EDUCAUSE Quarterly Magazine, Volume 32, Number 1, 2009 By Elizabeth J. Aspden and Louise P. Thorpe Learning environment development has been a key part of the Academic Innovation Team’s remit for a number of years at Sheffield Hallam University (see About Us). Beginning with our research into the impact of e-learning on the student experience in 2002 — and recognizing the way e-learning influenced students’ views of physical spaces — we started to look more closely at the ways in which our students and faculty use on-campus spaces, and at ways in which our environments needed to evolve. A recurring theme that emerged was the importance of serendipitous meetings and the ad hoc use of those "in between" times: in between taught sessions, in between focused study, in between study and home.
A friend just sent me an e-mail asking for writing tips. Her question is a common one -- I get this question every month from one of my doctoral students, one of my former students, or someone outside of the university where I teach. As a result, I thought that I might summarize some of the 10 suggestions I gave my friend, as well as 10 additional ones that I thought of while writing this up -- and then 10 more later on. It is now 30 ideas! Perhaps more people can benefit from the list or add to these ideas.
A new report by Jisc has been compiled to help universities, colleges and research institutes think about the ethics of artificial intelligence (AI), and to combat “unfairness” or “unexpected effects” for students and staff in education and research.
salford acoustics program homepage Acoustic engineering, broadcast engineering (mobile, TV, IPTV, film), music & sound technology, animation & web design is our passion. We are leaders in teaching and research in audio and acoustic engineering, video and television.
G. Goldin. Journal for Research in Mathematics Education. Monograph: Journal for Research in Mathematics Education. Monograph: Qualitative Research Methods in Mathematics Education, (1997)
K. Juuti, and J. Lavonen. NorDiNa, (2006)Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
(p 56).