proceedings of Student Mobility and ICT: Can E-LEARNING

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Online Communities During Work Placements in Medicine: How to foster critical thinking on the basic sciences? Bas A. de Leng, Diana H.J.M. Dolmans, Arno M.M. Muijtjens, Cees P.M. van der Vleuten, Maastricht University,.The Netherlands Rijn Jöbsis, Department of Pediatrics, University Hospital Maastricht, The Netherlands b.deleng@educ.unimaas.nl, d.dolmans@educ.unimaas.nl, a.muijtjens@educ.unimaas.nl, c.vandervleuten@educ.unimaas.nl, rjo@paed.azm.nl Abstract: To promote critical thinking about basic science topics during work placements in medical education we interconnected students dispersed over different locations with a Computer Supported Collaborative Learning (CSCL) System. The CSCL system was provided with a structured dialogue interface combining the deliberate sequencing of activities and the tagging of messages with labels in line with Garrison’s ‘Practical Inquiry model of Cognitive Presence’. To determine the effectiveness of this procedural facilitation embedded in the CSCL system the online discussions in two case studies were explored. We evaluated the quantity of the interactions by looking at quantitative data of the discussion ‘threads’ and we evaluated the quality of the discussion by content analysis of the individual messages. The instrument for content analysis was also based on Garrison’s ‘Practical Inquiry model of Cognitive Presence’. On the basis of the quantitative and qualitative data we conclude that the CSCL-system was successful in establishing a dialogue among a group of students and an expert during work placements at different locations. The ‘Practical Inquiry model’ was useful in facilitating a sustained on-topic discourse involving critical thinking. Although the amount of critical thinking was moderate, the results suggest ways to increase integration and resolution activities in the online discussions. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 18
Delivering a Masters: from Paper to Virtual and from Individual to Collaborative Joseph A. McLuckie; Michael Naulty; Dharmadeo Luchoomun * , School of Education, Social Work & Community Education (SESWCE), University of Dundee, UK Corresponding author * : d.luchoomun@dundee.ac.uk Abstract: This paper explores the move from delivering a course from a paper-based format to a blended learning one and highlights the role of the virtual environment in this transition. It has been achieved by the development of a Postgraduate Framework. This transition also involves the move from an individually driven course to one where the norm is delivering to a cohort of students, with one start date and one submission date for each cohort. The use of collaborative and peer assessed learning is addressed as a means of satisfying a delivery model which emulates socially constructivist principles of learning. Articulation across a number of Masters programmes is considered, where there is some commonality across such masters. Introduction Learning and teaching is central to the existence of most universities and this existence depends largely on demands of the job market. Due to deregulation of the finance sector and the volatile nature of the economic order both at national and international levels, employers have become more exigent in terms of quality and specificity of skills from employees. In this context, universities are aiming to develop and research innovative forms of teaching and learning for a wide variety of students (University of Dundee, 2007). The School of Education, Social Work & Community Education (SESWCE) of the University of Dundee (UoD), for example, is using action research to improve learning and teaching. In this paper, we present how the policy context at the SESWCE evolves, adapts and connects to the modern world demands and is responsive to the needs of students, employers and the profession. This change is achieved through a blended approach to learning that is supported by a parallel development of the university’s virtual environment. This paper addresses, in particular, the postgraduate framework that was suggested by the position paper for strategic vision 2006-2007 (SESWCE, 2005) and that also forms part of the UoD strategic framework (University of Dundee, 2007). The aim of the postgraduate framework is to move the school towards developing evidence based practice and educational development that fits with the demands of the job market. Using action research to improve learning and teaching practice across the school, the framework is underpinned by the social constructivist model for learning. This model embeds innovative approaches to learning and teaching. The implementation of the postgraduate framework has resulted in the re-alignment of delivery of masters degree courses and their evaluation, standardisation and certification (SESWCE, 2008). Among the various changes ensuing the postgraduate framework, two major features that are discussed in this paper are the development of the virtual environment in the context of transition of delivery of master courses and the social constructivist approach to learning where a blended learning format is in operation. Virtual environment and shift to blended learning Traditional university courses can be characterised as lecture-based teaching where the modules are delivered in a paper-based format. In order to undertake the transition from paper-based course delivery to a mixed-mode of teaching and blended learning, the virtual environment is used at University of Dundee. It is called VLE-MyDundee and the main webpage is presented as Figure 1. Each student has access to a personalised webpage by logging in to VLE-MyDundee from the university’s website. This main and personalised webpage displays the different components of each student’s field of study on ‘My Modules’ webpage. The other pages, for example ‘My Campus’, ‘My Files’, ‘My Webmail’ and ‘Student Services’ provide a holistic and conducive online environment for students’ collaborative tasks and learning, their participation in non-pedagogic activities linked to the university and eventually promoting the wellbeing of each and every student. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 19
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An E-Portfolio for Post-Graduate Co
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Evers, F. T., Rush, J. C. & Berdrow
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Indicators of Needs for Preparatory
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dependent on his/her background, ac
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study programs. A wide choice of st
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Bean, J. P. ( 1985 ). Interaction e
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mention the problems that they enco
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References Dijsselbloem, J., e.a. (
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Findings So far, seventy-four stude
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Students’ Mobility, Acculturation
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Pedagogical Approaches Used For Pre
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• the teacher is a learner togeth
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learning. He pointed at the method
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Wieland, A., Brouwer, N., Kaper, W.
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The live learning lab was more than
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For the audience site, the camera s
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video/audio compression and competi
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applications for a typical presenta
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E-learning - Non-discovered Territo
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References Badania potrzeb w zakres
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Security Requirements and Goals for
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The implications of using this tech
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References Hinton, H., & Vanderwauv
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This is mainly due to the fact that
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students from one class session to
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Social Presence, Web-videoconferenc
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facilities. As Figure 2 shows, web-
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Instruments Expectations of the cou
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Table 1 Comparison of course useful
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As group collaboration and the cour
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Literature Scan on Online Remedial
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Most recent studies have focussed o
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The implementation of online educat
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Lefgren (2004); Kozeracki (2002); L
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Establishing a European Framework o
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Modelling Mobile Agent Mobility in
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f11 = Addressing f12 = Encoding f13
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Naming services The Sun Microsystem
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Lamport, L & Melliar-Smith, P. M.(1
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lecturers see all lectures they hav
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Figure 3. A content page of the Tec
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Digitizing Courses for Flexible Edu
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Figure 1. Amount of fragment views
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elaborate on the fragments in sever
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engaged in family and/or work life,
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and Services contributes to interna
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Furture prospects Physical student
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Towards a Dutch Remedial Education
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Hollins, E. R. (1996). Culture in s
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To realise this goal a consortium o
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Hybrid Learning as a Facilitator to
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are commonly associated with high c
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Pere, R. (1982). Ako: concepts and
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facility with technology as an empl
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