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“Toolkits” are decision‐making frameworks based on expert models. This paper outlines one toolkit, which provides support for practitioners involved in the process of…
“Toolkits” are decision‐making frameworks based on expert models. This paper outlines one toolkit, which provides support for practitioners involved in the process of embedding learning technology into their courses. Although the toolkit was created as a design tool, feedback from evaluations identified its value as a means of assessing quality. This paper outlines the background of the creation and scope of the toolkit, examines how it can be used to assess and enhance the quality of courses and concludes by summarising how toolkits can be used as part of quality procedures in other areas.
This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/09684880010312686. When citing the article, please cite: Martin Belcher, Emma Place, Grainne Conole, (2000), “Quality assurance in subject gateways: creating high quality portals on the Internet”, Quality Assurance in Education, Vol. 8 Iss: 1, pp. 38 - 48.
This paper presents the development of guidelines for assuring quality and consistency in the creation of high quality information gateways and portals on the Internet…
This paper presents the development of guidelines for assuring quality and consistency in the creation of high quality information gateways and portals on the Internet. This method is presented as a transferable model for quality assurance in the use and development of learning technologies, and as an example of good practice in the management of information on the Internet. The paper demonstrates the importance of quality assurance as part of the process, illustrating how structured guidelines can be used to support the transfer of good practice.
In the United Kingdom Higher Education is propelled by Government policy and monitored by university recruitment, retention and teaching and learning strategies — and yet…
In the United Kingdom Higher Education is propelled by Government policy and monitored by university recruitment, retention and teaching and learning strategies — and yet when (international) students arrive at these publicly funded and accountable institutions the results can be “horrid, very very horrid”. Exploring the relationship between Government influence and corporate behaviour within the Higher Educational (HE) context of the United Kingdom (UK), this paper provides an overview of current Governmental policy towards resourcing higher education, and considers the impact of these policies for ‘Widening Participation’ students, including international students. The paper concludes with the experiences of one student, who narrates his “story” and as the story unfolds, we start to view the “system” of Government, University and Course through the eyes of an ‘outsider’. (Sinfield, Burns & Holley 2004). This personal narrative illustrates how systems — Governmental, Institutional and at Course level — can totally fail an individual.
– The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes.
The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes.
By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: how can social innovation education be defined? Which learning theories best support social innovation education? How do such learning theories relate to existing models of learning in higher education? What implications does a social innovation pedagogy have for learning design?
Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conole et al.’s (2004) model of learning theory, the present study proposes a “zone of pedagogical praxis for social innovation education” that supports learning design on a more critical plane.
The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities.
Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education.
The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding principles of social innovation into their curricula.