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The COVID pandemic has touched many aspects of everyone’s life. Education is one of the fields greatly affected by it, as students and teachers were forced to move online and quickly adapt to the online environment. Assessment is a crucial part of education, especially in STEM fields. A gap analysis was performed by expert groups in the frame of an Erasmus+ project looking at the practices of six European countries. Specialists teaching university-grade mathematics in seven European institutions were asked about their perception of gaps in the assessment of students both before (2019) and during (2021) the pandemic. This qualitative study looks at the difference in perception of such gaps after almost one year of online teaching. The analysis of their responses showed that some gaps were present before the pandemic, as well as others that are specific to it. Some gaps, such as the lack of IT infrastructure and the need to adapt materials to an online environment, have been exacerbated by the outbreak.
Vlad Bocanet; Ken Brown; Anne Uukkivi; Filomena Soares; Ana Lopes; Anna Cellmer; Carles Serrat; Cristina Feniser; Florina Serdean; Elena Safiulina; Gerald Kelly; Joanna Cymerman; Igor Kierkosz; Volodymyr Sushch; Marina Latõnina; Oksana Labanova; M. Bruguera; Chara Pantazi; M. Estela. Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics. Sustainability 2021, 13, 4495 .
AMA StyleVlad Bocanet, Ken Brown, Anne Uukkivi, Filomena Soares, Ana Lopes, Anna Cellmer, Carles Serrat, Cristina Feniser, Florina Serdean, Elena Safiulina, Gerald Kelly, Joanna Cymerman, Igor Kierkosz, Volodymyr Sushch, Marina Latõnina, Oksana Labanova, M. Bruguera, Chara Pantazi, M. Estela. Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics. Sustainability. 2021; 13 (8):4495.
Chicago/Turabian StyleVlad Bocanet; Ken Brown; Anne Uukkivi; Filomena Soares; Ana Lopes; Anna Cellmer; Carles Serrat; Cristina Feniser; Florina Serdean; Elena Safiulina; Gerald Kelly; Joanna Cymerman; Igor Kierkosz; Volodymyr Sushch; Marina Latõnina; Oksana Labanova; M. Bruguera; Chara Pantazi; M. Estela. 2021. "Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics." Sustainability 13, no. 8: 4495.
Filomena Soares; Ana Paula Lopes; Anna Cellmer; Anne Uukkivi; Carolina Rebollar; Concepcion Varela; Cristina Feniser; Eugenio Bravo; Elena Safiulina; Gerald Kelly; Javier Bilbao; Joanna Cymerman; Ken Brown; Marina Latõnina; Olatz Garcia; Oksana Labanova; Vlad Bocanet. DEVELOPING INTERACTIVE E-CONTENTS FOR A MATHEMATIC ERASMUS+ PROJECT – CHALLENGES AND EXPERIENCES. INTED2020 Proceedings 2020, 477 -485.
AMA StyleFilomena Soares, Ana Paula Lopes, Anna Cellmer, Anne Uukkivi, Carolina Rebollar, Concepcion Varela, Cristina Feniser, Eugenio Bravo, Elena Safiulina, Gerald Kelly, Javier Bilbao, Joanna Cymerman, Ken Brown, Marina Latõnina, Olatz Garcia, Oksana Labanova, Vlad Bocanet. DEVELOPING INTERACTIVE E-CONTENTS FOR A MATHEMATIC ERASMUS+ PROJECT – CHALLENGES AND EXPERIENCES. INTED2020 Proceedings. 2020; ():477-485.
Chicago/Turabian StyleFilomena Soares; Ana Paula Lopes; Anna Cellmer; Anne Uukkivi; Carolina Rebollar; Concepcion Varela; Cristina Feniser; Eugenio Bravo; Elena Safiulina; Gerald Kelly; Javier Bilbao; Joanna Cymerman; Ken Brown; Marina Latõnina; Olatz Garcia; Oksana Labanova; Vlad Bocanet. 2020. "DEVELOPING INTERACTIVE E-CONTENTS FOR A MATHEMATIC ERASMUS+ PROJECT – CHALLENGES AND EXPERIENCES." INTED2020 Proceedings , no. : 477-485.
Ken Brown; Anne Uukkivi; Filomena Maria Da Silva Pereira Baptista Soares; Ana Paula Lopes; Anna Cellmer; Cristina Feniser; Carolina Rebollar; Concepón Varela; Eugenio Bravo; Elena Safiulina; Gerald Kelly; Javier Bilbao; Joanna Cymerman; Marina Latõnina; Olatz García; Oksana Labanova; Vlad Bocanet. A EUROPEAN EDUCATIONAL MATH PROJECT - COMPARATIVE NEEDS ANALYSIS IN PARTNER INSTITUTIONS. EDULEARN19 Proceedings 2019, 742 -749.
AMA StyleKen Brown, Anne Uukkivi, Filomena Maria Da Silva Pereira Baptista Soares, Ana Paula Lopes, Anna Cellmer, Cristina Feniser, Carolina Rebollar, Concepón Varela, Eugenio Bravo, Elena Safiulina, Gerald Kelly, Javier Bilbao, Joanna Cymerman, Marina Latõnina, Olatz García, Oksana Labanova, Vlad Bocanet. A EUROPEAN EDUCATIONAL MATH PROJECT - COMPARATIVE NEEDS ANALYSIS IN PARTNER INSTITUTIONS. EDULEARN19 Proceedings. 2019; ():742-749.
Chicago/Turabian StyleKen Brown; Anne Uukkivi; Filomena Maria Da Silva Pereira Baptista Soares; Ana Paula Lopes; Anna Cellmer; Cristina Feniser; Carolina Rebollar; Concepón Varela; Eugenio Bravo; Elena Safiulina; Gerald Kelly; Javier Bilbao; Joanna Cymerman; Marina Latõnina; Olatz García; Oksana Labanova; Vlad Bocanet. 2019. "A EUROPEAN EDUCATIONAL MATH PROJECT - COMPARATIVE NEEDS ANALYSIS IN PARTNER INSTITUTIONS." EDULEARN19 Proceedings , no. : 742-749.
Viola Larionova; Ken Brown; Vic Lally. INTEGRATING LIFELONG LEARNING WITHIN THE SMART CITY PARADIGM. INTED2019 Proceedings 2019, 5305 -5310.
AMA StyleViola Larionova, Ken Brown, Vic Lally. INTEGRATING LIFELONG LEARNING WITHIN THE SMART CITY PARADIGM. INTED2019 Proceedings. 2019; ():5305-5310.
Chicago/Turabian StyleViola Larionova; Ken Brown; Vic Lally. 2019. "INTEGRATING LIFELONG LEARNING WITHIN THE SMART CITY PARADIGM." INTED2019 Proceedings , no. : 5305-5310.
Anne Uukkivi; Ken Brown; Ana Paula Lopes; Javier Bilbao; Anna Cellmer; Cristina Feniser; Elena Safiulina; Filomena Maria Da Silva Pereira Baptista Soares; Marina Latõnina; Oksana Labanova; Vlad Bocanet; Eugenio Bravo; Olatz García; Carolina Rebollar; Concepción Varela. MATHEMATICS ONLINE LEARNING MODEL IN ENGINEERING EDUCATION. INTED2019 Proceedings 2019, 8941 -8947.
AMA StyleAnne Uukkivi, Ken Brown, Ana Paula Lopes, Javier Bilbao, Anna Cellmer, Cristina Feniser, Elena Safiulina, Filomena Maria Da Silva Pereira Baptista Soares, Marina Latõnina, Oksana Labanova, Vlad Bocanet, Eugenio Bravo, Olatz García, Carolina Rebollar, Concepción Varela. MATHEMATICS ONLINE LEARNING MODEL IN ENGINEERING EDUCATION. INTED2019 Proceedings. 2019; ():8941-8947.
Chicago/Turabian StyleAnne Uukkivi; Ken Brown; Ana Paula Lopes; Javier Bilbao; Anna Cellmer; Cristina Feniser; Elena Safiulina; Filomena Maria Da Silva Pereira Baptista Soares; Marina Latõnina; Oksana Labanova; Vlad Bocanet; Eugenio Bravo; Olatz García; Carolina Rebollar; Concepción Varela. 2019. "MATHEMATICS ONLINE LEARNING MODEL IN ENGINEERING EDUCATION." INTED2019 Proceedings , no. : 8941-8947.
Traditional didactic pedagogies employed within the culture of the Russian higher education system precluded students’ engagement with problems which were described as generating dissonances in learning cognition. Addressing issues of dissonance within the higher education learning sphere requires re-imagining the educational culture. Re-imagining provides an opportunity to promote new approaches to learning through alternative affordances; one such affordance is technology mediated learning. Pedagogical re-design within an alternative learning paradigm requires deep understanding of the problems associated with the previous paradigm. Re-imagined pedagogical scope for exploration of the professional, learning, cultural, institutional and technical aspects expand the knowledge base beyond the didactic towards an engaging student-centered ethos using open education and gamification. To address issues of learning, culture, technology, and institution, a convergent mixed methods design using student questionnaires and academic interviews alongside performance observations was employed. The research study examined the re-imagining of the educational culture to promote new approaches to learning through the affordances of technology mediated learning within a constructivist, critical realism epistemology using thematic analysis. The re-imagined pedagogical design within a technology mediated learning environment demonstrates a cultural shift towards an engaging and supportive educational experience. The lessons learned may be applied in other higher educational contexts.
Ken Brown; Viola Larionova; Natalia Stepanova; Vic Lally. Re-imagining the Pedagogical Paradigm Within a Technology Mediated Learning Environment. Open Education Studies 2019, 1, 138 -145.
AMA StyleKen Brown, Viola Larionova, Natalia Stepanova, Vic Lally. Re-imagining the Pedagogical Paradigm Within a Technology Mediated Learning Environment. Open Education Studies. 2019; 1 (1):138-145.
Chicago/Turabian StyleKen Brown; Viola Larionova; Natalia Stepanova; Vic Lally. 2019. "Re-imagining the Pedagogical Paradigm Within a Technology Mediated Learning Environment." Open Education Studies 1, no. 1: 138-145.
Ken Brown; Cristina Feniser; Vic Lally; Javier Bilbao; Arik Sadeh. SHARING CULTURES AND SOCIETY IN TECHNOLOGY ENHANCED LEARNING MEDIATED ENVIRONMENTS. ICERI2018 Proceedings 2018, 7369 -7373.
AMA StyleKen Brown, Cristina Feniser, Vic Lally, Javier Bilbao, Arik Sadeh. SHARING CULTURES AND SOCIETY IN TECHNOLOGY ENHANCED LEARNING MEDIATED ENVIRONMENTS. ICERI2018 Proceedings. 2018; ():7369-7373.
Chicago/Turabian StyleKen Brown; Cristina Feniser; Vic Lally; Javier Bilbao; Arik Sadeh. 2018. "SHARING CULTURES AND SOCIETY IN TECHNOLOGY ENHANCED LEARNING MEDIATED ENVIRONMENTS." ICERI2018 Proceedings , no. : 7369-7373.
Information about the paper titled "IS FLIPPED CLASSROOM AN EFFECTIVE MODEL TO RESPOND TO THE TRAINING REQUIREMENTS OF OUR CENTURY'S ENGINEERING?" at IATED Digital Library
Cristina Feniser; Javier Bilbao; Ken Brown; Eugenio Bravo; Carolina Rebollar; Concepción Varela; Olatz García. IS FLIPPED CLASSROOM AN EFFECTIVE MODEL TO RESPOND TO THE TRAINING REQUIREMENTS OF OUR CENTURY'S ENGINEERING? EDULEARN18 Proceedings 2018, 5024 -5031.
AMA StyleCristina Feniser, Javier Bilbao, Ken Brown, Eugenio Bravo, Carolina Rebollar, Concepción Varela, Olatz García. IS FLIPPED CLASSROOM AN EFFECTIVE MODEL TO RESPOND TO THE TRAINING REQUIREMENTS OF OUR CENTURY'S ENGINEERING? EDULEARN18 Proceedings. 2018; ():5024-5031.
Chicago/Turabian StyleCristina Feniser; Javier Bilbao; Ken Brown; Eugenio Bravo; Carolina Rebollar; Concepción Varela; Olatz García. 2018. "IS FLIPPED CLASSROOM AN EFFECTIVE MODEL TO RESPOND TO THE TRAINING REQUIREMENTS OF OUR CENTURY'S ENGINEERING?" EDULEARN18 Proceedings , no. : 5024-5031.
This paper reflects on some of the themes emerging from a consideration of recent research at the nexus of technologies, learning and culture. The authors comment on the expansive nature of the concept of learning spaces in papers featuring an investigation of technology enhanced learning (TEL) and communication design studios in the UK and Australia, the use of interdisciplinary research collaborations to develop novel implementations of TEL learning spaces, and the challenges of developing an e-university in Malawi. They also examine a comparative study focused on classroom-based learning spaces augmented by computer-based assessment technologies, and the role of TEL both within and in response to protests at universities in South Africa. Massive open online courses are then considered as distinctive educational designs that may offer diverse student experiences, either formal or informal. The next emerging theme considers the sources of tension and richness arising from the widely divergent values that can be embedded in TEL. This is followed by consideration of infrastructural issues and the technologies–learning–culture nexus, followed by the use of theory in TEL work, leading to interdisciplinary theory-informed TEL projects that may be beneficial in the wider project of reimagining higher education for work and study. Finally, the paper examines the theme of mobile TEL and the hegemonic issues surrounding the building of sustainable and authentic foundations for learning with mobiles in the globalised South. The theme points to the methodologically challenging and problematic aspects of this hegemonic analysis and considers how the arguments may be further developed.
Vic Lally; Madeleine Sclater; Ken Brown. Technologies, learning and culture: Some emerging themes. Research in Comparative and International Education 2018, 13, 227 -235.
AMA StyleVic Lally, Madeleine Sclater, Ken Brown. Technologies, learning and culture: Some emerging themes. Research in Comparative and International Education. 2018; 13 (1):227-235.
Chicago/Turabian StyleVic Lally; Madeleine Sclater; Ken Brown. 2018. "Technologies, learning and culture: Some emerging themes." Research in Comparative and International Education 13, no. 1: 227-235.
Some students perceive that online assessment does not provide for a true reflection of their work effort. This article reports on a collaborative international project between two higher education institutions with the aim of researching issues relating to engineering student perceptions with respect to online assessment of mathematics. It provides a comparison between students of similar educational standing in Finland and Ireland. The students undertook to complete questionnaires and a sample of students was selected to participate in several group discussion interviews. Evidence from the data suggests that many of the students demonstrate low levels of confidence, do not display knowledge of continuous assessment processes and perceive many barriers when confronted with online assessment in their first semester. Alternative perspectives were sought from lecturers by means of individual interviews. The research indicates that perceptions of effort and reward as seen by students are at variance with those held by lecturers. The study offers a brief insight into the thinking of students in the first year of their engineering mathematics course. It may be suggested that alternative approaches to curriculum and pedagogical design are necessary to alleviate student concerns.
Ken Brown; Vic Lally. Rhetorical relationships with students: A higher education case study of perceptions of online assessment in mathematics. Research in Comparative and International Education 2018, 13, 7 -26.
AMA StyleKen Brown, Vic Lally. Rhetorical relationships with students: A higher education case study of perceptions of online assessment in mathematics. Research in Comparative and International Education. 2018; 13 (1):7-26.
Chicago/Turabian StyleKen Brown; Vic Lally. 2018. "Rhetorical relationships with students: A higher education case study of perceptions of online assessment in mathematics." Research in Comparative and International Education 13, no. 1: 7-26.
There has been a rapid growth of massive open online courses (MOOCs) in the global education market in the last decade. Online learning technologies are becoming increasingly widespread in the non-formal education sector and in higher and supplementary vocational education. The use of MOOCs in Russia to support the delivery of educational programmes at university level opens opportunities in terms of expanding the educational choice for students, the development of virtual academic mobility, reduction in the cost of educational services, and improvement in the accessibility of education. However, the effectiveness of using different online learning technologies at university level, and the consequences of their widespread adoption, has not been sufficiently explored. In this research study, a comparative analysis is made of the effects of different online learning models on student educational outcomes in a university setting. A study was undertaken in which different groups of students at the Ural Federal University, Russia, were encouraged to study technical and humanities disciplines using a framework of blended learning, and online learning with tutoring support. The results of the study were compared with the results of a reference (control) group of students who studied the same disciplines in a traditionally taught model. It was found that both models (blended and online) of MOOC implementation demonstrated greater learning gains, in comparison with the traditional model. For engineering and technical disciplines, there was no statistically significant difference between blended or online learning technologies. For the humanities discipline, where the communicative component of the learning process was significant, the blended learning technology produced better results. Conclusions of this empirical research may be useful for heads of educational organizations and teachers in helping them to make strategic decisions about the modernization of university courses by increasing the effectiveness of the implementation of new educational technologies. The results of this research project will be used for implementing the State Priority Project, ‘The Modern Digital Educational Environment of the Russian Federation’.
Viola Larionova; Ken Brown; Tatiana Bystrova; Evgueny Sinitsyn. Russian perspectives of online learning technologies in higher education: An empirical study of a MOOC. Research in Comparative and International Education 2018, 13, 70 -91.
AMA StyleViola Larionova, Ken Brown, Tatiana Bystrova, Evgueny Sinitsyn. Russian perspectives of online learning technologies in higher education: An empirical study of a MOOC. Research in Comparative and International Education. 2018; 13 (1):70-91.
Chicago/Turabian StyleViola Larionova; Ken Brown; Tatiana Bystrova; Evgueny Sinitsyn. 2018. "Russian perspectives of online learning technologies in higher education: An empirical study of a MOOC." Research in Comparative and International Education 13, no. 1: 70-91.
Ken Brown; Ana Paula Lopes; Filomena Maria Da Silva Pereira Baptista Soares; Viola Larionova; Anna Cellmer; Jarkko Hurme Hurme. PERCEPTIONS, BELIEFS, AND ATTITUDES OF FIRST YEAR THIRD-LEVEL STUDENTS: AN EMPIRICAL STUDY OF PORTUGUESE, RUSSIAN, POLISH, FINNISH, AND IRISH STUDENTS. INTED2018 Proceedings 2018, 1734 -1739.
AMA StyleKen Brown, Ana Paula Lopes, Filomena Maria Da Silva Pereira Baptista Soares, Viola Larionova, Anna Cellmer, Jarkko Hurme Hurme. PERCEPTIONS, BELIEFS, AND ATTITUDES OF FIRST YEAR THIRD-LEVEL STUDENTS: AN EMPIRICAL STUDY OF PORTUGUESE, RUSSIAN, POLISH, FINNISH, AND IRISH STUDENTS. INTED2018 Proceedings. 2018; ():1734-1739.
Chicago/Turabian StyleKen Brown; Ana Paula Lopes; Filomena Maria Da Silva Pereira Baptista Soares; Viola Larionova; Anna Cellmer; Jarkko Hurme Hurme. 2018. "PERCEPTIONS, BELIEFS, AND ATTITUDES OF FIRST YEAR THIRD-LEVEL STUDENTS: AN EMPIRICAL STUDY OF PORTUGUESE, RUSSIAN, POLISH, FINNISH, AND IRISH STUDENTS." INTED2018 Proceedings , no. : 1734-1739.
This paper considers the ubiquity of technology as an enabler for lifelong learning in modern society and the impact this dependence on technology has on the strategic design of learning systems. The role of lifelong learning in modern economies and the diversity of activities associated with lifelong learning requires targeted resourcing and understanding of the meaning of lifelong learning. The dominance of technology enhanced learning in modern education is accepted as a de-facto component in the design of any learning programme. The literature on the technology enhanced learning – smart city nexus explores the technology in depth with a strong focus on learning analytics and big data applications. Evidence of the pedagogical paradigm requirements is not quite so visible and this lack of understanding of the complete model creates tensions in the design of lifelong learning systems. The agency of active learning is considered in the sense of the triune of human, education and economic, systems for the sustainable growth of a knowledge economy. Structured approaches to learning are demonstrated and comparison is drawn with smart city projects in Ireland and the United Kingdom.
Ken Brown; Viola Larionova; Vic Lally; Ural Federal University. Lifelong learning as a tool for the development of smart cities: technology enhanced learning as an enabler. R-Economy 2018, 4, 133 -143.
AMA StyleKen Brown, Viola Larionova, Vic Lally, Ural Federal University. Lifelong learning as a tool for the development of smart cities: technology enhanced learning as an enabler. R-Economy. 2018; 4 (3):133-143.
Chicago/Turabian StyleKen Brown; Viola Larionova; Vic Lally; Ural Federal University. 2018. "Lifelong learning as a tool for the development of smart cities: technology enhanced learning as an enabler." R-Economy 4, no. 3: 133-143.
Information about the paper titled "IT ISN’T ADDING UP: THE GAP BETWEEN THE PERCEPTIONS OF ENGINEERING MATHEMATICS STUDENTS AND THOSE HELD BY LECTURERS IN THE FIRST YEAR OF STUDY OF ENGINEERING" at IATED Digital Library
Ken Brown; Vic Lally. IT ISN’T ADDING UP: THE GAP BETWEEN THE PERCEPTIONS OF ENGINEERING MATHEMATICS STUDENTS AND THOSE HELD BY LECTURERS IN THE FIRST YEAR OF STUDY OF ENGINEERING. ICERI2017 Proceedings 2017, 317 -321.
AMA StyleKen Brown, Vic Lally. IT ISN’T ADDING UP: THE GAP BETWEEN THE PERCEPTIONS OF ENGINEERING MATHEMATICS STUDENTS AND THOSE HELD BY LECTURERS IN THE FIRST YEAR OF STUDY OF ENGINEERING. ICERI2017 Proceedings. 2017; ():317-321.
Chicago/Turabian StyleKen Brown; Vic Lally. 2017. "IT ISN’T ADDING UP: THE GAP BETWEEN THE PERCEPTIONS OF ENGINEERING MATHEMATICS STUDENTS AND THOSE HELD BY LECTURERS IN THE FIRST YEAR OF STUDY OF ENGINEERING." ICERI2017 Proceedings , no. : 317-321.
Information about the paper titled "SELF-EFFICACY AND EXPECTANCY OF ENGINEERING STUDENTS IN HIGHER EDUCATION: A CASE STUDY OF THE PERCEPTIONS AND BELIEFS OF LECTURERS" at IATED Digital Library
K. Brown; V. Lally. SELF-EFFICACY AND EXPECTANCY OF ENGINEERING STUDENTS IN HIGHER EDUCATION: A CASE STUDY OF THE PERCEPTIONS AND BELIEFS OF LECTURERS. INTED2017 Proceedings 2017, 450 -454.
AMA StyleK. Brown, V. Lally. SELF-EFFICACY AND EXPECTANCY OF ENGINEERING STUDENTS IN HIGHER EDUCATION: A CASE STUDY OF THE PERCEPTIONS AND BELIEFS OF LECTURERS. INTED2017 Proceedings. 2017; ():450-454.
Chicago/Turabian StyleK. Brown; V. Lally. 2017. "SELF-EFFICACY AND EXPECTANCY OF ENGINEERING STUDENTS IN HIGHER EDUCATION: A CASE STUDY OF THE PERCEPTIONS AND BELIEFS OF LECTURERS." INTED2017 Proceedings , no. : 450-454.
K. Brown; T. Lunney. Automated Lace Measurement. International Journal of Clothing Science and Technology 1992, 4, 28 -31.
AMA StyleK. Brown, T. Lunney. Automated Lace Measurement. International Journal of Clothing Science and Technology. 1992; 4 (1):28-31.
Chicago/Turabian StyleK. Brown; T. Lunney. 1992. "Automated Lace Measurement." International Journal of Clothing Science and Technology 4, no. 1: 28-31.