The Nature of a Successful Online Professional Doctorate

2016 ◽  
pp. 1097-1121
Author(s):  
Gordon Joyes ◽  
Tony Fisher ◽  
Roger Firth ◽  
Do Coyle
Keyword(s):  
Student Evaluation ◽  
Main Body ◽  
School Of Education ◽  
Evaluation Scores ◽  
Professional Doctorate ◽  
Current Context ◽  
Student Reactions ◽  
The University ◽  
Collaborative Knowledge

This chapter provides a case study of a wholly online professional doctorate in Teacher Education that has been running successfully since 2003 within the School of Education at the University of Nottingham, UK. It begins with both the background and context in which the development took place—this covers the team involved and identifies the drivers that led to this innovative course. The main body of the chapter focuses on the course itself, which was constructed collaboratively through written reflections of the team. This illuminates the reasons for its success as measured by healthy recruitment, high student evaluation scores, and high retention and completion rates. The pedagogic rationale for the design of one module involving collaborative knowledge creation is presented with some student reactions to this. Six student voices are then presented, which provide an insight into the value of the course. This leads to a consideration of the current context and the new challenges facing the course.

The Nature of a Successful Online Professional Doctorate

2014 ◽  
pp. 296-330
Author(s):  
Gordon Joyes ◽  
Tony Fisher ◽  
Roger Firth ◽  
Do Coyle
Keyword(s):  
Student Evaluation ◽  
Main Body ◽  
School Of Education ◽  
Evaluation Scores ◽  
Professional Doctorate ◽  
Current Context ◽  
Student Reactions ◽  
The University ◽  
Collaborative Knowledge

This chapter provides a case study of a wholly online professional doctorate in Teacher Education that has been running successfully since 2003 within the School of Education at the University of Nottingham, UK. It begins with both the background and context in which the development took place—this covers the team involved and identifies the drivers that led to this innovative course. The main body of the chapter focuses on the course itself, which was constructed collaboratively through written reflections of the team. This illuminates the reasons for its success as measured by healthy recruitment, high student evaluation scores, and high retention and completion rates. The pedagogic rationale for the design of one module involving collaborative knowledge creation is presented with some student reactions to this. Six student voices are then presented, which provide an insight into the value of the course. This leads to a consideration of the current context and the new challenges facing the course.

Evaluating Electronic Voting Systems to Enhance Student Learning

2006 ◽  
pp. 155-174 ◽  
Author(s):  
Gregor E. Kennedy ◽  
Quintin Cutts ◽  
Stephen W. Draper
Keyword(s):  
Electronic Voting ◽  
Main Body ◽  
Voting Systems ◽  
Observational Coding ◽  
Learning Contexts ◽  
Technical Issues ◽  
The University ◽  
Audit Trails ◽  
Enhance Student Learning

This chapter provides practical advice on the evaluation of electronic voting systems (EVSs), particularly in relation to two evaluation methods. It begins by considering two potential educational advantages of using EVSs in large-group lectures in higher education. Four evaluation questions that are commonly asked by lecturers who use EVSs are linked to these two pedagogical advantages. The main body of the chapter focuses on two methods, observation and audit trails, and shows how these can be used to innovatively evaluate the use of EVSs. The development of an observational coding schema is described, and a case study of its use in two learning contexts is presented. Practical and technical issues associated with the use of audit trails are then discussed before a second case study is presented. The two case studies presented in this chapter draw extensively on data collected in evaluations of EVS implementations at the University of Glasgow.

Participant Understandings and the Complexities of Educational Change: The Breakdown and Regeneration of the Greenfield Experiment

1979 ◽  
Vol 161 (4) ◽  
pp. 20-35 ◽  
Author(s):  
Clement A. Seldin ◽  
Robert W. Maloy
Keyword(s):  
Department Of Education ◽  
Main Body ◽  
Change Model ◽  
School Of Education ◽  
Community Members ◽  
Project Leadership ◽  
The Public ◽  
University Of Massachusetts ◽  
The University ◽  
Education Process

In June of 1977, the public school system of Greenfield, Massachusetts, * in conjunction with the Massachusetts State Department of Education and the School of Education at the University of Massachusetts, embarked on a two-year collaboration to conceptualize and design a more responsive and effective secondary education process. The Greenfield Secondary Schools Project (GSSP) was to be an attempt by teachers, students, administrators, and community members to develop comprehensive solutions to educational problems. The GSSP represented a major attempt at broad-based, decentralized innovation in public education. Despite the collaborative approach, shared decision-making strategies, local control, and decentralized structure, the GSSP was unable to effectively manage major obstacles, and participant commitment to the change process began to dissolve. The main body of this article contends that preexisting expectations and assumptions about change, shared by participants, can inhibit and even break down a progressive, elaborately preplanned change model. The article's postscript describes the unique regeneration of the GSSP in terms of a new minigrant program and the consolidation of project leadership.

SDG 4 in higher education: challenges and opportunities

2020 ◽  
Vol 21 (5) ◽  
pp. 959-975
Author(s):  
Therese Ferguson ◽  
Carmel Geneva Roofe
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Illustrative Case ◽  
School Of Education ◽  
Content Type ◽  
Challenges And Opportunities ◽  
Illustrative Case Study ◽  
The University

Purpose The purpose of this case study is to focus on the role of higher education in the realisation of Sustainable Development Goal (SDG) 4, discussing both challenges and opportunities. Drawing on the example of The University of the West Indies (UWI) School of Education (SOE) (Mona Campus in Jamaica), this paper illustrates how higher education can move SDG 4 forward in a realistic and significant way. Design/methodology/approach Drawing on the literature and case study experiences implementing education for sustainable development-related activities within a SOE, opportunities and challenges regarding SDG 4 and higher education institutions (HEIs) are identified and outlined. The SOE at the UWI campus is used as an illustrative case study to highlight the ways in which HEIs can drive SDG 4 through teaching, programme and course development, research and outreach activities. Findings Based on the literature examined, along with the case study, the paper argues that HEIs must help to shape and lead the SDG 4 agenda by being integrally involved and no longer watching from the side lines. A framework to aid HEIs in achieving outcomes associated with SDG 4 is then proffered. The intent is that this will not only help shape discourse but also shape actions, as the demand for higher education increases across the globe. Originality/value This paper uses a Caribbean regional HEI as the basis for the framework proposed to aid HEIs in achieving SDG 4 outcomes. This brings to the fore discourse from the global south, as space that is often missing from the discussion.

Thai Buddhist Meditation Practice Tradition and a Case Study

2020 ◽  
pp. 12-15
Author(s):  
Somboon Watana, Ph.D.
Keyword(s):  
Present Article ◽  
Practice Research ◽  
Meditation Practice ◽  
Master Teachers ◽  
Buddhist Meditation ◽  
Good Deed ◽  
University Level ◽  
The University ◽  
The Buddha

Thai Buddhist meditation practice tradition has its long history since the Sukhothai Kingdom about 18th B.E., until the present day at 26th B.E. in the Kingdom of Thailand. In history there were many well-known Buddhist meditation master teachers, i.e., SomdejPhraBhudhajaraya (To Bhramarangsi), Phraajarn Mun Puritatto, Luang Phor Sodh Chantasalo, PhramahaChodok Yanasitthi, and Buddhadasabhikkhu, etc. Buddhist meditation practice is generally regarded by Thai Buddhists to be a higher state of doing a good deed than doing a good deed by offering things to Buddhist monks even to the Buddha. Thai Buddhists believe that practicing Buddhist meditation can help them to have mindfulness, peacefulness in their own lives and to finally obtain Nibbana that is the ultimate goal of Buddhism. The present article aims to briefly review history, and movement of Thai Buddhist Meditation Practice Tradition and to take a case study of students’ Buddhist meditation practice research at the university level as an example of the movement of Buddhist meditation practice tradition in Thailand in the present.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

‘A Routh O’ Auld Nick-Nackets’ – the antiquarian collection of John Rae

2015 ◽  
Vol 36-37 (1) ◽  
pp. 163-183
Author(s):  
Paul Taylor
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Social Context ◽  
Moral Education ◽  
The United States ◽  
Representative Case ◽  
National Museums ◽  
The Individual ◽  
The University

John Rae, a Scottish antiquarian collector and spirit merchant, played a highly prominent role in the local natural history societies and exhibitions of nineteenth-century Aberdeen. While he modestly described his collection of archaeological lithics and other artefacts, principally drawn from Aberdeenshire but including some items from as far afield as the United States, as a mere ‘routh o’ auld nick-nackets' (abundance of old knick-knacks), a contemporary singled it out as ‘the best known in private hands' (Daily Free Press 4/5/91). After Rae's death, Glasgow Museums, National Museums Scotland, the University of Aberdeen Museum and the Pitt Rivers Museum in Oxford, as well as numerous individual private collectors, purchased items from the collection. Making use of historical and archive materials to explore the individual biography of Rae and his collection, this article examines how Rae's collecting and other antiquarian activities represent and mirror wider developments in both the ‘amateur’ antiquarianism carried out by Rae and his fellow collectors for reasons of self-improvement and moral education, and the ‘professional’ antiquarianism of the museums which purchased his artefacts. Considered in its wider nineteenth-century context, this is a representative case study of the early development of archaeology in the wider intellectual, scientific and social context of the era.

Disruptive innovation and operationalization in local and sustainable food systems: Examining the University of Toronto-Local Food Plus partnership

2019 ◽  
Vol 6 (1) ◽  
pp. 120-139
Author(s):  
Lori Stahlbrand
Keyword(s):  
Food Systems ◽  
Large Scale ◽  
Food System ◽  
Local Food ◽  
Disruptive Innovation ◽  
Government Support ◽  
Sustainable Food ◽  
University Of Toronto ◽  
The University

This paper traces the partnership between the University of Toronto and the non-profit Local Food Plus (LFP) to bring local sustainable food to its St. George campus. At its launch, the partnership represented the largest purchase of local sustainable food at a Canadian university, as well as LFP’s first foray into supporting institutional procurement of local sustainable food. LFP was founded in 2005 with a vision to foster sustainable local food economies. To this end, LFP developed a certification system and a marketing program that matched certified farmers and processors to buyers. LFP emphasized large-scale purchases by public institutions. Using information from in-depth semi-structured key informant interviews, this paper argues that the LFP project was a disruptive innovation that posed a challenge to many dimensions of the established food system. The LFP case study reveals structural obstacles to operationalizing a local and sustainable food system. These include a lack of mid-sized infrastructure serving local farmers, the domination of a rebate system of purchasing controlled by an oligopolistic foodservice sector, and embedded government support of export agriculture. This case study is an example of praxis, as the author was the founder of LFP, as well as an academic researcher and analyst.

Count Me In!: Ethnic Data Disaggregation Advocacy, Racial Mattering, and Lessons for Racial Justice Coalitions

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 91-124
Author(s):  
OiYan A. Poon ◽  
Jude Paul Matias Dizon ◽  
Dian Squire
Keyword(s):  
Asian American ◽  
People Of Color ◽  
Racial Justice ◽  
Racial Equity ◽  
Equity In Education ◽  
Case Study Analysis ◽  
Data Disaggregation ◽  
Racial Solidarity ◽  
The University

This article presents a case study of the 2006-2007 Asian American and Pacific Islander (AAPI) student-led Count Me In! (CMI) campaign. This successful campaign convinced the University of California (UC) to account for 23 AAPI ethnic identities in its data system. Celebrated as a victory for AAPI interests in discourses over racial equity in education, which are often defined by a Black- white racial paradigm, CMI should also be remembered as originating out of efforts to demonstrate AAPI solidarity with Black students and to counter racial wedge politics. In the evolution of the CMI campaign, efforts for cross-racial solidarity soon faded as the desire for institutional validation of AAPI educational struggles was centered. Our case study analysis, guided by sociological frameworks of racism, revealed key limitations in the CMI campaign related to the intricate relations between people of color advocating for racial justice. We conclude with cautions for research and campaigns for ethnically disaggregated AAPI data, and encourage advocates and scholars to address AAPI concerns over educational disparities while simultaneously and intentionally building coalitions for racial equity in higher education.

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