Addressing cognitive processes in e-learning： TSOI Hybrid Learning Model

The development of e-learning materials for teaching and learning often needs to be guided by appropriate educational theories or models. As such, this paper provides alternative e-learning design pedagogy, the TSOI Hybrid Learning Model as a pedagogic model for the design of e-learning cognitively in science and chemistry education. This model is hybridized from the Piagetian science learning cycle model and the Kolb＇s experiential learning cycle. The TSOI Hybrid Learning Model represents learning as a cyclical cognitive process of four phases： translating, sculpting, operationalizing and integrating. A major feature is to promote cognitive processing in the learner for active learning proceeding from inductive to deductive. Design specificity in science and chemistry education is illustrated in terms of instructional storyboarding for the developed research-based e-learning product. Learners＇ cognitive ability for example positive concept achievement will be addressed as part of the research data collected.     

How “similarity” in higher education can improve assessment quality

Higher education is the product of three constituents, the policy makers or government, the executors or faculty and the recipients or the students or scholars. Steadiness among different constituents in given social interaction can act as facilitating motive and it could make higher education more smooth and productive. The “steadiness” in the pilot study is “a parameter that helps the three constituents of higher education to communicate to each other without ambiguity or say on a same frequency” and is very close to the factor “similarity”. Studies prove that “similarities” help group cohesion, improve performance and social relations etc. So to assume that the presence of like-mindedness or “similarity” or say “steadiness” in the field of higher education has the potential to decrease the amount of stress and to increase the productivity or outcome （successful policies, objective assessments, scholars, research, utility etc.）, is justified. And the assumption possesses the testable potential to study policy, assessment, implementation and other allied issues objectively. Many methods of social research and experimental designs are feasible for such study. A pilot study of a biography proves that the study of “similarity” in higher education for quality and assessment is viable and possesses the potential to produce better scholars, can enable the government to improve economy, can help to produce a strong next generation, can positively contribute to strengthen the social institutions and society and above all can bring a positive change in higher education that has been merely claimed for last many years. It is recommended that the proposed “similarity” may be studied in the field of higher education to help the government to formulate and execute policies based on social psychological evidence to enable the executors to best utilize their potential to help the recipients and learners to grow as per their full potential.     

State-of-The-Art Technologies Used in Training Delivery and Administration at the Institute of Public Administration： Case Study

The Institute of Public Administration （IPA）, in Saudi Arabia, is a well renowned training institution designated for training civil servants in the Kingdom of Saudi Arabia. This paper mainly discusses the uses of technologies in the administrative aspects of the IPA. The author also points out the obstacles faced and lessons learned from the implementation and use of these technologies.     

A Historic Choice： The Ningbo Module of Vocational Higher Education for Serving the Community and Society

Higher education, especially vocational higher education should serve society, the community and the enterprises to motivate a win-win result of mutual development and cooperation for Chinese society and higher universities. Taking the strategic action to serve the society in Ningho professional technology institute for instance, the research summarizes theoretically the inevitability and the feasibility of the interaction with mutual benefit in the model of the combination between the universities and society, which becomes the engine of social progress esp. in the manufacturing industry. Meanwhile the research conclusion warns the society that the universities serving the society should avoid the tendency of excessive utility and shouldn＇t ignore the serving ＇object of education—university students. People must persist in the quality of scientific, higher educational, practical applicability and perceptiveness.     

Reflections on the application of the western reproduction theory in the research into the education of China

The ＂reproduction theory＂ was conceived and born in the research into educational inequalities in Western countries. Famous as the theory is, when it is to be applied in the research into education in China, a few factors must be taken into consideration： the subjects investigated must be educational inequalities that have come into being in the context of China; a shift in theoretical approach and expression is needed, with the Functional approach as the dominant research method; in terms of the standpoint of the researcher, whose academic mission and realization of social ideals should be closely and fully integrated; in terms of research method, the principle of combining both the macroscopic and microscopic approaches and analysis on the basis of actual facts should be adopted so as to effectively analyze and solve the problems plaguing the education of China and to promote the localization of the western reproduction theory in China.     

Perceptions of higher education in Brazil in the first decade of the third millennium

This study aims at reflecting upon the Brazilian higher education situation in a context ot deep change regarding the contemporary way of life. This study stems from evidence generated from field research. The expansion of the higher education system in Brazil, for historical, political and economic reasons, has taken place mainly by means of private institutions following logic close to a market one, according to some theoretieians. The general objectives of this paper are to reflect upon the situation of the Brazilian higher education at the end of the first decade of the 21st century and to investigate the advances of the ＂research is learning itself＇ （Lucchesi, 2002） paradigm from its conceptual set through an analysis of the official discourse from higher education institutions. This paper aims at verifying whether such discourse has been translating the intention of rendering such paradigm concrete. By means of the analysis of the discourse manifested at advertising messages from the private higher education institutions, this study aims at understanding what they now believe to be the model for teaching and learning capable of meeting the Brazilian youth＇s needs. The authors have observed that the relationship between teaching and learning is promised by the private higher education institutions. Therefore, the scope of this study is the persuasive content of the message from the private higher education institutions to conquer new students.     

Integrating social responsibility into an entrepreneurship education program： A case study

Entrepreneurship education in the South Africa is often presented as a neutral discipline. Yet fundamental to any entrepreneurship education program should be the integration of key issues, such as ethics, values and social responsibility. This paper reports on a study that set out to explore student teachers experiences of engaging in an entrepreneurship education program specially enhanced to create an awareness of the link between entrepreneurship and social responsibility. It argues that exposure to a program of this nature is a powerful means to dispel the myth that entrepreneurship is a neutral discipline and that such exposure creates useful avenues for student teachers to examine their own constructions and perceptions of entrepreneurship and social responsibility. This paper draws on data constructed in a qualitative research project that engaged the tenets of symbolic interactionism in order to understand how students experienced the program and to understand their changing perceptions.     

Learning for work and working to learn： Challenges within a changing UK higher education system

Higher education in the United Kingdom is currently undergoing major changes. In the foreseeable future, it will also undergo farther change. The nature of these changes can be attributed to several key areas-government demand for change, industry demand for change and student demand for change. The UK, like many other major economies and not for the first time in recent history, is having to face the implications of severe skills shortages in its workforce, coupled with the increasing competitiveness of more globalised workforees and workplaces. A recent major government report has set out the country＇s skills agenda until 2020 and UK higher education is starting to wrestle with the implications of these changes, some of which challenge the traditional preserves of university education. This paper will focus on the implications of these skills shortages and the impact that is having on UK higher education. In particular, reference will be made to the impact of the new 2 years vocational Foundation Degrees, to the shift from supply-led to demand-led higher education, the increasing integration and tensions of work-based learning and to the accreditation of Continuous Professional Development （CPD） within an academic framework. This paper presents one story of the growing and changing relationship between higher education and industry.     

Facilitating adult learning and a researcher identity through a higher education pedagogical process

This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students＇ experiences and points of view of such a learning environment were explored, including： （1） how they contributed to their peers＇ learning; （2） how their peers contributed to their own individual learning; and （3） how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students＇ points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study.     

Learning to become an intercultural practitioner： The case of lifelong learning intensive programme Interdisciplinary Course of Intercultural Competences

This paper dates back to 2009 （it was first presented at the CRLL Conference at Stirling University） and deals with the advances in lifelong learning introduced by an ERASMUS LLP--IP named Interdisciplinary Course of Intercultural Competences （ICIC）. The programme, that involves academic and non-academic institutions concerned with higher education of six different European countries, worked out an intensive international learning pathway aimed at developing intercultural competences in three professional fields： education, social work and health care. The paper focuses on the programme＇s innovative combination of formal and informal learning as a strategic lever to： （1） enhance a holistic concept of ＂competence＂ that puts human relationship at the centre of professional skills; （2） assume intercultural competences as key competences transversal to different professions; （3） introduce social skills and reflection as key factors for developing a transformative model of lifelong learning （Jarvis, 2005） that able to match the needs of the current complex, ever-changing societies; and （4） develop experiential learning without giving up to a strong theoretical framework of reference. The programme introduces an educational model that matches the main goals of higher educational priorities started by Bologna Process and relies upon a solid theoretical framework developed in the field of intercultural research at a sociological, socio-psychological and pedagogical level （Bennett, 1993; Gudykunst ＆ Ting, 2002; Camilleri ＆ Cohen, 1989; Hall, 1959; Hofstede 2001; Beck ＆ Grande, 2006; Farr, 1984）, as well as in one of the lifelong learning （Le Boteurf, 1997; Illeris, 2005; Jarvis, 2005; Schon, 1983）.     

The Consult Model of Human Resource Supply Chain Based on Higher Education as Core

This paper analyzes the main workflow of our higher education. We introduce the Supply Chain Management （SCM） to describe our Human Resource Supply Chain Management （HRSCM） which takes the higher education as the core. We set up the consult model （HRSCMCM） of it. The model takes the higher education as the core, connects the secondary education and satisfies the social demands. It is also an important part to join the multinational education. It is an acculturation and globalization. Because of uncertain information and the delay demands of Human Resource market, the HRSCM also has its bullwhip effect that the demand and supply can not meet and a large number of graduates can not find jobs. As the resolutions, we set up our model including information sharing, flexible education and forecast-demand double drivers. We hope this model can give some elicitations on our national human resource construction micro-mechanism.     

Personal Education Philosophy Matters:from Social Constructivism,Andragogy to Active Learning

Education philosophy,which plays a major role in teacher beliefs,is crucial for teacher educators. Ever since the end of last century, there has been a trend in North America to promote, or restore active learning in college/university classrooms. This paper, based on some explorations of the social constructivism, the six assumptions in Andragogy, the ARCS model, the active learning theory and some practical activities, proposes an integrated education philosophy about adult learning. It is assumed this will be able to provide some insight and guidance for college practitioners.     

通识教育中的少数民族传统文化教育

高等教育中的通识教育理念及其模式已成为近几年研究的热点问题。少数民族传统文化是中华民族传统文化的重要组成部分,在通识教育中融入少数民族传统文化,既是社会需求对通识教育培养目标所提出的要求,也是民族传统文化传承必不可少的途径之一。探索通识教育中的多元传统文化教育,不仅是高校教育教学改革必须思考的问题,更是维护社会稳定、和谐发展的必要前提。

Abstract：

In higher education,the concept and model of general education has become the concern in recent researches.Traditional culture of ethnic minorities is an important part of the Chinese traditional culture.To integrate traditional culture of ethnic minorities in general education is both the social requirement for the training goal of general education and also one of the indispensable ways to inherit ethnic traditional culture.Exploring education of multi-cultures in general education is not only an issue to be considered in education and teaching reform of higher learning institutions,but also a perquisite for safeguarding social stability and harmonious development.     

Attributes of Affective E-learning Behavior： Emerging Issues Beyond Teaching and Learning

Many studies have focused on factors affecting e-learning and its effectiveness by comparing e-learning with face-to-face traditional classes. This study, however, aspires to contribute to the literature by exploring factors that contribute to student success in the e-learning environment. This study tested the assumption that a student＇s success in e-learning is a function of the specificities that are linked to this pedagogical model. It further postulated that these attributes are outcomes of an affective learning behavior. Data for this study were collected from a random sample of 486 respondents （close to 10% of the total student population） in a small university. The empirical data helped map out the hierarchy of the attributes that contribute to the development and experiences with e-learning. This study further provided suggestions to improve the areas that seem essential for a successful e-learning environment.     

Multimedia integration for language e-learning： Content, context and the e-dossier

In the education world, it is widely accepted that language learning is one of the pioneering disciplines in the application and use of the information and communication technologies, initially preceded by the widespread use of audiovisual resources which, finally integrated in the digital space, bring about the use of multimedia. Additionally, language learning has greatly contributed to standardizing lesson plans. They set the basis for learning design, one of the last advances in the pedagogical organization of education through the use of computers in learning managing systems. Most recently, language learning has also played an innovative role in the implementation of portfolios to education. These three perspectives address different issues for e-learning： the access to content through technology; the design of the learning initially with the help of tutors and then applying institutional frameworks for their own personal learning processes; and the edition of the resulting e-learning experience as evidence with the e-dossier, a part of the e-portfolio. Currently, the web is evolving towards its original function as the read/write web where the user, apart from accessing information, can create their own information and communicate more interactively, using technology-enhanced learning environments to integrate text and multimedia for real audiences both in the classroom and outside. Thus, taking language learning guided by the Common European Framework of Reference for Languages, the authors present here a complete e-learning system which integrates textual as well as multimedia facilities to acquire learning content, edit learning design and report learning experiences.     

Effectiveness of the selected techniques in enhancing the achievement in science among the children with learning disabilities： Sharing experiences

In national perception, education is essentially for all. This is fundamental to all-round development, material and spiritual. It refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit--thus furthering the goals of socialism secularism and democracy enshrined in our constitution. The objective of the study focuses on achievement of children with learning disability in science. There are 5 null hypothesis tested in this research. The sample used in this study includes 35 children with learning disabilities in experimental group and 42 children with learning disabilities in control group. The different views taken on special education have ignited spark of controversies over segregating some children from the mainstream and providing them with extra opportunities. There are arguments for and against both special education and integrated education. Special education means the specifically designed instruction that meets the unusual needs of special children. It requires special materials, teaching, techniques, equipment and facilities. The design was an experimental research pre and post-test equivalent group. The research shows that there is no significant difference in all learning objective such as knowledge, comprehension and skill between control group and experimental group in the pre-test. This two sample groups also did not show any significant difference in the pre-test irrespective of gender, educational qualification of the teacher, years of experience of the teacher, parents＇ education, parents＇ profession, parents＇ income, type of management and type of school. On the other hand, for the post-test all the characteristics show that there are significant differences. This shows that there are effects on the treatment group in learning objective. Furthermore the experimental group showed significantly higher gain score than the control group with regard to the learning objective which comprises of knowledge, comprehension, application and skill.     

Role of Nigeria in the development of higher education in Africa

In most countries of the world, higher education is highly subsidized by the public sector. The subsidy is a result of the role of higher education sector on the economy and good governance of the nations. Enrolment into higher institutions of learning is quite low in Africa compare to other continents of the world due to the continent＇s low and declining spending on her higher institutions of learning. This shabby contribution by the continent could be likened to a result of some imminent challenges, which ranged from inadequate financial resource due to economic and social crisis to the challenges posed by the HIV/AIDS （Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome） pandemic. The contributions of Nigeria to the development of higher education in Africa is quite worthy of note. This can be affirmed by the increase in the number of states and federal universities in the country over the years since independence. This can be further reaffirmed by the promulgation of Decree 9 of 1993, which made the provision for the establishment of private universities, which further increased the nation＇s total number of universities to 93 from 59 and further strengthened the nations contributions to higher education development in the continent. In spite of all efforts made by the FGN （Federal Government of Nigeria）, the nation is yet to reach her potential in the development of her higher education sector as the percentage of potential students that gained admission into the nation＇s higher institutions of learning still stand below 15% of the total number of applicants. The study therefore recommended that budgetary allocations to higher institutions of learning be increased to meet the financial demands of the institutions. In addition, multi-campus should be encouraged in order to allow for more access to higher education.     

@MIT research centre at Delft University of Technology： A bridge between research, education, society and profession

In 2006, we launched the @MIT Research Centre （Modification, Intervention Transformation） at the Faculty of Architecture at Delft University of Technology. @MIT was founded to respond to the need for an integrated, multi-disciplinary approach to the transformation of the built environment. @MIT aims to bring momentum to the renewal of education and research, and sees improved relations between the scientific and the professional community as a key step in this process. The @MIT research programme stands at the epicentre of the current debate on continuity and change in architecture and construction. The conservation and transformation of existing objects is becoming more and more of a necessity, with social, economic and cultural implications. @MIT builds the bridge successfully between the profession, the society, education and research.