Strengthening collaborative capacity: experiences from a short,intensive field course on ecosystems,health and society     

Margot W. Parkes  Johanne Saint-Charles  Donald C. Cole  Maya Gislason  Elisabeth Hicks  Courtney Le Bourdais 《高等教育研究与发展》2017,36(5):1031-1046

A key capacity for engagement in the emerging field of ecohealth is the ability to work collaboratively. Between 2008 and 2010, the Canadian Community of Practice in Ecosystem Approaches to Health collectively designed and delivered three foundational, intensive, field courses. This paper presents findings derived from both quantitative and qualitative student course evaluation survey data. New insights arise around: the diverse opportunities for learning collaboratively in order to tackle complex socio-ecological issues, the social dynamics of collaborative relationships and learning, and the learning challenges that arise during intensive field courses. The lessons learned from these foundational years have enhanced understanding of the interrelated contributions to collaborative learning and relationship building and their relevance to addressing issues spanning ecosystems, health and society.  相似文献   

Growth and diversity in doctoral education: assessing the Australian experience   总被引：2，自引：0，他引：2  

Margot Pearson  Terry Evans  Peter Macauley 《Higher Education》2008,55(3):357-372

The major growth of doctoral education in recent decades has attracted attention from policy makers and researchers. In this article we explore the growth of doctoral education in Australia, its impact on diversity in respect of the doctoral population, shifts in disciplinary strengths, institutional concentration and award programs. We conclude that there has been both change and continuity in the provision of doctoral education with extensive variation at the level of practice in what is a reasonably stable system featuring continuing hierarchical institutional diversification. The limitations of available data and issues for further research, policy and practice are discussed.

Peter MacauleyEmail:

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Libraries and the Affordable Care Act: Helping the Community Understand Health-Care Options,by Francisca Goldsmith     

Margot Malachowski 《Medical reference services quarterly》2013,32(4):505-506

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Introducing touchscreens to black and ethnic minority groups--a report of processes and issues in the Three Cities project     

Jackson M  Peters J 《Health information and libraries journal》2003,20(3):143-149

There is a need for people to have access to health information but this may not be readily available for some black and ethnic minority groups living in England. This study aims to improve access to health information for ethnic minority groups by providing this in their own language, in an audio and visual format through a touchscreen computer. The study was led by health promotion and public health workers informed by advisory panels of representatives from local black and ethnic minority groups in the cities of Nottingham, Sheffield and Leicester. Discussion within the advisory panels and local epidemiological data helped to identify groups to be targeted and priority health issues to be addressed. Other issues covered during development included interface design, language translation and identification of accessible locations. A number of problems were addressed in establishing appropriate touchscreen facilities, mainly relating to producing information in an electronic format for multiple languages and populations not necessarily computer-literate. Three touchscreens, containing information on 10 health topics, translated into five languages are currently installed, one in each city. They are being rotated through a series of locations including a library, GP practice, and a temple. Their use, and satisfaction with use, is being evaluated over a 2-year period, by statistical analysis of computer logs and the collection of qualitative information by bi-lingual interviewers with users, over an 18-month period. Health information can be made available for ethnic minority groups even if they are unable to read their mother tongue. Touchscreens appear to be a suitable medium for achieving this.  相似文献   

Group Time Experiences: Belonging,Being and Becoming Through Active Participation Within Early Childhood Communities     

Nicole Leggett  Margot Ford 《Early Childhood Education Journal》2016,44(3):191-200

The National Quality Standards (NQS) as part of the Australian National Quality Framework were developed in 2011 and included several references to the organisation of small and large groups within early childhood settings (ACECQA 2013). The NQS act in tandem with the Early Years Learning Framework (EYLF) (DEEWR 2009) and are the basis by which early childhood centres are assessed for accreditation in Australia. This paper draws upon current research with early childhood educators as they struggle to understand the new concept of ‘intentional teachers’ within this new regime. There also appears to have been a dramatic shift in the understanding about how large and small groups operate within centres. As the accreditation process unfolds, some early childhood centres have been advised to abandon large or whole group work. At the core of the EYLF are the notions of ‘being, belonging, becoming’, locating young children as part of a community of learners within a democratic society. It therefore appears that tensions and contradictions are emerging between the fundamental principles of the EYLF as they are juxtaposed against the requirement of the NQS. Critical Pedagogy of Place provides a theoretical framework in which to interrogate the ways some early childhood educators interpret intentional teaching both in terms of the organisation of spaces in early childhood centres and the organisation of the children as they inhabit those spaces (Gruenewald 2008). This paper argues that the possible abandonment of large group experiences runs the risk of disconnecting children from their communities and the relationships they form as social participants. Furthermore, it is argued that whole group experiences are crucial elements that facilitate a child’s identity and active citizenry.  相似文献   

Did you learn something useful today? An analysis of how perceived utility relates to perceived learning and their predictiveness of satisfaction with training     

Michael J. Roszkowski  Margot Soven 《Performance Improvement Quarterly》2010,23(2):71-91

A popular taxonomy for categorizing outcomes of training is the four‐level model formulated by Kirkpatrick (1959). The first level in the model consists of reactions to training. Kirkpatrick recognized only affective reactions, but more recent reformulations of the model posit other types of reactions, including utility and perceptions of learning. We studied the relationship between three types of reaction measures (Kirkpatrick level 1) in six cohorts of first‐year college students participating in an evaluation of an orientation training program. The assessed reactions were amount learned, the usability of the information, and satisfaction with the training program. A substantial correlation (.6 to .7) exists between self‐assessed learning and the perceived usefulness of the information. Usefulness was almost as good as amount learned in predicting satisfaction with the training. The findings underscore the importance of using relevance strategies to make information appear useful.  相似文献