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From Mathematics Teacher to Computer Assisted Learning Researcher
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In this article, I discuss a journey from Mathematics and Computer Studies teacher in secondary school to an educational researcher in computer assisted learning. Along the way, in collaboration with other early pioneer teachers and encouraged by visionary education advisors a personal kit computer was constructed in 1978, an educational simulation created in 1979, before employment as an educational simulation developer as part of the UK Computers in the Curriculum project from 1980 to 1990. Although a specific case, issues of general interest about major upheavals in the educational and technology worlds and personal issues in an unusual and ground-breaking career are discussed.
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From Mathematics Teacher to Computer Assisted Learning Researcher
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A cybernetic analysis of a university-wide curriculum innovation
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Purpose – This paper seeks to describe and analyse an approach to course design as part of a strategic, technology-inspired, cross-university intervention to widen participation. A curriculum framework was developed for students who wished to make their work the focus of their study and could not readily access current university provision. A deliberate assumption was made that this would require a technologically inspired response to teaching, learning and assessment. Design/methodology/approach – The approach taken was one of action research, by planning the curriculum framework, validating a course, delivery and review through interviews. Cybernetics was applied post-hoc to analyse the data generated. Findings – Staff found the framework a useful source of inspiration and critique for current practices, although established practice and preconceptions could render the framework meaningless. The ideas in the framework are not enough to change the institution – authoritative sanction may be needed. The cybernetic concepts of variety and its absorption proved useful in analysing the framework, and highlighted weaknesses in the design of the framework regarding the organisation of teaching. Research limitations/implications – Clarity about strategic purpose when making a change intervention is vital – in this instance raising the level of critical debate was more successful than recruitment. The establishment of an independent unit may be a more successful strategy than embedding university-wide. Further work is required to understand how to market novel approaches. The action research shows that the university has the capability to develop curriculum designs that offer new groups of students access to higher education while improving their work practice. Originality/value – The findings from interview confirm the value that peers attach to this development. Although the pedagogical design in this action research is based on previous work, the cybernetic analysis and conclusions are new.
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Happiest days?
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New initiatives for developing happiness and well-being in pupils, presenter Richard Millwood highlights the work of four schools in ‘School Matters’. St. Andrew's Primary, North Pickenham has transformed behaviour and performance by adopting Nurture Group principles , using role-play and hands-on learning. At King Harold School, Waltham Abbey, Year 10 students are undergoing 'brain mapping', to discover individual strengths and weaknesses. At Alsop High School, Liverpool, the use of humour is explored, in comedian Steph Davies’ confidence-building workshops.
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What is the modelling curriculum?
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This paper describes the benefits which might accrue from modelling as an activity for learners. Some approaches taken to teach modelling are discussed and criticised. The learners' purpose modelling is suggested to be critical in engaging them in this formal and theoretic field and it is suggested that presentation and communication of ideas in the context of project work may be appropriate. An analysis of parts of the modelling process is presented to highlight some of the hidden steps which appropriate modelling software may usefully expose. Finally some prototype software developed by the Integrated Modelling Project to explore these problems is described.
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Report on good practice of innovative applications of learning theories in TEL v1
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The HoTEL Support Action aims to contribute to more effective, holistic and faster innovation cycles in European Technology Enhanced Learning (TEL), focusing on the design, testing and validation of a new innovation working method. This document sets out the learning theories which influence innovators, identifies the new learning practices supported by TEL in higher education, professional learning and informal learning, and offers a multiple stakeholder analysis for TEL innovations in learning & education. Educational innovators should benefit from this document as a guide to effective analysis, decision-making and implementation.
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What jobs do student researchers in Ultraversity do?
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This research booklet analysed the occupations of student researchers undertaking the work-focused learning Ultraversity degree.
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Innovation in assessment
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This booklet explained the practice and research of pathwork media adopted by the Ultraversity project to provide summative assessment procedures for students on the Ultraversity degree.
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What action did student researchers take?
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This research booklet summarised the actions taken by Ultraversity students graduating in 2006. It showed how their focus was on vital and relevant issues in their workplace, despite the high level of self-direction and freedom offered.
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Strategies for Computer Assisted Learning
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This essay discusses some strategies for using the computer as an aid to learning. In order to set the discussion in context, some views of the education scene are outlined in terms of pupil's learning and cognition, the teacher-pupil relationship and the role of the computer in the learning process. Three examples of strategies for computer assisted learning are described and the arguments for and against each reviewed in terms of the education scene outlined.
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