Academic literature on the topic 'The Jamaica Masters Online Project'
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Journal articles on the topic "The Jamaica Masters Online Project"
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Poce, Antonella, and Francesca Corradi. "Tempus Demed project and operational solutions for online distance education." CADMO, no. 2 (January 2012): 21–37. http://dx.doi.org/10.3280/cad2011-002003.
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Lps-Diped - Universitŕ Roma Tre chaired the Tempus Demed - Development of Master Study Programmes in Education (2009-2011) - project. The project's main objective was the renovation of the Masters courses in Education in certain Balkan countries (Macedonia, Albania e Kosovo). The basic intention involved the adaptation of the higher education provided in the cultural reference area to the principles established within the European context. In particular, during the Dublin Conference in 2004, the so-called Bologna follow up group drew a number of indicators. As already mentioned, at different times, EU policy has highlighted the need to carry out actions aimed at a renovation of higher education cycles, but not much was provided in terms of definition of the curricula, especially for the second cycle of studies. The Demed project also attempted to fill a gap in this regard, operating an indepth revision of this level of studies in the Education sector in Albania, Kosovo e Macedonia. This intervention, moreover, was always carried out working in close cooperation with the partner countries, so that the support provided by Lps Diped, as leader, by Cdell - Centre for Developing and Evaluating Lifelong Learning - University of Nottingham (UK) and by DPU - Arhus University (DK) was realized with an actual collaboration programme, and never resulting as an imposition of certain Western models. The present contribution, therefore, is intended to give a general overview regarding the Tempus funding programme, a description of the Demed project itself, a synthetic report of the online seminar broadcasted to Seeu staff during the project period and of the data collected while evaluating the same experience.
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Goodfellow, Robin, and Anne Hewling. "Reconceptualising Culture in Virtual Learning Environments: From an ‘Essentialist’ to a ‘Negotiated’ Perspective." E-Learning and Digital Media 2, no. 4 (December 2005): 355–67. http://dx.doi.org/10.2304/elea.2005.2.4.355.
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The notion of ‘culture’ as an essential attribute of individuals and groups, owed to national or ethnic background, is critiqued in this article as unhelpful to the project of understanding how diverse participants in virtual learning environments (VLEs) individually and jointly construct a culture of interaction. An alternative conceptualisation of culture in VLEs is proposed, which views online discussion as just one of the sites in which the culture of a VLE is negotiated. Other sites are to be found in institutional practices of teaching and learning at a distance, and in the wider cultural narratives of the Internet. Examples from two online masters courses in online and distance education are used to contextualise this concept of culture, exploring the differences in patterns of participation that are produced by contrasting institutional cultures, even though such participation is explicitly valorised as the means and the subject of the learning that goes on in both these courses. Some implications for the understanding and management of student diversity in these environments are considered, in particular the need for emerging cultural narratives around VLEs to reflect all aspects of student engagement in distance education, not just those which relate to online interaction.
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Henry, Lisa, and Ann Jordan. "Field Projects and the Dilemma of Distance." Practicing Anthropology 29, no. 1 (January 1, 2007): 16–19. http://dx.doi.org/10.17730/praa.29.1.q2581tk4638mw611.
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The challenges of online teaching are many and difficult. An important challenge for an applied anthropology graduate program is how to provide the students with a valid, team, field experience. In this article the authors discuss the many issues they are finding in constructing a virtual ethnographic field experience. Both authors teach a course in the online program which requires such a field experience, and both have taught their courses in the face-to-face environment. Henry teaches the Qualitative Methods course, which obviously benefits from a field project working for a specific client. Jordan teaches an Organizational Anthropology course which includes a field project wherein the students conduct an organizational evaluation for a client. Both authors are committed to the need for a field project in their courses. They feel strongly that professional training for applied anthropologists must include hands on experiences in projects with clients who are outside the academy. Not only are these vital training for the students, but these experiences give them some real field experience to discuss when they are looking for clients for their own practica. Also, both authors prefer that the project be team-based. Most projects these students undertake as applied anthropologists, once outside of the academy, are likely to be team based and thus they need that experience. In their Report on Survey of Alumni of Master's Level Applied Anthropology Training Programs conducted in 2000, Harman, Hess and Schafe (2004) state that they received "dozens of suggestions" from the graduates of applied masters programs who responded to the survey that "specific work management and workplace interaction skills" be added to the applied curricula. They state, "human interaction skills at work are, perhaps, the greatest single concern of applied anthropologists." Thus, even though the students in the online program are not in face-to-face interaction, the authors feel that they need as much experience in human interaction skills as the on-campus students. A team-based client project is optimal. Additionally, much workplace interaction is already virtual and more is likely to be so. Even the on-campus students could benefit from an experience in virtual teams.
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Police, Sara, and Jessie Hoffman,. "Bridging Disciplines with a New and Interactive Online Course: Drug & Nutrient Interactions." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 604. http://dx.doi.org/10.1093/cdn/nzaa048_010.
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Abstract Objectives The purpose of this project was to design, develop and implement an online two-credit course, Drug & Nutrient Interactions, as an elective for a new online Graduate Certificate in Applied Nutrition and Culinary Medicine at the University of Kentucky. Methods Drug & Nutrient Interactions was designed to meet the needs of select student cohorts: undergraduate Pharmacology minors, graduate students enrolled in the Masters in Nutritional Sciences program, and online graduate certificate students. Faculty within the Dept. of Pharmacology and Nutritional Sciences and the Division of Clinical Nutrition were consulted to identify curricular gaps and to avoid redundancy across programs. Instructional designers were consulted to identify evidence-based best practices in online course design and teaching. Results Content of the Drug and Nutrient Interactions course is structured within four thematic modules: 1. Introduction to Pharmacology and Food & Drug Interactions, 2. Exploring Drug-Nutrient Interactions, 3. Genes, Bugs & Time, and 4. Current and Future Directions in Nutrition & Pharmacology. Each module is three to four weeks in duration, to span a 14-week semester. Each week, students’ tasks include reading, watching, writing, and reviewing content related to the student learning objectives. Methods to promote student engagement with the content recur week-to-week, to ensure consistency for students’ experience. An eBook was written by the instructors to provide a current and interdisciplinary review of the intersections of nutritional sciences and pharmacology in the course. In lieu of proctored online exams, module-level assignments assess students’ achievement of learning outcomes. Drug & Nutrient Interactions launched in fall 2019 with nine students enrolling and completing the course. Course analytics track student engagement by logging page views and participation. Increasing students’ page views and participation align with due dates for module assignments. Therefore - in spring 2020, deadlines were shifted to a weekly timeline to foster consistent engagement. Conclusions Instructors should explore various methods to foster student-content, student-student and student-instructor engagement in an online learning environment. Funding Sources This course project was funded by a UK Online award & an Alternative Textbook grant.
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Barrett, Bob. "Creating Online Content With Real World Application By Designing And Implementing Online Practicums For Virtual And Physical Environments." Contemporary Issues in Education Research (CIER) 5, no. 4 (September 20, 2012): 265. http://dx.doi.org/10.19030/cier.v5i4.7270.
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Universities need to assess student learning in order to determine if they are reaching the needs of the students, linking learning to course objectives, and determining if their courses have academic rigor. While many courses focus on the immediate course learning objectives, the use of final program projects and program assessments are becoming a key focus point for administrators, accreditors, instructors, and the business community. What do these final assessments tell them or not tell them? What are they searching for in order to satisfy their research and daily needs and questions? In particular, what key program assessments can be useful for these academics, as well as for the students who select to do certain elected assessments? The purpose of this paper is to focus on the use of online practicum, which serves an alternative to a masters thesis or graduate comprehensive examination. While some students may elect to focus on their research skills or opt for the comprehensive examination, other online students tend to seek other means to have their skills assess and try another area of application. The third option for these graduate students is an online practicum, which is in a form of blended learning. The student chooses a particular industry to explore and work in, as well as creating a learning experience between him or her and a potential employer to apply their current content knowledge to a real world experience. This experience is in the form of a prescribed learning experience that is based on online learning, combined with the students current skills and content knowledge, and then applied to a real world environment for implementation of their newly created learning contract. This paper will examine the process from the creation of the learning contract to the implementation of the learning experience in this blended learning project. The key emphasis of this paper will be how the online instructor helps to facilitate the learning from a virtual platform, while the student moves into the next level of actual application of his or her skills in a physical working environment and will interact with the virtual instructor through a variety of learning medias as he or she works between these two types of environment towards achieving a set number of hours on the final learning experience, as well as preparing an academic-based, research paper to overview and evaluate the sum of the total learning gained from the practicum.
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Moore, Amy, and Verity Hawarden. "Discovery Digital Health strategy: COVID-19 accelerates online health care in South Africa." Emerald Emerging Markets Case Studies 10, no. 3 (July 31, 2020): 1–18. http://dx.doi.org/10.1108/eemcs-06-2020-0197.
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Learning outcomes The broad teaching objective is underpinned by the themes of purpose and partnerships. This is taught through application of business model innovation for sustainability where the value proposition is broadened to social and environmental, and multi-stakeholder partnerships in a time of crisis. Students will be expected to analyse the above concepts through a meso (sustainable value), micro (business models) and macro (ecosystems) lens. Upon completion of the case study discussion, successful students will be able to better understand the three features that support sustainable value, explore how a global pandemic can create new business models and partnerships to create social value and analyse how business ecosystems operate against the 6 C framework. Case overview / synopsis Discovery Holdings Limited is a leading financial service organisation in South Africa, and its Digital Health division is responsible for the platform which delivers telemedicine offerings to doctors and patients. The case highlights the development of the telemedicine offering and the period that is covered spans from the launch of the Discovery DrConnect platform in 2017 to April 2020. Adrian Moss is the protagonist in the case. He is a manager in the Special Projects, Digital Health team of Discovery Health, responsible for the DrConnect project. His challenge is how to raise more awareness of the DrConnect offering and how to enhance uptake from doctors and patients. COVID-19 and the lockdown in South Africa in March and April of 2020 presented an opportunity for both doctors and patients to use telemedicine as a new way of engagement and treatment. Complexity academic level This case is appropriate for masters, MBA and executive education students focusing on the fields of study of environment of business, strategy, business model innovation and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Subject code CSS: 11 Strategy.
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Sharma, Namrata, B. S. Sahay, and PRS Sarma. "CORE PDS: empowering the poor." Emerald Emerging Markets Case Studies 7, no. 1 (March 21, 2017): 1–28. http://dx.doi.org/10.1108/eemcs-05-2016-0060.
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Structured abstract Subject area information and communication technology (ICT) for development. Study level/applicability Master of Business Administration Program’s Management Information Systems courses. Or introductory courses in Masters in ICT for Development. Case overview The paper aims to highlight the endeavour of public distribution system (PDS), a food security scheme for under-privileged people in India, towards excellence, using ICT in the state of Chhattisgarh. It presents two important roles of ICT: one, as a system improvement tool, through supply chain integration (in Phase 1) and, the other, as tool for empowerment, by providing choices through computerized online real-time electronic (CORE) PDS (in Phase 2). CORE PDS was intended to provide choices of retail outlets to poor beneficiaries for collecting their food entitlement, breaking the retail outlet’s monopoly. The project was successfully implemented in some urban areas of Chhattisgarh, providing motivation for its mass scale roll-out. But, the contextual differences between rural and urban settings were raising questions on the ultimate value expected to be delivered by the project in rural areas. Expected learning outcomes Two major learning outcomes of the case: students will appreciate the multi-faceted role of ICT in improving the performance of a system meant for a financially poor section of the society; students will understand the role of contextual settings in a developing economy in the endeavour of ICT projects for societal development. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 10: Public Sector Management.
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Potter, John, and Shakuntala Banaji. "Social Media and Self-curatorship: Reflections on Identity and Pedagogy through Blogging on a Masters Module." Comunicar 19, no. 38 (March 1, 2012): 83–91. http://dx.doi.org/10.3916/c38-2012-02-09.
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The widespread uses of social media have been celebrated as a unique opportunity to redesign innovative learning environments that position students at the center of a participatory, multiliteracy and peer learning experience. This article problemitizes the connection between the social uses of new media and relevant educational practices and proposes more rigorous theoretical frames that can be used to guide future research into the role of social media in education. This article reports on a case study of a small group of students who use an online module to study media, culture and communication as part of a wider master’s programme. The students were invited to reflect in a more reflexive and theoretical manner than is commonly used in a standard course evaluation about their experiences of engaging with social media as both the medium and the subject of the course. The article discusses the student experience as it unfolded in the context of an assessed piece of project work. In discussing the findings the authors locate the arguments in the context of debates about new literacies, pedagogy and social media as well as in an emergent theory of self-curatorship as a metaphorical frame for understanding the production and representation of identity in digital media.El uso de los medios sociales se ha extendido notablemente y se considera ya como una oportunidad única para el diseño de entornos innovadores de aprendizaje, donde los estudiantes se conviertan en protagonistas de experiencias de multialfabetización participativas y entre iguales. El trabajo cuestiona la conexión entre los usos sociales de los nuevos medios y las prácticas educativas relevantes, y propone marcos teóricos más rigurosos que puedan orientar en futuras investigaciones sobre el papel de los medios sociales en la educación. El trabajo reflexiona sobre el estudio de caso llevado a cabo en un grupo de alumnos en un módulo on-line como parte de un programa de máster sobre medios de comunicación, cultura y comunicación. Se invitó a los estudiantes a desenvolverse en estrategias de evaluación más allá de las convencionales, con el fin de teorizar y reflexionar sobre sus experiencias con los medios sociales como soporte y materia del curso. El artículo analiza la experiencia de los estudiantes evaluados en el conjunto del proyecto. Durante la exposición de resultados, los autores situaron los argumentos en el contexto del debate sobre las nuevas alfabetizaciones, la pedagogía y los medios sociales, así como en el marco de la teoría emergente de la autogestión del individuo en estos contextos, como marco metafórico para comprender la producción y la representación de la identidad en los medios digitales.
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Hout, Brittany A., Eric P. Matthews, and Jan-Michael Van Gent. "Global Surgery: The Perspective of Public Health Students." Global Journal of Health Science 12, no. 8 (May 21, 2020): 1. http://dx.doi.org/10.5539/gjhs.v12n8p1.
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Current research has emphasized the importance of increased involvement of medical professionals and global health specialists for the success of global surgery efforts. This quantitative descriptive study aimed to examine public health students’ perceptions of global surgery. A 21- question mixed method online survey was distributed over eight weeks via student email to all students enrolled in the Masters of Public Health Program at A.T. Still University (ATSU) College of Graduate Health Studies. Of 212 students, 35 (16.5%) respondents completed the survey with 30 students reporting interest in global health in their future public health careers. Two-thirds of students erroneously identified infectious diseases as the leading cause of death worldwide, not traumatic injury. Participants identified infectious disease and OB/GYN as the two medical fields to contribute significantly to global health. Surgical care was felt to be the least economically cost-effective medical field for low and middle-income countries (LMICs). As the first project to report perspectives of public health students regarding global surgery, this study highlighted several significant misconceptions concerning global surgery. Like the results from similar studies in medical students, it is alarming that there is such a paucity of community health knowledge surrounding surgery and its effects on global surgical needs. Further research should focus on the effect on student perceptions after curriculum modification include education regarding the burden of surgical disease and role of global surgery.
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Rizzetto, Luca, Stefano Ricci, and Marin Marinov. "MScs in railway transport and logistics: State of the art and perspectives for a new programme." International Journal of Innovative Research in Education 6, no. 2 (December 31, 2019): 62–67. http://dx.doi.org/10.18844/ijire.v6i2.4407.
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The objective of this paper is to discuss results obtained from a structured survey on MScs in railway transport and logistics, which has been conducted within the RiFLE project. RiFLE stands for Rail Freight and Logistics Curriculum Development and was funded by the Erasmus (LLL) programme of the European Commission. The aim of RiFLE was to develop master courses to be delivered in English language by the participating institutions as separate but shared programmes in their universities. The approach was to analyse, enhance and adapt existing courses already offered by the participating institutions within a modern rail freight and logistics environment. Therefore, the goal of the survey was to define the state of the art of the current offer of MSc ‘railway transport and logistics’ related courses across the European and non-European countries. For the collection of data, a questionnaire has been developed. ‘SuperSurvey’ was used to approach intended respondents. SuperSurvey is a user-friendly online platform for collecting information using questionnaires. The target group included professors, lecturers and masters programmes managers in transport and logistics. Existing relevant programmes from European and other universities and institutions for higher education have been collected and analysed. Information collected helped to define a comprehensive framework of transport and logistics curricula, courses and programmes and to understand different levels of learning and structures of higher education such as single modules, bachelor courses, master courses, as well as mobility programmes and patterns.
Keywords: Rail freight and logistics, higher education, innovation, survey, state of the art.
Dissertations / Theses on the topic "The Jamaica Masters Online Project"
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Hill, Phyllis Thelma P. "A case study exploring the development of The Jamaica Masters Online Project." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158257796.
Full textBook chapters on the topic "The Jamaica Masters Online Project"
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Ozcan-Deniz, Gulbin. "A Story of Online Construction Masters’ Project: Is an Active Online Independent Study Course Possible?" In Advances in Informatics and Computing in Civil and Construction Engineering, 849–55. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00220-6_102.
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Madden, Oneil N., and Anne-Laure Foucher. "Understanding the complexities associated with conceptualising pedagogical scenarios for online multimodal interaction between two languages and cultures." In CALL and complexity – short papers from EUROCALL 2019, 263–69. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1020.
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The complexity surrounding the design of collaborative pedagogical scenarios can allow foreign language learners to develop intercultural and linguistic skills; however, careful consideration must be given when conceptualising telecollaborative projects. Many research studies have been conducted which led to significant discoveries, but only few studies examine the intricacies of developing pedagogical scenarios for online multimodal interaction and the outcomes of these complexities. This paper reports on a Franco-Jamaican telecollaborative project, ClerKing, which took place in two phases between Applied Foreign Languages (AFL) students of English from University Clermont Auvergne (UCA), France, and Modern Languages students of French from Shortwood Teachers’ College (STC), Jamaica. Each phase had a different pedagogical scenario, with the first being restricted and the second being more open. Using the exploratory method, various parameters of online pedagogical scenarios were identified and examined with varying degrees of granularity. Preliminary findings show that a less restricted and more flexible pedagogical scenario allowed for students to develop language and intercultural competencies, while strengthening negotiation skills.
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Dingli, Alexiei, Dylan Seychell, and Vince Briffa. "Discovering Art using Technology." In Advances in Media, Entertainment, and the Arts, 247–63. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0016-2.ch010.
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The Selfie project was not only inspired by the long history of the self-portrait, but also intended to create a genealogy between the self-portraits of masters from the Modern art era and the selfie. The project, designed as a walkthrough experience, consisted of three major engagement areas. On entering the space, children were directed into a ‘transformation' area – a typical theatrical wardrobe, where they could dress up in a variety of costumes, including hats and wigs. Once garbed, children were given smart phones and led to the area where they could take a selfie with a celebrity such as Gauguin, Cézanne, Monet, Van Gogh, Modigliani and Munch. Finally, they could manipulate the selfie using gesture-based technology and post it online. The attraction proved to be extremely popular and the children who participated were extremely satisfied with the experience.
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Joyes, Gordon, and Sheena Banks. "Using Technology in Research-Methods Teaching." In Applied E-Learning and E-Teaching in Higher Education, 223–44. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-814-7.ch011.
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The focus of this chapter is on the use of technology in the teaching and learning of research methods in masters’ and doctoral programmes in higher education, with particular reference to the field of educational research. The current challenges in research-methods teaching are taken up with the aim of, first, reflecting on questions about developing innovative and engaging flexible learning practices that are appropriate to the ways in which researchers (in particular, new researchers) can develop their skills, knowledge, and practice in diverse academic and professional settings. Second, the chapter explores how technology can be effectively used in the teaching and learning of research methods and how technology and pedagogy can be integrated to achieve a successful e-learning design. We explore these issues through a case study of the V-ResORT project (Virtual Resources for Online Research Training). Third, we describe an action research approach we have developed in the project to build an effective theoretical framework that underpins the production of video narratives and other online learning and teaching resources. Fourth, we present our approach to learning design and reusability as requirements to enable online materials to be embedded within course settings and across institutions using an “invented everywhere” approach. We present some practical examples of how our ideas have been translated into practice. Finally, we draw some conclusions from our action research study and present some ideas about trends for future developments of online research-methods learning and teaching.