Installing a multimedia laboratory: Some lessons to be learned

ReCALL ◽  
1994 ◽  
Vol 6 (1) ◽  
pp. 3-8
Author(s):  
Mike Smith
Keyword(s):  
Multimedia Presentation ◽  
Laboratory Design ◽  
Teachers And Students ◽  
The University ◽  
Near Future

The Horwood Language Centre at the University of Melbourne has recently installed a large Macintosh multimedia laboratory, dedicated to the learning of languages. This has proved an enormously popular facility, both for teachers and students. After only four months of operation, booking requests by teachers for the second semester of 1993 have exceeded capacity by one and a half times; students often queue to use the machines when the laboratory is open for self access.When the Language Centre began assembling the original submission to the University for funding for the laboratory, Centre staff were still relatively inexperienced in the design and installation of CALL laboratories, and the decision was taken to make extensive use of experts in FT and multimedia presentation within Melbourne University. However, despite this expert assistance, a number of unexpected problems presented themselves, some of which were potentially disastrous to the project.As a result, the Language Centre has learned a number of valuable lessons about CALL laboratory design. This paper presents some of the more important of these lessons, in the hope that they will be of assistance to any other institutions who may be contemplating the installation of a CALL laboratory in the near future.

Spectrophotometric reductions with an IBM 1620

1966 ◽  
Vol 24 ◽  
pp. 116-117
Author(s):  
P.-I. Eriksson
Keyword(s):  
Astronomical Data ◽  
Spectrophotometric Data ◽  
Electronic Computers ◽  
The University ◽  
Near Future

Nowadays more and more of the reductions of astronomical data are made with electronic computers. As we in Uppsala have an IBM 1620 at the University, we have taken it to our help with reductions of spectrophotometric data. Here I will briefly explain how we use it now and how we want to use it in the near future.

MANAGEMENT OF THE SUCCESS OF STUDENT’S LEARNING BASED ON THE MARKOV MODEL

2018 ◽  
pp. 4-11
Author(s):  
M. V. Noskov ◽  
M. V. Somova ◽  
I. M. Fedotova
Keyword(s):  
Information System ◽  
Markov Process ◽  
Continuous Time ◽  
Information Technologies ◽  
Educational Process ◽  
Automated Information System ◽  
The Subject ◽  
The University ◽  
Independent Work ◽  
Near Future

The article proposes a model for forecasting the success of student’s learning. The model is a Markov process with continuous time, such as the process of “death and reproduction”. As the parameters of the process, the intensities of the processes of obtaining and assimilating information are offered, and the intensity of the process of assimilating information takes into account the attitude of the student to the subject being studied. As a result of applying the model, it is possible for each student to determine the probability of a given formation of ownership of the material being studied in the near future. Thus, in the presence of an automated information system of the university, the implementation of the model is an element of the decision support system by all participants in the educational process. The examples given in the article are the results of an experiment conducted at the Institute of Space and Information Technologies of Siberian Federal University under conditions of blended learning, that is, under conditions when classroom work is accompanied by independent work with electronic resources.

PROFESSORS' PERCEPTION OF SCIENTIFIC ACTIVITY IN THE FACULTY OF MEDICAL SCIENCES OF THE UNIVERSITY OF GUAYAQUIL

2020 ◽  
Vol 8 (10) ◽  
pp. 70-76
Author(s):  
Jorge Daher Nader ◽  
Amelia Patricia Panunzio ◽  
Marlene Hernández Navarro
Keyword(s):  
Scientific Research ◽  
Scientific Activity ◽  
Medical Sciences ◽  
Research Activity ◽  
University Environment ◽  
Empirical Level ◽  
Teachers And Students ◽  
Scientific Nature ◽  
The University

Research is considered a function aimed at obtaining new knowledge and its application for the solution to problems or questions of a scientific nature, The universities framed in the fulfillment of their social function have a complex task given by training a competent professional who assumes research as part of their training and who learns to ask questions that they are able to solve through scientific research.  Scientific research is an indicator of the quality of processes in the university environment, so it must be increased by virtue of the results of the work carried out by research teachers and students the objective of this work is to know the perception of the teachers of the Faculty of Medical Sciences of the University of Guayaquil about the scientific activity. Objective: to know the perception of the teachers of the Faculty of Medical Sciences of the University of Guayaquil about the scientific activity. Methods: theoretical and empirical level were used, a questionnaire with closed questions aimed at knowing the opinions on the research activity in this institution was applied. Result: that of the sample analyzed 309 (39.3%) said they agreed with the training for the writing of scientific articles. 38.6% said they agree with the training on research projects. Conclusion: that teacher’s research should be enhanced to ensure the formation and development of research skills in students.

Promoting positive washforward through personalised test feedback and other benefits: Piloting a computer-based testing system

2020 ◽  
Vol 10 (1) ◽  
pp. 235-244
Author(s):  
Elena A. M. Gandini ◽  
Tania Horák
Keyword(s):  
Foreign Language ◽  
Testing System ◽  
Test Results ◽  
Test Feedback ◽  
Teachers And Students ◽  
Computer Based ◽  
Computer Based Testing ◽  
The University ◽  
Future Learning ◽  
Personalised Feedback

AbstractThis contribution reports on the developing and piloting of a computer-based version of the test of English as a foreign language produced by the University of Central Lancashire (UCLan), where it is currently used for the admission of international students and the subsequent evaluation of their language progress. Among other benefits, computer-based testing allows for better and individualised feedback to both teachers and students, and it can provide a more authentic test experience in light of the current digital shift that UK universities are undergoing. In particular, the qualitative improvement in the feedback available for test-takers and teachers was for us a crucial factor. Providing students with personalised feedback, that is, directly linked to their performance, has positive washforward, because it means we can guide their future learning, highlighting the areas they need to work on to improve their language skills and giving them suggestions on how to succeed in academia. Furthermore, explaining the meaning of test results in detail improves transparency and ultimately washback, as teachers can use the more accessible marking criteria, together with information on how their students performed, to review plans and schemes of work for subsequent courses.

scholarly journals “Our” Bodies: Property Rights in Human Tissue

1993 ◽  
Vol 8 (2) ◽  
pp. 113-138 ◽  
Author(s):  
Joan M. Gilmour
Keyword(s):  
Property Rights ◽  
Medical Research ◽  
Human Tissue ◽  
Effective Control ◽  
Technological Advances ◽  
The Supreme Court ◽  
The Many ◽  
Economic Goods ◽  
The University ◽  
Near Future

AbstractIn Moore v. Regents of the University of California, the Supreme Court of California held that the human source of blood and tissue used by his physician and other defendants in potentially lucrative medical research without his permission could not assert a legal claim that, in doing so, the defendants had deprived him of any property right in these materials or the cell line developed from them. He was, however, permitted to proceed with his claim that there had been a failure to obtain his informed consent to the excision or removal of these materials, given that their end uses were not disclosed. The decision in Moore is but one example of the range of new legal problems created by the many and rapid advances in biotechnology, and of the attempts courts are making to respond. The judgment raises questions about whether these types of issues as between the patient and medical, research, and pharmaceutical concerns can or ought to be analyzed in terms of property rights. Are the general justifications for recognizing proprietary rights that have traditionally been influential in judicial decisions useful or helpful in this context? And what of the identity of the decision-maker? In Moore, the majority was content to effectively delegate much of the decision-making authority to the U.S. Patent Office and the Office of Technology Assessment. While there are no Canadian decisions directly on point as yet, the pace of technological advances, the potential for economic gain, and the international nature of biotechnology enterprises all set the scene for these issues' coming before our courts in the near future. This paper begins to explore the implications of adopting an analytical model based on property rights and to address the fact that the biotechnology industry already operates on the premise that such material can be owned. It concludes that the current legal regime needs to be modified to allow effective control of these new realities and suggests principles that might be adopted to address important concerns that are raised by the transformation of human tissue and cells into economic goods.

Forestry education in Canada

1997 ◽  
Vol 73 (3) ◽  
pp. 341-347
Author(s):  
Claude Godbout
Keyword(s):  
Education System ◽  
Forest Sector ◽  
General Picture ◽  
Forestry Education ◽  
University Level ◽  
The University ◽  
Near Future

This paper aims at providing the reader with information about the forestry education system in Canada and its trends. As a basis for undertanding the framework of forestry education, a general picture of the Canadian forest sector is drawn and the main issues and concerns that will shape its evolution in the near future are presented.In a second part, after having described the current forestry education system with some emphasis on the university level, a summary of the challenges facing forestry education is presented. In the last part, a practical example of program revision influenced by these trends and challenges is presented in order to convey to the reader how a revised university forestry program can be designed to meet society's needs.

The Masks of Greek Tragedy as Point of Departure for Modern Performance

2001 ◽  
Vol 17 (3) ◽  
pp. 254-272 ◽  
Author(s):  
Chris Vervain ◽  
David Wiles
Keyword(s):  
Greek Tragedy ◽  
Research Programme ◽  
Cambridge University ◽  
Performance Space ◽  
And Performance ◽  
The University ◽  
Near Future ◽  
Point Of Departure ◽  
Valuable Point ◽  
New Comedy

In this article, David Wiles and Chris Vervain stake out the ground for a substantial programme of continuing research. Chris Vervain, coming from a background in visual and performance art, is in the first instance a maker of masks. She is also now writing a thesis on the masks of classical tragedy and their possibilities in modern performance, and, in association with the University of Glasgow, working on an AHRB research programme that involves testing the effect of Greek New Comedy masks in performance. David Wiles, Professor of Theatre at Royal Holloway, University of London, has published books on the masks of Greek New Comedy and on Greek performance space, and lectured on Greek masks. Most recently, his Greek Theatre Performance: an Introduction (Cambridge University Press, 2000) included an investigation of the classical mask and insights provided by the work of Lecoq. He is now planning a book on the classical Greek mask. Wiles and Vervain are both committed to the idea that the mask was the determining convention which gave Greek tragedy its identity in the ancient world, and is a valuable point of departure for modern practitioners engaging with the form. They anticipate that their research will in the near future incorporate a symposium and a further report on work-in-progress.

scholarly journals Innovation in Web-Enhanced Learning

2011 ◽  
pp. 1197-1203
Author(s):  
Jane E. Klobas ◽  
Stefano Renzi
Keyword(s):  
World Wide ◽  
Information And Communications Technology ◽  
University Education ◽  
Virtual Universities ◽  
Teachers And Students ◽  
Ict Infrastructure ◽  
The University ◽  
Remote Classrooms ◽  
Enhanced Learning ◽  
The Web

While virtual universities and remote classrooms have captured the headlines, there has been a quiet revolution in university education. Around the globe, the information and communications technology (ICT) infrastructure needed to support Web-enhanced learning (WEL) is well established, and the Internet and the World Wide Web (the Web) are being used by teachers and students in traditional universities in ways that complement and enhance traditional classroom-based learning (Observatory of Borderless Education, 2002). The Web is most frequently used by traditional universities to provide access to resources—as a substitute for, or complement to, notice boards, distribution of handouts, and use of the library (Collis & Van der Wende, 2002). Therefore, most of the change has been incremental rather than transformational. Adoption of WEL has yet to meet its potential—some would say the imperative (Bates, 2000; Rudestam & Schoenholtz- Read, 2002)—to change the nature of learning at university and to transform the university itself.

scholarly journals Center Rondon project and university extension: sharing and knowledge production

2019 ◽  
Vol 7 (4) ◽  
pp. 387-396
Author(s):  
Vaneza Cauduro Peranzoni ◽  
Alieze Nascimento da Silva ◽  
Carine Nascimento da Silva ◽  
Luana Possamai Menezes
Keyword(s):  
Health Care ◽  
Knowledge Production ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
The Poor ◽  
Teachers And Students ◽  
Extension Activity ◽  
The University ◽  
Political Economic ◽  
The City

This work explores the experience of team participation the University of Cruz Alta Cruz Alta Rio Grande do Sul, Rondon Project. With goal to integrate the student to reality Brazil, and develop political, economic, and health care activities education for the poor, in January 2012, teachers and students visited the city of Aguiarnópolis, state of Tocantins in Brazil. The project is the intellectual effort of research and understanding of the process history, involving the saga of Brazilian Cândido Mariano Rondon and his legacy to the formation of anthropologists. This study proposes a reflection on Rondon Project while the university democratization of space public, considering it essential to approach institution with society. The Rondon Project is an extension activity that aims to consolidate the sense of social responsibility in university, knowledge on different Brazilian realities and production local collective projects.  It is intended, finally, contribute through this study to highlight the importance of alliance between scientific knowledge and empirical in everyone's life citizens, and the contribution of the Rondon Project to provide this exchange of knowledge between students and underserved communities.

scholarly journals Who is we? Attending to similarity and difference as discourse praxis in the university classroom

2020 ◽  
Vol 2 (1) ◽  
pp. 11-27
Author(s):  
Collective on Praxis in Health Sciences Education
Keyword(s):  
Student Teaching ◽  
Teaching Assistants ◽  
Pedagogical Practice ◽  
Collaborative Partnership ◽  
Starting Point ◽  
Dominant Ideologies ◽  
Teachers And Students ◽  
Gender And Health ◽  
Similarity And Difference ◽  
The University

The word we evokes ideas of both belongingness and non-belongingness through its ability to create constellations of solidarity and exclusion. In education, its use has the power to draw invisible yet substantial lines between dominant and counter-hegemonic ideologies—and teachers and students—in ways that dynamically influence the operation of power between actors. Reflections emerging from a collaborative partnership between a student, teaching assistants, and professor during an undergraduate course on sex/gender and health revealed significant opportunities for critical pedagogical practice around we. This paper analyzes how we and related terms (like they, us, them, etc.) function in the higher education classroom and offers our analysis into the possibilities of using we as a starting point for anti-oppressive and reflexive educational praxis. Ultimately, we contend that we has the potential to work as an intervention countering dominant ideologies and normative assumptions operating in the classroom.

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