scholarly journals Maximizing the impact of digital supports in Mathematics Learning Support in Higher Education – An overview of the 9th Annual IMLSN Workshop

2015 ◽  
Vol 14 (1) ◽  
pp. 11 ◽  
Author(s):  
Anthony Gerard Cronin ◽  
Cormac Breen
Keyword(s):  
Higher Education ◽  
Mathematics Learning ◽  
Short Description ◽  
Support Network ◽  
Learning Support ◽  
The Impact ◽  
Successful Event

In this article we give a short description of the 9th Annual Workshop of the Irish Mathematics Learning Support Network (IMLSN) Workshop. The workshop theme was ‘Maximizing the impact of digital supports in Mathematics Learning Support in Higher Education’. We briefly describe the Irish Mathematics Learning Support Network (IMLSN) and outline the factors that motivated this workshop theme. We will also discuss the presentations, some of the issues that were raised during the workshop and we close with some brief conclusions on this very successful event.

scholarly journals The key role of tutors in Mathematics Learning Support – A report of the 10th annual IMLSN workshop

2016 ◽  
Vol 15 (1) ◽  
pp. 39 ◽  
Author(s):  
Kirsten Pfeiffer ◽  
Anthony Cronin ◽  
Ciarán Mac an Bhaird
Keyword(s):  
Secondary Education ◽  
Mathematics Learning ◽  
Short Description ◽  
Support Network ◽  
Learning Support ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Successful Event

In this article we give a short description of the 10th Annual Workshop of the Irish Mathematics Learning Support Network (IMLSN) Workshop. The workshop theme was ‘The key role of tutors of mathematics and statistics in Post-Secondary Education’. We briefly describe the aim of this workshop, discuss the presentations, and we close with some brief conclusions on this very successful event.

scholarly journals The Provision of Mathematics and Statistics Support in Scottish Higher Education Institutions (2017) – A Comparative Study by the Scottish Mathematics Support Network

2018 ◽  
Vol 16 (3) ◽  
pp. 5 ◽  
Author(s):  
Shazia Ahmed ◽  
Peter Davidson ◽  
Kate Durkacz ◽  
Calum Macdonald ◽  
Morgiane Richard ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Higher Education Institutions ◽  
Mathematics Learning ◽  
Support Network ◽  
Learning Support ◽  
The Past ◽  
Current State ◽  
Statistical Support ◽  
Uk Higher Education

The Scottish Mathematics Support Network (SMSN) was formed in July 2008 with the aim of creating a support network for people working in Scottish universities who were involved with, or wished to be involved with, providing mathematical and/or statistical support for their students. The consensus of the SMSN is that increasingly more students need assistance with their basic mathematical and statistical skills than was the case in the past, and that consequently mathematics support is an area on which universities will need to focus on in future years. Through networking and professional development opportunities with other practitioners in the field of mathematics and statistics support, the SMSN have developed and maintained strong links with individual practitioners, and more broadly with like-minded groups such as the sigma Network and the Irish Mathematics Learning Support Network. With the provision of mathematics and statistics support becoming more prevalent in UK Higher Education institutions, it seemed timely to assess the current state of this provision in Scotland, and to compare with the rest of the British Isles. At the 2016 SMSN AGM, it was unanimously agreed that such a study should be carried out with the SMSN committee taking responsibility for conducting the research.

scholarly journals Mathematics instructors’ awareness of accessibility barriers for disabled students

2019 ◽  
Vol 39 (3) ◽  
pp. 184-200
Author(s):  
Emma Cliffe ◽  
Ciarán Mac an Bhaird ◽  
Eabhnat Ní Fhloinn ◽  
Clare Trott
Keyword(s):  
Higher Education ◽  
Mathematics Learning ◽  
Learning Support ◽  
Disabled Students ◽  
Barriers To Participation ◽  
Student Difficulties ◽  
Accessibility Barriers ◽  
Mathematics Instructors ◽  
The Uk

Abstract In this paper, we discuss the results of a staff survey on accessibility barriers to participation and success for disabled students in higher education in the UK and Ireland. We focus on the range and complexity of student difficulties encountered by staff involved either in the lecturing of mathematics or the provision of Mathematics Learning Support. We report on the range of supports available to both staff and students in these situations and their varying levels of awareness and implementation of these supports. We close with a brief overview of how we intend to use the results of this survey to both increase awareness of existing appropriate supports and develop additional services to improve student accessibility.

African leadership university: implementation strategies for innovative mass higher education

2021 ◽  
Vol 11 (2) ◽  
pp. 1-37
Author(s):  
Mjumo Mzyece ◽  
Ogundiran Soumonni ◽  
Stephanie Althea Townsend
Keyword(s):  
Higher Education ◽  
Emerging Markets ◽  
New Technologies ◽  
Chief Executive ◽  
Education Institution ◽  
Support Network ◽  
Content Type ◽  
Chief Operating Officer ◽  
African Leadership ◽  
The Impact

Learning outcomes After studying this case, students should be able to: explain how strategic management relates to the areas of innovation, operations, technology, entrepreneurship and emerging markets; analyse strategy implementation and execution at the operational level, in contrast to strategy formulation at the strategic mission, values and vision level; discuss innovation, entrepreneurship and new technologies in emerging markets; and assess the impact of technology-driven entrepreneurship on significant socio-economic change that is on transformational entrepreneurship, in emerging markets. Case overview/synopsis This case outlines key global challenges facing higher education in the African context. It discusses the African Leadership University (ALU) as an innovative higher education institution, including its origins, establishment, strategy and purpose, curriculum, technology and operations, student support network and funding. It also describes ALU’s ongoing challenges and future prospects. ALU was launched in 2015 by Fred Swaniker, founder and chief executive officer and Khurram Masood, co-founder and chief operating officer. ALU’s vision was to transform Africa by developing and connecting three million high-calibre, ethical and entrepreneurial leaders by 2035. In August 2019, Swaniker and Masood considered how to ensure ALU’s sustainability and its vision. They had already changed ALU’s operational strategy by establishing micro-campuses instead of universities to scale rapidly and avoid regulatory barriers. However, would that be enough to uphold ALU’s vision for 2035? Complexity academic level This case is appropriate for postgraduate-level academic programmes and executive education programmes in management. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 11: Strategy.

scholarly journals An Overview Of Learning Support Factors On Mathematic Games

2019 ◽  
pp. 169-178
Author(s):  
Ahmad Fairuzabadi ◽  
Ahmad Afif Supianto
Keyword(s):  
Mathematics Education ◽  
Learning Outcomes ◽  
Empirical Evidence ◽  
Game Design ◽  
Mathematics Learning ◽  
Learning Support ◽  
Game Based Learning ◽  
The Impact ◽  
Design Factors

 In this study, we examined the factors in game design that were used by developers to support the interests of mathematics learning. The aim is to overcome the lack of empirical evidence about the impact of factors in the game on learning outcomes, identify how the design of in-game activities affects learning, and develop an overview of general recommendations for designing mathematics education games. This study tries to illustrate the impact of game design factors in mathematics education games on the objectives and results of game-based learning.

scholarly journals Preparing Tutors for Mathematics Learning Support

2016 ◽  
Vol 14 (3) ◽  
pp. 14 ◽  
Author(s):  
Olivia Fitzmaurice ◽  
Anthony Cronin ◽  
Eabhnat Ni Fhloinn ◽  
Ciaran O'Sullivan ◽  
Richard Walsh
Keyword(s):  
Focus Groups ◽  
Mathematics Learning ◽  
Training Programme ◽  
Support Network ◽  
Learning Support ◽  
Tutor Training ◽  
First Semester ◽  
Academic Year

This paper reports on a Mathematics Learning Support (MLS) tutor training programme implemented on a coordinated basis across three universities in Ireland in 2015 by the Irish Mathematics Learning Support Network (IMLSN). The training events were conducted in September near the start of the first semester of the academic year. Focus groups were conducted at the end of the semester in the three institutions with tutors who had participated in the training events to evaluate the workshops and their impact on the tutors’ MLS teaching.

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