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Article
Publication date: 9 November 2022

Eliza Rossiter, T.J. Thomson and Rachel Fitzgerald

The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning…

Abstract

Purpose

The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges.

Design/methodology/approach

This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia design class offered at a large university in the Asia-Pacific. The resource’s effectiveness is measured against common technology acceptance factors – including self-efficacy, enthusiasm and enjoyment in relation to contextual purpose and class learning outcomes – through a multi-pronged approach consisting of a class-wide survey, developed specifically for this purpose and analysis of usage data. Deeper context was also provided through a small pool of follow-up interviews.

Findings

Evidence from this study’s data suggests that a bespoke, mobile-learning resource can provide greater consistency, more relevance, more flexibility for when and where students learn and more efficiency with limited opportunities for synchronous interaction. At the same time, a bespoke mobile-learning resource represents a significant investment of skill and time to develop and maintain.

Originality/value

This study responds to calls from scholars who argue that more research (especially that is qualitative and discipline-specific) is needed to investigate students’ willingness to use learning apps on their mobile devices. This study pairs such research about student willingness with actual usage data and student reflections to more concretely address the role of mobile learning resources in higher education contexts. This study also, importantly, does not just assess perceptions and attitudes about mobile learning resources in the abstract but assesses attitudes and usage patterns for specific generic and bespoke mobile learning resources available for students in a specific university class (thereby providing discipline-specific insights). This study also provides a unique contribution by including multiple years of data and, thus, offers a longitudinal view on how mobile-learning resources are perceived and used in a particular higher education context.

Details

Interactive Technology and Smart Education, vol. 21 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Book part
Publication date: 27 September 2023

Holly Russell, Rachel Fitzgerald, Deanna Meth and Henk Huijser

As universities grapple with the question of how to prepare students for increasingly uncertain futures, the development of evidence-based frameworks to guide academic program1

Abstract

As universities grapple with the question of how to prepare students for increasingly uncertain futures, the development of evidence-based frameworks to guide academic program1 design is critical. Here, we propose a strategic framework with a high impact on program design, implementation, and evaluation as well as mentoring and support for academic program leaders. High impact can be achieved when program leaders are enabled to embed key future-focused capabilities and skills across the curriculum in a program. In order to ensure that these capabilities are systematically and cohesively embedded in students’ learning journeys, we suggest that academic program leaders (e.g., Directors of Studies, Subject Area Coordinators, etc.) require strategic approaches to program design, implementation, and evaluation, as well as mentoring and support. Such approaches would ensure that high impact practices are consistently employed, rather than being the exception in isolated courses.2 At Queensland University of Technology, we have developed a holistic model to support “whole-of-program” design for award programs across faculties and disciplines, in a coherent and strategic way. The model we use is based on a framework for curriculum design called the Future Focused Curriculum Design Framework (FFCF), and is an iterative model that places learners at the center of their learning to enable meaningful change to the design of programs. The adoption of the framework is supported by curriculum design studios situated within each discipline-specific faculty,3 which are made up of curriculum and learning designers, working closely with academics in different faculties. A key element of the process is that curriculum design studios enable relationships and communities to develop (Wenger et al., 2002), which in turn allows for contextualized practice. This holistic model supports whole-of-program design for award programs, in a coherent and strategic way and enables communities of practice to emerge in an iterative manner. In this chapter, we share our experiences with using this model and the impacts it has achieved, and we reflect on ways it be adapted for future use and in other contexts.

Details

High Impact Practices in Higher Education: International Perspectives
Type: Book
ISBN: 978-1-80071-197-6

Keywords

Content available
Book part
Publication date: 27 September 2023

Abstract

Details

High Impact Practices in Higher Education: International Perspectives
Type: Book
ISBN: 978-1-80071-197-6

Book part
Publication date: 27 September 2023

Enakshi Sengupta

A higher educational institution evaluates the concept of success in terms of student retention, equal access to education, graduation and at times with the grade point scored by…

Abstract

A higher educational institution evaluates the concept of success in terms of student retention, equal access to education, graduation and at times with the grade point scored by the students. It also applies for accreditation and global ranking to showcase their success rate. It is rarely seen that universities evaluate student’s success in terms of their actual learning. Some universities lay emphasis on creating a collaborative campus climate, supportive mentoring by the faculty members and at times engaging students in a participative manner as a cohort. Rarely do universities monitor the cumulative educational achievements of the students. Retention and graduating batches of students is an essential feature of a higher educational institution but is not a sufficient measure. A college degree proves to be beneficial to the student and is considered useful only when it is valued by society and helps in empowering the students. Universities need to address this issue; they need to create metrics to capture the evidence of quality learning and should try to explore approaches as to how students can broaden their horizon and knowledge base and develop their concept of social responsibility to create a sense of all round wellbeing. With the rise of liberal education, there has been a gradual phasing out of conventional classroom delivered curriculum. The curriculum has become more robust bridging the conventional with applied form of education. This book narrates case studies where academics speaks about strategic frameworks that they have implemented in their classroom based on high impact program design, as well as approaches to mentor and support students as academic program leaders. Authors have demonstrated through their chapters that high impact practice (HIP) can become effective only when it is future focused and teaches skills to students that allow them to develop their social competence and enable them to examine knowledge management with the lens of social wellbeing.

Details

High Impact Practices in Higher Education: International Perspectives
Type: Book
ISBN: 978-1-80071-197-6

Keywords

Book part
Publication date: 27 September 2023

Abstract

Details

High Impact Practices in Higher Education: International Perspectives
Type: Book
ISBN: 978-1-80071-197-6

Article
Publication date: 11 September 2007

Rachael Addicott and Ewan Ferlie

The purpose of this paper is to show that networks are emerging as a new, innovative organisational form in the UK public sector. The emergence of more network‐based modes of…

3228

Abstract

Purpose

The purpose of this paper is to show that networks are emerging as a new, innovative organisational form in the UK public sector. The emergence of more network‐based modes of organisation is apparent across many public services in the UK but has been particularly evident in the health sector or NHS. Cancer services represent an important and early example, where managed clinical networks (MCNs) for cancer have been established by the UK National Health Service (NHS) as a means of streamlining patient pathways and fostering the flow of knowledge and good practice between the many different professions and organisations involved in care. There is very little understanding of the role of power in public sector networks, and in particular MCNs. This paper aims to explore and theorise the nature of power relations within a network model of governance.

Design/methodology/approach

The paper discusses evidence from five case studies of MCNs for cancer in London.

Findings

The findings in this paper demonstrate that a model of bounded pluralism can be used to understand power relations within London MCNs. However, power over the development of policy and strategic direction is instead exerted in a top‐down manner by the government (e.g. Department of Health) and its associated national bodies.

Practical implications

The paper supports the argument that the introduction of rhetoric of a more collaborative approach to the management of public services has not been enough to destabilise the embedded managerialist framework.

Originality/value

This paper uses empirical data from five case studies of managed clinical networks to theorise the nature of power relations in the development and implementation of network reform in cancer services. Also, there is limited understanding of the nature of power relations in network relationships, particularly in relation to the public sector.

Details

Journal of Health Organization and Management, vol. 21 no. 4/5
Type: Research Article
ISSN: 1477-7266

Keywords

Article
Publication date: 11 September 2007

Graeme Currie, Rachael Finn and Graham Martin

The purpose of this paper is to examine power asymmetries in the delivery of genetics healthcare that inhibit knowledge sharing across sector, organisational and professional…

2189

Abstract

Purpose

The purpose of this paper is to examine power asymmetries in the delivery of genetics healthcare that inhibit knowledge sharing across sector, organisational and professional boundaries.

Design/methodology/approach

The paper is a longitudinal comparative case study approach, which encompasses semi‐structured interviews and observation.

Findings

The paper finds politics to be significant in its influence on knowledge sharing across sector, organisational and professional boundaries, but this can be mediated by attending to human and social aspects of the context in which knowledge sharing was expected to take place.

Research limitations/implications

The paper encourages research that evaluates the effect of increased emphasis on human and social aspects of organisational change in pursuit of the “dream” of spanning boundaries and improving knowledge sharing within the NHS.

Practical implications

The paper shows that structural change appears to be of limited effect in promoting knowledge sharing. Organisational and individual development, career management and performance systems are worthy of attention for the purpose of managing knowledge.

Originality/value

The paper exposes this assumption as managerialist. Policy‐makers assume that professionals are willing and able to share knowledge when delivering healthcare through networks.

Details

Journal of Health Organization and Management, vol. 21 no. 4/5
Type: Research Article
ISSN: 1477-7266

Keywords

Article
Publication date: 1 November 2012

Michelle Bauml and Sherry L. Field

Notable Social Studies Trade Book (NSSTB) lists include books selected annually by the Book Review Committee of the National Council for the Social Studies in conjunction with the…

1360

Abstract

Notable Social Studies Trade Book (NSSTB) lists include books selected annually by the Book Review Committee of the National Council for the Social Studies in conjunction with the Children’s Book Council. These lists are excellent resources for teachers who use children’s literature to support social studies instruction in their classrooms. We report our analysis of award-winning titles for primary grades published from 2001-2011. Biographies and books that address topics about families are featured as a starting place for primary grades teachers to begin incorporating NSSTB into their social studies instruction. We conclude by suggesting ways for primary grade teachers to utilize the book lists each year.

Details

Social Studies Research and Practice, vol. 7 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 25 September 2020

Rachael McDonald

Wheelchairs and mobility devices are important to enable mobility for students who are unable to functionally walk by themselves to fully participate in daily life. However, they…

Abstract

Wheelchairs and mobility devices are important to enable mobility for students who are unable to functionally walk by themselves to fully participate in daily life. However, they can be enablers or barriers to inclusion and participation for students. Children and adolescents, like other wheelchair users, have a varying number of reasons to use chairs, but what type of chair, how it is used and what type of participation it encourages or discourages is as individual as the child themselves. This is an area of practice that has little evidence on which to base decisions, leading to inconsistencies of provision practice and inclusion in mainstream environments. This chapter will discuss why children use wheelchairs in the first place, then outline some of the typical types of wheelchair available and discuss matching the child to their wheelchair. Barriers to appropriate use of wheelchairs include policy, funding, attitudes and perceived skill set. Children who use wheelchairs often do not gain the motor experiences that their peers do yet are expected to perform skilled wheeled mobility, often without training. Finally, inclusion in school is about inclusion not only in the classroom but also in all activities to do with their school-based communities.

The choice of what type of mobility a child needs is down to their self-defined goals in the context of their school environment, family and general ecosystem. Other forms of wheeled mobility included adaptive bicycles for children who are unable to utilise nonadapted bikes. The basis for assessment for wheeled mobility is the student. The most important part of adaptive seating is to match the student, their self-defined goals and their developmental needs. Barriers to inclusion are discussed. The final section of this chapter includes a discussion of where wheeled mobility is going into the future.

Details

Assistive Technology to Support Inclusive Education
Type: Book
ISBN: 978-1-78769-520-7

Keywords

Book part
Publication date: 5 February 2016

Rachel E. Dwyer

Randy Hodson’s research on workplace inequalities and dignity at work asks vital questions about the capacity of employment to provide the resources needed to support a decent…

Abstract

Randy Hodson’s research on workplace inequalities and dignity at work asks vital questions about the capacity of employment to provide the resources needed to support a decent life. A decent life involves not merely the capacity to meet basic needs but also the possibility of investing in upward mobility, for example by pursuing a college degree. Rising employment inequalities and slow-growing wages in the United States over the past several decades have challenged the capacity of ordinary workers to make these investments. Yet worries about college affordability are more likely to be expressed as a concern over the price of schooling than as a concern over the returns to work. In this chapter, I conduct an historical analysis of trends in the costs of college compared to trends in wages from the 1970s to the 2000s in order to evaluate how stagnating wages affected the possibilities for paying for college, using several different data sources on college costs and wages. I focus on the question of how much money a student worker could earn toward the costs of college. I show that over time student work became a significantly less lucrative undertaking and would have covered less of the costs of college over time even if college costs had remained stable. I conclude that we must pay attention to how the jobs crisis affects a range of institutions and growing stratification in opportunity in America. As Randy Hodson argued in his voluminous research, dignity at work has far-reaching consequences for the chances of a decent life.

Details

A Gedenkschrift to Randy Hodson: Working with Dignity
Type: Book
ISBN: 978-1-78560-727-1

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