proceedings of Student Mobility and ICT: Can E-LEARNING

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Figure 1 displays the main webpage from VLE-MyDundee Source: University of Dundee, www.dundee.ac.uk Master’s programmes delivery, blended learning and students’ wellbeing have been meticulously designed in the postgraduate framework. Each programme comprises 6 modules and there is some commonality of modules across different programmes. For example, a Masters in Education (MEd), may have commonality with a Masters in Social Work (MSc) in that Child Care & Protection is an issue relevant to both courses. The postgraduate framework has been developed and adjusted such that a common module, say in ‘Child Care’ has implications for future inter-professional collaborations. Each module unfolds across an average time line of 22 weeks. As the university promotes collaborative tasks and blended learning, the module is characterised as one having a start date, a project-submission date and a summative assessment date for different cohort of students. A representative time line and the various constituting activities that underpin blended learning are displayed as Figure 2. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 20
1 or 2 days of face to face contact Module materials are loaded on VLE-MyDundee Discussion Forums on Week 3 & Week 6 Module starts 9 weeks Formative Peer Assessment Tasks 4 weeks 1 or 2 days of face to face contact Module materials are loaded on VLE-MyDundee Discussion Forums on Week 13 & Week 16 Summative Assessment Module ends 9 weeks Figure 2 displays a representative time line of 22 weeks on the average for a module Source: Master of Education – Report (SESWCE, 2008) The chronology of the activities as well as the activities is supported by VLE-MyDundee. Unless exceptional instances, the face-to-face contact between tutor and students has undergone significant reduction. Apart form loading the module materials on VLE-MyDundee, the ‘Discussion Forums’ scheduled for Weeks 3, 6, 13 and 16 represent major collaborative tasks between tutors and students and among students themselves. Another important collaborative task is the ‘Formative Peer Assessed Task’ where students undergo peer assessment. The ‘Summative Assessment’ is the end-of-module activity. The social constructivist approach and Blended Learning Learning innovation include rethinking how to prepare students for the workplace. Blended Learning programmes have been developing in parallel with VLE-MyDundee. As already highlighted in previous section, the postgraduate framework together with VLE-MyDundee supports the development of blended learning programmes at SESWCE. Blended learning programmes are also supported by recent communication technologies. The postgraduate framework addressed both tutors and students by first interrogating the kind of tutor that the school requires and the quality of graduate students that the school projects to inject into the job market. Following a thorough investigation on different models of applied social science and relevant pedagogies, a holistic approach is taken to address teaching and learning. This approach is presented in Figure 3 and it aims at transforming both the philosophy and the technicality of course delivery. In this context, the following list of pre-requisite features are in operation at SESWCE: situated learning; empowerment, agency wellbeing and resilience; examination of world views; cross-cultural perspectives; non-intrusive forms of intervention; clear ethics and values; and critical competency (SESWCE, 2007). Course developers and researchers at SESWCE have found that these features would impact on participation, sustainability, wellbeing and empowerment of students as well as tutors. Ongoing brainstorming among the different stakeholders and interrogation of discussion reports and evaluation papers has lead to the following guidelines on postgraduate courses at the SESWCE: • Flexibility through modularity; • Calibration against Scottish Credit & Qualifications Framework (SCQF) level descriptors; • Integration and articulation across associated programmes; • Response to demand at a local, national and international level; • Recognition of prior learning and experience; • Multiple entry and exist points; and Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 21
Page 1 and 2: Proceedings of Student Mobility and
Page 3 and 4: Contributions listed per session We
Page 5 and 6: Teaching Part-time Students Using C
Page 7 and 8: Description of Practices of Knowled
Page 9 and 10: Remediating Summer Classes and Diag
Page 11 and 12: • For a bridging course of this s
Page 13 and 14: computing and displaying geometrica
Page 15 and 16: significant. For that reason, the f
Page 17 and 18: Apparently, ‘new learning’ work
Page 19: Delivering a Masters: from Paper to
Page 23 and 24: MyDundee and the different forms of
Page 25 and 26: Unified in Learning - Separated by
Page 27 and 28: views. As the IOs staff has to coll
Page 29 and 30: was to apply the newly gained knowl
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Page 33 and 34: discussion forums promises to yield
Page 35 and 36: Additionally to the CIS each course
Page 37 and 38: system 5.9% and Blended Learning 10
Page 39 and 40: Conclusion The survey shows that th
Page 41 and 42: Competence Based Teaching and Evalu
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Page 49 and 50: knowledge but also the skills of th
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Page 61 and 62: Selecting Educational Content in m-
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Inspecting the KSD in figure 2 reve
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The Influence of Portfolio Media on
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discussed the portfolio. The last h
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Count 10 8 6 4 2 1 2 3 4 5 6 7 8 9
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ased portfolio (n=177). Scoring a 6
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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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It may be presumed that the competi
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Bean, J. P. ( 1985 ). Interaction e
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Facing the Mathematics Problem, Two
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mention the problems that they enco
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gradually from the first to the las
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45% 40% 35% 30% 25% 20% 15% 10% 5%
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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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Table 3. Individual forum participa
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ecause of the huge investment in de
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Pere, R. (1982). Ako: concepts and
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facility with technology as an empl
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The subject of the advertisement is
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M Pete Nevin October 10 at 8:46pm H
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