Understanding the use of Educational Technology Among Faculty, Staff, and Students at a Medical University

A college of health professions at a medical university located in the southeastern United States is striving to increase the use of educational technology among faculty, staff, and students. A strategic planning group was formed and charged with enhancing the use of educational technology within the college. In order to understand the current state of technology use, perceptions of technology, and training needs, surveys and focus groups were conducted. Based on the qualitative and quantitative data obtained, a conceptual model illustrating levels of technology use and factors that influence use was developed.     

A study of search intermediary working notes: Implications for IR system design

This paper reports findings from an exploratory study investigating working notes created during encoding and external storage (EES) processes, by human search intermediates using a Boolean information retrieval (IR) system. EES processes have been an important area of research in educational contexts where students create and use notes to facilitate learning. In the context of interactive IR, encoding can be conceptualized as the process of creating working notes to help in the understanding and translating a user's information problem into a search strategy suitable for use with an IR system. External storage is the process of using working notes to facilitate interaction with IR systems. Analysis of 221 sets of working notes created by human search intermediaries revealed extensive use of EES processes and the creation of working notes of textual, numerical and graphical entities. Nearly 70% of recorded working notes were textual/numerical entities, nearly 30% were graphical entities and 0.73% were indiscernible. Segmentation devices were also used in 48% of the working notes. The creation of working notes during EES processes was a fundamental element within the mediated, interactive IR process. Implications for the design of IR interfaces to support users' EES processes and further research is discussed.     

Learner-focused evaluation cycles: facilitating learning using feedforward,concurrent and feedback evaluation

There is a growing trend to offer students learning opportunities that are flexible, innovative and engaging. As educators embrace student-centred agile teaching and learning methodologies, which require continuous reflection and adaptation, the need to evaluate students’ learning in a timely manner has become more pressing. Conventional evaluation surveys currently dominate the evaluation landscape internationally, despite recognition that they are insufficient to effectively evaluate curriculum and teaching quality. Surveys often: (1) fail to address the issues for which educators need feedback, (2) constrain student voice, (3) have low response rates and (4) occur too late to benefit current students. Consequently, this paper explores principles of effective feedback to propose a framework for learner-focused evaluation. We apply a three-stage control model, involving feedforward, concurrent and feedback evaluation, to investigate the intersection of assessment and evaluation in agile learning environments. We conclude that learner-focused evaluation cycles can be used to guide action so that evaluation is not undertaken simply for the benefit of future offerings, but rather to benefit current students by allowing ‘real-time’ learning activities to be adapted in the moment. As a result, students become co-producers of learning and evaluation becomes a meaningful, responsive dialogue between students and their instructors.     

Low Cost but Effective: Staff Development Activities in Community College Student Affairs

This study examines staff development practices in community college student affairs. Nineteen interviews were conducted with supervisors in a variety of departments at community colleges. We found that supervisors frequently used multiple practices such as conducting staff meetings, attending institutional training, or viewing topical webinars were frequently used by supervisors to provide professional development opportunities. We also highlight distinct approaches including the concept of active listening and after-hours activities. Finally, we explore implications for staff development in community colleges and identify potential future practices and improvements.     

Aiding education in conflict: The role of international education providers operating in Afghanistan and Pakistan

Amid rising violence against civilian aid operations in insecure environments, attacks on the education sector pose a unique set of challenges for international aid actors. In recent years incidents of violence targeting the education sector in Afghanistan and the conflict-affected areas of Pakistan have increased. This article synthesizes recent research, quantitative analyses, and observations of practitioners in order to explore the key issues facing aid workers in the education sector. The findings suggest that in extremely violent and polarized environments such as Afghanistan and the conflict-affected areas of Pakistan, the international community can provide education assistance more effectively and securely through a low-profile, community-based approach that de-emphasizes the role of government, and avoids, as far as possible, any association with international political/military actors. The authors conclude that education sector coordinators could play a larger role in providing practical guidance and supporting an inter-agency dialogue to share lessons and good practice in delivering education services in these contexts.     

An Initial Investigation into Naturally Occurring Loss- and Gain-Framed Memorable Breast Cancer Messages

Memorable message research examines interpersonal messages "…remembered for extremely long periods of time and which people perceive as a major influence on the course of their lives" (Knapp, Stohl, & Reardon, 1981, p. 27). They can also guide actions, such as health behaviors. This exploratory research examined self-reported memorable messages about breast cancer to determine if they were framed, emphasizing either the benefits (gain-framed) or the costs (loss-framed) of a behavior. About one-fourth of the messages were framed, with most being gain-framed. The messages tended to emphasize early detection actions. Study limitations and implications for future research are discussed.     

Helping doctoral students teach: transitioning to early career academia through cognitive apprenticeship

Doctoral training is strongly focused on honing research skills at the expense of developing teaching competency. As a result, emerging academics are unprepared for the pedagogical requirements of their early-career academic roles. Employing an action research approach, this study investigates the effectiveness of a competency-based teaching development intervention that aims to improve the teaching self-efficacy of doctoral candidates. To conduct this research, we apply the theoretical framework of Cognitive Apprenticeship Theory, a theory of social learning that requires learners to participate in a community of inquiry. Participants report significantly higher levels of teaching self-efficacy and a stronger sense of connectedness to the wider academic community.     

Issues and challenges raised by development agencies in implementing the new modalities of aid to education

Over the past decade there has been increasing concern with aid effectiveness, and, more generally, development effectiveness. New ways of delivering aid have been developed, including sector-wide approaches and direct budget support. This paper reports on the progress that has been made through some of these new modalities of aid to education, as perceived by some of the senior staff of a handful of the major development agencies. Where have these developments led us in the education sectors of many developing countries? What are the prospects for the ways in which aid is planned and delivered and in the relationships between donors and recipient governments? What are the main issues and challenges currently being raised and addressed? How have these changes affected the impact of the aid provided? These are some of the questions that are raised in this study, with answers provided by the agencies themselves.     

Editors'' rejoinder

This chapter critically reviews alternative funding and control strategies and examines some of their policy implications. The early sections of the chapter address the nature and origin of some proposals for alternative strategies and reflect on their theoretical underpinnings. The next section summarizes the empirical findings from both historical and other comparative studies. The final section presents the policy implications of the different patterns of educational funding and control in a variety of contexts.