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Online Instructional Design Approaches Utilizing a Tablet PC
Pam Lowry
International Journal of Advanced Corporate Learning (iJAC) , 2009, DOI: 10.3991/ijac.v2i4.993
Abstract: Online students can experience what instructional strategies can be utilized using a Tablet PC in online courses. This paper summarizes how inking in Word, Powerpoint, and Windows Journal can be effective in an online course both asynchronously and synchronously. Approaches concerning assignments, discussion boards, presentations, note taking are discussed and how they can be more effective for faculty members and students using a Tablet PC. Students actually experience how a Tablet PC can be utilized in an asynchronous and synchronous environment. In summary, preliminary data will be discussed from the students and professor’s point of view and next steps. As content and assignments are being designed and developed for an online graduate course, it is important to keep in mind teaching styles, student’s learning styles, and a faculty member’s approach to promoting a Tablet PC in an online course. Even though graduate students were not required to have a Tablet PC, the course enabled them to understand how effective a Tablet PC could be in an online course whether it was delivered asynchronous or synchronously. Powerpoint presentations were created to delivery asynchronously and synchronously content to students by utilizing a Tablet PC to illustrate concepts within the presentation. Assignments were created such as evaluating e-learning products, creating a Blackboard unit, evaluating online courses, group instruction sessions, and weekly discussion boards. As these assignments were graded, comments were written on their Word and Powerpoint files using Tablet PC inking. As the Tablet PC initiative is less than one year old at Lawrence Technological University, preliminary data is being collected from faculty members and students. After this class is taught summer 2008, additional research on the efforts of course design and student learning will be explored. The Tablet PC has the potential for enhancing online course delivery.
Interactive Assignments for Online Students
Pam Lowry
Journal of Systemics, Cybernetics and Informatics , 2009,
Abstract: Students can experience first hand through interactive assignments what is involved in teaching an online course. Most students develop a whole new appreciation for the student learning process. Faculty are beginning to realize that online instruction is more than a series of readings posted to a course management system. This paper summarizes the faculty member's instructional strategies involved when creating student interaction assignments. The paper also summarizes the assignments, discussion board, and trends in education from the student's perspective. In summary, it concludes with the faculty's overall perspective concerning these assignments and how the assignments could be more effective for the student.
Codifying the corporate opportunity doctrine: The (UK) Companies Act 2006
John Lowry
International Review of Law , 2012, DOI: 10.5339/irl.2012.5
Abstract: Part 10 of the UK Companies Act 2006 codifies the fiduciary and common law duties of directors as a means of addressing the key policy considerations which underpinned the company law reform project launched by the Labour Government in 1998. Focusing on the core fiduciary duty of loyalty and its corporate law manifestation in the form of the ‘corporate opportunity doctrine’, the article critically examines whether the statutory language adequately captures the totality of the duty as developed in the case law. It concludes that the formalistic language of the relevant provisions neither encompasses the breadth of the pre-existing jurisprudence nor addresses the policy objectives of the reform exercise.
Using the Ages and Stages Questionnaire to teach medical students developmental assessment: a descriptive analysis
Pam Nicol
BMC Medical Education , 2006, DOI: 10.1186/1472-6920-6-29
Abstract: To evaluate the program, an interpretative analysis was completed on the students' reports written during the program and a questionnaire was administered to the parents to gain their perception of the experience. As well, student confidence levels in assessing growth and development were measured at the end of the paediatric term.Although there was an increase in student confidence in developmental assessment at the end of the term, it was not statistically significant. However the findings indicated that students gained increased understanding of the process and enhanced recognition of the parental role, and the study suggested there was increased confidence in some students. Parents indicated that they thought they should be involved in the teaching of students.The ASQ was shown to have been useful in an education program at the level of advanced beginners in developmental assessment.Developmental assessment is a core learning outcome for paediatric and child health students, so when a survey of medical graduates' skills identified a lack of confidence in this area, a program was developed with the aims of increasing both confidence and respect for the parental role. This study evaluates that program.Paediatric and child health practitioners advocate a family-centred care model that requires practitioners to have good interpersonal skills, to have respect for parental judgement and to be flexible in their role [1]. As well, collaborative patient-centred practice is emerging as a framework for interdisciplinary education [2]. For these frameworks to be successful, interpersonal competence, which includes an appreciation of the skill and uniqueness of all individuals involved, is required [3]. The development of these attitudinal and communication attributes in health care practitioners is one of the challenges for health educators interested in family-centred practice.Medical student attitudes are important because they are viewed as a mediating link between clini
Ocular Tumours in Childhood
V. Pam
Nigerian Journal of Surgical Research , 2001,
Abstract: (Nig J Surg Res 2001; 3:1-5)
A Review of 'Women, Science, and Myth: Gender Beliefs from Antiquity to the Present' edited by Sue V. Rosser
Pam Stello
International Journal of Gender, Science and Technology , 2010,
Thinking globally, acting locally: Women activists’ accounts
Alldred Pam
Temida , 2003, DOI: 10.2298/tem0304023a
Abstract: This paper intends to describe the range of forms women’s resistance to globalisation takes, emphasising diverse strategies from everyday acts, the development of practical alternative resources, organising in women’s groups or trades unions, mass demonstrations and symbolic defiance. Recognising that it is the women of the South, in particular, who bear the brunt of the impact of neoliberal ‘free market’ economic policies, it hoped to be sensitive to the struggles for survival that might frame the urgency of resistance amongst women of the South, and make links with some of the strategies of activist women in the more privileged North.
CSCanada PAM
Progress in Applied Mathematics , 2012, DOI: 10.3968/2920
Abstract: The special issue may focus on publishing recent developments of statistical methods for biological, medical and pharmaceutical research. Application of statistical methods has recently been dominated by biostatistical and bioinformatics research including clinical study, survival analysis, genetics and microarray analysis. Advanced statistical methods are being developed for analyzing high-dimensional microarray data as well as various observational data with outliers and measurement errors. The special issue would be a suitable venue for publishing such new developments in statistical research.
The tipping point: a response
Pam Moule
Research in Learning Technology , 2007, DOI: 10.3402/rlt.v15i2.10920
Abstract: I am grateful to Gilly Salmon for providing further personal insight into the five-stage model for e-learning, reviewed in my recent paper (Moule, 2007). Professor Salmon plots the development and use of the model, first conceived some 12 years ago, and encourages us to reflect further on a model that has been so widely adopted. The longevity of its use in a fast-changing field is testament to its appeal to educators, developers and learners. It is clear that a number of ALT-J readers will know of, and have used, the model and may want to express thoughts on its current applicability, as Salmon invites.
Challenging the five-stage model for e-learning: a new approach
Pam Moule
Research in Learning Technology , 2007, DOI: 10.3402/rlt.v15i1.10911
Abstract: The five-stage approach to e-moderating has provided a coherent model upon which to base online learning design in higher education. However, despite its growing popularity, there are concerns that the model is becoming a dominant discourse, being adapted as a template for the design of all online teaching and learning, to the exclusion of other ideas. It is suggested that the five-stage model may not be the panacea it appears and alternative models of e-learning cannot be ignored. This paper reviews the five-stage model and contrasts it with a new conceptual model, ‘the e-learning ladder', conceived as part of research with healthcare students in the higher education setting.
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