scholarly journals Future Entrepreneurs

2022 ◽  
pp. 168-193
Author(s):  
Helen Lawton Smith ◽  
Muthu L. R. De Silva
Keyword(s):  
Learning Experience ◽  
Dimensional Approach ◽  
Entrepreneurial Learning ◽  
Hands On ◽  
Ways Of Thinking ◽  
The Uk

This chapter presents the multi-dimensional approach to the teaching of entrepreneurship at Birkbeck, University of London in the UK. It is approached by presenting the curricular and extra-curricular programmes as a series of juxtaposed paradigms. The term “paradigm” is here used as conceptualising ways of thinking about the entrepreneurial learning experience, from the perspective of the content of the programmes and how the students learn. Birkbeck students' learning experience includes academic modules as well as hybrid modules which combine theory and hands-on practice.

A study of the role and educational needs of ophthalmic specialist nurses

2021 ◽  
Vol 30 (14) ◽  
pp. 858-864
Author(s):  
Pornjittra Rattanasirivilai ◽  
Amy-lee Shirodkar
Keyword(s):  
Clinical Skills ◽  
Active Role ◽  
Educational Needs ◽  
Assessment Tools ◽  
Standards Of Care ◽  
Learning Needs ◽  
Hands On ◽  
Specialist Nurses ◽  
The Uk ◽  
Training Opportunities

Aims: To explore the current roles, responsibilities and educational needs of ophthalmic specialist nurses (OSNs) in the UK. Method: A survey of 73 OSNs ranging from band 4 to band 8 was undertaken in May 2018. Findings: 73% of OSNs undertake more than one active role, with 59% involved in nurse-led clinics; 63% felt formal learning resources were limited, with 63% reporting training opportunities and 21% reporting time as major barriers to further training. More than 38% emphasised hands-on clinic-based teaching had a greater impact on their educational needs. Some 64% were assessed on their skills annually and 59% felt confident with their skill set. Conclusion: The Ophthalmic Common Clinical Competency Framework provides a curriculum and assessment tools for OSNs to use as a structure to maintain clinical skills and knowledge. Eye departments should use this as guidance to target learning needs and improve standards of care to meet the changing needs of society.

scholarly journals OnTask

2020 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Steve Leichtweis
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Course Design ◽  
Learning Experience ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Laptop Computer ◽  
Data Set ◽  
Hands On

Universities are increasingly being expected to ensure student success while at the same time delivering larger courses.  Within this environment, the provision of effective and timely feedback to students and creating opportunities for genuine engagement between teachers and students is increasingly difficult if not impossible for many instructors, despite the known value and importance of feedback (Timperley & Hattie, 2007) and instructor presence (Garrison, Anderson & Archer, 2010).  Similar to other tertiary institutions, the University of Auckland has adopted various technology-enhanced learning approaches and technologies, including learning analytics in an attempt to support teaching and learning at scale.  The increased use of educational technology to support learning provides a variety of data sources for teachers to provide personalised feedback and improve the overall learning experience for students.  This workshop is targeted to teachers interested in the use of learning data to provide personalized support to learners.  Participants will have a hands-on opportunity to use the open-source tool OnTask (Pardo, et al. 2018) within some common teaching scenarios with a synthetically generated data set.  The facilitators will also share and discuss how OnTask is currently being used in universities to support student experience, teaching practice and course design.  As this is a hands-on workshop, participants must bring a laptop computer to work with the online tool and the prepared scenarios.  References   Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Pardo, A., Bartimote-Aufflick, K., Shum, S. B., Dawson, S., Gao, J., Gaševic, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A. C. M. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.

Managing knowledge transfer partnership for a rural community

Kybernetes ◽  
2014 ◽  
Vol 43 (3/4) ◽  
pp. 629-651 ◽  
Author(s):  
Peter Wiltshier ◽  
Michael Edwards
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Learning Styles ◽  
Holistic Approach ◽  
Teaching Staff ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Key Skills ◽  
Market Town ◽  
The Uk

Purpose – This paper aims to propose a knowledge transfer partnership (KTP) model, using higher education (HE) students researching in the UK. It is focused on community engagement via charitable trusts, New Opportunities Wirksworth (NOW) & Ecclesbourne Valley Rail (EVR). The researchers designed and implemented a pilot study that explored the potential of a small, yet attractive and active, market town to diversify and regenerate using tourism. This project, which has been funded by the UK Higher Education Innovation Fund (HEIF), has been devised to operate and monitor a KTP in the culturally important heritage market town of Wirksworth, in Derbyshire. Design/methodology/approach – A systems-thinking constructivist approach is used and employs problem-based learning (PBL) through engagement of students in research and data collection. The authors identified that skills for sustainable development within the community are dependent on the reintegration of complex, inter-dependent and inter-disciplinary factors. A holistic approach to the learning and knowledge shared within the community underpins UK initiatives to promote capacity development in ways to change knowledge applications across product and service boundaries. Therefore, in addition to encouraging diversification and regeneration through tourism, this project supported the University of Derby's academic agenda to promote experiential and entrepreneurial learning in students working at both undergraduate and postgraduate levels. This paper accords with the current university initiatives to meet the student employability agenda through the application of PBL and knowledge management. Findings – The creation of outcomes and recommendations for Wirksworth's stakeholders provides sustainability through the knowledge creation and sharing processes. There are seven outcomes that chart a path to development and knowledge transfer (KT) and sharing. The authors simultaneously provided an environment for students to gain skills and a community to acquire new knowledge, and these are the outcomes and output of this project. New learning styles may support inclusive academic practice (see related samples of PBL such as Ineson and Beresford in HLST resources 2001). Implications for building a KT community through the social capital accumulated in the project are explored. Originality/value – In taking PBL from the classroom to the community, the authors have created a new KT environment in which skills can be acquired and a regeneration strategy can be tested in a work-or-practice-related setting. Students recognise that they are building learning for themselves that is unique in that it cannot be recreated in a classroom setting. The authors see this project developing into a robust long-term partnership between communities and institutions with KT benefits to teaching staff in addition to students. These benefits will include new skills for PBL, working collaboratively with partners in the community to develop key skills in HE students, innovation in assessment, inclusive learning and teaching, experiential and entrepreneurial learning in practice.

Teaching TCP/IP Network Fundamentals to Undergraduates Using Practical Exercises

2008 ◽  
pp. 205-215
Author(s):  
Nurul I. Sarkar
Keyword(s):  
Operating System ◽  
Learning Experience ◽  
Student Feedback ◽  
Computer Networking ◽  
Test Results ◽  
Hands On ◽  
Ip Network ◽  
The Subject ◽  
Lecture Format ◽  
Classroom Use

Motivating students to learn TCP/IP network fundamentals is often difficult because students find the subject rather technical when it is presented using a lecture format. To overcome this problem we have prepared some hands-on exercises (practicals) that give students a practical learning experience in TCP/IP networking. The practicals are designed around a multi-user, multi-tasking operating system and are suitable for classroom use in undergraduate TCP/IP networking courses. The effectiveness of these practicals has been evaluated both formally by students and informally in discussion within the teaching team. The implementation of the practicals was judged to be successful because of the positive student feedback and that students improved their test results. This chapter describes the practicals and their impact on student learning and comprehension, based on the author’s experiences in undergraduate computer networking courses.

From ‘Posh Pen and Pad’ to Participatory Pedagogies

2012 ◽  
Vol 4 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Karl Royle ◽  
Mark Hadfield
Keyword(s):  
Action Research ◽  
Primary Schools ◽  
Learning Experience ◽  
Educational Status ◽  
Role Identity ◽  
Action Research Project ◽  
New Model ◽  
Technological Intervention ◽  
The Uk ◽  
Pedagogical Approaches

This paper looks at the implementation of wireless netbooks within two primary schools in the UK for all children at key stages 4 and 5. It looks at current concepts of ematurity and technological implementation and offers a new model based on three interlocking factors, the educational status of the technology, the capacity for innovation of the organisation, groups and individuals and how far the technology can be aligned with the needs and concerns of individuals and teams and their prevailing pedagogical approaches. This model is examined in the light of an action research project and illustrates how pedagogical reframing is important in any technological intervention. It also examines role, identity and practice changes required by both learners and teachers in order to improve the learning experience within a school.

scholarly journals Integrated Outreach: Increasing Engagement in Computer Science and Cybersecurity

2020 ◽  
Vol 10 (12) ◽  
pp. 353
Author(s):  
Shaya Wolf ◽  
Andrea Carneal Burrows ◽  
Mike Borowczak ◽  
Mason Johnson ◽  
Rafer Cooley ◽  
...  
Keyword(s):  
Computer Science ◽  
Real World ◽  
Learning Experience ◽  
Low Cost ◽  
Outreach Programs ◽  
Integrated Stem ◽  
Hands On ◽  
Real World Applications ◽  
Before And After ◽  
Interest Level

Research on innovative, integrated outreach programs guided three separate week-long outreach camps held across two summers (2018 and 2019). These camps introduced computer science through real-world applications and hands-on activities, each dealing with cybersecurity principles. The camps utilized low-cost hardware and free software to provide a total of 84 students (aged 10 to 18 years) a unique learning experience. Based on feedback from the 2018 camp, a new pre/post survey was developed to assess changes in participant knowledge and interest. Student participants in the 2019 iteration showed drastic changes in their cybersecurity content recall (33% pre vs. 96% post), cybersecurity concept identification within real-world scenarios, and exhibited an increased ability to recognize potential cybersecurity threats in their every-day lives (22% pre vs. 69% post). Finally, students’ self-reported interest-level before and after the camp show a positive increase across all student participants, with the number of students who where highly interested in cybersecurity more than doubling from 31% pre-camp to 65% post-camp. Implications for educators are large as these activities and experiences can be interwoven into traditional schooling as well as less formal camps as pure computer science or through integrated STEM.

scholarly journals Improving Educational Outcomes through Getting It Right for Every Child in Glasgow

2020 ◽  
Vol 28 (S1) ◽  
pp. S86-S92
Author(s):  
Maureen McKenna
Keyword(s):  
Higher Education ◽  
Young People ◽  
Educational Outcomes ◽  
Local Authority ◽  
Learning Experience ◽  
Prior Experience ◽  
Universities And Colleges ◽  
The Uk ◽  
The City

This article sketches the context of education in Glasgow, which is Scotland’s largest local authority, serving some of the most deprived communities in Scotland and the UK. It considers the ways in which we work with our schools to raise aspirations and extend young people’s horizons, and explores some of the successes and some of the challenges we have faced and continue to face in bridging the gap between school and higher education. In Scotland, higher education can be delivered through colleges as well as universities. This is an important dimension for our young people, as colleges offer a different learning experience for them and, for some, this can be a more successful learning pathway. There are also other pathways to higher education, for example through work-based learning, such as apprenticeships. Our partnerships with universities and colleges is very strong. Through this partnership there is a range of programmes which support young people across the city to learn about life in university. This is especially important for young people from deprived communities as, often, their families do not have prior experience of higher education. The means of funding and planning these programmes can be viewed as both an enabler and a barrier in certain contexts.

Enhancing Engineering Learning Experience at UTB by Freshmen iHOP

2015 ◽  
Author(s):  
Nazmul Islam
Keyword(s):  
Engineering Design ◽  
Real World ◽  
Engineering Students ◽  
Learning Experience ◽  
Low Cost ◽  
Project Based Learning ◽  
Senior Design ◽  
Team Selection ◽  
Hands On ◽  
Lower Division

Most of the engineering courses focus more on theory and very little on hands-on, project-based learning in the classroom. Integration of real-world engineering problems and applications in lower division engineering courses will produce engineering students, who will be technically sound and be able to execute and manage real-world projects, when they will do senior design projects in their final year of engineering study. To overcome the engineering design challenges we have developed iHOP (Ingenieŕia Hands on Project) and integrate it with our lower division engineering courses. iHOP has been developed to emphasis the design component at the University of Texas at Brownsville (UTB) Engineering Physics curriculum and the project is now an integral part of Introduction to Engineering class. The iHOP project is one that is challenging, fun, requires teamwork, associated with the engineering material being studied, low cost, and doable in a limited amount of time. The experience from iHOP project motivates our freshman students to choose a better senior design project in senior year of their college career. The objectives of the iHOP projects are — to have students develop teamwork skills, and to teach students basic engineering design concepts in a complementary format to the traditional lecture. Various techniques related to team selection, encouraging teamwork, incorporation of engineering topics, keeping costs down, project results presentations, and gathering feedback from students will also be presented in this paper. Integrating iHOP Project with Introduction to Engineering class helped us to improve our retention effort in the engineering department.

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