Piers MacLean and Marie Cahillane
The purpose of this paper is to highlight the importance of coherent alignment of current theory from cognitive psychology with practice and policy in training and education…
Abstract
Purpose
The purpose of this paper is to highlight the importance of coherent alignment of current theory from cognitive psychology with practice and policy in training and education institutions developing e-learning materials and present recommendations emphasising the human factor within processes.
Design/methodology/approach
In this paper a recent empirical study which applies current theory from cognitive psychological and multimodal learning research provides the backdrop to discussion about alignment of strategic vision, through policy, to effective practice.
Findings
Despite advances in cognitive psychology which can be applied to targeting effective and measurable training and education, many institutions fail to maintain updated e-learning strategy and policy resulting in a negative impact on practice and the learner experience.
Practical implications
The model presented in this paper is intended to promote thoughtful discussion about the processes and framework necessary for improved collaboration and communication supported by ongoing evaluation of institutional e-learning policy such that policy becomes a dynamic process congruent with developments in the learning sciences.
Social implications
The paper includes recommendations for a refined view of knowledge, skills, and attitudes and alignment of policy with practice and theory and will be of interest to training and education institutions seeking to review their policies for training needs analysis and e-learning.
Originality/value
This paper offers an up-to-date view of training needs analysis and multimedia design for training discrete psychomotor skills. It will be of value to organisations and institutions providing training and education mediated by technology as well as those involved in the design of training interventions.
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Bernard Scott, Simon Shurville, Piers Maclean and Chunyu Cong
This paper aims to present an approach from first principles to the design of learning experiences in interactive learning environments, that is “learning designs” in the broadest…
Abstract
Purpose
This paper aims to present an approach from first principles to the design of learning experiences in interactive learning environments, that is “learning designs” in the broadest sense.
Design/methodology/approach
The approach is based on conversation theory (CT), a theory of learning and teaching with principled foundations in cybernetics. The approach to learning design that is proposed is not dissimilar from other approaches such as that proposed by Rowntree. However, its basis in CT provides a coherent theoretical underpinning.
Findings
Currently, in the world of e‐learning, the terms “instructional design” and “learning design” are used to refer to the application of theories of learning and instruction to the creation of e‐learning material and online learning experiences. The paper examines the roots of the two terms and discusses similarities and differences in usage. It then discusses how the processes of learning design fit into the larger processes of course, design, development and delivery. It goes on to examine the concept of a “learning design pattern”.
Originality/value
The paper contends that, whilst learning design patterns are useful as starting‐points for individual learning designs, learning designers should adopt the cybernetic principles of reflective practice – as expressed in CT – to create learning designs where received wisdom is enriched by contextual feedback from colleagues and learners.
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Piers MacLean and Bernard Scott
The purpose of this paper is to describe research into the requirements, practice and prospects for the field of learning design and provide the findings of this study to date…
Abstract
Purpose
The purpose of this paper is to describe research into the requirements, practice and prospects for the field of learning design and provide the findings of this study to date alongside early recommendations for furthering the profession in the UK.
Design/methodology/approach
The paper describes the findings of a review of the literature on learning design and the study's research methodology, which comprises focus groups, an online questionnaire deployed for use in the UK, North America, Australia, telephone interviews, and surveys of higher education programmes.
Findings
Initial analysis of the data indicates that learning design professionalisation and training in the UK are behind those found in other areas of the world.
Research limitations/implications
The research was of an exploratory nature and thus limited. However, it shows that additional research into distinct aspects of learning design is required to explore further phenomena described in this paper.
Practical implications
The findings suggest that more and appropriate training opportunities are required for UK learning designers. This could be supplemented by further professionalisation of the field.
Originality/value
Key aspects are revealed in the paper of the learning design field in the UK where development is required in order to place learning design on a par with the field in other countries. These findings should be of interest to learning designers, the institutions that train them, their employers and those that use their services.
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Victoria Smy, Marie Cahillane and Piers MacLean
The purpose of this paper is to develop a set of generic prompting principles and a framework of prompts that have the potential to foster learning and skill acquisition among…
Abstract
Purpose
The purpose of this paper is to develop a set of generic prompting principles and a framework of prompts that have the potential to foster learning and skill acquisition among adult novices when performing complex, ill-structured problems.
Design/methodology/approach
Relevant research in the literatures surrounding problem structure, sensemaking, expertise, metacognition, scaffolding, and cognitive load were reviewed and synthesised in order to derive generic prompting principles and guidelines for their implementation.
Findings
A framework of generic principles and prompts is proposed. Differentiation between prompts supporting cognition either within, or after an ill-structured problem-solving task was supported.
Practical implications
Prompts such as those proposed in the framework developed presently can be designed into technology-enhanced learning environments in order to structure and guide the cognitive processes of novices. In addition, prompts can be combined with other learning support technologies (e.g. research diaries, collaborative discourse) in order to support learning. Empirical testing will be required to quantify the potential benefits (and limitations of) the proposed prompting framework.
Originality/value
The prompts developed constitute a framework for structuring and guiding learning efforts in domains where explicit, actionable feedback is often unavailable. The proposed framework offers a method of tailoring the scaffolding of prompts in order to support differing levels of problem structure and may serve as the basis for establishing an internalised and adaptive learning approach that can be transferred to new problems or contexts.
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This article is about how to fund care and support for a growing, and increasingly diverse, population of older people. We ask whether it is possible to create a funding…
Abstract
This article is about how to fund care and support for a growing, and increasingly diverse, population of older people. We ask whether it is possible to create a funding settlement for longterm care that meets four criteria. These are: fairness; transparency; sustainability (financial and social sustainability); and capacity to support the outcomes that people want and value. Can we create a funding settlement that starts from people's lives ‐ not service‐based assumptions?
Kathy Lowe, Edwin Jones, Shelley Horwood, Diane Gray, Wendy James, Jock Andrew and David Allen
A system of evidence‐based periodic service review (PSR) was implemented in specialist health services for people with challenging behaviour, to support the adoption of a positive…
Abstract
A system of evidence‐based periodic service review (PSR) was implemented in specialist health services for people with challenging behaviour, to support the adoption of a positive behavioural approach. The extent and accuracy of PSR implementation, its impact on staff knowledge and attitudes, and its value as a practice leadership tool were assessed. The results indicated that PSR was implemented regularly, scoring was based accurately on tangible evidence, and increased scores over time indicated service improvement in line with PSR principles. Staff generally welcomed PSR as a quality monitoring tool, and greater knowledge of the rationale and process for PSR was associated with more positive attitudes. Managers regarded PSR as a valuable aid to practice leadership and had used innovative implementation methods to maximise its acceptance by staff teams. The style of management and need for support from the wider organisational structure are discussed as critical factors in successful implementation.
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Piers Campbell and Judith Hushagen
Inter‐governmental organisations (IGOs) are established and governed, directly or indirectly, by sovereign states. As the number and significance of these organisations has grown…
Abstract
Inter‐governmental organisations (IGOs) are established and governed, directly or indirectly, by sovereign states. As the number and significance of these organisations has grown, so too has interest in their governance. This article examines two factors that make the governance of IGOs unique: the dual purpose of IGO governance and the dual purpose of IGO representation. The tensions between these two purposes are analysed, and the consequences for three key aspects of governance are discussed: relations between delegates (representatives of sovereign states accredited to an IGO) and secretariats (the managers and staff of an IGO); responsibility for overseeing management; and decision making in meetings. It is clearly demonstrated in this paper that strengthening the governance of IGOs is essential to increasing both their effectiveness and the unique role they play in the global field. This can be done only by understanding the unique nature of governance in IGOs, by clarifying governance and management roles in these organisations, and by putting in place mechanisms to fully support both roles.