Adult learners’ use of flexible online resources in a blended programme

This paper presents a case study of a blended programme for adults and discusses findings from a mixed‐methods investigative study of learners’ and tutors’ experiences of the programme. The programme employs a set of flexible online resources, which are activity‐based and designed to provide choice in study routes and modes of learning. Our research has identified four main strategies used by learners when working with these resources: universalists, butterflies, changelings, and minimalists. We discuss these strategies and consider the value learners feel they have gained from the flexible programme. The strategies identified have implications for course designers and facilitators, requiring an increased emphasis on the course process over course content, and support for the development of learners’ confidence.

Wie erfahrene Anfänger flexible Online‐Mittel in einem Vermischten Programm benutzen

Dieses Papier präsentiert als Fallstudie ein gemischtes Programm für Erwachsene und bespricht die Ergebnisse einer mit gemischten Methoden durchgeführten Studie und die Erfahrungen von Anfängern und Tutoren mit diesem Programm. Das Programm verwendet eine Reihe auf Selbsttätigkeit beruhender flexibler Online‐Mittel, die die Wahl der Studienwege und Lernweisen unterstützen sollen. Unsere Forschung hat vier von Anfängern verwendete Hauptstrategien identifiziert, die mit diesen Mitteln arbeiteten: Universalisten, “Schmetterlinge”, Wechsler, und Minimalisten. Wir besprechen diese Strategien und prüfen, was die Anfänger unserer Meinung nach von der Nutzung dieser flexiblen Programme glauben gewonnen zu haben. Die identifizierten Strategien haben als Implikationen für Kurs‐Entwickler und Vermittler eine vergrößerte Betonung auf den Kurs‐Prozess über den Kurs‐Inhalt zu legen und die Entwicklung von Selbstvertrauen der Anfänger zu unterstützen.

Les apprenants adultes et l’utilisation des ressources en ligne « souples » dans le cadre d’un programme mixte

Cet article présente une étude de cas, celle d’un programme mixte destiné aux adultes et examine les résultats d’une étude approfondie des expériences vécues par les étudiants et les tuteurs au cours de ce programme, menée en mélangeant plusieurs méthodes. Ce programme a recours à un ensemble de ressources souples en ligne, qui sont fondées sur des activités et conçues pour fournir des choix d’itinéraires d’étude et de modes d’apprentissage. Notre recherche a identifié quatre stratégies principales utilisées par les apprenants lorsqu’ils travaillent avec ces ressources: les universalistes, les papillons, les mutants et les minimalistes. Nous comparons ces stratégies et examinons quelle valeur les apprenants pensent avoir retirée du programme souple. Les stratégies identifiées ont des implications pour les concepteurs et facilitateurs des cours car elle demandent que l’on porte une attention plus grande au processus du cours plutôt qu’au contenu et qu’on soutienne le développement de la confiance des apprenants.

Los alumnos adultos y el uso de los recursos en línea flexibles dentro de un programa mixto

Este artículo presenta el estudio de caso de un programa mixto para adultos y examina los resultados de un estudio y investigación (llevado a cabo a través de un abordaje plurimetodólogico) de las experiencias vividas por los alumnos y tutores del programa. Este programa utiliza un conjunto de recursos flexibles en línea que son basados en actividades y diseñados para ofrecer alternativas en la elección de los itinerarios de estudio y los modos de aprendizaje. Nuestra investigación ha identificado cuatro estrategias principales utilizadas por los alumnos cuando están trabajando con esos recursos: los universalistas, las mariposas, los mutantes y los minimalistas. Discutimos de esas estrategias y examinamos el valor que los alumnos piensan que han sacado del programa flexible. Las estrategias identificadas conllevan consecuencias para los diseñadores y facilitadores de cursos como la necesidad de mayor énfasis en el proceso del curso (más que en el contenido propio) y al mismo tiempo un apoyo para el desarrollo de la confianza de los alumnos.     

Standardized Teacher Testing Fails Excellence and Validity Tests

This paper presents and critically analyzes data from a project that sought teacher candidates' responses to the process and content of the Ontario Teacher Qualifying Test (OTQT), a mandatory, standardized, pencil and paper initial teacher qualification test. The aim of the project, guided by a critical democratic perspective, was to critically assess the success of the OTQT in achieving the government's stated objectives of greater competency and accountability. More specifically, the paper focuses on findings relating to teacher competency, with particular reference to criterion, ecolological and consequential validity, and alternative assessment strategies. The teacher candidates' responses raise serious issues about the content and format of the test since they believe that it neither achieves accountability nor does it secure excellence in teaching. These concerns echo the major concerns found in the literature.     

Narratives of ‘doing,knowing, being and becoming’: examining the impact of an attachment-informed approach within initial teacher education

The Scottish Government’s vision of improving outcomes for children prioritises attachment theory and research in promoting children’s well-being across children’s services. This theme is also noted as increasing international relevance. Our narrative research springs from the experience of designing and delivering the first course within initial teacher education in Scotland to focus on the application of attachment theory to the role and identity of the teacher – particularly, in supporting children vulnerable through experiences of trauma and adversity. We capture students’ ‘real time’ learning moments through reflective journaling during school experience within the analytic ‘Doing, knowing, being and becoming’. Emergent themes include: looking behind and responding to behaviours, making links with ‘lived lives’, understanding teachers’ potential as attachment figures and ‘secure base’, understanding the relevance of adult attachment theory and resilience/self-care to teachers’ emotions and their own attachment experiences.     

Community-Enhanced Repository for Engaged Scholarship: A case study on supporting digital humanities research

ABSTRACT

Building digital curation and sustainability into digital humanities project development is challenging, and engaging digital humanities researchers fully as partners in curation practices with the library is even more so. How can we represent the longevity and sustainability of digital humanities research projects as a shared responsibility between faculty and student researchers and library staff? Northeastern University Libraries Digital Scholarship Group has designed a series of tools and workflows to ease the burden of sustainable development, support community engagement with digital materials, and enable the library and its partners to work together to build sustainable digital projects.     

Remote management of library staff: Challenges and practical solutions

COVID-19 has forced staff in academic libraries across the world to pivot from face-to-face workdays and services to fully remote (and, in some cases, back again) with very little time or notice. This new reality has presented new challenges in the remote management of staff that may also be working remotely, or in the building. This column explores some of those challenges and presents possible solutions for those at all levels of library management.     

Health Sciences Patron Preference for Library Spaces: A Multisite Observational Study

Health sciences libraries are often challenged to make decisions regarding physical space allocation without quantitative data to support specific user preferences. This multisite, longitudinal study sought to answer the following questions related to academic health sciences libraries: (1) Which library spaces are popular with health sciences patrons? (2) How does time of day and allocated seating space affect patron choices? (3) What similarities and differences occur in space usage across four different health sciences libraries? Results suggest health sciences libraries must develop a nuanced understanding of their patrons’ preferences to best serve patrons’ needs regarding space allocation. Libraries can benefit from these types of methodological studies that target specific populations, supporting more informed space allocation decision making.     

DIY ERM (Do-It-Yourself Electronic Resources Management) for the Small Library

Sarah Hartman-Caverly’s presentation gave audience members an overview of how she designed and built an electronic resources management (ERM) system using Microsoft Access 2010. She discussed why she used a homegrown ERM as well as the principles she used for good system design. Finally, she reviewed the tools she used for creating her own system, including use case analysis, data analysis, database tables and relationships, and forms.     

Kinematic repeatability of a multi-segment foot model for dance*

The purpose of this study was to determine the intra and inter-assessor repeatability of a modified Rizzoli Foot Model for analysing the foot kinematics of ballet dancers. Six university-level ballet dancers performed the movements; parallel stance, turnout plié, turnout stance, turnout rise and flex-point-flex. The three-dimensional (3D) position of individual reflective markers and marker triads was used to model the movement of the dancers’ tibia, entire foot, hindfoot, midfoot, forefoot and hallux. Intra and inter-assessor reliability demonstrated excellent (ICC ≥ 0.75) repeatability for the first metatarsophalangeal joint in the sagittal plane. Intra-assessor reliability demonstrated excellent (ICC ≥ 0.75) repeatability during flex-point-flex across all inter-segmental angles except for the tibia-hindfoot and hindfoot-midfoot frontal planes. Inter-assessor repeatability ranged from poor to excellent (0.5 > ICC ≥ 0.75) for the 3D segment rotations. The most repeatable measure was the tibia-foot dorsiflexion/plantar flexion articulation whereas the least repeatable measure was the hindfoot-midfoot adduction/abduction articulation. The variation found in the inter-assessor results is likely due to inconsistencies in marker placement. This 3D dance specific multi-segment foot model provides insight into which kinematic measures can be reliably used to ascertain in vivo technical errors and/or biomechanical abnormalities in a dancer’s foot motion.     

Using method of instruction to predict the skills supporting initial reading development: insight from a synthetic phonics approach

This study examined the skills predicting early reading development when children were taught by a synthetic phonics approach. Eighty five children taught to read by systematic synthetic phonics were assessed on reading and cognitive assessments prior to reading instruction (average age 4 years, 7 months), 6 months later (5 years, 1 month), and 73 were also tested 1 year later (6 years, 1 month). Consistent with hypotheses, word reading was most strongly and consistently predicted by letter sound knowledge and short term memory. It is proposed that method of instruction may shape the skills children draw upon when learning to read.