Search results

This paper discusses the implementation of Web 2.0 technology for work experience (WE) in a tertiary context. The technology, specifically social networking software, was implemented in an attempt to help overcome challenges experienced by students out on WE at the Sharjah Higher Colleges of Technology. Typically faculty visited WE students in the field every few weeks but had little other direct interaction due to time and travel constraints, and many students reported feelings of isolation. A social network tool that we named Tawasul was implemented to help overcome this issue by building a virtual community of practice that included both students and faculty. Student feedback revealed strong support for the online application as well as significant differences between male and female students. It is clear from the study that emerging technologies such as social networking tools can help learning during WE, although there are academic and cultural issues that need to be taken into consideration.

Collaborative projects are often touted as an effective pedagogical practice particularly when authentic tasks and a studentcentred approach are involved. By default such practices often include many other aspects that need to be taken intoconsideration such as interdisciplinary tasks, technology or second language learning (ESL). Approaches to teaching/learning like these are necessarily complex and a theoretical framework that unravels the numerous issues embedded isneeded to understand what exactly is going on. In this paper a model developed originally by Webb and Palincsar (1996)is used to illustrate the multitude of influencing factors involved in a large scale integrated collaborative project at SharjahWomen’s College. From the students’ perspectives, issues related to tension with using technology and lack of transferbetween disciplines was uncovered implicating the need for changes to aspects of the project.

It is common to hear it said that the most important benefits yielded by vocational training and organizational development programmes cannot be assessed because they are too ‘intangible’. The ‘demand’ for them is in itself sufficient indication of their value. Unfortunately, as economists such as Thurow have, only too belatedly recognized, the value of a certificate to an individual is a very different thing from the value of the knowledge to the acquisition of which the certificate testifies. Most school pupils, parents, and teachers believe that, while it is very important to pass examinations, the value of what is learned at school is minimal. Their beliefs are confirmed by the studies of Berg, Jencks and Raven. Because of the social functions of educational qualifications, teachers and pupils attend to the goals which are assessed. Because the goals which are easiest to assess are not those which they believe to be most important, teachers and pupils fail to attend to the goals which they actually believe to be most important. Had these teachers and students spent their time working toward the most important goals, the students' life chances, and the teachers' own reputation, would have been jeopardized.

Many believe that in the United Arab Emirates (UAE) the perception of a national identity, as a construct amongst Emiratis, is under threat at the moment. The purpose of this paper is to examine this concern and describe how one educational establishment in the UAE, the Sharjah Higher Colleges of Technology (SHCT), a context that presents unique language and cultural issues, used a digital storytelling competition to address this issue with Emirati students.

A total of 150 students at SHCT used a variety of tools to create digital stories around the theme of “Proudly Emirati”, a topic aimed at building a sense of self. Stories covered topics ranging from family traditions to cultural icons. A case study investigated this initiative and addressed how the process of creating digital stories shaped the students' perspectives of self and national identity. We collected feedback on the digital storytelling initiative using focus group interviews and surveys with the students involved.

Strong support is voiced for the competition and its impact on helping students express feelings of national pride and identity.

The survey addresses a limited number/range of issues and many more points and implications are raised in the focus group meetings that we would like to include in future research of digital storytelling.

The paper highlights the practical implications and huge potential of digital storytelling for learning environments.

This is an innovative approach to highlighting a contentious social issue with the students and community.

The purpose of this paper is to discuss issues and imbalances in the workforce in the United Arab Emirates (UAE) that result from the nation's relatively recent emergence as a powerful economy in the world. A federal initiative entitled Emiratization is addressed that is intended to improve employment amongst the local Emirati population who, at present, make up a minority of the working population. The role that one federal tertiary education system, the Higher Colleges of Technology (HCT), contributes to this process is discussed with specific implications and challenges for Emiratizing the education system.

The paper is based on secondary research concerning employment statistics and policy in the UAE and observations of HCT, specifically the BEd program within the colleges.

Three main challenges facing HCT in its attempt to train Emiratis for employment in the education sector in the UAE are discussed in the paper.

There are practical implications and suggestions discussed for improving the Emiratization of the teaching sector in the UAE. This sector is highlighted as a core area for the Emiratization initiative by the paper.

The UAE represents a unique cultural context, a blending of languages, religion, politics and ethics, with calls for rapid modernization of its government schools. This paper maps out the growing pains and so is of value to both educators and policy makers in similar settings.

LOUGHBOROUGH was the first of the post‐war schools to be established in 1946. This resulted from negotiations of representatives of the Library Association Council with technical and other colleges which followed their failure to secure facilities within the universities on the terms of the L.A. remaining the sole certificating body. The late Dr. Herbert Schofield accepted their terms and added a library school to already varied fields of training within his college.

Reports on a study designed to analyse the effectiveness of real and created spokespersons in advertisements. Compares male and female spokespersons′ effectiveness by audience gender. Concludes that celebrities can be used to gain attention and maintain sales, while created spokespersons′ effectiveness is in establishing a lifelong link with the product.