Effective Implementation of Learner Response Systems

2010 ◽  
pp. 144-161
Author(s):  
Diana Bannister ◽  
Andrew Hutchinson ◽  
Helen Sargeant
Keyword(s):  
Best Practice ◽  
Classroom Interaction ◽  
Continuing Professional Development ◽  
Learning Technologies ◽  
Interactive Technologies ◽  
Learning And Teaching ◽  
Response Systems ◽  
Charitable Trust ◽  
The Uk ◽  
Effective Use

This chapter is based upon research from the REVEAL Project - a REVIEW of Electronic Voting and an Evaluation of Uses within Assessment and Learning. The REVEAL Project was a two-year development and research project across the UK funded by the Bowland Charitable Trust, (UK) that focused upon understanding the effective use of one of Promethean’s Learner Response Systems (LRS) called Activote, across seventy primary and secondary schools within eleven local authorities. Led by the Learning Technologies Team, Midlands Leadership Centre, University of Wolverhampton, the project aimed to define and disseminate best practice in the use of Learner Response Systems, highlighting key uses and creative ways of working. This chapter summarizes the key themes and findings that have emerged from the project, providing an overview for teachers and practitioners including a suggested model of implementation for the Learner Response Systems. The work from this project would be beneficial to developments on classroom interaction and collaboration as well as teacher training and related continuing professional development for the effective use of interactive technologies within learning and teaching.

scholarly journals The Ethical Dilemma of Lifestyle Change: Designing for sustainable schools and sustainable citizenship

2018 ◽  
Vol 4 (1) ◽  
pp. 140-155
Author(s):  
Andrea Wheeler
Keyword(s):  
Young People ◽  
Best Practice ◽  
Learning Technologies ◽  
Luce Irigaray ◽  
Social Challenges ◽  
Innovative Learning ◽  
Michael Oakeshott ◽  
The Uk ◽  
Sustainable Schools

This paper explores how participation and sustainability are being addressed by architects within the Building Schools for the Future (BSF) programme in the UK. The intentions promoted by the programme are certainly ambitious, but the ways to fulfil these aims are ill-explored. Simply focusing on providing innovative learning technologies, or indeed teaching young people about physical sustainability features in buildings, will not necessarily teach them the skills they will need to respond to the environmental and social challenges of a rapidly changing world. However, anticipating those skills is one of the most problematic issues of the programme. The involvement of young people in the design of schools is used to suggest empowerment, place-making and to promote social cohesion but this is set against government design literature which advocates for exemplars, standard layouts and best practice, all leading to forms of standardisation. The potentials for tokenistic student involvement and conflict with policy aims are evident. This paper explores two issues: how to foster in young people an ethic towards future generations, and the role of co-design practices in this process. Michael Oakeshott calls teaching the conversation of mankind. In this paper, I look at the philosophy of Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty and Luce Irigaray to argue that investigating the ethical dilemmas of the programme through critical dialogue with students offers an approach to meeting government objectives, building sustainable schools, and fostering sustainable citizenship.

Creating an Authentic Space for a Private and Public Self through E-Portfolios

2014 ◽  
pp. 197-223
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Private And Public ◽  
Reflective Approach ◽  
The Uk ◽  
Enhanced Learning

The chapter reports work that investigated the use of e-portfolios developed by teaching practitioners as part of an award-bearing academic development programme in the UK. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. The project was designed to foster a reflective approach, promote critical thinking focused on learning and teaching, and enhance continuing professional development. The outcomes of this project are discussed in terms of an appreciation of e-assessment by the teaching practitioners involved, recommendations for an e-portfolio environment that uses technology enhanced learning resources to foster a reflective approach that can enable and enhance continuous professional development for academic staff.

Joint training for police and interpreters in specific scenarios

Babel ◽  
2020 ◽  
Vol 66 (2) ◽  
pp. 188-192
Author(s):  
Irina Norton
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Best Practice ◽  
Continuing Professional Development ◽  
Early Stages ◽  
Joint Training ◽  
Market Situation ◽  
The Uk ◽  
Learning Points

Abstract The article focuses on this pioneering project, which is still in the early stages but already shows great potential. In the present market situation in the UK when inexperienced, unqualified and frequently unvetted individuals are allowed to practice, it is crucial for interpreters to differentiate themselves as professionals, which entails Continuing Professional Development. Joint training offers a unique opportunity for police officers and interpreters to share experiences and have meaningful discussions on the daily challenges they face. It provides a number of learning points for police officers and enables best practice for interpreters.

Creating an Authentic Space for a Private and Public Self through E-Portfolios

2014 ◽  
pp. 1706-1727
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Private And Public ◽  
Reflective Approach ◽  
The Uk ◽  
Enhanced Learning

The chapter reports work that investigated the use of e-portfolios developed by teaching practitioners as part of an award-bearing academic development programme in the UK. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. The project was designed to foster a reflective approach, promote critical thinking focused on learning and teaching, and enhance continuing professional development. The outcomes of this project are discussed in terms of an appreciation of e-assessment by the teaching practitioners involved, recommendations for an e-portfolio environment that uses technology enhanced learning resources to foster a reflective approach that can enable and enhance continuous professional development for academic staff.

scholarly journals Core elements of exemplary academic integrity policy in Australian higher education

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Tracey Bretag ◽  
Saadia Mahmud ◽  
Margaret Wallace ◽  
Ruth Walker ◽  
Colin James ◽  
...  
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Best Practice ◽  
Policy And Practice ◽  
Learning And Teaching ◽  
Best Practice Guidelines ◽  
Core Elements ◽  
The Uk ◽  
Academic Integrity Policy ◽  
Australian Universities

This paper reports on one important aspect of the preliminary findings from the Australian Learning and Teaching Council (ALTC) project, Academic integrity standards: Aligning policy and practice in Australian universities (Bretag et al., 2010) Our project aims to identify approaches to the complex issues of academic integrity, and then to build on these approaches to develop exemplars for adaptation across the higher education sector. Based on analysis of publicly available online academic integrity policies at each of the 39 Australian universities, we have identified five core elements of exemplary academic integrity policy. These have been grouped under the headings, Access, Approach, Responsibility, Detail and Support, with no element given priority over another. In this paper we compare the five core elements identified in our research with best practice guidelines recommended by the Higher Education Academy (HEA) in the UK. We conclude that an exemplar policy needs to provide an upfront, consistent message, reiterated throughout the entire policy, which indicates a systemic and sustained commitment to the values of academic integrity and the practices that ensure it. Whereas the HEA created two discrete resources, the key aim and challenge of this project will be to develop exemplars that demonstrate a strong alignment between policy and practice.

scholarly journals CMALT and cMOOC - a community of educators and their learning technologies

2019 ◽  
Vol 2 (1) ◽  
pp. 5
Author(s):  
Lisa Ransom
Keyword(s):  
New Zealand ◽  
International Community ◽  
Learning Technologies ◽  
Professional Standards ◽  
Support Structure ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Geographically Distributed ◽  
Authentic Participation ◽  
The Uk

CMALT is a peer-reviewed accreditation based upon the UKPSF (UK Professional Standards Framework) to enable staff (whether academic or administrative) who embed learning technologies in either their teaching or support roles, to showcase their experiences and gain recognition. This programme has been developed by ALT and is co-delivered online, by ASCILITE.   Building upon the experiences of supporting a geographically distributed project involving six institutions nationally across New Zealand during 2014-2015, we (AUT) have developed a support structure for building communities around CMALT accreditation using a cMOOC model. The cMOOC framework enables us to bridge and broker authentic participation within an international community of academics and learning technologists interested in exploring CMALT accreditation, and we have had participation from the UK, Japan, Canada, Australia, and NZ. The CMALT cMOOC was developed in 2017 by the Centre for Learning and Teaching, at Auckland University of Technology, and endorsed by ALT and ASCILITE in 2019.   This presentation will highlight the ecology of resources that are used to support the community and hear from current participants of the programme

scholarly journals Continuing professional development requirements for UK health professionals: a scoping review

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e032781
Author(s):  
Marek Karas ◽  
Nik J L Sheen ◽  
Rachel V North ◽  
Barbara Ryan ◽  
Alison Bullock
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
Scoping Review ◽  
Health Professionals ◽  
Personal Development ◽  
Best Practice ◽  
Continuing Professional Development ◽  
Health And Social Care ◽  
Professional Titles ◽  
The Uk

ObjectivesThis paper sets out to establish the numbers and titles of regulated healthcare professionals in the UK and uses a review of how continuing professional development (CPD) for health professionals is described internationally to characterise the postqualification training required of UK professions by their regulators. It compares these standards across the professions and considers them against the best practice evidence and current definitions of CPD.DesignA scoping review.Search strategyWe conducted a search of UK health and social care regulators’ websites to establish a list of regulated professional titles, obtain numbers of registrants and identify documents detailing CPD policy. We searched Applied Social Sciences Index and Abstracs (ASSIA), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline, EMCare and Scopus Life Sciences, Health Sciences, Physical Sciences and Social Sciences & Humanities databases to identify a list of common features used to describe CPD systems internationally and these were used to organise the review of CPD requirements for each profession.ResultsCPD is now mandatory for the approximately 1.5 million individuals registered to work under 32 regulated titles in the UK. Eight of the nine regulators do not mandate modes of CPD and there is little requirement to conduct interprofessional CPD. Overall 81% of those registered are required to engage in some form of reflection on their learning but only 35% are required to use a personal development plan while 26% have no requirement to engage in peer-to-peer learning.ConclusionsOur review highlights the wide variation in the required characteristics of CPD being undertaken by UK health professionals and raises the possibility that CPD schemes are not fully incorporating the best practice.

Assessment Practices using Online Tools in Undergraduate Programs

2018 ◽  
pp. 571-586
Author(s):  
Alexandra Kootsookos
Keyword(s):  
Best Practice ◽  
Learning Technologies ◽  
Audience Response ◽  
Plagiarism Detection ◽  
Web Based ◽  
Detection Systems ◽  
Online Tools ◽  
Response Systems ◽  
Undergraduate Programs ◽  
Online Tests

This chapter provides an overview of the use of online and Web-based learning technologies as formative and summative assessment. Peer learning and assessment, provision of feedback to students, online tests and quizzes, plagiarism detection systems, and audience response systems are all examined with a view to highlighting best practice and demonstrating that online assessment must still follow sound pedagogy to be both valid and valued by instructors and students alike.

Assessment Practices using Online Tools in Undergraduate Programs

2014 ◽  
pp. 259-273
Author(s):  
Alexandra Kootsookos
Keyword(s):  
Best Practice ◽  
Learning Technologies ◽  
Audience Response ◽  
Plagiarism Detection ◽  
Web Based ◽  
Detection Systems ◽  
Online Tools ◽  
Response Systems ◽  
Undergraduate Programs ◽  
Online Tests

This chapter provides an overview of the use of online and Web-based learning technologies as formative and summative assessment. Peer learning and assessment, provision of feedback to students, online tests and quizzes, plagiarism detection systems, and audience response systems are all examined with a view to highlighting best practice and demonstrating that online assessment must still follow sound pedagogy to be both valid and valued by instructors and students alike.

scholarly journals The Double Flip: Applying a Flipped Learning Approach to Teach the Teacher and Improve Student Satisfaction

2018 ◽  
Vol 15 (1) ◽  
pp. 80-97
Author(s):  
Thomas Kehoe ◽  
◽  
Penelope Schofield ◽  
Elizabeth Branigan ◽  
Michael Wilmore ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Curriculum Design ◽  
Approaches To Learning ◽  
Learning Technologies ◽  
Change Resistance ◽  
Learning Approaches ◽  
Learning And Teaching ◽  
Psychology Course ◽  
Effective Use

This paper describes a professional development (PD) program for academics at an Australian university designed to model good blended curriculum design and effective use of contemporary learning technologies. It evaluates a case study from the pilot of this program involving a postgraduate psychology course to illustrate one of the most challenging examples and in turn the potential impact of the approach developed. Academic developers face known barriers, including time constraints, interdisciplinary miscommunication, and change resistance, when introducing academics to new approaches to learning and teaching. This PD sought to promote change by modelling a shift from “sage on the stage” to “guide on the side,” through use of flipped and blended learning approaches by the academic developer. The case study found the teacher gained confidence in these methods and student satisfaction ratings increased.

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