E-learning Research Papers

Are They Thinking Differently: A Cross-Cultural Study on the Relationship of Thinking Styles and Emerging Roles in Computer-Supported Collaborative Learning

by Jon Mason

Numerous studies have recognized collaboration as an effective way of learning. When collaboration involves students from different cultural backgrounds, a question arises: Will cultural differences influence the manner in which roles are... more

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Level of intrinsic motivation of distance education students in e‐learning environments

by Mehmet Firat and

2018, Level of intrinsic motivation of distance education students in e‐learning environments

According to researches, motivation that initiates and sustains behaviour is one of the most significant components of learning in any environment. Accordingly, level of intrinsic motivation triggers and sustains the interest of the open... more

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Active Algorithms: Sociomaterial Spaces in the E-learning and Digital Cultures MOOC

by Jeremy Knox

This paper will explore two examples from the design, structure and implementation of the ‘E-learning and Digital Cultures’ Massive Open Online Course (MOOC) from the University of Edinburgh in partnership with Coursera. This five week... more

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Education in the Middle East: Challenges and Opportunities

by Natalia Kozlova

For several centuries the Middle East was socially, economically, and technologically advanced. One of the reasons for this was its people’s appreciation of and openness to knowledge creation and dissemination. This trend lasted from the... more

For several centuries the Middle East was socially, economically, and technologically advanced. One of the reasons for this was its people’s appreciation of and openness to knowledge creation and dissemination. This trend lasted from the 8th to the 13th centuries (Aubert and Reiffers 2003). Knowledge became the most important and determining factor for economic growth. The impact and contribution of this wealth of knowledge were felt and appreciated across different sectors and disciplines and acknowledged beyond the region and around the world. However, things changed drastically in the 18th and 19th centuries following the Industrial Revolution. In the 21st century, with oil exploration and an economic boom in some parts of the region, investment and attention was redirected to building state of the art infrastructure in various sectors, including education and health, as Middle Eastern countries prepared to engage with and integrate in the knowledge society. To date, investments allocated to sectors such as education, information infrastructure, research and development, and innovation have been insufficient in most Middle Eastern countries (Aubert and Reiffers 2003), when compared to other regions, including emerging economies. However, increasing attention is being paid to these sectors compared to past decades and more concrete achievements have been realized in recent years. Education in the Middle East has consistently faced a variety of challenges. According to the World Bank, the quality of education in the region is falling behind other regions and needs urgent intervention and reform in order to address issues associated with unemployment (Gavlak 2008). Although the knowledge ecosystem, including awareness, education, training, and lifelong learning, represents a cornerstone for development and growth in the Middle East, there is still a lot that needs to be done before the education sector becomes a catalyst for economic production and development and a driver for societal growth (Holmes 2008). Moreover, higher education plays an invaluable role within society because it creates additional opportunities for development and provides knowledge transfer for students and other stakeholders, and promotes change, creativity, innovation, and progress (Wilkens 2011). Over the last few decades successive governments in the region sought to expand enrollment to formal education and improve the quality and efficiency of education service delivery (Welmond 2006). Education and lifelong learning should be considered as the invaluable foundation upon which most economic and social strategies are based, and policies and directions are built. Therefore, education should be made a top priority if the national objective is to realize effective and sustainable economic development and growth in the long term. Building a knowledgeable society remains an integral platform for creating jobs, improving standards of living, and becoming more competitive as a nation. The impact is usually realized following years of strategic planning in which synergies are established among key stakeholders in the economy. Moreover, modern education and lifelong learning policies are increasingly being defined in terms of economic development, growth and timely global competition (Shirazi 2010). The key challenges facing the Middle East could be summarized in three main points: an increase in educational disparity within countries; a constant decrease in the quality of education, despite an ongoing increase in per capita education expenditure; and the mismatch and growing divide between market needs, in terms of capacity and skills, and what the educational system has to offer in terms of output (UNDP 2002). Moreover, there are factors that impact higher education such as, but not limited to, regional and international geopolitical challenges, student mobility and the impact of emerging technologies, in addition to socioeconomic development and growth.

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Democratization of Creativity and Cultural Production in Virtual Worlds: A new Challenge for Regulation and Cultural Management

by Marco Antonio Chávez-Aguayo

2009, Proceedings of the 3rd European Conference on Games Based Learning

This paper examines the use of online, three-dimensional, immersive virtual worlds, such as Second Life®, as an interesting platform and tool for cultural management, artistic development, knowledge exchange and cultural business. These... more

This paper examines the use of online, three-dimensional, immersive virtual worlds, such as Second Life®, as an interesting platform and tool for cultural management, artistic development, knowledge exchange and cultural business. These contemporary computer technologies provide a new showcase for cultural promotion
and creative production, as they connect artists and producers with an audience around the world, who, in turn, can access in real time a great variety of cultural content through just a few clicks. The various features of this emerging phenomenon all help to democratize culture, the arts and education, as they bring creations closer to consumers, thus reducing the need for intermediaries and breaking down social, economic and political barriers; this offers benefits to cultural industries, non-profit organizations, governments, collective and individual creators and artists. However, the numerous possibilities ushered in over the last few years not only bring benefits but also pose new challenges in terms of regulation. Indeed, this new stage for cultural and artistic expression and management may require new paradigms of control with a different focus, ones which can provide an alternative understanding of online cultural exchange in real time. Virtual worlds make culture more democratic, as it can be reached for free by a wider range of people in real time; furthermore, artists and creators are provided with an accessible showcase in which they can become better known and where they can interact more directly, immediately and closely with their audience. The possibility and ease with which anyone can create original content in the metaverse is an incentive for creativity, because it allows people to express themselves in original ways that enhance the contents of virtual life. Art thus finds new and different formats, and cultural management
discovers new spaces to break into. At the same time, anonymity, privacy and intellectual property are all issues that need to be addressed. The regulation of virtual worlds may require different ways of thinking and the adoption of new paradigms which consider exchange, democratization, cooperation and sharing as essential
ingredients of these new sets; as such, any rules must control but not restrict, thus avoiding anarchy at the same time as keeping interaction levels high. In the European Year of Creativity and Innovation it is important to consider the opportunities being opened up by these new technologies in the world of culture and education, as well as the possibilities that are emerging and which remain to be researched.

Keywords: Virtual worlds, cultural management, virtual art, creativity, regulation, fair use

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Benchmarking e-learning in higher education : Lessons learned from international projects

by Ebba Ossiannilsson

Higher education is facing a range of major challenges during the twenty-first century. Personalised, flexible and open learning are considered among the driving forces, thus, issues of quality must be urgently addressed.

Figure 1 illustrates the researcher’s considerations of relevant scientific terminology.

Fig. 2. Basic types of designs for case studies. In Figure 2, the basic types of designs for case studies are outlined. Yin (2003) emphasises type | single-case (holistic) designs, single-case (embedded) designs (type 2), multiple-case (holistic) designs (type 3), designs (type 4). Units of analysis can thus be stud with single units of analysis or in an embedded analysis. The case study method normally has and multiple-case (embedded) ied from either a holistic view view with multiple units of he following process: define, design and discuss, prepare, collect and analyse, and, finally, analyse and conclude (Yin 2003). This process has been u ilised for the entire doctoral dissertation as well as for all the included artic description of collecting and analysing the data research. es. What follows below is a and the main phases of this

Fig. 3. The main phases of this research. Figure 3 illustrates the main phases for this dissertation and the process adopted for developing theory from the case study described by Eisenhardt (1989) and the model inspired by Vaananen (2010). This dissertation has been designed within a theoretical context, and the empirical material derives from the research projects presented below and in Articles I-V. Overall, the research is based on the case studies with in-depth interviews (narratives).

Table 10. The E-learning Quality Model (ELQ). Besides the proposed model, with its 10 quality areas described in Table 10, they argued that e- that quality of earning quality must be accessed from system perspectives, e.g., education is determined by all aspects in their model and by their interrelationship. Secondly, they argued that the assessing body (i.e., national agencies or ot her organisations) cannot simply draw up quality aspects, but they need to develop and adapt their working methods to guarantee internal competence. N AHE (2008) asserts:

The benchmarks provide a set of general quality statements covering a wide range of contexts for e-learning. It is intended that the benchmarks will be relevant to virtually all e-learning situations. The benchmarking criteria cover institutional, pedagogical, technical, ethical and managerial aspects of e-learning and include three main categories, i.e., management, products and services, including six areas as illustrated below in Figure 4. Accordingly, the managerial category includes strategic planning and development at both institutional and programme levels. The product category includes the curriculum/syllabus design, the course design and the course delivery. The service category includes staff and student support. All of the benchmarks have dimensions with specific focus on four particular areas of progress and _ excellence: accessibility, flexibility, interactiveness and personalisation. If institutions or programmes conduct the entire process and meet the level of excellence, an E-xcellence Associates label is issued. entire process and meet the level of excellence, an E-xcellence Associates label is In Figure 4, the three main areas expressed by the EADTU E-xcellence+ are illu- strated: nrincinally the model cavers management nrodiicte and cervicesc The Quick Scan tool was valorised during 2008 and 2009. Introduction and dissemination of the tool was organised through local seminars in 13 European countries. EADTU supported the improvement processes of e-learning by self- assessment, on-site assessment and accreditation by embedding the instrument in national and institutional policy frameworks. Five of the 13 universities are currently included in this research. Altogether, 175 participants (vice-rectors, management, professors and students) attended the five local seminars at the involved institutions in Europe in the dissemination and valorisation phase of E- xcellence+ as outlined in Table 6. One institution out of the five conducted the Full Assessment, including site visits and the creation of road maps (Williams & Brown 2009). The Quick Scan tool was valorised during 2008 and 2009. Introduction and

Fig. 5. Structure of this doctoral dissertation. This is a compilation doctoral dissertation, thus divided into two parts as illustrated in Figure 5. n This dissertation is structured as depicted in Figure 5. Part I is the comprehensive dissertation, and Part II comprises the publications, Articles I-V. I have intended to design this compilation with a monographic feature as I want the two parts to partly stand alone. Thus, the dissertation is not just designed to summarise the theories, methods and discussions presented in the articles. Instead, this dissertation is designed to serve as a contribution to the field in which the

Figure 6, the dissertation’s position to relevant frame of references and selected theories is depicted. The four dark blue leaves in the illustrated flower, including the lozenge in Figure 6, are highlighted areas in the frame of reference and its selected theories in this dissertation. The light blue leaves form the foundation for new implications and the frame of references for benchmarking e-learning in higher education. The theoretical foundation focuses on benchmarking e-learning; thus, the concepts of e-learning, benchmarking, quality assurance and quality enhancement are central. Related areas, such as OER, web2.0, changing cultures, connectivism and rhizome, will be discussed.

Figure 7 illustrates the process. Benchmarking processes can be accomplished on an individual basis or in collaborative settings. The goal of benchmarking is to formulate, together with others, strengths and challenges for the purpose of improvement (ENQA 2003 2009, van Vught et al. 2008b). Benchmarking is always conducted as self- evaluation, including gathering systematic data and information from predefined benchmarks, and the formulation of road maps. Camp, one of the most frequently cited scholars with regard to benchmarking, explored the benchmarking process using five continuous stages (cited in Bacsich 2005a b c d 2009b, HaméAlainen et al. 2003, Johnson & Seborg 2007, Re.Vica 2009, van Vught et al. 2008a). Below, Figure 7 illustrates the process. * http://www.icmrindia.org/free%20resources/casestudies/xerox-benchmarking-2.htm

Fig. 8. Essential areas that benchmarking e-learning ought to cover. Reprinted with permission from Wiley-Blackwell.

Appendix 3 List of Benchmarks E-xcellence+ EADTU

Table 1. Research questions. learning aspects to be taken into account when benchmarking e-learning in higher

Table 2. Overview of research publications.

Table 4. Case study tactics for four design tests. Table 4 demonstrates the tactics and the four tests for quality that can be considered in case research studies. This research considers all the phases where tactics occur.

Table 5. Respondents involved in the benchmarking projects (Article IV). National reports

Table 6. Universities involved in the local seminars, E-xcellence+, by EADTU (Article V). Concordance

Table 7. Concordance of the benchmarking schemes (Article Ill). Other material

Table 8. Benchmarking on a collaborative approach (Article Il).

Table 9. Core criteria Pick&Mix. Table 9 outlines the 18 critical success factors in Pick&Mix. The numbers in brackets are the numbers out of the total hundred. All of the benchmarks are valued according to six levels; going through the benchmarks, an online coloured matrix is produced. Through the matrix, the state of an institution/department becomes explicit. The project was aimed at disseminating and implementing the Pick&Mix model internationally. The participating universities carried out the benchmarking process. The project aimed also to conduct a concordance with the

Table 11. Frydenberg’s quality matrix. it depends on a range of factors arising from the student, the curriculum, the instructional design, the technology used and the characteristics of the faculty (Meyer 2002). It is often argued that quality is owed to the end user and her/his perspective. While the total concept of quality for all program elements may be difficult to grasp, it is not an excuse to ignore the need for assessing and demonstrating quality online education. According to the literature, many different approaches exist to evaluate the quality of online education (Davis et al. 2011, Frydenberg 2002, Inglis 2005, Ireland et al. 2009, Salmon 2011, Sarsa & Soler 2012). The quality matrix in Table 11 by Frydenberg (2002), with its nine quality areas, illustrates one of several quality models for assessing quality in e- learning.

Table 12. Best guarantees of quality in e-learning. Bates (2010d), claims as shown in Table 12, that the most crucial and best guarantee for quality in e-learning is systematic evaluation for continuous improvement. Quality improvements and standards will be of the utmost importance. Internationally, there are widely initiated quality initiatives, but they are far too isolated; subsequently, there is a need for building bridges globally. He also argues that quality in e-learning needs to be taken into account, and changed

Table 13. Proposed new clusters on quality terminology from ENQA (2006) New words are marked in italic. Table 13 shows that new clusters were obviously needed, i.e., related to the terminology of describing quality and the categories of fundamental, ethical measurement and descriptive. Measurement has the highest number of new word: associated with it in ENQA’s glossary. Probably, due to the changed paradigm anc culture on how to measure quality in higher education in the 21* century, thes« new terms apply to measures of quality as well as measures for quality. It i: interesting that benchmark has been added as a concept in cluster C or measurement, as a method to count on. to raise awareness of problems and pitfalls of working across a variety of languages and cultures. They confirmed the variety related to the descriptions of quality in higher education. It was revealed that there is a need to take the debate forward. It was indeed stated that it is far more important to implement the measures that will determine how quality and quality assurance are carried out, whatever glossary or method used. Outcomes from ENQA’s findings were that their initial clusters of words to describe quality were recategorised, rearranged and expanded; correspondingly, new words were highlighted, see Table 13. and expanded; correspondingly, new words were highlighted, see Table 13.

Table 14. Four perspectives of quality enhancement. There are a wide range of perspectives on the nature of quality assurance and its relationship to quality enhancement. Quality assurance and quality enhancement are not the same, as the first is concerned with determining that objectives and aims have been achieved, while quality enhancement is concerned with making improvements. In summary, four perspectives can be mentioned (cited in Oliver 2009), as described in Table 14.

Table 15. Benefits of benchmarking. Participating in a benchmarking process can potentially lead to improvements

Table 16. Active international quality certification, accreditation, label and benchmarking schemes. who is willing to develop the project results further to establish a working service. Neither are the attempts for quality schemes transferred to other contexts, as they were primarily developed for a special purpose or project. This means that there is no sustainable development. This also means that there are far too many quality schemes that are not transversal, and most often they have no framework. This is also true for benchmarking schemes. However, at least the project web sites often stay online and are a valuable resource for development. Table 16 provides a summary of the existing (as of 12/07/19) active, international quality certification, accreditation, label and benchmarking schemes (Bates 2010e, Epprobate 2012, NAHE 2008). For a comprehensive list of active and inactive schemes, an updated review can be followed through Epprobate (International CV Network Wiki 2012). t al. 2008a,b). Quality indicators, benchmarks, and critical success factors have

Table 17. Previously known benefits of benchmarking and new identified areas. feelings regarding the exercises and the methods used. Those who participated in some new ones, which became especially explicit in the studies that are expressed

Table 18. Critical issues for success identified in this study. Reprinted with permission from Wiley-Blackwell. When building quality assurance teams, whether local, national or international, it wae etreeced hy the intervieureee and develnned in Articlee TI] and V that nne

Table 19. Summary of scientific implications. Through the studies, the state of the art of benchmarking exercises and the

Table 20. Summary of practical implications. Responsible managers and practitioners can benefit from understanding the

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PPT- The challenges and opportunities of e- Learning via zoom

by Professor Galagedarage Thushari Madhubhashini Hewage

2021

The challenges and opportunities of e- Learning via zoom

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An Architectural Vision from the First Renaissance - Virtual reconstructions of the architecture in the Hypnerotomachia Poliphili: Methodology & Samples

by Esteban Alejandro Cruz

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Japanese in 30 weeks I Romaji Course Seventh Edition

by Hideko Nagashima

2019, Japanese in 30 weeks I Romaji Course

This textbook is designed to teach Japanese in just the matter of 30 weeks (60-120 hours). One of the greatest merits of teaching with the Pana-Lingua method is to have students conjugate more than 10,000 Japanese verbs correctly and... more

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Sistem Informasi Akademik Online Sebagai Penunjang Sistem Perkuliahan

by chairil anwar

2010, Computing Research Repository

The development of Internet technology give a chance for application in all kind of humans activity include education specially for higher education in university in order to increase education quality. In this paper we will discuss about... more

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Learning: How the Brain Learns

by Mark Treadwell

The world is changing at an unprecedented rate and the ability to learn is the single most important capacity we can gift to someone. This resource presents a model of how the human brain learns, based on the latest neuroscientific... more

Ultimate independence occurs when learners understand how they learn and they have the capability to exert agency over that learning to the point where they become independent lifelong learners. That agency is dependent on the learner understanding and being able to apply the competencies. It turns out that it is possible to make learning a lot more equitable for more learners by emphasising the building ideas and concepts rather than focussing on remembering a lot of facts and figures that can be accessed at will, from any device. However, you cannot understand new ideas and concepts without having some knowledge to work with. The critical issue then is keeping the initial body of rote-learned knowledge, including the required vocabulary, to a minimum and then adding new knowledge and vocabulary, just in time rather than just in case we may need it. Once we have the minimum knowledge required to create ideas and concepts then additional knowledge is learned as required - ‘just in time’. If we learn in this way, everyone learns at about the same rate. The Learning Process brings together learner agency, our emerging understanding of how the brain learns and the application of the competencies, and provides a process fo how learning can be achieved in the most efficient and effective manner possible. The fundamental mission of educators is to adapt our practice to leverage this new knowledge and understanding. This resource presents a theoretical framework and background to those changes. Accompanying this (as a separate resource) will be an implementation guide that provides the frameworks for transitioning each school into a learning institution that will fully prepare all learners for the vibrant and ever-changing world that both they and we now live in.°

f the purpose of learning is to provide the learner with the capacity to contribute to society, it is each educator's responsibility to enable every learner to want to continue earning in the most effective and efficient way possible while at school as well as hroughout their lives. “Logic will get you from A to B — Imagination will take you everywhere.” Albert Einstein We all need to be able to apply the Learning Process to a wide range of domains in our lives, whether it is working out how to use our smartphones, coming up with innovative pedagogical changes that improve learning outcomes or deciding on how we can best create sustainable practices and conserve our resources for future generations.

If we take two common learning tasks that most people engage in and compare them, we begin to see how the brain uses different learning systems to achieve different learning outcomes. Learning to read and write is a very different task from learning to drive a car, however from a cognitive perspective they are both equally demanding, but in very different ways. Interestingly, after only a few hours in the driver's seat the learner driver is managing the driving process with relative ease (which may not the case for the parent instructor).

Our ability to apply the Learning Process efficiently and effectively underpins our capacity to survive. Our ability to survive depends on our unique human capability to be able to make increasingly accurate predictions and therefore predict what our future needs anc opportunities may be. By being able to successfully make predictions we can anticipate and prepare for those predictable, possible futures. This capacity is unique to humans as only we have all four integrated learning systems that enable us to predict and plan ahead.

It is not possible for the learners in our classrooms and ourselves to keep up with everything ‘just in case’ we may need to know it sometime in the future. We can learn dynamically, accessing information ‘just in time’. Part of our education heritage is that educators were expected to know most things, at least within their domain of expertise. This ability to know most things in any domain is no longer possible for anyone, let alone frantically busy educators. It is now critical that all of us, everyone, understands the Learning Process and how that can be applied in the most efficient and effective manner The inquiry process is embedded within the Learning Process and the lines of demarcation between these two processes can appear vague. Each educator views inquiry learning differently and there is a range of definitions for the inquiry process. For some educators inquiry will be seen as the Learning Process, and for others inquiry will be seen as a contributing process. Needless to say, the notion of inquiry is fundamental to the Learning Process. In the model presented here we incorporate the notion of inquiry within the Learning Process; the Learning Process subsumes the inquiry process

MULTI-DISCIPLINARY TEAMS This team will work best if it consists of a core group of 3—8 individuals, one of whom is the facilitator. By mixing different disciplinary and educational backgrounds, you will have a better chance of coming up with unexpected solutions when these people approach problems from different points of view.

This notion is what we refer to as our consciousness - being consciously aware of our own thinking and our ability to reflect on that thinking. Throughout our lives we are consciously, non-consciously and sub- consciously creating, refining and iterating our identity.

http://en. wikipedia org/wiki/File: ‘Amygdala.gif

"© Bruce Durie, New Scientist, 29 January 2005: The expanded list of senses includes but is not limited to: Sight (colour, brightness), Hearing, Taste (sweet, sour, bitter, salt, umami), Smell, Touch, Thermoception (internal and external), Nociception, Equilibrioception, Proprioception, Pressure, Hunger, Thirst, Spatial orientation (located in the ears), Body movement (kinaesthesis), Balance, “Feelings” (such as that associated with a full bladder), Pheromones, Pain (surface, internal), Position within electromagnetic fields, Thirst, Hunger, Blood pressure, Blood oxygen, CSF acidity, .... Another list can be found here: http://stonetable.livejournal.com/15610.html Accessed July 2009 Even trying to remember a shopping list alters our worldview. Just the thought of the ice cream on the list changes our attitude towards shopping. Strictly, just remembering a shopping list would not constitute thinking if you were to do that without any emotion whatsoever, but that it is highly unlikely. Our senses and our emotions are inextricably linked. Once you start thinking about the order in which you would buy the items on your shopping list it has become a thinking task. VWWhat we have done here is separate remembering without any emotion, feeling or contextual application and thinking into two quite distinct tasks that the brain carries out.

The amygdala in our brain coordinates the different senses so it can focus on working within the same ‘operational framework’ to create a coordinated view of driving or any other activity we are carrying out. This requires an almost instant response and extremely high levels of sensory interoperability. If each sense was processed at a specific location in our brain, how could we possibly coordinate our thoughts and actions in such short time spans (typically less than 0.01 second) and present such an integrated response?

This emerging model of how the brain learns proposes that we are not seeing an image in our brain, but we are possibly recalling the integration of all the data from our 23 senses.” We therefore end up with an ‘essence’ of our grandmother, including the smells, taste, sounds, movement etc. rather than a discrete image. We cannot distil an integrated image despite attempting to interrogate the ‘image’, but we definitely sense that person, place, event or feeling. This is far more powerful than storing an image. Imagine your grandmother and you do not see her as a picture, but you have a far more profound essence of her; compete with emotions, her charm, warmth, thoughtfulness and strident adherence to routine (be wary of the gun). This is a far richer view of your grandmother, a far better ‘image’ than any picture. If we need detail, we can always look at the photograph.

To test this idea, researchers at The National Institute of Health placed a miniaturised set of cameras in a set of glasses that were worn by clinically blind volunteers. The digitised information was then passed to an array of 144 sensors embedded on a small plastic paddle. When the volunteer placed the plastic paddle on their tongue, and after some practice, they were able to make out shapes and forms. Following further training and practice they were able to navigate around a complex maze and even shoot basketball hoops! The volunteers were able to see using their tongue! How is that possible?

The brain has a number of associated memory systems for each of our learning system: Sensory and rote learned memories are referred to as episodic memories, and episodic memories can be stored as temporary, short-term or long-term. Temporary and short- term episodic memories appear to be created within the nuclei of the neurons through < process known as epigenetics. Long-term memories may well be stored using memnristic memory systems that make use of biological, holographic storage systems. This would account for the fact that it is possible to have half the brain removed (a hemispherectomy) without any loss of long-term memories. Surprisingly, 500 years ago we did not have to remember much rote learned knowledge, as most people did not have to memorise the letters in the alphabet and manage a written vocabulary in order to write or read, and we did not need to remember numerous addresses, passwords, phone numbers, hundreds of names or the capital cities of numerous countries, etc. As a result we had few evolutionary or genetic drivers trying to improve our rote learning capacity other than what we required to support the development of oral language. As a result of this, our rote learning is still very inefficient today. It would also appear that our capacity for rote learning is mostly inherited from our parents, hence it is important to choose our parents wisely!

The mice were tested to see how quickly they learned and responded to a particular threat. Their first intelligence test was learning to associate a sound with a small electric shock to the foot. As can be seen from the left-hand graph, the freezing of the activity of the mouse that had been provided with human astrocytic material (the chimeric mice) was far greater than the control mice over the four days of testing. The chimeric mice also demonstrated a significant learning advantage, as reflectec in a shorter latency (speed) and fewer errors in solving the maze puzzle that they were given (middle and right-hand graphs}. Once again this demonstrates that the chimeric mice were learning far more quickly and were making far fewer errors. The same significant improvement in results occurred in the enhanced recognition of the ‘novel displaced object’ test. These were very smart mice and no; you can’t buy them at the local pet store!

*© The FarSight Group; www.farsightgroup.com Accessed January 2017

“How is it that when we are deep in thought we seemingly shut off everything in the environment around us? In this theory, neurons are tied to our muscular action and external senses. We know astrocytes monitor neurons for this information. Similarly, they can induce neurons to fire. Therefore, astrocytes modulate neuron behavior. This could mean that calcium waves in astrocytes are our thinking mind. Neuronal activity without astrocyte processing is a simple reflex; anything more complicated might require astrocyte processing. The fact that humans have the most abundant and largest astrocytes of any animal and we are capable of creativity and imagination also lends credence to this speculation.” Andrew Koob This is a critical capability as the sensory system is constantly receiving vast quantities of disassociated sensory data and the correct data needs to be associated with what is being perceived. Creativity takes place when curiosity, external questioning, reflection (internal questioning), or a particular need or opportunity causes us to interrogate our internal library of knowledge, ideas, concepts or concept frameworks. Our interrogation can create new links between existing knowledge, ideas, concepts or concept frameworks as well as the need for new knowledge, ideas, concepts or concept frameworks.

The proposal that each learning system has its own memory system is consistent with the notion that the brain has multiple learning systems. If we only had one learning system then it would be more likely that each learning system would have a temporary, shortterm and long-term memory progression, but this does not seem to be the case.

earning knowledge is essential in the Learning Process, but it is not the en point of learning. It is not possible to develop the capacity for reading and writing without learning the sounds and shapes of 26 letters and then developing a vocabulary of words so that you can communicate effectively.

One of the challenges with current pedagogical practice in schools is that the body of knowledge that learners are expected to know and remember Is expanding exponentially. Unfortunately, the ‘learning knowledge via rote’ used for remembering knowledge is our least efficient learning system and tt is largely dependent on the genes we inherited from our parents. So if you didn’t choose your parents wisely it is quite possible that you will have struggled with reading and writing. This is due to reading and writing being based on a lot of rote learning of letters, sounds, words, grammar, etc. However, you did not necessarily struggle to learn to set up your mobile phone, download apps or take wonderful photos. Despite what you might have been told, everyone is intelligent and that includes you!

The Learning Process is initiated by a prompt that the learner is engaged with. The prompt, which can be an experience, event or need, provokes a personal emotional response. This emotional response incites us to ask questions. It is the combination of emotion and questions that then trigger our curiosity. As an experienced learner we then ask and apply additional clever questions and the solutions to those questions are generated through the design and research processes. At each stage of the Learning Process we are constantly invoking the reflection and connecting competency in order tc build a relevant knowledge base that will provide initial answers to our questions.

The diagram above represents stage 3 of the Learning Process, which would be used & experienced learners to work through the Learning Process. Two additional levels of complexity are presented later in this resource. The Learning Process Is by its nature a very ‘messy’ cognitive process and it is by no means linear and totally predictable. Above all, the Learning Process requires creative educators to stimulate curiosity through the imaginative and creative application of prompts that in turn encourage the learner{s) to want to learn. A concept such as this can then be linked to other concepts such as gathering and storing food. This concept may also be part of the concept framework of how plants an animals generally conserve their resources. We may then come up with the innovative idea that we could plant deciduous trees for shade in the summer and they would allow the light through into our homes in the winter. An ingenious application may then be developing some guards for the house rain gutters that stop the leaves blocking the water flowing off the roof and being taken to the storm-water system.

A prompt creates within us a range of emotions such as amazement, awe, surprise or even anger, and these in turn can initiate our sense of curiosity. It is this notion of curiosity that drives our desire to better understand what it is that we have experienced. So what does the Learning Process look like?

A structure in the brain called the amygdala mediates all this data and associates each data element with other data elements that are associated with the same event being perceived. This is an extraordinarily complex operation and without it we could not make sense of our world. Gathering and associating data from our senses is an extremely important learning system, which we are completely reliant on. It is our senses® and the data they collect about our world that allows us to interact with our environment and stimulate us to think “That is amazing!” or question our world - “How could that be?”, “Why did that happen? or “Could | do that?” It is our senses and the emotions that are initiated by those senses that invoke our curiosity. It is this process that drives us to want to learn. We dealt with the role of the senses in the ‘How Our Brain Learns’ section. By leveraging this very natural curiosity to want to learn, all learners can be inspired to learn and learn far more efficiently when they are inspired to want to learn. Curiosity is unusual in that it is not an emotion or a feeling, but rather it is an innate instinct that is genetically embedded within us and one that we have little control over. Levels of curiosity can vary from person to person and context to context.

In this new approach to learning, well-designed prompts inspire and create an emotional response and subsequently learners have questions they want answers to. This happens very quickly and the culmination of these elements initiates our curiosity. Curiosity drives learners to discover the initial knowledge required to find answers to their questions.

In just 40 years the volume of knowledge has become overwhelming, cheap and easy to access when you need it, ‘just in time’ (JIT); and all that knowledge sits in our pocket. The world’s most complex and easy to use library ever created is essentially free BUT it takes a raft of competencies and a deep knowledge of the Learning Process to make sense of all that knowledge and develop it into increasingly deep understanding.

We may investigate other wet-weather opportunities or discover how sxtensive the poor weather will be. We can then apply that new knowledge to possibly modify the original idea.

Andrew McAfee: The Machines are Coming A guess is when we suggest a possible outcome for another context when we have only experienced or understood that idea in one or two contexts. Ideas help us guess, but they do not help us predict with any surety. What can happen next is the development of additional ideas that may be related to the first idea. These additional ideas are often drawn from the same generic knowledge but then applied to different contexts. Being able to build new ideas provides us with the raw material to create new concepts, just as knowledge provides the raw material for creating new ideas.

The brain is an extraordinarily dynamic environment and astrocytes and neurons are able to morph into either cell type depending on the requirements of the brain at the time. The brain is also creating millions of new brain cells as they are required. This is what we refer to as the plasticity of the brain. The plasticity of the brain is phenomenal and highly under-valued. The brain can repair itself, but we have to tell it to do that. It is possible to think about the repair process and this thinking stimulates the brain to mak the required repairs. However, this is a contentious notion and is also suspected of beir involved in the placebo effect, and as such requires far more study and interrogation.

By applying competencies to new knowledge, ideas and concepts, new concept frameworks can be created. We apply the resultant concept frameworks both consciously and non-consciously every day, every hour and every minute of our lives.

Mind controlled robot helicopter takes flight

The role of brainwaves in controlling brain-body activity has been demonstrated vividly in a series of experiments over the last couple of years. Research teams have had volunteers wear non-invasive caps that pick up brainwaves associated with certain actions (such as clenching a fist], and then the researchers coded these brainwave profiles and linked that code to a particular action. This has been applied to enabling paraplegics and quadriplegics to operate robotic limbs using their thoughts. In the video below, volunteers are able to control the movement of a model helicopter just by thinking about making it turn one way or the other.”

Hunches and intuition are extremely valuable in this space as they represent our brain attempting to draw connections, often from other contexts, and applying those connections to new context we are exploring. Many of the great insights over millennia have come from lazing in the bath (“Eureka!” shouts Archimedes], daydreaming, zoning out, absent-mindedly poking a stick in a fire or staring out to sea.

Whenever change happens there are always new opportunities. Change in almost every aspect of life has never been so rampant and hence the opportunities for innovation and ingenuity have never been greater. Countries that explicitly provide the capacity for their citizens to be innovative and ingenious will dominate this century.

HHI Hilal PiladoG Ul LUIG LOAIINitly Process covers the capability of taking the knowledge, ideas and concepts that are now understood and applying them to defined needs and opportunities. The final stage is applying creativity to develop innovative and ingenious solutions that are guided by the design process brief.

The adoption of a concept curriculum is central to the increased efficiency of learning. Having a clear understanding of what concepts are needed to be understood focuses both educator-learners and learner-educators on specific knowledge that provides the underlying foundation for building ideas and subsequently concepts. The historical 3-4-5 week units of work used by school systems have vague outcomes and unclear learning intentions. Once the concepts are articulated that need to be understood it is not unusua for the 2-4-5 week unit of work to be completed in 1-2 weeks. This frees up the time required to build competency and apply the concepts innovatively and ingeniously.

The Learning Process is never a linear process, as feedback and feed-forward processes create a very rich learning pathway that may last from seconds to a lifetime. While this theoretical framework may make the Learning Process more efficient and effective, it is a simple model of what is actually a very complex process. As we apply the Learning Process, we create an increasingly sophisticated toolbox of competencies, which over time develop into dispositions. These competencies underpin our capacity for learning success. This toolbox of dispositions also enables us as learners to have increasing agency over our learning as well as the ability to apply that learning to an increasing range of contexts.

If we were to film an inquiry process we would find that almost 90% of the questions asked and the difficulties that the learners had were due the lack of competence in one or more domains. We would also find that the learner was unable to learn independently and needed the teacher to tell them how and what to learn. This is a dependency relationship and both parties encourage that dependency. The result is the teacher racing from team to team of inquiry learners, sorting out the issues, and while this is possibly useful in improving teacher fitness it does not assist the learners becoming learning-fit, becoming learners and managing the Learning Processes themselves.

For virtues to become an intuitive response and integrated into our personality, we need to be conscious of what underpins our character and principles. Virtues are concepts and not rules and must always be interpreted through context. Honesty is a virtue but to always be honest would cause far too much grief. When asked: “How do | look in this dress?”, the answer is always “Gorgeous!” The truth can unnecessarily cause anger and insult if we are too honest. All virtues are tempered by the context, the body language they are presented through and the intent behind the message or action. °° Merriam Webster Dictionary; http:/Avww.merriam-webster.com/dictionary/virtues Accessed October 2008

The fact remains that we think quite differently when we are tired or angry or jealous or disconsolate or .... The list is endless. Add to this, genetic components from two parents and a range of forebears, as well as varying degrees of knowledge, understanding, experience and wisdom, and the end result is an individual uniqueness in the way we think and how we apply our thinking in any given situation. This does not diminish the value of the teaching of thinking, however it is important to realise that there are innumerable permutations of how these four thinking modes may be expressed by individuals who are in different emotional states, with different levels of experience, knowledge and understanding.

We now have eight sub-modes of thinking that can be applied across our thinking processes. But each of these eight modes is on a continuum and as a result there are thousands of different combinations of different positions on each of these four continuums. Imagine a four-dimensional graph! This realisation alerts us to the reality that while compartmentalising thinking is useful as a model, it does not express the reality of being human. Hopefully it becomes clear now that when teaching thinking we cannot apply a simplistic thinking package and say we have taught learners how to think! Thinking is a complex process and what we now need to do is to break this yrocess down into elements that can be discovered and 2arned in a practical wav b\

We should not refer to Bloom’s as a hierarchy, as that implies some questions are more important than others and that Is not the case. Assist the learner to build core knowledge bases, Use knowledge to create ideas, concepts and concept frameworks, Encourage the mind to explore new possibilities. Once again, it is important to reiterate that a balance of questioning types is required in order that foundational knowledge can be laid down and learning capacity can be built on that foundation. These foundations enable learners to learn how to create new knowledge, ideas, concepts and concept frameworks. Our capacity to ask questions and find the solutions to these questions underpins learning. This dual capacity we have allows the creation and application of understanding to a myriad of situations. There are questions that:

™ While some may see the suggestion that Mr Boom may have been somewhat vague in his specifications around cognitive dispositions verging on academic heresy, | am not alone in the suggestion for the need to revise this nomenclature and structure. "In summary, the hierarchical structure of Bloom’s taxonomy simply did not hold together well from logical or empirical perspectives." Robert Marzano & John Kendall (The New Taxonomy of Educational Objectives). While we use the taxonomy provided by Bloom, we do so in deference to the fact that most educators know and use this taxonomy, rather thar due to its clarity and accuracy as a tool to explain the development of the complexity of thinking processes. Quite often a "knowledge" question will require comprehension, application and analysis and quite probably synthesis and evaluation, and hence categorising questions within these levels is somewhat simplistic in nature but quite practical considering the circumstances and the influences of history on our understanding of educational practices.

Critical to the collaborative process is the explicit expression of shared values and goals that the group is expected to reflect. The shared values describe how we treat each other and how we expect to be treated by others. Respect for each member of the group is a critical aspect of collaboration. Those that do not feel respected and therefore valued will soon stop contributing. Establishing a set of shared values in our early years and slowly developing those into a culture of empathy provides an effective foundation for valuing a culture of respect.

Effective collaboration requires each member of a group realising that what they are communicating is being perceived from multiple perspectives due to each member of the group processing what is being experienced via their own unique worldview. When this is understood, each of these perspectives can then be negotiated into a collective perspective. Therefore, clarification of what we think is being understood Is very important and this is achieved through reflecting back what is understood by each of the team members. The video below is a great example of effective collaboration.

Once the learner begins to take ownership of their learning, they are able to start assessing their own learning formatively. In other words, the assessment that they carry out directs the subsequent learning that is required. This is where the learning progressions become so important. “The Learning Progressions are neither an assessment tool nor a teaching programme; rather, they provide a reference point. ... The intention is that students will develop their literacy expertise (the knowledge, skills, and attitudes described in the progressions) purposefully, in meaningful contexts.” Te Kete lpurangi (New Zealand Ministry of Education) If the learning intentions for each of the progressions are written in a format that the learner can understand, then the learner can benchmark themselves and independently work towards the next level in the learning progressions process. Making these learning progressions available to the learner online and ensuring that they can upload evidence i a range of different media to show that they have reached each level of capability provides them with a formative assessment process that they can have agency over. We now require software to allow learners to manage their progress in this manner.

What this software will need to allow is continuous reporting by the learners on their own learning progress. If the educator and the parents/caregivers are able to ask and create video, audio, image or text questions and commentaries about the learner’s progress, they can prompt the learner to look at additional strategies to develop their learning to the next level. This provides a sophisticated feedback/ feed-forward mechanism that encourages the development of the learning and driving that learning deeper.

Managing self is a critical competency that allows us all to develop agency over our lives. Being able to manage self, builds capacity as well as efficiency and effectiveness in learning. Educators play a key role, as intermediaries between parents and their children’s desire to manage their own world. John Hattie and Gregory Yates in their book Visible Learning and the Science of How we Learn” devote an entire chapter to the significant role educators play in the learner developing the capability for self management

The review process synthesises and distils the reflection process in order to ascertain whether we have clarity around the purpose of the investigation. We also need to be clear as to whether we have applied sufficient rigour to provide efficacy of the outcome. It is also important that in the review processes we have put in place good processes and high expectations so that we can be assured of the quality and value of the resultant research and design processes. Once we have reflected and reviewed the progress so far, then we can make the necessary changes that we believe may be necessary.

The growing level of what is known and understood then allows the learners to be increasingly creative and to come up with new and possibly innovative applications of the knowledge, ideas, concepts and concept frameworks. By associating this pool of capability with existing capability, learners can create completely new possibilities. Connecting and reflecting is the birthplace of innovation and ingenuity.

The competencies that would normally sit at the centre of the Learning Process are modified to include: Action learning is a streamlined research process that evaluates changes in pedagogical practice to see if learners learn more efficiently and effectively due to the changes in pedagogy that are being suggested. Effectively, this is a simple tool to qualitatively evaluate the effect size of the changes being made in educator and learner practice. The Action Learning Process is a derivative of the Learning Process.

Once we have identified the modification(s) to our pedagogical practice that we wish to investigate then we can select a trial group of learners to test this with and a control group of learners who will continue with current practice. From here we can plan how we are going to collect the data required prior to implementing the changes, as well as how we will collect data after making the changes to our practice. Once a modification to our teaching practice is identified it is then necessary to carry out some initial research to learn from others who may have already taken the pathway we are considering implementing. It is suggested that the research process should include a brief literature review that is carried out using a selection of online resources and then accompanying this with both reading appropriate books and journal articles on the topic as well as directly contacting researchers or other schools that are working in this domain. Most researchers and schools are very generous in providing resources in order for us to make the best judgement about the efficacy of the proposed change.

AUTISTIC artist STEPHEN WILTSHIRE draws Rome FROM M...

Each of the three-dimensional spheres that represents the nine domains can partially overlap neighbouring domains. This means that social nuance may be partially encased by other domain spheres such as physical dexterity, reasoning and risk, and/or metacognition. Depending on the context, social nuance may include some sub-concepts of all the domains. The overlapping of domains is based on the notion that this model predicts that these elements are part of a complex continuum that is probably based on the sequence of genes within the human genome.

Our cognitive capacity is initially authored via our genetic makeup, but that may be mitigated or amplified by our upbringing, our understanding of the Learning Process, the development of competence and our life experiences. These factors underpin the foundation of intelligence resulting from the interplay between neurons and astrocytes in particular, as well as the role of stem cells, hormones and brainwaves resulting in the Capacity to form overarching concept frameworks of understanding. Once these are created then they can be applied creatively to develop innovative and ingenious outcomes across a myriad of contexts, ranging from the arts to science, engineering, medicine, sport, communication, etc. The second variable surrounding concept domains is the complexity of understanding for each of the nine domains. We define complexity in this sense as the quality to which each of the concepts within each of the domains and sub-domains can be applied. In ‘managing risk’, the complexity aspect deals with how well we assess, manage and reflect on risk and how we then learn from those experiences via metacognitive reflection and cognitive learning processes. As we increasingly develop a deeper conceptual understanding of risk we are better able to apply that concept more effectively within a greater range of contexts. Miata law tRhPAllinAnRAe TA. A A RREIPARSL IA BAORRAR 1S Ah AAVIS ARTA EA. RR. mR AhaRllARAA OTR ie fe

The reason for this decrease in the speed and reliability of our neural Sequencing is that as we develop additional concepts, we require additional astrocytes to map and automate most of these concepts. These new cells are created from stem cells that ar stored in a small structure in centre of the brain called the gyrus. These stem cells develop into additional astrocytes or neurons as required in order to map the newly learned patterns/ concepts. As we map and automate more concepts, the number of astrocytes in our brain increases significantly. Einstein’s brain currently holds he world record of the highest percentage of astrocytes. Now where was |? That’s right .... AS a consequence of this process, the more concepts and concept frameworks we map the more likely we will experience temporary ‘memory interruption’. We have not actually lost the memory but rather the increased numbers of astrocytes looking for the patterns and they have interrupted that sequence!

Danie! Tammet - The Boy With The Incredible Brain [1/5] Each of the approximately 100 known savants tend to focus on a particular aspect of rote learning and some can remember extraordinarily lengthy sequences of numbers, words, objects, dates, chess moves and even, as in the case of Stephen Wiltshire, what they have seen. Stephen draws the cities he flies over in the same order that he viewed each element of the city. We explained earlier that it is not possible to see pictures inside our heads so Stephen is not using photographic memory, so how do savants achieve what appears to be photographic memory?

[extreme cognition] + [very low complexity] + [very low capability] Autism

Learners with autism can learn an individual person’s body language via rote as they can still learn using episodic (rote learning) processes and memory retention. The difficulty for the autistic person is that this rote-learned knowledge of how one person expresses feelings cannot be adapted into a general concept and applied to any another person. Not being able to predict how other people are feeling or thinking means that learners with autism must therefore individually learn all those cues for each person they interact with via rote learning processes. It is not surprising then that they avoid new social situations or any change in their routine that may introduce additional people into their world.

WVithout the competencies and dispositions, learners cannot have agency over their earning. This all takes place within a complex society where the principles and character ormation process provide the bedrock that the learning process sits on.

TO a large measure intelligence is less of a genetic mandate or sentence but rather it is a choice. We largely choose to be intelligent, but we can only make that choice if we know tt is a choice. If we think it is beyond our control then it will be. Intelligence is not about what we can remember but rather it is about understanding the Learning Process and being able to apply that process along with leveraging the gifts and talents that we have. Intelligence is displayed in so many ways. Many people have a beautiful voice, but it takes an aspect of intelligence we call confidence to sing in front of people and risk everything. Lots of people have ideas, but unless we persevere with those ideas then they are stillborn and are never realised. The list is endless. The enablers of intelligence are the competencies. The primary job of an educator is to allow that potential to be realised by building competence anc understanding and being able to apply the Learning Process. Remembering mathematical processes to get the right answer, having neat handwriting, and sitting quietly doing their own work are no longer benchmarks of a ‘good student’. Society is now looking for people who have engaging personalities, who can communicate extremely well (particularly orally), and who can work in teams, where fun is as important as finding the solution to the issues that are being pursued. A strong work ethic remains a critical characteristic of an effective 21st century citizen, but so does getting the balance right between our work lives and belonging to a richly rewarding social world.

The Scientific Concepts can then be unpacked over five cognitive levels of conceptual development. The five levels are not age-related levels, as each learner has a unique Capacity to understand to different cognitive levels within each specific concept. What is critical in this phase is choosing an appropriate succession of contexts for the learner to experience their learning journey through. Just as when learners learn to drive tt is important that the first context the learner is exposed to is safe. Safe contexts are contexts where the learner already has a sound literacy and substantial experience.

The most significant role of such a device is its ability to allow the learner to track their learning progress and allow learners, peers, parents/ caregivers, educators and mentors (stakeholders) to dynamically interact with each other, providing effective feedback and feed-forward with the learners via the Managed Learning Environment (MLE). This Capacity is usually achieved via the learner being able to dynamically manage their Learning Journals (LJ) or ePortfolios. Access to the learner’s LJ/ePortfolio needs to be made available to each of the stakeholders in the learner’s learning. In addition to this, temporary or partial access to the LU/ePortfolios may need to be made to other external ‘guests’, such as external experts or to learners in other local or international school systems.

The importance of the competencies Is critical within any learning community in achieving effective feedback and feed-forward processes that drive learning deeper. Increasingly, schools are making available one day per week or more, where learners art able to apply the Learning Process to an area that they are passionate about. This area may be outside of he traditional learning domains that a learner may be engaged with. The learners are required to set themselves clear learning intentions as well as benchmark their anticipated development and understanding within the passion they have chosen to research and develop solutions for. The learner uploads the artefact to the LU/ePortfolio when they are happy with the quality of this artefact and its capacity to represent their learning. Once uploaded, the MLE automatically sends notifications out to each of the stakeholders that this has beer completed. The notification indicates that the learner is looking for feedback and feed- forward by way of commentary or (preferably) questions that will drive the learner’s learning deeper. This process precedes the final assessment process and provides the learner timely feedback and feed-forward on the quality of the artefact and how well it depicts their learning journey as well as the depth of their understanding of the concept.

By applying further clever questioning and interrogation of the learned knowledge, we car start to form new ideas. Ideas are a relationship between two or more processes (variables) that are dependent on each other in a single context. If we are in a car and need to do a hill start on an incline, we have to gently press the accelerator (variable 1) as we take our foot off the brake (variable 2) while releasing the handbrake [variable 3). After some practice, we develop an idea about how hard we must press the accelerator and how quickly we must take our foot off the brake and release the handbrake for a small incline.

By applying further clever questioning and interrogation we can apply that idea to a number of other contexts (different inclines). After we practice hill starts on a number of different inclines we begin to form a concept for hill starts. Once we understand a concept for hill starts we can predict the pressure required to be applied and released on each pedal and the release of the handbrake for any incline. We do not have to learn each and every possible incline, as once we form a concept of hill starts our brain can non-consciously predict the pressures and the timing required for any incline. This is a very efficient learning system. The alternative would be to rote learn every possible incline. Concept formation saves us a lot of repetitive rote learning and it is extraordinarily efficient and effective. By interrogating those creatively formed new ideas, concepts and concept frameworks we can develop the potential for innovation. Innovation is about creating new ideas, concepts and concept frameworks that may result in new products, systems and environments being possibly developed. Ingenuity is taking those creative and innovative notions and turning them into a practical outworking of the innovation that meets existing and possibly emerging needs and opportunities.

Increasingly, the economic and social future of countries belongs to citizens who have the Capacity to be creative, innovative and ingenious, and being creative is a highly fulfilling pursuit. As many people as possible should be enabled to have the confidence and capability to develop their innovative ideas, concepts and concept frameworks into products, systems and environments that can become useful commodities and services. That capability requires a range of dispositions and a willingness to take the necessary risks, and that may involve the acquisition of financial and/or intellectual investment. The ability to express our individual creativity is one of our most fulfilling experiences as human beings.

nage below or go to http: //www.youtube.com/watch?v=Cd6C1vlyG3v An example of the creative interface between these capacities can be seen in the development of the Flyboard. This extraordinary concept was a lateral application of the jet-ski, but it took a lot of knowledge and a stunning number of concepts that were then welded into a unique concept framework. This was followed by an almost innumerable series of modifications, brought about by the constant application of the reflection (R-R-I) process. The final result required a number of people working collaboratively and pooling their expertise, in order to develop a truly amazing result. You can link from the imaae below or ao to httn: / /www voutube com /watch?v=Cd6C1vivQ3w 102 This paper was first written by the author in 1997.

Increasingly, the economic future of countries belongs to citizens who have the capacity to be creative, innovative and ingenious. As many people as possible should have the confidence and the capability to develop their ideas and concepts into products, systems and environments in the form of useful commodities and services. That process requires a range of competencies and dispositions, as well as the willingness to take risks via the acquisition of investment to turn those innovative ideas into ingenious products, systems and environments.

® The results for persuasive writing have been left out of the calculations, as they were an aberration that was inconsistent vith other results. If they had been included, the reported improvements would have been lower still. Data accessed from timvlhenenas Ten mrs mi rlemniila. wan wakneta lrnatinnal «avecnetn kémsl Unfortunately, due to the general poor teaching of mathematics that many of our educators received both when they were at school and during their teaching education programmes at university, their limited understanding of the underlying concepts of mathematics and lack of good examples of their application, means that many education practitioners resort to a rote-learned, process orientated approach. This rote-learning approach is also reflected in the extensive use of mathematics textbooks throughout almost every education system and jurisdiction around the world. Rather than being taught to understand mathematical concepts, mathematics is taught via memorising generic processes in order to get the right answer.

"Human astrocytes in a mouse brain” Source: Steven Goldman, M.D., Ph.D., University of Rochester Medical Center

NB: Prompts are there to stimulate questioning and the hyperlinked prompts provided above are chosen to encourage learners to question what they think and do, rather than convince them of a particular viewpoint. By applying the idea that has been learned to additional contexts, we are increasingly able to predict possible outcomes for contexts we have not experienced before. The ability to understand the concept comes from applying the initial idea to a wide range of contexts, all the time the brain is looking for the underlying pattern that is common to each context. As the idea is applied to an increasing numbers of contexts, the underlying concept suddenly becomes clear. An example may help:

*' Clark, L.; “Thinking about Thinking”; http://www.laneclark.ca/thinking-about-thinking/ Accessed August 201:

A concept framework for managing self is set out below and over the page. This is based on the necessary processes, techniques and dispositions that are required to be developed.

As part of this project, a series of concept frameworks have been developed for educators that provides a ‘first cut’ that can be edited to suit each school.” Concepts by their very nature are context-free, so it is not the context you may wish to change but rather it may be that you have additional concepts you wish to add and some that you may want to delete or make more explicit. Each concept framework within each competency has been unpacked over five levels. Each level progresses the depth and complexity of the concept. The concepts have not been ascribed contexts, as the contexts will depend on the individual country/school/class/learner and situation the competencies are to be applied.

"5 BISA — the Program for International Student Assessment; http:/www.oecd.org/pisa/ Accessed July 201:

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All content correct at time of going to press, October 2014. For the latest information, visit www.cambridgeenglish.org

Supporting learners and teachers of English in England, Wales and Northern Ireland Supporting learners and teachers of English in England, Wales and Northern Ireland

-nglish for high achievers in the academic and professional world www.cambridgeenglish.org/advanced

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and assessment community through publications such as Research Notes and Studies in Language Testing.

“IELTS is mapped to, but will not be reported on the Cambridge English Scale Find out more at www.cambridgeenglish.org/cefr

See pages 52-55 for further information about our official exam preparation materials. For the full range, visit www.cambridge.org /elt/exam: www.cambridgeenglish.org/younglearners Learners is a fast and affordable way to place students on the right courses. For more information, visit For free exam preparation materials for teachers, go to www.cambridgeenglish.org/teaching-english

See pages 52-55 for further information about our official exam preparation materials. For the full range, visit www.cambridge.org/elt/exams www.cambridgeenglish.org/younglearners Learners is a fast and affordable way to place students on the right courses. For more information, visit For free exam preparation materials for teachers, go to www.cambridgeenglish.org/teaching-english

See pages 52-55 for further information about our official exam preparation materials. For the full range, visit www.cambridge.org/elt/exam:

Cambridge English: Key is set at Level A2 and tests a learner's ability to understand simple questions and instructions in English, express simple opinions or needs in English, complete forms and write short messages related to personal information. See pages 52-55 for further information about our official exam preparation materials. For the full range, visit www.cambridge.org/elt/exam:

See pages 52-55 for further information about our official exam preparation materials. For the full range, visit www.cambridge.org/elt/exam For free exam preparation materials for teachers, go to www.cambridgeenglish.org/teaching-english

See pages 52-55 for further information about our official exam preparation materials. For the full range, visit www.cambridge.org/elt/exams For free exam preparation materials for teachers, go to www.cambridgeenglish.org/teaching-english

Cambridge English: First for Schools has been updated for 2015 with a number of significant changes. The exam is now 30 minutes shorter and the Reading and Use of English papers are now combined. The Writing and Speaking papers also have new tasks. However, the exam remains at the same level and retains the same language and skills coverage as the previous version. See pages 52-55 for further information about our official exam preparation materials. For the full range, visit www.cambridge.org/elt/exams For free exam preparation materials for teachers, go to www.cambridgeenglish.org/teaching-english Cambridge English: First for Schools is set at Level B2 and tests a lear ner’s ability to communicate confidently in familiar study environments, speak and use English in real-life situations, and develop their English language skills towards h follows the sam First, but the co for school-aged igher-level qualifications. This exam e format and level as Cambridge English: ntent and treatment of topics is designed learners.

For further information about our exam preparation materials, go to www.cambridgeenglish.org/learning-english Accredited by Ofqual, the statutory regulatory authority for external qualifications in England and its counterparts in Wales and Northern Ireland, the Cambridge English: ESOL Skills for Life exams meet the needs of a diverse range of adult learners resident or seeking residence in England, Wales and Northern lreland. They are available in all three units - Reading, Writing, and Speaking/Listening - at Entry 1, Entry 2, Entry 3, Level 1 and Level 2. These qualifications are accredited to the National Qualifications Framework, but from January 2015, they will be on the Qualifications anc Credit Framework.

See pages 52-55 for further information about our official exam preparation materials. For the full range, visit www.cambridge.org/elt/exams The exam has been updated for 2015 with a number of significant changes. The exam is now 30 minutes shorter and the Reading and Use of English papers are now combined. The Writing and Speaking papers also have new tasks. However, the exam remains at the same level and retains the same language and skills coverage as the previous version.

See pages 52-55 for further information about our official exam preparation materials. For the full range, visit www.cambridge.org/elt/exams Cambridge English: Advanced has been updated for 2015 with a number of significant changes. The exam is now 45 minutes shorter and the Reading and Use of English papers are now combined. The Writing and Speaking papers also have new tasks. However, the exam remains at the same level and retains the same language and skills coverage as the previous version. For free exam preparation materials for teachers, go to www.cambridgeenglish.org/teaching-english

See pages 52-55 for further information about our official exam preparation materials. For the full range, visit www.cambridge.org/elt/exams

IELTS is jointly managed by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment. See pages 52-55 for further information about our exam preparation materials. For the full range, visit www.cambridge.org/elt/exams IELTS is designed to test English at all levels and is accepted by over 9,000 institutions, employers and government bodies worldwide. It is accepted by thousands of universities and colleges in the USA. IELTS (International English Language Testing System) is the world’s most popular English language test for higher education and global migration.

The test gives an in-depth assessment of a learner's ability and fluency at Level C1 in a business context. This is the qualification to help professionals and learners operate at a high level in business or the academic world See pages 52-55 for further information about our official exam preparation materials. For the full range, visit www.cambridge.org/elt/exams For free exam preparation materials for teachers, go to www.cambridgeenglish.org/teaching-english Cambridge English: Business Higher, also known as Business English Certificate (BEC) Higher, is the qualification for professionals and learners who want to operate at an advanced level in an international business environment.

See pages 52-55 for further information about our official exam preparation materials. For the full range, visit www.cambridge.org/elt/exam: BULATS Benchmarking is a toolkit for organisations planning recruitment and language-learning programmes to establish what levels of language ability are needed for different jobs.

For free exam preparation materials for teachers, go to www.cambridgeenglish.org/teaching-english For further information about our exam preparation materials, go to www.cambridgeenglish.org/learning-english

For further information about our exam preparation materials, go to www.cambridgeenglish.org/learning-english Ofqual, the exams regulator of the UK government, has recognised Delta as being at the same level as a Master's degree or a professional diploma in the UK. For free exam preparation materials for teachers, go to www.cambridgeenglish.org/teaching-english

What our stakeholders think “BMAT has proved to be a very useful, defensible and now indispensable tool in the selection of medical students from a large pool of extremely well-qualified applicants to UCL.” DR. BRENDA CROSS, ADMISSIONS TUTOR, UCL MEDICAL SCHOOL, UK A case study detailing how we have worked with an institution wishing to introduce BMAT can be found at:

they can communicate effectively in writing, organise their ideas and present them clearly and concisely.

Format and delivery Cambridge Personal Styles Questionnaire® (CPSQ

A thorough paper-based test of all areas of language ability.

A world of opportunities starts with Cambridge English exams.

Whether you are a learner, a teacher, a centre or one of the many institutions that rely on our exams, we understand how important it is for you to get the right information at the right time. At Cambridge English Language Assessment, we continuously review and improve our online resources and materials to provide you with a better service.

Cambridge English Language Assessment Global Networ

New - Cambridge English Placement Test for Young Learners The Cambridge English Placement Test for Young www.cambridgeenglish.org/younglearners

New - Cambridge English Placement Test for Young Learners Tha Cambridoe Fnolich Placament Tact for Yoniing

New - Cambridge English Placement Test for Young Learners i ee a CS ee | a, i nL, fa

Ready for success in study, work and life www.cambridgeenglish.org/firstforschools First for Schools

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“Education is not preparation for life but life itself” John Dewey’s Philosophical approach to education and its implication to educators and Education Policy makers

by Abdallah Ziraba

In the 21st century, education needs to be given serious thoughts and discussions needs to be given to the future of human society. This means that the function of education on which human progress depends in Africa, to a large extent... more

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ANORMAL PSİKOLOJİSİ/PSİKOPATOLOJİ - Abnormal Psychology

by Gamze Sart

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci... more

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Stratejinin Temelleri

by Gamze Sart

Stratejinin oluşumundan gerçekleşmesine kadar olan sürece ışık tutan bu kitap, akıcı ve anlaşılır içeriği ile hem öğrenciler, hem öğretim görevlileri hem de ilgi duyan herkes için bir rehber niteliğinde olacaktır.

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ASCE 7 16 Minimum Design Loads for Buildings

by Samiul H A Q U E Sohan

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Example of research proposal

by Maisaroh Mohamad Fadzil

The purpose of this study is to identify factors affecting the usage of I-Learn in UiTM towards students' performance. In Universiti Teknologi MARA (UiTM), it's known as i-Learn method. A study conducted by Hafizah Mohamad Hsbollah and... more

Figure 2.1 above shows the framework of the study. In the left side, its shows the independent variables which is factor affecting the usage of i-Learn. There are two categories falled into this variables which is technology characteristics (accessibility and reliability) and second category is student characteristic (self- efficacy and motivation). Other than that, in the right side, its shows the dependent variable which is students’ performance. Their performance will be measured by the quiz conducted via i-Learn system. 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www. internationalconference.com.my 3rd INTERNATIONAL CONFERENCE ON BUSINESS AND ECONOMIC RESEARCH ( 3rd ICBER 2012 ) PROCEEDING

Table 4-2: Comparison of Mark Obtained By Students As mentioned earlier, the respondents seated two types of quiz that are manual and using i-Learn system. The comparison of the result shown at Table 4-2 above. As u can see, started from Grade A until A-, students

Based on Table 4-1, most of the respondents are female which are 164 respondents (78.5%) and male are 45 respondents (21.5%). Its shows that, female respondents are higher than male respondents are and it is tell us male respondents are minimum uses in term of the i-Learn system. Yet, the researchers want to determine the problems that faced by male students. Table 4-1: Gender of Respondents

For this part, the researchers willing to know the degree of accessible of the system. According to Table 4-4 above, its shows that 109 respondents (52.2%) can easily access the system. Therefore, 100 of them (47.8%) having a difficulties in accessing the system. Table 4-4: Accessibility

In this part, the researchers want to know about how many of the respondents having their own computer, laptop, or others that can access the i-Learn. Based on the Table 4-3, it is shows that 153 respondents (73.2%) having their own computer and can access the i-learn. Its followed by 35 respondents (16.7%) of them not having the computer, laptop or others and only 21 respondents (10.0%) having the computer, laptop or others but don’t access the system. So, we can say that most of the students do not have any difficulties in accessing the system. Table 4-3: Having Own Computer, Laptop or Others

Besides that, most of the students are prefer to use campus computer that provided by university. Table 4-6 above shows that 75.1% student used campus computer to access the I-Learn. Next, this section is to know about the preferable locations that the respondents access the system. Table 4-5 above shows that majority of them which is 140 respondents (67.0%) using campus housing as their centre of accessing the system. However, only 25 respondents (12.0%) and 22 respondents (10.5%) using campus computer lab and high speed Internet connection at home accordingly. Therefore, we can say that most of the UiTM students do not have any problems in accessing the system in terms of locations. They also know what is i-Learn system and know how to access the system.

Table 4-5: Locations 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www. internationalconference.com.my

University plays an important role in order to ensure that the system is accessible and the resources are provided by them. Most of students or 71.3% agree that the university already provided enough resources for them in implementing and using the system. Table 4-7: Resource 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www. internationalconference.com.my

Table 4-8 above shows the percentage of students that used the system during registration courses. Most of them or 84.2% of the student uses a computer to register for classes and Table 4-9 below shows the percentage of students that used the computer in completing their assignment. Basically, 93.3% of them used the computer and only 6.7% not prefer use the computer for completing their assignment. Table 4-8: Register Class

Table 4-9 above shows that 195 respondents (93.3%) using the i-Learn in completing their assignment. Table 4-9: Assignment

Based on the total respondents, 94.3% of them preferred to use the I-learn system during class and do the test. It is on Table 4-10 above.

Table 4-11: Class Most of them admitted that only 1 — 2 classes are implementing the i-Learn during class. Table 4-11 abo shows that 45.5% of their classes is using I-learn. 12 - 13 MARCH 2012. GOLDEN FLOWER HOTEL, BANDUNG, INDONESIA ISBN: 978-967-5705-05-2. WEBSITE: www. internationalconference.com.my

Table 4-12 above shows 51.7% of students have moderate knowledge about the I-learn. Besides that, 48.3% of them are satisfied with the system and 54.1% do not have any difficulties using i-learn. The students feel confident that they can access the system anytime (51.2%) and anywhere (52.2%). Table 4-12: Self-efficacy

Guilford’s Rule of Thumb used to analyze the strength relationship between trainee characteristics and organizational factor towards transfer of training.

Table 4-13: Motivation Table 4-13 shows 41.1% of student belief that I-learn would help them in their study, 50.2% feel confident that I-learn would make their study easier than other methods, 52.2% confident that using i-learn can help them to get a good grade, 52.6% confident that i-learn will affect their overall average.

Table 4-1: Relationship between Technology Characteristics towards Students Performance Table 4.2: Relationship between Student Characteristics towards Students Performance

Figure 4-3: Dominant Factor Influencing Student Performance Table 4.3. shows the expected relationships confirmed by technology characteristics and student characteristics factors towards student performance but the strength is between independent variable and dependent variable is low. This is support based on study by Baldwin and Ford (1988), Ford and Weissbein (1997) Noe and Ford (1992) which they have found that the effects of individual’ factor such as trainee ability, personality and motivation have an impact toward training effectiveness. Other study by Noe and Schimitt (1986) found that trainees’ motivation and working environment have an impact towards training.

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A NOVEL APPROACH ON ENABLING ADVANCED MATHEMATICAL COMMUNICATION IN ABSENCE OF SIGHT

by Mina Sedaghatjou and

Most (under)graduate students with profound vision disability avoid taking mathematics courses at university level. In this paper, we argue that mathematical communication and learning are inherently multimodal and embodied; hence, sight... more

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Projeto Amadeus : manual do usuário

by Alex S Gomes and

IvanildoJosédeMeloFilho MarcelloMello PauloPerris RodrigoLinsRodrigues RosângelaSaraivaCarvalho ThiagodeSousaAraújo WilsonMartinsdaSilva UFPE,Brasil Versão00.95.00 ManualdoUsuário ManualdoUsuário LicençadeDistribuiçãoedeMarca Em função da... more

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Digital Transformations with “Nordic Characteristics”? Latest Trends in the Digitalisation of Teaching and Learning in Nordic Higher Education

by Vito Laterza

2020, Nordic Journal of Digital Literacy

In this introductory essay, we build on the articles in this special issue to provide a novel theoretical framework for the understanding of current and future trends in the digitalisation of teaching and learning in Nordic higher... more

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MOBILE APPLICATION FOR TEACHING AND ASSESSING STUDENTS NEEDING ADDITIONAL CURRICULAR SUPPORT (SNACS) IN DENTAL EDUCATION

by Shivasakthy Manivasakan and

2020, International Journal of Psychosocial Rehabilitation

The current web 2.0 generation of students are having more technological literacy than their subject literacy. Development of innovative mobile application with different teacher and student interface for teaching and assessment is not... more

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Science Education and Mobile Learning: A Content Analysis Review of the Web of Science… Science Education and Mobile Learning: A Content Analysis Review of the Web of Science database

by Metin Odabasi

2019, International Journal of Emerging Technologies in Learning (iJET)

The use of mobile technologies in education has appealed considerable interest and attention from educators and researchers in the last decade. Nonetheless, the effects of mobile learning on students' learning outcome in science education... more

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Jual Obat Vitamale Asli Di Pontianak | 081331134388

by Obat Vitamale

2019, Obat Vitamale

Obat Vitamale adalah obat kuat herbal untuk dikonsumsi oleh pria, fungsi dan kegunaan Vitamale menjawab berbagai persoalan seksual yang dialami oleh pria. Manfaat produk ini sudah terjamin karena sudah melali uji klinis sudah dilakukan... more

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SITES DE REDES SOCIAIS ACADÊMICOS: PROPOSTA DE REDESIGN DO AMBIENTE VIRTUAL DE APRENDIZAGEM DA UFPEL

by Camila Polino and

O trabalho tem como objetivo apresentar os resultados iniciais do redesign do sistema institucional Ava.ufepel.edu.br tendo como meta a integração à sistema o Cobalto.ufpel.edu.br. Para posterior projeção e redesign, parte-se de uma... more

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Innovative Technologies in the education of Business Communications

by Златин Златев and

The article shows the role and place of information and communication technologies in the construction of modern knowledge society and their place in the education of the students in the universities. The opinions of authors that are... more

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Collaborative Learning via WWW in Legal Education

by Maximilian Herberger and

1998, Journal of Information, Law and Technology

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Moodle MOOC 2: Learning via teaching and sharing online

by Ramesh Chander Sharma

It's said that the best way to learn is to teach it. I have learned most of the things through self-initiatives and in collaboration with colleagues by sharing my thoughts and learning from theirs.

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Student Satisfaction towards the Personalization of Appearance in Online Learning Environments

by Irfan Sural

In this study, personalization of online learning environments, learner participation, and satisfaction in using these environments are inquired. With this purpose in mind, learners' personalization preferences of appearance and their... more

Personal Information Questionnaire referrer addresses, personalization preferences, and the frequency of the preference-changing are recorded in database for each user. PERSONALIZATION OF APPEARANCE IN ONLINE LEARNING ENVIRONMENTS

The Relationship Between the Personalization of Appearance and Learner Satisfaction Level Table 2 The Relationship Between the Personalization of Appearance and Satifaction on Personalization of Appearance

On the other hand, in the analysis done between the students’ average of personalization frequency and average of satisfaction in personalizing the appearance, there was a meaningful relationship (r = 0.340, p < 0.05). However, there existed no significant difference between the students’ average of personalization frequency and average scores for satisfaction of the course (r = 0.159, p > 0.05). While when overall satisfaction averages are analyzed, it can be said that participants were generally satisfied with with the course. Besides, personalization satisfaction of the participants who carried out personalization was higher than the ones who did not (see Table 4).

The Relationship Between Average of Personalization Frequency and Satisfaction in Personalizing the Appearance/Satisfaction of the Course Findings of Last Phase

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Distance Education in China (Issue 5, 2021) Table of Contents Abstracts of Major Articles in English

by Junhong Xiao

Distance Education in China (Issue 5, 2021) Table of Contents Abstracts of Major Articles in English

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Электронное обучение в подготовке педагогических кадров как фактор успеха цифровой трансформации образования

by Оксана Минич

2018, Цифровая трансформация образования

В статье отражены стратегические направления подготовки педагогических кадров для развития электронного образования.

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EFFECT OF CLOUD BASED MOBILE LEARNING ON ENGINEERING EDUCATION

by IAEME Publication

2019, IAEME

It has been accepted that Mobile Learning has provided innovative opportunities for both teachers and students, as it produces an active learning atmosphere anywhere and anytime. Mobile learning model can be resourcefully improvised by... more

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Distance education for EFL teachers: Perceptions of learner support

by Elsa F Gonzalez and

This article reports the findings of a qualitative study exploring in-service EFL teachers' perceptions of the learner support provided to them while they were taking a teacher research distance course. Findings indicate that students... more

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Building an intelligent tutoring system for chess endgames

by Ciril Bohak

2013, Proceedings of the 5th International Conference on Computer Supported Education

We present the development of an intelligent tutoring system for chess endgames, and explain in detail the system’s architecture that is comprised of ﬁve essential components. The rule-based domain model contains a conceptualized domain... more

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