Computing Postgraduate Programmes in the UK and Brazil

2012 ◽  
pp. 147-171
Author(s):  
Leonor Barroca ◽  
Itana M. S. Gimenes
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
Postgraduate Education ◽  
Further Education ◽  
Lessons Learned ◽  
Educational Process ◽  
Open Educational Resources ◽  
Social Dimension ◽  
The Uk

Education can benefit from experiences and collaborations across different countries and cultures. The authors carried out a study to analyse the experiences of the use of Web 2.0 tools in distance education in the UK and propose a set of lessons that can be applied in the Brazilian context. The recent economic growth in Brazil has resulted in a strong demand for further education. Distance education has emerged as a strong contestant to address this demand. The authors present, in this chapter, the case of the provision of postgraduate education for professionals at a distance. Distance education in Brazil is currently gathering support as it offers great potential to address the big geographic and social divides. However, there are many barriers and misconceptions that perpetuate a climate of distrust. Their study draws a set of lessons learned focusing on the benefits that distance education can bring to the development of professional postgraduate education in technical and engineering areas, in the light of the experience of The Open University (OU) in the UK. They emphasise the support that Web 2.0 can bring to these experiences, but also draw attention to the quality that the production process plays in the learning experiences. These lessons address the following: support for skills development with Web 2.0 technologies, the role of the digital educator, open educational resources, open education and social dimension, and quality and pedagogy in the educational process.

scholarly journals The role of the internet in testimony: the case of the ‘Forgotten Australians’

2014 ◽  
Vol 36 (8) ◽  
pp. 1151-1167 ◽  
Author(s):  
Barbara Adkins ◽  
Donna Hancox
Keyword(s):  
Web 2.0 ◽  
Social Inclusion ◽  
Church And State ◽  
The Internet ◽  
Case Examples ◽  
Abuse And Neglect ◽  
The Uk ◽  
Past Experiences ◽  
National Museum Of Australia

This article examines the case of the Forgotten Australians as an opportunity to examine the role of the internet in the presentation of testimony. ‘Forgotten Australians’ are a group who suffered abuse and neglect after being removed from their parents – either in Australia or in the UK – and placed in Church- and State-run institutions in Australia between 1930 and 1970. The campaign by this profoundly marginalized group coincided with the decade in which the opportunities of Web 2.0 were seen to be diffusing throughout different social groups, and were considered a tool for social inclusion. We outline a conceptual framework that positions the role of the internet as an environment in which the difficult relationships between painful past experiences and contemporary injunctions to remember them, are negotiated. We then apply this framework to the analysis of case examples of posts and interaction on websites with web 2.0 functionality: YouTube and the National Museum of Australia. The analysis points to commonalities and differences in the agency of the internet in these two contexts, arguing that in both cases the websites provided support for the development of a testimony-like narrative and the claiming, sharing and acknowledgement of loss.

scholarly journals SUSTAINABLE DEVELOPMENT OF EDUCATIONAL INSTITUTIONS IN THE CONTEXT OF THE INTRODUCTION OF ELEMENTS OF DISTANCE EDUCATION IN THE LEARNING PROCESS

2019 ◽  
Vol 16 (33) ◽  
pp. 404-422
Author(s):  
B. M. AITBAYEVA ◽  
A. M. MAULENOVA ◽  
Z. B AKHMETZHANOVA ◽  
Z. A. KENZHEBEKOVA ◽  
B. O. RAKHIMBAYEVA
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Process ◽  
Professional Education ◽  
Postgraduate Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Institutions ◽  
Global Trends

Distance education is essentially the basis for the development of educational institutions that provide innovative services, which cannot be obtained elsewhere. It is believed that distance education is a substitute for the traditional as part of simplifying and cheapening the learning process. At the same time, the leading global trends suggest the need for the development of elements of self-education and the expansion of the geographical nature of educational offers. The relevance of the study is that it is necessary to distinguish between the use of distance education methods in the traditional sphere and the sphere of training professionals. The paper presents the concept of the need to integrate elements of distance education in the process of preparing university teachers. The authors believe that teachers in drawing up courses and applying learning technologies use the same techniques as in distance learning. Therefore, the use of distance learning technologies can be shown as the basis for the development of advanced training programs and additional professional education. The authors proposed a study on the need and sufficiency of the use of distance education technologies and the possibilities for their integration into the process of postgraduate education. The practical significance of the work is determined by the fact that the possibilities of self-development of teachers are fully disclosed, not only as subjects of the educational process but also as subjects of training.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

CTE Distance E-Learning Application

2009 ◽  
pp. 408-420
Author(s):  
Brenda C. Ledford
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
21St Century ◽  
Change Strategies ◽  
Pedagogical Approach ◽  
Learner Centered ◽  
E Learning ◽  
Pedagogical Theory ◽  
Changing Role

E-learning application within distance contexts is growing rapidly as a solution to the demands and needs of CTE learners in the 21st century. Effective and sustainable application begins with understanding the connective relationship e-learning enjoys with distance education. In conjunction with this link, pedagogical theory and practices successfully utilized within distance education are of relevance to CTE educators and practitioners if successful application is to be attained. This chapter delves into the prominent theories and practices of distance education centered on a learner-centered approach. Also discussed is the changing role of the instructor and learner within this pedagogical approach. Although challenges and barriers emerge with change strategies, CTE has distinct advantages for successful transition and application. Central to the learner-centered approach is the characteristics and capabilities of Web 1.0 and Web 2.0 technologies which continue to regulate and necessitate consideration of the learner-centered approach within distance contexts.

scholarly journals Giving effective feedback to psychiatric trainees

2009 ◽  
Vol 15 (2) ◽  
pp. 123-128 ◽  
Author(s):  
Nick Brown ◽  
Louise Cooke
Keyword(s):  
Clinical Performance ◽  
Daily Practice ◽  
Educational Process ◽  
Effective Feedback ◽  
Assessment Feedback ◽  
Workplace Based Assessment ◽  
Competency Based ◽  
Process Feedback ◽  
The Uk

SummaryFeedback is an essential part of the learning process. Feedback can be positive or negative, constructive or destructive, minimal or in depth. It must always occur and should never be ignored. The role of effective feedback is critical in the modern postgraduate medical educational process in the UK, with its emphasis on competency-based curricula and workplace-based assessment. Feedback is not new in medical education and has been shown in research to be effective in bringing about change, particularly improvement in clinical performance. There are clear principles and features of good and bad feedback and these are highlighted, along with descriptions of models for use in daily practice.

scholarly journals The School Leadership Is a Key to Break the Higher Education Iron Triangle through Borderless Distance Education: The Case of UNISA in Addis Ababa Ethiopia

2019 ◽  
Vol 2 (2) ◽  
pp. p67
Author(s):  
Melese Mekasha Woldeyes
Keyword(s):  
Distance Education ◽  
School Leadership ◽  
Addis Ababa ◽  
Postgraduate Education ◽  
Distance Education Program ◽  
Iron Triangle ◽  
Access Cost ◽  
Africa University

This paper examines the role of cross-border distance education institutions in providing access to quality postgraduate education in Ethiopia, using the South Africa University (UNISA) as a case study. It draws on the appropriate school leadership for the development of distance education, and it further explores the potential of a distance education program delivery system in an Ethiopian context. In addition, the study explores the policy gap between conventional and distance education in relation to international postgraduate distance education. Two instruments were used to gather relevant data, namely: interviews and document analysis. Theoretical framework developed through three key elements: access, cost and quality were used as tools of analysis.

scholarly journals Educational Platforms and Digital Transformation in Raising Awareness about Remote Education in Light of the Corona Epidemic Spread Among Secondary School Students

2021 ◽  
Vol 56 (1) ◽  
Author(s):  
Sameh Awadalla El-Sayad Ibrahim
Keyword(s):  
Distance Education ◽  
High School Students ◽  
Digital Transformation ◽  
Educational Process ◽  
Educational Institutions ◽  
School Students ◽  
Remote Education ◽  
Raising Awareness ◽  
Under Construction

This study aims to find out the role of educational platforms and digital transformation in raising awareness of remote education in light of the spread of the corona epidemic among high school students, to support decision-making in the education sector and to help develop and implement an effective educational response to the new Coronavirus pandemic, which has disrupted various educational institutions in the world, and based on the educational crisis created by the pandemic. Despite the seriousness of the Coronavirus and its serious implications for education for all countries, many countries affected by this pandemic did not find the ideal and flexible alternative to the transition from traditional education to distance education because their educational system was not able to move easily to distance education and because of the lack of the necessary resources and challenges. The idea of this study is to examine the role of educational platforms that face the integration of education remotely within the educational process in a crisis (the Coronavirus pandemic) and the main challenges and difficulties of using in general. The reality of remote education is still under construction. The study also recommended that it be necessary to identify the difficulties and challenges of remote education for educational institutions to integrate distance education into their plans according to a clear and predetermined vision.

Best Value and Performance Management Inspired Change within UK Councils

2014 ◽  
pp. 199-226
Author(s):  
Sandra Moffett ◽  
Tim Walker ◽  
Rodney McAdam
Keyword(s):  
Knowledge Management ◽  
Public Sector ◽  
Performance Management ◽  
Exploratory Study ◽  
Lessons Learned ◽  
Full Potential ◽  
Best Value ◽  
And Performance ◽  
The Uk

This chapter focuses on an exploratory study from an operational perspective, investigating the role of Knowledge Management (KM) in the UK Public Sector, the case setting being within the council’s waste services. Key literary findings outline that while Government seeks to improve council service delivery, significant legacies remain from earlier change programmes that appeared to be restricting the Local Government Modernisation Agenda (LGMA). Given the exploratory nature of the study, a theory building approach is adopted based on results from the exploratory study. The findings show that although knowledge and information flows could inform performance management frameworks to trigger change, a lack of suitable networks or a culture of knowledge sharing, combined with tight implementation timescales and a shifting agenda, meant that councils did not respond as anticipated due to systemic weaknesses. As with many organisations, KM implementation did not reach full potential. However, there are a number of lessons learned and key findings that can act as a learning process for further knowledge management applications within public sector contexts.

scholarly journals P118 The 134-year-old problem meets the 1-year-old problem: lessons learned in managing acute appendicitis during the COVID era

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
Sherwin Fernando ◽  
Diwakar Ryali Sarma ◽  
Sherwin Fernando
Keyword(s):  
Pain Treatment ◽  
Iliac Fossa ◽  
Lessons Learned ◽  
Open Approach ◽  
Patient Demographics ◽  
Right Iliac Fossa Pain ◽  
American Society ◽  
The Uk ◽  
The Right

Abstract Introduction The Right Iliac Fossa Pain Treatment (RIFT) study highlighted the rate of negative appendicectomies in the UK as one third of all procedures. However, the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2/COVID) pandemic has changed surgical practice. New practices in the COVID era have changed the rate of negative appendicectomies. Methods A retrospective analysis was conducted of patients admitted with appendicitis from March 2020 to June 2020. Patient Demographics 58 patients were identified, 43 (74%) were adults and 15 (26%) were children. The median age of the adults was 33 (range 18-80) and the median American Society of Anaesthetists (ASA) grading was 1. The median age of children was 11 (range 4-17) and all were ASA grade 1. Results 73.8% (31) of adult patients had a Computerised Tomography (CT) scan as part of their workup. 40% of paediatric patients underwent an ultrasound scan of the abdomen whilst the remaining 60% were diagnosed clinically. The open approach was favoured in both cohorts (39.5% and 46.7% respectively). No negative appendicectomies were performed. Conclusion COVID19 has changed practice resulting in better outcomes for colorectal units. Further studies (COVID SURG and COVID HAREM) are needed to fully assess the role of imaging in reducing the number of negative appendicectomies.

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