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Learning Support (learning + support)
Selected AbstractsFocus on Practice: Is the National Literacy Strategy raising the achievement of lower attainers?BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 3 2000Tony Lingard Tony Lingard, Head of Learning Support, Camborne School and Community College, Cornwall, questions whether the National Literacy Strategy is raising the achievement of lower attainers and suggests adaptations, based on his own Literacy Acceleration programme, which he argues could make the Strategy far more effective. [source] Supporting scientific discovery learning in a simulation environmentJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2003D.J. Reid Abstract Until recent times, most studies on supporting simulation-based scientific discovery learning adopted the ad hoc strategies-oriented approach. This paper makes a systematic analysis of the internal conditions of scientific discovery learning to propose a triple scheme for learning support design that includes interpretative support (IS), experimental support (ES), and reflective support (RS). The experiment was conducted with 78 students (aged from 12 to 13 years) to examine the effects of the IS and ES using a 2x2 between-subjects design. The main results were: significant effects were observed for IS on the post-test of intuitive understanding, flexible application and knowledge integration; no main effect was demonstrated for ES, and there was a marginally significant interactive effect for ES and IS on the intuitive understanding test. A process analysis showed that the successful learners had designed more well-controlled experiments than the failing ones. Learning support in a simulation environment should be directed toward the three perspectives to invite meaningful, systematic and reflective discovery learning. [source] Learning support for the consultation: information support and decision support should be placed in an educational frameworkMEDICAL EDUCATION, Issue 5 2003Paul Robinson Background, Advances in information technology mean that it is now possible to provide contextually relevant, evidence-based information during the course of the consultation. As a consequence, the practitioner has to consider the new information (from the computer) in the situation of the present consultation and in the light of his or her own experience. This task has to be carried out in a short time, in the presence of the patient. Method, Drawing on experience of the development of one decision support system, this paper places that task for the practitioner in an educational framework. We begin by reviewing theories of professional experience and knowledge and go on to look at schema theory and the role of cognitive dissonance and reflection in learning. Conclusion, This paper considers the provision of real time decision support in the light of learning and the experienced practitioner. We conclude that framing the implementation of decision support in this way provides useful insights. The key process is learning by the practitioner, in the course of the consultation. This process should be supported by decision support and information support software. There are implications here for the design of such software, and also for the way in which practitioners are trained to use it. [source] Perspectives on the relationships between ICT and assessmentJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2001A. McFarlane Abstract, There are at least three perspectives on ICT in schools which influence policy and practice. This paper considers the relationship between each of these perspectives: as a tool, as learning support and as revolutionary agent, and the relationship of each to assessment. It proposes that ultimately what determines the role ICT plays in school-based learning depends on the value attributed to learning outcomes. While national assessments continue to reward specified content knowledge above knowledge building abilities, the use of ICT will continue to cause tensions in the classroom. [source] Information disclosure and environmental regulation: Green lights and gray areasREGULATION & GOVERNANCE, Issue 3 2010Eungkyoon Lee Abstract This research examines the potential of information disclosure for environmental regulation. The research attempts to answer questions of what impact information disclosure has on corporate environmental practices and what interferes with its effective use. A case study of Indonesia's pioneering informational environmental regulation reveals (i) both indirect (e.g. anticipation of external pressure) and direct (e.g. internal learning support) informational effects that enhance environmental awareness at the top management level and stimulate changes in production processes and (ii) detrimental effects of disclosed information that maintain or strengthen the extant power of regulated firms over environmental groups and local communities affected. Regulatory efforts can be leveraged by public disclosure of information regarding firms' environmental performance, especially where the state monitoring and enforcement capacities are weak. However, the introduction of policies of this kind without consideration of different market conditions and political and administrative culture may impede the effectiveness of this potentially useful regulatory method. [source] e-Learning: The student experienceBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2007Jennifer Gilbert The paper draws on in-depth qualitative. comments from student evaluation of an e-learning module on an MSc in Information Technologies and Management, to develop a picture of their perspective on the experience. Questionnaires that yielded some basic quantitative data and a rich seam of qualitative data were administered. General questions on satisfaction and dissatisfaction identified the criteria that student used in evaluation, while specific questions of aspects of the module generated some insights into the student learning process. The criteria used by students when expressing satisfaction are: synergy between theory and practice; specific subject themes; discussion forums and other student interaction; and, other learning support. The themes that are associated with dissatisfaction include: robustness and usability of platform; access to resources (such as articles and books); currency of study materials; and, student work scheduling. Aspects of the student learning experience that should inform the development of e-learning include: each student engages differently; printing means that students use the integrated learning environment as a menu; discussion threads and interaction are appreciated, but students are unsure in making contributions; and, expectations about the tutor's role in e-learning are unformed. [source] | ||||||||||