-
A cybernetic analysis of a university-wide curriculum innovation
-
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.
Located in
References
-
A short history off-line
-
Richard Millwood has produced a thorough history of the developments of hardware from the teletype to the smartphone and of software from punched card input to LOGO to cloud computing. Graphic displays, office productivity tools, interactive multimedia and social networking are considered in the context of the educational imperatives of the time and the development of communication and creativity among learners in each decade since the 1970s. The article looks at the implications of the way that technologies and pedagogies have interacted in the past to focus ideas for the educational technology of the future.
Located in
References
-
Caught in the Web: Traditions, Cultures & Spidermen
-
ULTRALAB is a learning technology research centre researching & developing learning software and producing CD-ROM products. Recently the team has become interested in publishing through the Internet using the indexing and retrieval software, Gopher and the hypermedia system World Wide Web using Mosaic software. These products and the software protocols underlying them present new design challenges, new opportunities for international publishing and a realisation of the hypertext dream. Nevertheless there are constraints to be identified and criticisms to make. This paper discusses these issues and some of the work ULTRALAB has developed in tackling them.
Located in
References
-
From Mathematics Teacher to Computer Assisted Learning Researcher
-
Located in
References
-
From Mathematics Teacher to Computer Assisted Learning Researcher
-
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.
Located in
Portfolio
/
Media
-
Happiest days?
-
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.
Located in
References
-
Innovation in assessment
-
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.
Located in
References
-
Learning Theory concept map
-
A hypertextual concept map of learning theorists, paradigms, concepts and disciplines.
Located in
References
-
Report on good practice of innovative applications of learning theories in TEL v1
-
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.
Located in
References
-
Strategies for Computer Assisted Learning
-
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.
Located in
References
