scholarship.

scholarly journals Does Augmented Reality Affect Sociability, Entertainment, and Learning? A Field Experiment

2020 ◽  
Vol 10 (4) ◽  
pp. 1392 ◽  
Author(s):  
Nina Savela ◽  
Atte Oksanen ◽  
Markus Kaakinen ◽  
Marius Noreikis ◽  
Yu Xiao
Keyword(s):  
Augmented Reality ◽  
Field Experiment ◽  
New Technology ◽  
Learning Performance ◽  
Rank Test ◽  
Future Research ◽  
Negative Effects ◽  
Science Center ◽  
Positive Effects ◽  
The Impact

Augmented reality (AR) applications have recently emerged for entertainment and educational purposes and have been proposed to have positive effects on social interaction. In this study, we investigated the impact of a mobile, indoor AR feature on sociability, entertainment, and learning. We conducted a field experiment using a quiz game in a Finnish science center exhibition. We divided participants (N = 372) into an experimental group (AR app users) and two control groups (non-AR app users; pen-and-paper participants), including 28 AR users of follow-up interviews. We used Kruskal–Wallis rank test to compare the experimental groups and the content analysis method to explore AR users’ experiences. Although interviewed AR participants recognized the entertainment value and learning opportunities for AR, we did not detect an increase in perceived sociability, social behavior, positive affect, or learning performance when comparing the experimental groups. Instead, AR interviewees experienced a strong conflict between the two different realities. Despite the engaging novelty value of new technology, performance and other improvements do not automatically emerge. We also discuss potential conditional factors. Future research and development of AR and related technologies should note the possible negative effects of dividing attention to both realities.

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

Conclusion

2020 ◽  
pp. 698-719
Author(s):  
Ronald E. Rice ◽  
Simeon J. Yates ◽  
Jordana Blejmar
Keyword(s):  
Digital Technology ◽  
Digital Literacy ◽  
Theory Development ◽  
Policy Implications ◽  
Digital Culture ◽  
Future Research ◽  
Technology And Society ◽  
Ongoing Research ◽  
Positive Effects ◽  
Research Areas

We conclude the Handbook of Digital Technology and Society by identifying topics that appear in multiple chapters, are more unique to some chapters, and that represent general themes across the material. Each of these is considered separately for the ESRC theme chapters and the non-ESRC chapters. In the ESRC theme chapters, cross-cutting research topics include digital divides and inequalities; data and digital literacy; governance, regulation, and legislation; and the roles and impacts of major platforms. Cross-cutting challenges include methods; theory development, testing, and evaluation; ethics; big data; and multi-platform/holistic studies. Gaps include policy implications, and digital culture. In the non-ESRC chapters, more cross-cutting themes include future research and methods; technology venues; relationships; content and creation; culture and everyday life; theory; and societal effects. More unique, these were digitization of self; managing digital experience; names for the digital/social era; ethics; user groups; civic issues; health, and positive effects. The chapter also shows how the non-ESRC chapters may be clustered together based on their shared themes and subthemes, identifying two general themes of more micro and more macro topics. The identification of both more and less common topics and themes can provide the basis for understanding the landscape of prior research, what areas need to be included in ongoing research, and what research areas might benefit from more attention. The chapter ends with some recommendations for such ongoing and future research in the rich, important, and challenging area of digital technology and society.

scholarly journals Efficacy of Phytocannabinoids in Epilepsy Treatment: Novel Approaches and Recent Advances

2021 ◽  
Vol 18 (8) ◽  
pp. 3993
Author(s):  
Aaron M. Farrelly ◽  
Styliani Vlachou ◽  
Konstantinos Grintzalis
Keyword(s):  
Therapeutic Potential ◽  
Significant Proportion ◽  
Future Research ◽  
Specific Reference ◽  
Undesirable Side Effect ◽  
Treatment Resistant ◽  
Current Review ◽  
Epilepsy Treatment ◽  
Clinical Environments

Epilepsy is a neurological disorder mainly characterised by recurrent seizures that affect the entire population diagnosed with the condition. Currently, there is no cure for the disease and a significant proportion of patients have been deemed to have treatment-resistant epilepsy (TRE). A patient is deemed to have TRE if two or more antiepileptic drugs (AEDs) fail to bring about seizure remission. This inefficacy of traditional AEDs, coupled with their undesirable side effect profile, has led to researchers considering alternative forms of treatment. Phytocannabinoids have long served as therapeutics with delta-9-THC (Δ9-THC) receiving extensive focus to determine its therapeutic potential. This focus on Δ9-THC has been to the detriment of analysing the plethora of other phytocannabinoids found in the cannabis plant. The overall aim of this review is to explore other novel phytocannabinoids and their place in epilepsy treatment. The current review intends to achieve this aim via an exploration of the molecular targets underlying the anticonvulsant capabilities of cannabidiol (CBD), cannabidavarin (CBDV), delta-9-tetrahydrocannabivarin (Δ9-THCV) and cannabigerol (CBG). Further, this review will provide an exploration of current pre-clinical and clinical data as it relates to the aforementioned phytocannabinoids and the treatment of epilepsy symptoms. With specific reference to epilepsy in young adult and adolescent populations, the exploration of CBD, CBDV, Δ9-THCV and CBG in both preclinical and clinical environments can guide future research and aid in the further understanding of the role of phytocannabinoids in epilepsy treatment. Currently, much more research is warranted in this area to be conclusive.

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