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Provocation talk given by David De Roure at the e-Science Institute, Edinburgh, 19 November 2007 as part of the ESI Strategic Advisory Board Workshop or "e-Science Think Tank"
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There has been a growing importance of e-journals over the past 10 years or so, with a number of studies indicating that researchers welcome the enhanced and easy access. However relatively few studies have attempted to understand how e-journal usage affects researcher behaviour and how this impacts on research quality and productivity. http://www.rin.ac.uk/our-work/communicating-and-disseminating-research/e-journals-their-use-value-and-impact
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‘The Really Useful #EdTechBook‘ is about experiences, reflections, hopes, passions, expectations, and professionalism of those working with, in, and for the use of technology in education. Not only is it an insight into how, or why, we work with these technologies, it’s about how we as learning professionals got to where we are and how we go forward with our own development. The knowledge these leading learning practitioners, researchers, and professionals, share, under the same cover, is a unique opportunity for you to read about the variety of approaches to learning technology, the different perspectives on the same technology, and how technology is impacting our culture and learning infrastructure, from early-age classrooms to leading research Universities and from museums and workplace learning providers. It is about our passion for our work and our desire to make our work better through our own learning and development. Contributory authors: - Catherine Cronin: Foreword - David Hopkins: Introduction - Wayne Barry: “…and what do you do?”: Can we explain the unexplainable? - Zak Mensah: “Why do we do what we do?” - Peter Reed: “The structure and roles of Learning Technologists within Higher Education Institutions” - Rachel Challen: “Learning Technologists as agents of change? Blending policy and creativity” - Julie Wedgwood: “Developing the skills and knowledge of a Learning Technologist” - Dr David Walker and Sheila MacNeill: “Learning Technologist as Digital Pedagogue” - Lesley Price: “Times they are a changing …or not?” - Sue Beckingham: “The Blended Professional: Jack of all Trades and Master of Some?” - Julian Stodd: “How gadgets help us learn” - Terese Bird: “Students Leading the Way in Mobile Learning Innovation” - Inge de Waard: “Tech Dandy, or the Art of Leisure Learning” - Sharon Flynn: “Learning Technologists: changing the culture or preaching to the converted?” - Mike McSharry: “This is your five-minute warning!”
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Common unit specifications covering delivery of subject-identical units across different courses, often with different delivery methods, are increasingly being implemented. The inclusion of a ‘coursework’ element of assessment allows for flexibility. This is different when an ‘exam’ is required; with students on a fully-online course, unable to attend an exam centre, due to differences in time zones and/or locations, the concept of an open-book exam is used. The exam paper is released to students through our VLE (Blackboard) at a time that is agreed and broadcast to students in advance. Submission of their work is required within a 24-hour window via an upload of their files to the VLE (using either the standard submission tool or Turnitin). This presentation will draw upon the Bournemouth University’s substantial experience of presenting ‘Time-Constrained Papers’ to students studying at a distance and will consider the issues surrounding this approach. Particular consideration will be given to the importance of question design to limit scope for academic dishonesty and the University’s plans to modify this approach in the forthcoming academic year.
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‘The Really Useful #EdTechBook‘ is about experiences, reflections, hopes, passions, expectations, and professionalism of those working with, in, and for the use of technology in education. Not only is it an insight into how, or why, we work with these technologies, it’s about how we as learning professionals got to where we are and how we go forward with our own development. The knowledge these leading learning practitioners, researchers, and professionals, share, under the same cover, is a unique opportunity for you to read about the variety of approaches to learning technology, the different perspectives on the same technology, and how technology is impacting our culture and learning infrastructure, from early-age classrooms to leading research Universities and from museums and workplace learning providers. It is about our passion for our work and our desire to make our work better through our own learning and development. Contributory authors: - Catherine Cronin: Foreword - David Hopkins: Introduction - Wayne Barry: “…and what do you do?”: Can we explain the unexplainable? - Zak Mensah: “Why do we do what we do?” - Peter Reed: “The structure and roles of Learning Technologists within Higher Education Institutions” - Rachel Challen: “Learning Technologists as agents of change? Blending policy and creativity” - Julie Wedgwood: “Developing the skills and knowledge of a Learning Technologist” - Dr David Walker and Sheila MacNeill: “Learning Technologist as Digital Pedagogue” - Lesley Price: “Times they are a changing …or not?” - Sue Beckingham: “The Blended Professional: Jack of all Trades and Master of Some?” - Julian Stodd: “How gadgets help us learn” - Terese Bird: “Students Leading the Way in Mobile Learning Innovation” - Inge de Waard: “Tech Dandy, or the Art of Leisure Learning” - Sharon Flynn: “Learning Technologists: changing the culture or preaching to the converted?” - Mike McSharry: “This is your five-minute warning!”
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Common unit specifications covering delivery of subject-identical units across different courses, often with different delivery methods, are increasingly being implemented. The inclusion of a ‘coursework’ element of assessment allows for flexibility. This is different when an ‘exam’ is required; with students on a fully-online course, unable to attend an exam centre, due to differences in time zones and/or locations, the concept of an open-book exam is used. The exam paper is released to students through our VLE (Blackboard) at a time that is agreed and broadcast to students in advance. Submission of their work is required within a 24-hour window via an upload of their files to the VLE (using either the standard submission tool or Turnitin). This presentation will draw upon the Bournemouth University’s substantial experience of presenting ‘Time-Constrained Papers’ to students studying at a distance and will consider the issues surrounding this approach. Particular consideration will be given to the importance of question design to limit scope for academic dishonesty and the University’s plans to modify this approach in the forthcoming academic year.
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So there are tutors and students, but who else? How does a manual key quality process shift into the e-environment? We work through the assessment lifecycle of a unit from creation of the assessments themselves, along with maintenance of quality processes and procedures, through to the methods and practices for ease of submission, and onto marking, feedback, resubmissions and successful completion. Key aspirations combine preservation of quality educational standards, security of paperwork and efficacy of functionality whilst aiming to prevent additional workload falling on either tutors or students.
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Using eBooks
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Using eBooks
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5.
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7.
eBook Readers Sony
Reader “… lets you store and take stacks of books with you, wherever you go.” Amazon Kindle “… simple to use: no computer, no cables, no syncing.“ iRex iLiad “… lets you read and write, as you do on paper, everywhere you go.”
8.
9.