scholarly journals CMALT and cMOOC - a community of educators and their learning technologies

2019 ◽  
Vol 2 (1) ◽  
pp. 5
Author(s):  
Lisa Ransom
Keyword(s):  
New Zealand ◽  
International Community ◽  
Learning Technologies ◽  
Professional Standards ◽  
Support Structure ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Geographically Distributed ◽  
Authentic Participation ◽  
The Uk

CMALT is a peer-reviewed accreditation based upon the UKPSF (UK Professional Standards Framework) to enable staff (whether academic or administrative) who embed learning technologies in either their teaching or support roles, to showcase their experiences and gain recognition. This programme has been developed by ALT and is co-delivered online, by ASCILITE.   Building upon the experiences of supporting a geographically distributed project involving six institutions nationally across New Zealand during 2014-2015, we (AUT) have developed a support structure for building communities around CMALT accreditation using a cMOOC model. The cMOOC framework enables us to bridge and broker authentic participation within an international community of academics and learning technologists interested in exploring CMALT accreditation, and we have had participation from the UK, Japan, Canada, Australia, and NZ. The CMALT cMOOC was developed in 2017 by the Centre for Learning and Teaching, at Auckland University of Technology, and endorsed by ALT and ASCILITE in 2019.   This presentation will highlight the ecology of resources that are used to support the community and hear from current participants of the programme

scholarly journals Paramedic Transition into an Academic Role in Universities: A Demographic and Qualification Survey of Paramedic Academics in Australia and New Zealand

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Graham Munro ◽  
Peter O'Meara ◽  
Amanda Kenny
Keyword(s):  
New Zealand ◽  
Academic Writing ◽  
Demographic Data ◽  
Teaching Experience ◽  
Internet Survey ◽  
Learning And Teaching ◽  
Entry Level ◽  
Wide Range ◽  
The Uk ◽  
University Degree

<p align="center"><span style="text-decoration: underline;">Abstract</span></p><p><span style="text-decoration: underline;">Objectives</span></p><p>            To identify the demographic and qualification characteristics of paramedic academics holding teaching and research positions at universities in Australia and New Zealand offering entry-level undergraduate or postgraduate degree programs in paramedicine.</p><p><span style="text-decoration: underline;">Methods</span></p><p>            A 17 item online normative internet survey was used to obtain demographic and qualification characteristics about the target group. The survey was divided into five categories: demographic data, professional qualifications, educational qualifications, learning and teaching experience, and level of academic skills. Data were collected over a two-month period in 2013 and then collated and reported utilising the capabilities of the Survey Monkey program.</p><p><span style="text-decoration: underline;">Results</span></p><p>            Of the estimated 66 eligible participants, 30 responded to the survey, 70% were male, the average age when entering academia was 43 years, and the average age when initially entering paramedicine was 23 years. Two-thirds completed their paramedic training in Australia and New Zealand, with the other third training in the UK, US, or Canada. There was a wide-range of levels of training and qualification reported with three having a PhD on entering academia, while most had little to no experience in research, academic writing, and publication.</p><p><span style="text-decoration: underline;">Conclusions</span></p><p>            Issues of the transference of cultural and professional capital from one community of practice (CoP) into another, the variance in the levels of academic qualifications amongst paramedics when entering academia, and the resources needed to mentor and educate a large majority of these new academics pose significant challenges to new academics and the universities employing them.</p><p>Key words: paramedicine, university, degree, transition, role</p>

Effective Implementation of Learner Response Systems

2010 ◽  
pp. 144-161
Author(s):  
Diana Bannister ◽  
Andrew Hutchinson ◽  
Helen Sargeant
Keyword(s):  
Best Practice ◽  
Classroom Interaction ◽  
Continuing Professional Development ◽  
Learning Technologies ◽  
Interactive Technologies ◽  
Learning And Teaching ◽  
Response Systems ◽  
Charitable Trust ◽  
The Uk ◽  
Effective Use

This chapter is based upon research from the REVEAL Project - a REVIEW of Electronic Voting and an Evaluation of Uses within Assessment and Learning. The REVEAL Project was a two-year development and research project across the UK funded by the Bowland Charitable Trust, (UK) that focused upon understanding the effective use of one of Promethean’s Learner Response Systems (LRS) called Activote, across seventy primary and secondary schools within eleven local authorities. Led by the Learning Technologies Team, Midlands Leadership Centre, University of Wolverhampton, the project aimed to define and disseminate best practice in the use of Learner Response Systems, highlighting key uses and creative ways of working. This chapter summarizes the key themes and findings that have emerged from the project, providing an overview for teachers and practitioners including a suggested model of implementation for the Learner Response Systems. The work from this project would be beneficial to developments on classroom interaction and collaboration as well as teacher training and related continuing professional development for the effective use of interactive technologies within learning and teaching.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

Advanced practice in ophthalmic nursing: A comparison of roles and the effects of policy on practice in the UK and New Zealand

2010 ◽  
Vol 18 (1) ◽  
pp. 7-18 ◽  
Author(s):  
Janet Marsden ◽  
Mary E. Shaw ◽  
Sue Raynel
Keyword(s):  
Health Policy ◽  
New Zealand ◽  
National Health ◽  
Mixed Method ◽  
Advanced Practice ◽  
National Health Policy ◽  
Minimal Effect ◽  
Questionnaire Data ◽  
Role Development ◽  
The Uk

This paper compares the results of studies of ophthalmic advanced practice in two similar but distinct health economies and integrates the effects of the setting, health policy and professional regulation on such roles. A mixed method questionnaire design was used, distributed at national ophthalmic nursing conferences in the UK and in New Zealand. Participants were nurses undertaking advanced practice who opted to return the questionnaire. Data were analysed separately, and are compared here, integrated with national health policy and role regulation to provide commentary on the findings. The findings suggest that health policy priorities stimulate the areas in which advanced practice roles in ophthalmic nursing emerge. The drivers of role development appear similar and include a lack of experienced doctors and an unmanageable rise in healthcare demand. Titles and remuneration are different in the two health economies, reflecting the organisation and regulation of nursing. In clinical terms, there are few differences between practice in the two settings and it appears that the distinct systems of regulation have minimal effect on role development. Ophthalmic nursing, as a reactive, needs based profession and in common with nursing in general, evolves in order that practice reflects what is needed by patients and services.

scholarly journals The Ethical Dilemma of Lifestyle Change: Designing for sustainable schools and sustainable citizenship

2018 ◽  
Vol 4 (1) ◽  
pp. 140-155
Author(s):  
Andrea Wheeler
Keyword(s):  
Young People ◽  
Best Practice ◽  
Learning Technologies ◽  
Luce Irigaray ◽  
Social Challenges ◽  
Innovative Learning ◽  
Michael Oakeshott ◽  
The Uk ◽  
Sustainable Schools

This paper explores how participation and sustainability are being addressed by architects within the Building Schools for the Future (BSF) programme in the UK. The intentions promoted by the programme are certainly ambitious, but the ways to fulfil these aims are ill-explored. Simply focusing on providing innovative learning technologies, or indeed teaching young people about physical sustainability features in buildings, will not necessarily teach them the skills they will need to respond to the environmental and social challenges of a rapidly changing world. However, anticipating those skills is one of the most problematic issues of the programme. The involvement of young people in the design of schools is used to suggest empowerment, place-making and to promote social cohesion but this is set against government design literature which advocates for exemplars, standard layouts and best practice, all leading to forms of standardisation. The potentials for tokenistic student involvement and conflict with policy aims are evident. This paper explores two issues: how to foster in young people an ethic towards future generations, and the role of co-design practices in this process. Michael Oakeshott calls teaching the conversation of mankind. In this paper, I look at the philosophy of Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty and Luce Irigaray to argue that investigating the ethical dilemmas of the programme through critical dialogue with students offers an approach to meeting government objectives, building sustainable schools, and fostering sustainable citizenship.

Deconstructing Professionalism

2011 ◽  
Vol 3 (4) ◽  
pp. 22-31 ◽  
Author(s):  
Jonathan Tummons
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Network Theory ◽  
Lived Experiences ◽  
Professional Knowledge ◽  
Actor Network Theory ◽  
Professional Standards ◽  
Actor Network ◽  
The Uk

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector both in terms of professional knowledge and competences, and professional development. This paper takes a different approach, drawing on a branch of material semiotics – actor-network theory – in order to shift the locus of problematisation away from what the standards might mean, to how the standards are physically assembled or instantiated. The paper concludes by suggesting that a first point of problematisation rests not in the discourses that the standards embody, but in the inherent fragilities of any material artefact that has the intention of carrying meaning across spatial, institutional or temporal boundaries.

scholarly journals A survey of foot orthoses prescription habits amongst podiatrists in the UK, Australia and New Zealand

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Lara S. Chapman ◽  
Anthony C. Redmond ◽  
Karl B. Landorf ◽  
Keith Rome ◽  
Anne-Maree Keenan ◽  
...  
Keyword(s):  
New Zealand ◽  
Foot Orthoses ◽  
The Uk
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