Objectives: This article examines a strategic approach to developing e‐learning capability to enhance learning opportunities for the workforce of a healthcare organization. Emphasis is given to the procurement of a bespoke Managed Learning Environment (MLE). Strategic organizational issues impacting on future e‐learning developments are considered. Methods: The 2‐year implementation plan was evaluated through a two phase external research project. The first phase focused on the effectiveness of a training programme designed to build capacity for e‐learning within the Northern area and also included a virtual learning environment usability study which informed the MLE specification. The second phase evaluation is ongoing during 2005 and interim findings are presented. Results: The MLE has been piloted and on‐line learning packages have been acquired. There has been a phased take‐up of e‐learning opportunities and e‐tutor training. Some virtual Communities of Practice have been established. Key organizational issues have been identified and ongoing findings are informing strategic planning. Conclusions: The healthcare MLE is offering enhanced learning opportunities and assisting area healthcare providers in training their dispersed workforces. Blended learning strategies are most successful. The need for protected time for e‐learning is a key issue, financial savings are available. Progress has been slowed by identified organizational constraints—the MLE's benefits are widely recognized. 相似文献
The introduction of the paperback book in the United States in 1939, and the subsequent “paperbacking of America” after 1945, permanently altered the book publishing industry in this nation. What business, societal, or governmental forces influenced the censoring of paperback books in the United States? In this article, Ian Ballantine, a leader in the paperback mass market industry, provides a personal perspective on censorship; His candid observations about individuals, books, and movements shed new light on a pivotal period in the history of the book in this country. 相似文献
In this study, we assessed the validity and reliability of 5 and 10 Hz global positioning systems (GPS) for measuring instantaneous velocity during acceleration, deceleration, and constant velocity while straight-line running. Three participants performed 80 running trials while wearing two GPS units each (5 Hz, V2.0 and 10 Hz, V4.0; MinimaxX, Catapult Innovations, Scoresby, VIC, Australia). The criterion measure used to assess GPS validity was instantaneous velocity recorded using a tripod-mounted laser. Validity was established using the standard error of the estimate (± 90% confidence limits). Reliability was determined using typical error (± 90% confidence limits, expressed as coefficient of variation) and Pearson's correlation. The 10 Hz GPS devices were two to three times more accurate than the 5 Hz devices when compared with a criterion value for instantaneous velocity during tasks completed at a range of velocities (coefficient of variation 3.1-11.3%). Similarly, the 10 Hz GPS units were up to six-fold more reliable for measuring instantaneous velocity than the 5 Hz units (coefficient of variation 1.9-6.0%). Newer GPS may provide an acceptable tool for the measurement of constant velocity, acceleration, and deceleration during straight-line running and have sufficient sensitivity for detecting changes in performance in team sport. However, researchers must account for the inherent match-to-match variation reported when using these devices. 相似文献
Every General Assembly is remembered for something - in the past few years, Sydney for starting the International Year of Astronomy, Prague for Pluto, and Rio de Janeiro for the Strategic Plan. 1 thoug... 相似文献
The article focuses on the training of higher education language teachers from a quality enhancement perspective. After a brief discussion of the nature of quality in higher education, the article considers the implications which the expansion of language learning in higher education in Europe has for the teachers involve in designing and delivering language programmes. The main body of the article is then devoted to a discussion of the strategies and options in the field of the training of language teachers which emerged from reports on quality enhancement in higher education language studies prepared in 18 European countries. The reports were prepared within the framework of Thematic Network Project 2, organised by the European Language Council. The article concludes by highlighting the crucial role of teacher training in the ‘quality cycle’ with respect to both teaching and student learning.
L'article traite de la formation d'enseignants de langue travaillant dans l'enseignement supérieur d'une perspective axée sur l'amélioration de la qualité. Suite à une brève discussion de la notion de qualité dans l'enseignement supérieur, l'article examine les implications de l'expansion de l'apprentissage des langues dans l'enseignement supérieur en Europe pour les enseignants responsables de la conception et de la réalisation pédagogique de programmes de langue. La partie principale de l'article est alors consacrée à l'analyse des choix et stratégies dans le domaine de la formation d'enseignants de langues qui se sont dégagés de rapports sur l'amélioration de la qualité dans le domaine des langues dans l'enseignement supérieur dans 18 pays de l'Europe. Ces rapports furent préparés dans le cadre du Projet de Réseau Thématique 2, organisé par le Conseil Européen pour les Langues. En conclusion, l'article souligne le rôle crucial joué par la formation des enseignants par rapport à la qualité autant de l'enseignement que de l'apprentissage des langues par les étudiants.
El artículo trata de la formación de profesores de lengua que trabajan en la enseñanza superior, desde la perspectiva de la mejora de la calidad. Tras una breve discusión acerca de la noci?n de calidad en la enseñanza superior, el artículo examina las implicaciones de la expansión del aprendizaje de las lenguas en la enseñanza superior en Europa para los profesores responsables de la concepción y de la realización pedagógica de programas de lengua. La parte principal del artículo se consagra por tanto al análisis de las elecciones y estrategias en el campo de la formación de profesores de lenguas, tal como se desprenden de los informes sobre la mejora de la calidad en el campo de las lenguas en la enseñanza superior en 18 países de Europa. Estos informes fueron preparados en el marco del Proyecto de Red Temática 2, organizado por el Consejo Europeo para las Lenguas. En conclusión, el artículo subraya el papel crucial desempeñado por la formación de los profesores en la calidad tanto de la ensepanza como del aprendizaje de las lenguas por los estudiantes.
Der Artikel behandelt die Ausbildung von Sprachlehrkräften an Hochschulen aus der Sicht der Qualitätsverbesserung. Nach einer kurzen Erörterung der Spezifität der Qualität in der Hochschulbildung, befasst sich der Artikel mit den Konsequenzen des verstärkten Lehrens und Lernens von Sprachen an Hochschulen für die mit der Planung und Umsetzung von Sprachlehrprogrammen betrauten Lehrkräfte. Der Hauptteil des Artikels ist der Analyse von Strategien und Möglichkeiten im Bereich der Ausbildung von Sprachlehrkräften gewidmet, die aus 18 europäischen Länderberichten über Qualitätsverbesserung im Sprachenbereich an Hochschulen hervorgingen. Diese Berichte wurden innerhalb des vom Europäischen Sprachenrat organisierten Thematischen Netzwerkprojekts Sprachen II (TNP2) erstellt. Am Schluss des Artikels wird die entscheidende Rolle der Ausbildung der Sprachlehrkräfte für die Qualität des Lehrens und Lernens von Sprachen an Hochschulen hervorgehoben. 相似文献
