Converging E-learning Technologies from Diverging Perspectives: Assistive and Educational Technology
In this cooperative inquiry, the authors examined the overlapping boundaries that are emerging between assistive technologies (AT) and instructional technologies (IT) in the context of new and ever-more powerful digital tools for learning and instruction. Similarities were revealed in disciplinary perspectives on definitions, adoption and use, research objectives, and growing emphases on human motivation and agency. Institutional barriers remain in bridging gaps, but potential processes and projects for developing new communities of practice are identified.
Teacher Professional Learning in an Age of Compliance: Mind the Gap
PART I: Present, past and future. 1. Introduction: Current Problematics in Teacher Professional Learning. 2. How Did we Get Here? Historical Perspectives on Inquiry-based Professional Learning. 3. Developing courage. PART II: Professional Knowledge Building: Tenets and tools. 4. Mode 3 Knowledge: What it is and why we need it. 5. Inquiry as a framework for professional learning: Interrupting the dominant discourse. 6. Reclaiming Quality. PART III: Tensions, contradictions, competing agendas,- 7. What's at stake and what's at risk? 8. Who pays the piper? Agendas, Priorities and Accountabilities. 9. What Learning Community? A Knotty Problem. PART IV: Closing the gap,- 10. Case Study: The Higher Degree. 11. The Coalition of Knowledge Building Schools. 12. Closing the Gap - Conclusion.
Content strategy in LibGuides: An exploratory study
Abstract Since its inception in 2007, Springshare's LibGuides has become a popular content management system (CMS) with academic libraries. The challenges of managing LibGuides content through a cohesive content strategy have not been well documented. The researchers conducted a survey of academic libraries that were using the LibGuides platform in Fall 2019 to determine how institutions are managing content challenges. Of 120 respondents, only 53% of the respondents indicated that their institutions had content guidelines that LibGuides authors were expected to follow. The top three most observed elements of these content guidelines were page design (80%), content reuse policies (77%), naming conventions (73%), and navigation (3%). 15% of respondents' institutions did not review guides once they were published. Of those that reviewed guides post-publication, authors (84%) most frequently reviewed their own guides. These findings imply that LibGuides are largely cared for on an honour system. Guidelines tend towards quantifiable elements and omit more abstract concepts.