Tracking Capability Using Web-Based ePortfolios in UK Schools

2011 ◽  
pp. 378-387
Author(s):  
Will Wharfe ◽  
Karim Derrick
Keyword(s):  
Lifelong Learning ◽  
Teaching And Learning ◽  
Further Education ◽  
Present Form ◽  
Lessons Learned ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Web Based ◽  
Student Portfolios ◽  
The Uk

MAPS, the Managed Assessment Portfolio System (see http://www.maps-ict.com), is a Web-based ePortfolio system that was developed to help both teachers and learners, initially with a focus of helping to raise standards in the teaching and learning of information and communications technology in the UK. MAPS has since developed into a system covering all stages and subjects of school education, and is now being used in further education contexts. This chapter plots the progress of MAPS from an initial sketch idea to its present form: supporting over 57,000 student portfolios. The authors then draw out a number of lessons learned from such extensive use. The chapter finishes with a look at forthcoming ePortfolio issues and consideration of the requirements of lifelong learning ePortfolios.

scholarly journals Aspects of Professionalism, Ethics and Lifelong Learning for Australian ICT Professionals

2009 ◽  
Vol 4 (3) ◽  
Author(s):  
Bill Davey ◽  
Arthur Tatnall
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Undergraduate Education ◽  
New Technologies ◽  
Further Education ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Knowledge Based ◽  
Body Of Knowledge ◽  
Ict Industry

In a change from 20 years ago, the majority of Information and Communications Technology (ICT) professionals in Australia now have some form of initial tertiary qualification and also understand the need for keeping up-to-date with new technologies, processes and concepts. They thus typically engage in some form of on-going professional development or Lifelong Learning. Not all, however, fully realise the need to keep up with other issues such as ethics and professionalism. In this article we look at what is meant by ICT professionalism, particularly from an Australian perspective, and consider its importance. Professionalism in ICT should be seen as a way of maximising quality and reducing risks. The ICT industry itself is changing and the Australian Computer Society is in the process of developing a new ICT Body of Knowledge, based on specific Technical and also Professional Knowledge. This article examines how the issue of professionalism is handled in Australia in both undergraduate education and lifelong learning of ICT professionals. It gives examples of how ICT professionalism in undergraduate courses is handled, and looks at examples of why and how ICT professionals undertake further education and lifelong learning.

A Theoretical Model for Designing Online Education in Support of Lifelong Learning

2011 ◽  
pp. 29-45 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Lifelong Learning ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
Course Design ◽  
Web Based ◽  
Individualized Learning ◽  
Learner Centered ◽  
New Strategies

The escalating infusion of online education to promote lifelong learning has triggered a re-examination of teaching and learning not witnessed since perhaps the advent of the printed textbook. Textbooks changed the landscape of individualized learning as professors added reading to their inventory of instructional strategies. Today, distance education, in all its manifestations from programmed instruction to Web-based courses, requires instructors to employ new strategies in course design and delivery in order to engage students and promote learner-centered activities. The rapid growth of distance education (especially for the adult learner) serves to challenge traditional methodologies in which education is designed, delivered, and assessed. This chapter introduces a new model for designing instruction using this state-of-the-art venue, an archetype for effective instructional design for lifelong learning.

Generational and occupational differences in human factors knowledge and awareness: a comparison study

2020 ◽  
pp. bmjmilitary-2020-001487 ◽  
Author(s):  
Jonathan Blair Thomas Herron ◽  
CM Ferris ◽  
AD Gilliam
Keyword(s):  
Human Factors ◽  
Human Error ◽  
Further Education ◽  
Healthcare Sector ◽  
Common Source ◽  
Junior Doctors ◽  
Web Based ◽  
Published Evidence ◽  
The Uk ◽  
Stress Fatigue

IntroductionIncreasing healthcare sector litigation, accountability and governance has resulted in the identification of human factors (HF) as a common source of error. Both NHS and military doctors must have awareness of HF to enhance safety and productivity. There is limited published evidence examining knowledge of HF in these two healthcare professional groups.MethodsDoctors of all grades and specialties across the NHS and 3 military groups including the Defence Deanery within the UK were invited to complete a 10-item web-based survey. Questions focused on training undertaken, HF knowledge and potential future training needs.ResultsThe survey link was emailed to 250 military and 1400 NHS doctors, 191 military and 776 NHS responded (response rate: 76% and 55%, respectively). Military doctors above foundation trainees are more familiar with HF, have had more training and recognise a requirement for additional training. Military foundation trainees had similar responses to their NHS colleagues. Doctors who had not undertaken any HF training are less likely to appreciate its value, with almost 60% of senior NHS doctors reporting no training. Foundation trainees have more training in HF than their senior peers when military seniors are excluded and more frequently identified a need for further training. Junior doctors identified stress, fatigue, communication and leadership more frequently, with seniors identifying work environment and music in theatre correctly more often.ConclusionNon-training grade doctors are less likely to seek HF training. Military doctors are more familiar with HF and have undertaken more training. Given the role of HF in communication, human error, potential litigation, stress, conflict and gross negligence manslaughter convictions, further education is vital.

Facing the Challenges — Using Information and Communications Technology to Support Teaching and Learning

2003 ◽  
Vol 17 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Liam Heaney
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Education Technology ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Technology In The Classroom ◽  
Quality Of Teaching ◽  
Key Issues ◽  
Integration Of Ict

This article explores some of the key issues associated with the use of information and communications technology in the classroom. It discusses the relevance of an education technology strategy and the implications of such a strategy for both teachers and pupils alike. The integration of ICT into the curriculum is considered by many as the means whereby pupils, and learners in the broader context of education, can enhance their knowledge, skills and understanding. As a way of demonstrating how this might be achieved, a detailed teaching project is presented for the reader's consideration. The project focuses on a topic on ‘Dinosaurs’ which has been developed with pupils aged 10 to 11 years of age. A detailed scheme of work and lesson plans are included, as are teaching notes, for those who wish to carry out the project for themselves. The article concludes with the proposition that ICT has the potential to enhance the quality of teaching and learning within the classroom. Inevitably this will require facing a number of challenges. One such challenge is that of coping with the change that will inevitably result from the new technologies.

scholarly journals Supporting Lifelong Learning In The Information Age

2007 ◽  
Vol 4 (9) ◽  
Author(s):  
Wei Zhou ◽  
Takami Yasuda ◽  
Shigeki Yokoi
Keyword(s):  
Blended Learning ◽  
Lifelong Learning ◽  
Information Age ◽  
Information And Communications Technology ◽  
Three Dimensions ◽  
Web Based ◽  
Education Organization ◽  
Digital Divides ◽  
Learning Programs ◽  
Internet Support

Many countries are considering lifelong learning, which is becoming an important education goal, and promoting lifelong learning in the information age. With the development of Information and Communications Technology (ICT), digital divides have become a major concern in the world. In this study, we focus on three dimensions of digital divides in the field of lifelong learning: education organization, age, and national penetration. Next, we report our findings that provide solutions for combating digital divides by developing web-based learning and support environments over a three-year period: (1) a blended learning support system that helps teachers manage learning resources and create blended learning programs and learners choose and participate in learning activities; (2) an “E-namoSupport” system for senior beginners to use the Internet, as implemented in Japan; (3) a “Senior Internet Support & Learning Environment” to help senior citizens improve their Internet literacy and enjoy the information age in China.

scholarly journals FOCUS on technology-supported learning in further education

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Janice Smith
Keyword(s):  
Staff Development ◽  
Teaching And Learning ◽  
Further Education ◽  
Learning Technologies ◽  
Information And Communications Technology ◽  
Learning Technology ◽  
Ict In Education ◽  
Learning And Teaching ◽  
Software Products ◽  
Third Phase

The Dearing Report of 1997 has raised the profile of the use of information and communications technology (ICT) in learning and teaching. This in turn has led to a demand for staff development on the successful incorporation of ICT in education (Smith and Oliver, 2000). In HE, there have been a number of targeted funding initiatives such as the Computers in Teaching Initiative (CTI) and the current third phase of the Teaching and Learning Technology Programme. This latter programme focuses on embedding learning technologies rather than developing software products, leading to generic projects on the implementation of ICT in education. As these projects aim for cross-institutional transferability, there seems no reason why - although carried out in the context of HE - they should not be widened to address the needs of the FE sector.DOI:10.1080/0968776000080309 

scholarly journals Objetos de aprendizagem no contexto escolar

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Daniel Ventura Damaceno ◽  
Rosimeire Martins Régis Dos Santos
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
School Context ◽  
Learning Objects ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
New Information ◽  
Technological Resource ◽  
Information And Communication ◽  
Classroom Education

Resumo: Na procura de novas alternativas para o processo de ensino e aprendizagem mais atrativo e inovador e diante de um novo perfil de alunos, será proposto o uso de objetos de aprendizagem no contexto escolar.  Esse recurso tecnológico, que pode ser usado várias vezes, assumindo diferentes objetivos, é muito conhecido na educação a distância, sendo indicado também na educação presencial. A escola de hoje está vivendo uma nova realidade: a inserção das novas tecnologias da informação e comunicação (TIC). Nesse sentido, os educadores também devem estar atualizados perante esse novo cenário.  E, em conformidade com autores da área, em um levantamento bibliográfico, indicar-se-á o que é esse recurso tecnológico, suas principais características e onde poderá ser localizado. Palavras-chave: Objetos de aprendizagem. Tecnologia Educacional. Metodologia de Ensino e Aprendizagem. Repositórios. Tecnologia da Informação e Comunicação. LEARNING OBJECTS IN THE SCHOOL CONTEXT Abstract: In the search of new alternatives to the teaching and learning process more attractive and innovative in face of a new profile of students, we present the possibility of the use of learning objects in the school context. This technological resource that can be used several times, assuming different goals, well known in distance learning and also it is indicated to classroom education. Nowadays, the school has a new reality, the insertion of new ICT (information and communications technology). In this sense, the educators must also be updated on this new reality. In according to the authors of this area, in a literature review, we point out the results of the search that the learning objects can assist the process of teaching and learning, serving as an aid to educators who seek to be “tuned” to this new information and communication society. Keywords: Learning Objects. Educational technology. Teaching and Learning Methods. Repository. Information and Communications Technology. .

scholarly journals IMMIGRANT WOMEN'S REASONING AND USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY IN LIFELONG LEARNING

Seminar.net ◽  
2016 ◽  
Vol 12 (1) ◽  
Author(s):  
David Hallberg ◽  
Henrik Hansson ◽  
Anders G. Nilsson
Keyword(s):  
Everyday Life ◽  
Lifelong Learning ◽  
Cultural Differences ◽  
School Environment ◽  
Immigrant Women ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
School Environments ◽  
Actual Use ◽  
The Way

This paper explores the reasoning and use of information and communications technology (ICT) in lifelong learning by immigrant women. Data were collected from semi-structured and unstructured interviews. The study was carried out primarily in a school environment, which also makes it possible to draw conclusions about the connection between learning in and outside school environments. Most participants experienced major differences in the use of and access to ICT after moving to their new country. Most women use and access ICT, even if not of their own volition. Providing a summary of some of the benefits and barriers that emerged, our study has shown that it is important to distinguish the way someone reasons about ICT and their actual use of it. No account was taken of cultural differences between the participants’ countries of origin. This study made it possible for the immigrant women to voice their experiences, knowledge, and feelings about their situations in school and in everyday life.

International Innovation Camps

2012 ◽  
Vol 26 (4) ◽  
pp. 309-315
Author(s):  
Paulino Silva ◽  
Bryan K. Temple ◽  
Mirja Kälviäinen ◽  
Costas Mantzalos ◽  
Emil Horký ◽  
...  
Keyword(s):  
Czech Republic ◽  
Lifelong Learning ◽  
New Product ◽  
Lessons Learned ◽  
Multicultural Teams ◽  
The Czech Republic ◽  
Graphic Designer ◽  
Local Company ◽  
The Uk

A two-week workshop was held in Finland during February 2010 and again in Glasgow in February 2011. The events were sponsored by the European Lifelong Learning programme. Students from Portugal, Cyprus, the Czech Republic, Finland and the UK were placed in multicultural teams of five. Each team had two product designers, one graphic designer, one financial and one marketing student. They were set the task of devising new product ideas for a local company and they had two weeks in which to do it. These intensive workshops comprised lectures and practice sessions as well as ideation sessions for the new product ideas. This paper reports on the reactions to the first programme and the lessons learned.

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