Evaluation of learning performance of e-learning in China: a methodology based on change of internal mental model of learners
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CitationZhang, L.; Zhang, X.; Duan, Y.; Fu, Z. and Wang, Y., Evaluation of learning performance of e-learning in China: a methodology based on change of internal mental model of learners, 2010, 9 (1): 70-82., The Turkish Online Journal of Educational Technology,
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Practice makes perfect: designing integrated learning experiences in social work education using Laurillard's 'Conversational Framework' for learningDomakin, Alison (Whiting and Birch, 2018-09-13)Providing an integrated curriculum in social work education is a complex task and the profession has long struggled with how best to link knowledge and practice in qualifying studies. This prompted the author to design a unit of study inspired by Laurillard's seminal 'Conversational Framework' for learning, which suggests that opportunities for questioning and dialogue with an expert provide a pivotal mechanism for integrating learning. In this model discussions need to be hard wired into experiential learning opportunities; both of which must occur simultaneously. Bespoke e-learning curriculum materials were, therefore, developed to be studied alongside an experience of social work and dialogue with practitioners. The unit was located on a Step up to Social Work (child and family) qualifying programme, delivered jointly with partner local authorities, which meant that greater access to practitioners was possible. Realist evaluation analysis of student feedback suggests that being able to synchronously draw on learning from experiencing practice and bespoke academic input, in dialogue with practitioners, can help students to develop more integrated understandings of the skills and knowledge required for social work practice.
Moving from learning developers to learning development practitionersBriggs, Steven G.; University of Bedfordshire (University of Bedfordshire, 2018-10-18)Fifteen years ago the term ‘learning development’ was not well known within the UK higher education sector (Hilsdon, 2018). Although there remains no universal learning development definition, the term has grown in popularity and become synonymous with “look[ing] at the whole higher education learning experience from students' perspectives” (Hilsdon, 2009). Typically, such work focuses on the development of academic literacies / skills (such as writing, maths, study skills, information literacy, good academic practice and ICT) and/or transitions through university. Through adopting a learning development lens, a teacher will endeavour to provide blended, developmental and student‐centred learning opportunities (either through the curriculum, co‐curriculum or extra‐curriculum) that are contextually relevant and timely (as opposed to remedial and bolted‐on). As such, learning development relates to teaching practices per se which means that many teaching and learning professionals (such as Academic Skills Tutors, Subject Lecturers, Librarians, Learning Technologists Educational Developers and EAL/ESoL teachers) will share some affinity with learning development.