This phenomenographic study, explores the collaborative open learning experience of academic staff and open learners in cross-institutional academic development settings, and adds to what is known in these settings. It provides new insights for academic developers and course designers about the benefits of crossing boundaries (i.e. open learning) in an academic development context and proposes an alternative model to traditional academic Continuing Professional Development (CPD). It engages academic staff in experiencing novel approaches to learning and teaching and developing as practitioners through engagement in academic CPD that stretches beyond institutional boundaries, characterised by diversity and based on collaboration and openness. Data collection was conducted using a collective case study approach to gain insights into the collective lived collaborative open learning experience in two authentic cross-institutional academic development settings with collaborative learning features designed in. At least one of the institutions involved in each course was based in the United Kingdom. Twenty two individual phenomenographic interviews were conducted and coded. The findings illustrate that collaborative open learning was experienced as two dynamic immersive and selective patterns. Boundary crossing as captured in the categories of description and their qualitatively different variations, shaped that experience and related to modes of participation; time, place and space; culture and language as well as diverse professional contexts. Facilitator support and the elasticity of the design also positively shaped this experience. The community aspect influenced study participants' experience at individual and course level and illuminated new opportunities for academic development practice based on cross-boundary community-led approaches. The findings synthesised in the phenomenographic outcome space, depicting the logical relationships of the eleven categories of description in this study, organised in structural factors, illustrate how these contributed and shaped the lived experience, together with a critical discussion of these with the literature, aided the creation of the openly licensed cross-boundary collaborative open learning framework for cross-institutional academic development, the final output of this study. A design tool developed from the results is included that aims to inform academic developers and other course designers who may be considering and planning to model and implement such approaches in their own practice.

Literature has shown the importance of lifelong learning in the training of today's workforce and the crucial role of Higher Education in preparing graduates for lifelong learning. The aim of the current study is to establish the profile of Medical Radiation Science (MRS) practitioners as lifelong learners and to examine the implications of these findings for MRS undergraduate programs in Australia. The study builds on Candy et. al.'s 1994 report, Developing Lifelong Learners through Undergraduate Education, by drawing on the report's profile of lifelong learners and the features of the undergraduate program that promote lifelong learning. This present study used both quantitative and qualitative approaches, including collating the stakeholders' views on lifelong learning via surveys, one-to-one interviews and focus group discussion.Findings from this study indicate that all stakeholders (MRS practitioners, Heads of MRS Departments, students and teaching staff) viewed lifelong learning to be relevant to the profession and are important attributes for MRS practitioners to attain. However, attributes that were directly related to clinical competencies were more highly valued than attributes which were perceived to be associated with learning competencies. For each of the 25 attributes surveyed, the actual level of attainment fell below the nominated level of importance. Furthermore, the workplace culture was found to be non-supportive of lifelong learning. All MRS courses in Australia promote lifelong learning as one of their course objectives. There is a general trend towards adopting teaching approaches that promote lifelong learning, while assessment methods that promote and evaluate lifelong learning attributes were lagging behind.These findings have implications for both the MRS workplace and the MRS undergraduate courses in Australia. There needs to be greater ++ / dialogue and collaboration between the MRS employers and the universities to address the gap identified in the attributes. A conceptual model integrating lifelong learning in the context of MRS has been introduced to circumnavigate the predicament felt by most respondents that clinical competency must take precedence over all other attributes. Selection criteria by employers for graduates who are entering the workplace for the first time serve as the vital link between the workplace and the universities. By incorporating lifelong learning attributes as an essential part of the selection criteria, students would come to see the relevance of lifelong learning in their undergraduate training. A learning portfolio can be used as a means of demonstrating that the appropriate learning has taken place. There needs to be a closer link between teaching and assessment by aligning the teaching of lifelong learning objectives and activities with the assessment methods. To this end, it is important that teaching staff must be provided with the appropriate professional support to cultivate lifelong learning attributes and to equip them with the appropriate facilitation skills, before the lecturers can be expected to adopt lifelong learning approaches. This research provides a snapshot of lifelong learning in the MRS profession and should assist in the implementation of lifelong learning strategies that would direct the future of the profession.

Cooperative learning is a pedagogic approach that is prevalent in all levels of education as it is seen to yield higher learning outcomes than individual learning (Johnson & Johnson, 2009). In the global university, it is believed to have the potential of increasing intercultural contact since students work together in small groups to conduct projects related to their discipline. The assumption is that students will learn the intercultural skills they need for an interconnected world by studying and learning in groups with linguistically and ethnically diverse others (Association of Community Colleges Canada, 2010). Although cooperative learning is based on social interdependence in which group members work together for the mutual benefit of their group, there has been very little research conducted into the relationships that the group members actually have with each other. It is the aim of this study to examine these relationships and find out their impacts on cooperative learning experiences. Drawing upon insights from pragmatism and dialogism, in this thesis, learning is conceptualised as an embodied, socially situated, and relational process. This means that the key to learning is the relationships that learners can construct with others. An integral part of forming relationships is the negotiation of identities in which people see themselves and others as certain kinds of people. In learning in cooperative groups, the ability to negotiate legitimate, competent identities is regarded as essential. For this reason, the study reported in this thesis uses a view of identity as socially constructed as a lens though which to analyse relationships in cooperative learning. The study focuses on the experiences of 12 students participating in group learning projects in first year business courses. Narrative inquiry is the methodology used as it is ideal for highlighting the complexities in human relationships and issues of power. The narratives of four international, four Canadian immigrant, and four Canadian-born students are analysed. A key finding from the analysis is that the relationship students are able to negotiate in cooperative groups and the types of identities they are able to construct with others strongly impacts their learning. There appeared to be a hierarchical order to student identities in groups with Canadian-born students assuming more powerful identities. Frequently these students are results oriented showing only interest in achieving high marks in their group projects. This leads to an absence of emotional connectedness amongst students and a disregard for the process aspect of working together which is core to cooperative learning. The thesis concludes with a discussion of the ways that cooperative learning could be changed to make it more process oriented. Finally, I make recommendations for further research which can build on the findings from this study.

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-08-03T23:31:57Z No. of bitstreams: 1 DISSERTA??O POS DEFESA.pdf: 4279501 bytes, checksum: 010a142b36e6d8d3c745d3e1a4e7601f (MD5) / Made available in DSpace on 2015-08-03T23:31:57Z (GMT). No. of bitstreams: 1 DISSERTA??O POS DEFESA.pdf: 4279501 bytes, checksum: 010a142b36e6d8d3c745d3e1a4e7601f (MD5) Previous issue date: 2015-05-22 / This study establishes as the focus of investigation on the learning processes of students of Higher Education. Specifically, we will seek to understand the learning characteristics in the perspective of the Problem-Based Learning (PBL) methodology by point of view of Medical College students at State University of Feira de Santana - UEFS. Consequently, the studies developed about: learning adult student; active methodologies and the Problem-Based Learning (PBL) methodology, that acquire fundamental importance to the development of this research. In this sense, we will explain the adult learning and its specificities from the perspective of authors such as: Oliveira (2005), Nogueira (2009), Vigotski (1996; 2007), Placco and Souza (2006) among others. In discussions about active methodologies we bring to the scene studies such as Anastasiou (2007; 2009), Berbel (1998), Ribeiro (2010) and Oliveira (2010). Thus, to discuss the PBL methodology, articulate the theoretical analysis of the following authors: Barrows (1996), Chaer (2010), Feuerwerker (2002), Komatsu (2010), Mamede (2001) and Ribeiro (2010). Under these perspectives, we developed a qualitative methodological approach of field research, exploratory and descriptive. By understanding that the reports of the students are strengthened in situations in which there are opportunities for knowledge exchange. Thus, we elected as main data collection instrument conducting focus groups with students of 3rd and 4th year from Medicine College at UEFS. Indeed, the analysis was realized from the assumptions drawn by Bardin (2001), on the content analysis which enabled the creation of three categories, namely: learn to be subject of learning; learn from each other; learn by praxis. So the results reveal the specifics of learning through PBL methodology. The reports also reveal that, although facing some problems in the Medical College at UEFS, the objectives of the proposed methodology of the PBL are satisfactorily achieved. Therefore, we seek with this study contribute to the (re) think the learning process bases on Higher Education, in favor of an university that develops the student's autonomy for its effective personal and professional development. / Este estudo estabelece como foco de investiga??o os processos de aprendizagem de estudantes da Educa??o Superior. Especificamente, buscaremos compreender as caracter?sticas da aprendizagem na perspectiva da metodologia da Aprendizagem Baseada em Problemas (ABP) a partir da ?tica dos estudantes do curso de Medicina da Universidade Estadual de Feira de Santana ? UEFS. Consequentemente, os estudos desenvolvidos sobre: a aprendizagem do estudante adulto; as metodologias ativas e a metodologia da Aprendizagem Baseada em Problemas, que adquirem import?ncia fundamental para o desenvolvimento desta investiga??o. Neste sentido, abordaremos a aprendizagem do adulto e suas especificidades sob a ?tica de autores como: Oliveira (2005), Nogueira (2009), Vigotski (1996; 2007), Placco e Souza (2006) dentre outros. Nas discuss?es sobre as metodologias ativas trazemos ? baila os estudos de Anastasiou (2007; 2009), Berbel (1998), Ribeiro (2010) e Oliveira (2010). De tal modo, para discutir sobre a metodologia da ABP, articulamos as an?lises te?ricas dos seguintes autores: Barrows (1996), Chaer (2010), Feuerwerker (2002), Komatsu (2010), Mamede (2001) e Ribeiro (2010). Sob tais perspectivas, desenvolvemos uma pesquisa de campo de abordagem metodol?gica qualitativa, explorat?ria e descritiva. Pela compreens?o que os relatos dos estudantes se fortalecem em situa??es pelas quais h? oportunidades de troca de saberes. Assim, elegemos como principal instrumento de coleta de dados a realiza??o de grupos focais com estudantes do 3? e 4? ano do curso de Medicina da UEFS. Com efeito, a an?lise dos dados foi realizada a partir dos pressupostos delineados por Bardin (2001), sobre a an?lise de conte?do que possibilitou a constitui??o de tr?s categorias, a saber: aprender a ser sujeito da aprendizagem; aprender com o outro; aprender pela pr?xis. De modo que os resultados revelam as especificidades da aprendizagem na metodologia da ABP. Os relatos ainda apontam que, embora enfrentem alguns problemas no curso de Medicina da UEFS, os objetivos da proposta metodol?gica da ABP s?o satisfatoriamente alcan?ados. Portanto, buscamos, com esse estudo, contribuir para o (re)pensar das bases do processo de aprendizagem na Educa??o Superior, a favor de uma universidade que desenvolva a autonomia do estudante para o seu efetivo desenvolvimento pessoal e profissional.

CARVALHO, Wirla Risany Lima. Da alvorada ao ocaso: estudo de caso sobre a avaliação da aprendizagem em Cursos de Pedagogia diurno e noturno em uma instituição de ensino superior da rede pública. 2012. 148 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2012. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-05T16:54:38Z No. of bitstreams: 1 2012_Dis_WRLCarvalho.pdf: 1284711 bytes, checksum: 2ab25322a8b88026b91ac57d4db123ff (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-06T13:59:08Z (GMT) No. of bitstreams: 1 2012_Dis_WRLCarvalho.pdf: 1284711 bytes, checksum: 2ab25322a8b88026b91ac57d4db123ff (MD5) / Made available in DSpace on 2012-07-06T13:59:08Z (GMT). No. of bitstreams: 1 2012_Dis_WRLCarvalho.pdf: 1284711 bytes, checksum: 2ab25322a8b88026b91ac57d4db123ff (MD5) Previous issue date: 2012 / O presente estudo intencionou investigar a prática de avaliação da aprendizagem realizada junto aos alunos de turnos diurno e noturno do curso de Pedagogia de uma Instituição de Ensino Superior (IES) da rede pública, na cidade de Fortaleza-CE, refletindo sobre um modo de construção avaliativa que considere os fatores biopsicossociais dos discentes. Especificamente, intencionou-se: identificar um perfil dos alunos dos turnos diurno e noturno do curso de Pedagogia da IES investigada; descrever os problemas relacionados aos fatores biológicos, psicológicos e sociais mais apontados pelos discentes, vivenciados por eles como empecilhos a um bom rendimento acadêmico; elencar os tipos de avaliações realizados atualmente no curso de Pedagogia da IES pesquisada; analisar a visão dos docentes e discentes sobre o processo de construção das avaliações realizadas com os alunos desse curso, assim como seus resultados para o desenvolvimento e autonomia discente. O campo teórico da Avaliação Educacional atualmente desenvolvido promove uma avaliação de natureza formativa, a fim de minimizar os efeitos da cultura do exame, ainda identificada no ensino brasileiro. Nesse contexto, é necessário aliar-se à didática para melhor desenvolver a aprendizagem do educando, tornando-o mais autônomo e seguro de sua formação. Enfatizase, pois, o importante papel do professor para uma mediação pedagógica eficiente no contexto universitário. Para esse propósito, realizou-se uma investigação de natureza qualiquantitativa, na forma de um estudo de caso, perfazendo um total de 350 sujeitos investigados, sendo 340 alunos e 10 professores do curso de Pedagogia da IES estudada. Os dados foram coletados no período de novembro de 2010 a janeiro de 2011, na cidade de Fortaleza-Ceará. A análise dos dados confirmou a validação da pesquisa e dos depoimentos dos professores e alunos sobre a avaliação da aprendizagem no Ensino Superior, como previstos nas hipóteses propostas pelo estudo. Os modelos de avaliação da aprendizagem, realizados atualmente no curso de Pedagogia da IES, consideram os fatores biopsicossociais como elementos importantes na construção do processo avaliativo dos alunos como um todo, principalmente os do curso noturno, mesmo ainda não apresentando índices ideais. Conclui-se que, apesar de ainda existirem alguns indícios de prática, por parte de alguns docentes, da utilização de um método didático tradicional expositivo e de uma avaliação baseada na cultura do exame, já se observa a presença de métodos mais formativos e participativos, que consideram os fatores biopsicossociais dos discentes, visando a um desenvolvimento integral do estudante.

The thesis "The Evaluation of University Education Quality: The Comparison of the Czech Republic and Kazakhstan" disputes about quality evaluation system in university education area in the Czech Republic and Kazakhstan. During the elaboration of this thesis several analyses were made: the qualitative analysis of the documents from the area of education quality assurance; analysis of the internal and external evaluation of university education quality and the analysis of actors. In conclusion are presented the recommendations for governmental level of decision making process and the university network.

Service-learning, with a longstanding history in American higher education (Burkhardt & Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system – Carnegie Community Engagement Classification – for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton & Crosby, 2011; Hurtado & DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, & Korn, 2007). Community engagement "is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening – rhetoric versus reality" (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types – a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.