Entrepreneurialism and critical pedagogy: reinventing the higher education curriculum     

Cath Lambert  Andrew Parker  Michael Neary 《Teaching in Higher Education》2013,18(4):525-537

This paper presents an analysis of the ways in which UK higher education (HE) has become increasingly commercialised and commodified in the post-1980s. It critiques the strategies adopted by successive UK governments to reinvigorate the relationship between educational and economic life, and to facilitate a more corporate and entrepreneurial spirit within the academy in line with the pressures of a ‘knowledge-based economy’. Arguing for a more critical exploration of teaching and learning within HE, the paper presents evidence from work carried out by the Reinvention Centre for Undergraduate Research, a Centre for Excellence in Teaching in Learning (CETL) which adopts a research-based learning approach to teaching and learning at undergraduate level.1 1. The Reinvention Centre for Undergraduate Research is a collaborative Centre for Excellence in Teaching and Learning (CETL) based between the Department of Sociology at the University of Warwick and the School for the Built Environment at Oxford Brookes University. In 2005 the Centre was awarded £500,000 recurrent over five years, and £800,000 capital funding. The recurrent funding covers staff and running costs. Capital expenditure has covered the design and development of new social teaching and learning spaces at both Warwick and Oxford Brookes. Further information on the Reinvention Centre is available at www.warwick.ac.uk/go/reinvention/. The Reinvention centre covers a range of progressive pedagogies. This article represents the specific views of the authors. Within the context of ongoing debates surrounding the relationship between teaching, learning and research in UK HE, the paper advocates a reinvention of curriculum design through an engagement with the broader principles of critical pedagogy, and in so doing, presents a critical engagement with the commercialisation of HE.  相似文献   

The evolution of the finding aid in the United States: from physical to digital document genre     

Ciaran B. Trace  Andrew Dillon 《Archival Science》2012,12(4):501-519

In this article, we examine the American finding aid as a form of genre from both a cognitive and a sociological perspective and use this analysis to articulate some of the hidden or underlying regularities and assumptions of archives work. As finding aids increasingly are created and delivered digitally, we can anticipate tensions in the form and use of these genres giving rise to increased scrutiny of archival practices that in turn should cause us to explore the representation of the archives profession in a digital world. A particular focus of this article is to advance an argument that for too long, the actual consumption and use, that is, the reading of finding aids, has been ignored or overlooked. Yet, it is likely that only through understanding how people exploit and read these documents in real use can we improve their design. In so doing, we make a case for archival research to move further into the analysis of user behavior, information seeking, and contemporary information practices so as to improve and extend the appreciation of how archives contribute to the larger information field.  相似文献   

Relationships among peak power output,peak bar velocity,and mechanomyographic amplitude during the free-weight bench press exercise     

Matt S. Stock  Travis W. Beck  Jason M. Defreitas  Michael A. Dillon 《Journal of sports sciences》2013,31(12):1309-1317

Abstract

The purpose of this study was to examine the relationships among mechanomyographic (MMG) amplitude, power output, and bar velocity during the free-weight bench press exercise. Twenty-one resistance-trained men [one-repetition maximum (1-RM) bench press = 125.4 ± 18.4 kg] performed bench press muscle actions as explosively as possible from 10% to 90% of the 1-RM while peak power output and peak bar velocity were assessed with a TENDO Weightlifting Analyzer. During each muscle action, surface MMG signals were detected from the right and left pectoralis major and triceps brachii, and the concentric portion of the range of motion was selected for analysis. Results indicated that power output increased from 10% to 50% 1-RM, followed by decreases from 50% to 90% 1-RM, but MMG amplitude for each of the muscles increased from 10 to 80%1-RM. The results of this study indicate that during the free-weight bench press exercise, MMG amplitude was not related to power output, but was inversely related to bar velocity and directly related to the external load being lifted. In future research, coaches and sport scientists may be able to estimate force/torque production from individual muscles during multi-joint, dynamic constant external resistance muscle actions.  相似文献   

Testing Creativity and Personality to Explore Creative Potentials in the Science Classroom     

Roth  Tamara  Conradty  Cathérine  Bogner  Franz X. 《Research in Science Education》2022,52(4):1293-1312

Integrating creativity into science classes may pave the way to tapping complex scientific phenomena. Although not yet conclusively defined nor assessed using standardized measures, creativity is understood to support cognitive learning in formal and informal settings. However, the successful integration of creativity in educational modules depends on many factors. As our knowledge of how to identify these factors is still limited, teachers may have difficulties effectively monitoring and fostering creativity. Consequently, a valid means to measure creativity would help teachers to identify creativity and its influencing factors within the limited scope of science lessons. In the present study, we collected data from 538 Bavarian secondary school students (M?±?SD?=?16.96?±?2.99; 65.4%, female) focussing on personality and creativity measures. Comparable to previous studies, two subscales for creativity were applied: act, comprising conscious and adaptable cognitive processes, and flow, describing a creative mental state of full immersion. Since personality is understood to be linked to creativity, we used the Big Five scale with its shortened item battery to assess personality. We found that personal characteristics such as conscientiousness and flow, openness and agreeableness, and extraversion and neuroticism were significantly correlated. Anticipated gender and age differences were only evident when extreme groups were compared: age influenced act in younger male students and flow in older female students. Drawing on the literature and our results, we suggest pedagogical approaches to provide opportunities for creativity in science classrooms.

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Rocket science: an exploration of what information is of meaning to educational psychologists when evaluating their work     

Cath Lowther 《Educational Psychology in Practice》2013,29(3):243-257

Evaluation is a central feature of educational psychologists’ (EPs) work. Different evaluation tools have been used in the published literature but a consistent approach is yet to emerge. Informed by Interpretative Phenomenological Analysis, this research asks what information EPs find meaningful when they evaluate their work. Six EPs working in a local authority educational psychology service were interviewed about their experiences of their work and how they knew they had made an impact. A diverse range of information drawn upon as evidence that there had been change was described. It is thus proposed that a tool which enables EPs to collate different types of information from a number of sources may be useful when evaluating their practice.  相似文献   

New approaches,new vision: capturing teacher experiences in a brave new online world     

Michael Connolly  Cath Jones 《Open Learning》2013,28(1):43-56

The paper is an exploration of how a group of tutors involved in a major e‐learning project reacted to developing and teaching in this environment for this first time. All were experienced face‐to‐face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under‐estimated, as different views on learning influence the role and potential of technology in an e‐learning environment.

As the research is an exploration in understanding the impact that e‐learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors’ profiles (experience of information technology, e‐moderating, e‐learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face‐to‐face teaching in their modules and felt it was difficult to gauge depth of learning without ‘normal face‐to‐face interactions at some point’. A number of staff felt that e‐delivery is much more difficult than they envisaged and challenged them in ways that face‐to‐face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery.  相似文献   

The Research Library as Digital Curator at Virginia Tech     

Cy Dillon 《College & Undergraduate Libraries》2013,20(2):232-237

Research libraries provide a significant portion of the open access materials available on the Internet, and an examination of the efforts of one such library will illustrate the role of these institutions in creating the current information environment. The Virginia Tech University Libraries established the Scholarly Communications Project (SCP) even before the Gopher protocol opened up databases housed at research libraries to librarians with Internet access. The SCP was primarily intended to take advantage of evolving technologies to produce and distribute academic journals without the costs associated with traditional publishing, and that journal archive, the EJournals, is still at the heart of what has become the Digital Library and Archives (DLA).  相似文献   

Learner support: The critical link in distance education     

Connie L. Dillon  Charlotte N. Gunawardena  Robert Parker 《Distance Education》1992,13(1):29-45

This study evaluates the OklahomaTelevised Instruction System, through an analysis of the student support services to include the resources available to the learner, the communications process characterized by the co‐ordination services provided among the on‐campus and distance sites, and the communication process characterized by the mechanical and electronic transfer of information. The study also compares the attitudes and performance of the participating on‐campus and distance students.  相似文献   

Guest editorial     

Connie Dillon  Daniel Granger 《The American journal of distance education》2013,27(1):2-6

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New Organizational and Operational Strategies     

Roy B. Dillon 《College Teaching》2013,61(2)

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