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Article
Publication date: 1 January 2013

Azidah Abu Ziden and Muhammad Faizal Abdul Rahman

This paper discusses the development of a system using SMS (short messaging system) to facilitate learning and also as a new method in the evaluation of teaching and learning.

Abstract

Purpose

This paper discusses the development of a system using SMS (short messaging system) to facilitate learning and also as a new method in the evaluation of teaching and learning.

Design/methodology/approach

The design of a system that uses SMS for the quiz is proposed as an alternative for formative assessment of teaching and learning for courses at institutions of higher learning in Malaysia. The fundamental idea of the SMS assessment system is based on the SMS function which is the basic feature of the normal mobile phone to receive and send text messages at anytime and anywhere. This will allow the formative assessment to be done in a course with a more flexible approach.

Findings

It is found that the quiz through SMS has the potential to be used in the teaching and learning environment. However there are some constraints and issues in the operation of this system that needs to be addressed before the system can be utilized optimally. These constraints and issues involve the system stability, the users/students and other general issues.

Originality/value

This article offers a new alternative for lecturers, teachers and students in the implementation of formative assessment quizzes via SMS.

Details

Campus-Wide Information Systems, vol. 30 no. 1
Type: Research Article
ISSN: 1065-0741

Keywords

Book part
Publication date: 20 September 2018

Pravin Chopade, Michael Yudelson, Benjamin Deonovic and Alina A. von Davier

This chapter focuses on the state-of-the-art modeling approaches used in Intelligent Tutoring Systems (ITSs) and the frameworks for researching and operationalizing…

Abstract

This chapter focuses on the state-of-the-art modeling approaches used in Intelligent Tutoring Systems (ITSs) and the frameworks for researching and operationalizing individual and group models of performance, knowledge, and interaction. We adapt several ITS methodologies to model team performance as well as individuals’ performance of the team members. We briefly describe the point processes proposed by von Davier and Halpin (2013), and we also introduce the Competency Architecture for Learning in teaMs (CALM) framework, an extension of the Generalized Intelligent Framework for Tutoring (GIFT) (Sottilare, Brawner, Goldberg, & Holden, 2012) to be used for team settings.

Book part
Publication date: 11 August 2021

Jennifer A. Kurth, Michael L. Wehmeyer, Carly A. Roberts and Elissa Lockman Turner

Assessing learners with extensive support needs has traditionally been rooted in deficit perspectives, in which student incapacities are highlighted. We start this chapter…

Abstract

Assessing learners with extensive support needs has traditionally been rooted in deficit perspectives, in which student incapacities are highlighted. We start this chapter with an overview of this historical view and identify its shortcomings. Next, we identify alternate assessment and progress monitoring as key efforts for shifting the lens from deficit-oriented assessment toward more grade-aligned, inclusive-, and strengths-based strategies. We also identify strategies for comprehensive assessment that can continue this shift in approach. Finally, we conclude with ideas for future directions in assessing learners with extensive support needs.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Keywords

Content available
Book part
Publication date: 20 September 2018

Abstract

Details

Building Intelligent Tutoring Systems for Teams
Type: Book
ISBN: 978-1-78754-474-1

Book part
Publication date: 22 August 2022

Sam Elkington

Universities across the globe have had to rethink how the significant resources devoted to learning, teaching, and assessment might be reconfigured to better support…

Abstract

Universities across the globe have had to rethink how the significant resources devoted to learning, teaching, and assessment might be reconfigured to better support student learning across different modes of delivery. A focus on ‘flexibility’ in assessment arrangements supports the need to be responsive to the requirements of a changing and increasingly uncertain higher education landscape across Africa and elsewhere in the world. This chapter explores how professors and lecturers in higher education can deliver effective assessment processes that meet the demands of online and blended learning environments. Flexibility in assessment is about responding to students’ individual learning needs as well as the needs of the curriculum. The key is making assessment relevant to the students. The proliferation of learning technologies and tools, coupled with the increasing diversification of student profiles and pathways through programmes, provides the context for developing flexible assessment. Here technology is a key enabler for personalised and active blended learning experiences. This chapter considers practical ideas and strategies for inclusive, authentic, and flexible assessment task design, delivering effective feedback, and ensuring quality and consistency within assessment processes – all of which are relevant in an era of COVID-19 pandemic disruptions in higher education.

Details

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

Keywords

Open Access
Article
Publication date: 29 June 2020

Andreas Norrman and Andreas Wieland

This invited article explores current developments in supply chain risk management (SCRM) practices by revisiting the classical case of Ericsson (Norrman and Jansson…

8796

Abstract

Purpose

This invited article explores current developments in supply chain risk management (SCRM) practices by revisiting the classical case of Ericsson (Norrman and Jansson, 2004) after 15 years, and updating its case description and analysis of its organizational structure, processes and tools for SCRM.

Design/methodology/approach

An exploratory case study is conducted with a longitudinal focus, aiming to understand both proactive and reactive SCRM practices using a holistic perspective of a real-life example.

Findings

The study demonstrates how Ericsson's SCRM practices have developed, indicating that improved functional capabilities are increasingly combined across silos and leveraged by formalized learning processes. Important enablers are IT capabilities, a fine-grained and cross-functional organization, and a focus on monitoring and compliance. Major developments in SCRM are often triggered by incidents, but also by requirements from external stakeholders and new corporate leaders actively focusing on SCRM and related activities.

Research limitations/implications

Relevant areas for future research are proposed, thereby increasing the knowledge of how companies can develop SCRM practices and capabilities further.

Practical implications

Being one of few in-depth holistic case studies of SCRM, decision-makers can learn about many practices and tools. Of special interest is the detailed description of how Ericsson reactively responded to the Fukushima incident (2011), and how it proactively engaged in monitoring and assessment activities. It is also exemplified how SCRM practices could continuously be developed to make them “stick” to the organization, even in stable times.

Originality/value

This is one of the first case studies to delve deeper into the development of SCRM practices through taking a longitudinal approach.

Details

International Journal of Physical Distribution & Logistics Management, vol. 50 no. 6
Type: Research Article
ISSN: 0960-0035

Keywords

Book part
Publication date: 7 December 2021

Ayşegül Liman Kaban and Sinan Aşçı

Applying digital literacy skills in face-to-face or online classrooms started ringing the changes during the COVID-19 pandemic in recent months. Stating the obvious…

Abstract

Applying digital literacy skills in face-to-face or online classrooms started ringing the changes during the COVID-19 pandemic in recent months. Stating the obvious, well-planned distant learning experiences are different from courses offered online in response to a crisis or disaster. Every institution around the world has worked on preserving instruction throughout the COVID-19 pandemic. The extent to which educators being aware of their own and their students’ digital literacy skills perceived how and what kind of information and communication technologies are used under such an emergency remote teaching and learning. The preparedness level of learners in using online information and communication technologies is a naturally regulated phenomenon because they are born to live a life of technology. Yet, educators have applied experience, and practical knowledge in face-to-face classroom settings remains a mere curiosity to remote teaching. This study was conducted to investigate educators’ level of preparedness to use online information and communication technologies for their emergency remote teachings and their experiences from the field by focusing on moderating variables – asserted by Means, Bakia, and Murphy (2014) – like modality, instructor role online, online communication synchrony, source of feedback, and role of online assessments. Based on self-report scaled and open-ended questions in the same questionnaire, the participants were recruited online via convenience and accidental sampling, and the data were analyzed by using Statistical Package for Social Sciences software version 22.0 and thematic analysis. Within this study, how educators experience remote teaching during the global pandemic and what they prefer to carry out for the same effectiveness of the courses are discussed based on their digital literacy skills and digital readiness.

Details

New Student Literacies amid COVID-19: International Case Studies
Type: Book
ISBN: 978-1-80071-466-3

Keywords

Content available
Article
Publication date: 23 January 2019

Rebecca Reynolds, Sam Chu, June Ahn, Simon Buckingham Shum, Preben Hansen, Caroline Haythornthwaite, Hong Huang, Eric M. Meyers and Soo Young Rieh

Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e…

2112

Abstract

Purpose

Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal, Information and Learning Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.

Design/methodology/approach

This article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Sciences, and Searching-as-Learning.

Findings

The article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee.

Originality/value

The article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.

Abstract

Details

Effective Leadership for Overcoming ICT Challenges in Higher Education: What Faculty, Staff and Administrators Can Do to Thrive Amidst the Chaos
Type: Book
ISBN: 978-1-83982-307-7

Book part
Publication date: 19 October 2020

Mark Frederick

This reflection on the trajectory of the field of Global Leadership Development identifies shifts from in-person training to virtual coaching leveraging assessment tools…

Abstract

This reflection on the trajectory of the field of Global Leadership Development identifies shifts from in-person training to virtual coaching leveraging assessment tools. Practitioners can now choose from a wide variety of assessments and learning systems, identified herein, to structure coaching over time in an online environment. Based on decades of experience, the author explains how to select an assessment and incorporate it into one's developmental approach. This chapter also clarifies how to structure coaching and effectively deliver virtual sessions. Several examples from leading companies illustrate how these best practice approaches can be built into global leadership development initiatives.

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