This paper presents findings from a collaborative evaluation project within a masters programme in professional education. The project aimed to increase knowledge of research methodologies and methods through authentic learning where participants worked in partnership with the tutor to evaluate the module which they were studying.The project processes, areas of the course evaluated and the data collection methods are outlined. The findings focus on key themes from evaluating the effectiveness of using a collaborative evaluation approach, including: enhanced student engagement; creativity of the collaborative evaluation approach; equality between the tutor and students; and enhanced research skills. Discussion focuses on: the outcomes and effectiveness of the project and tutor reflections on adopting a collaborative approach. This paper highlights lessons from the project relevant to those interested in staff-student partnership approaches and those facilitating postgraduate learning and teaching programmes and educational research courses.
Four reading professionals share strategies for balancing the many roles, specifically those of literacy coach and reading interventionist, that fall under the title of specialized literacy professional in a school.
Personalisation, with its emphasis on learner choice and lifelong learning, challenges educators to provide an innovative, student-centric educational experience. New technologies have great potential to support personalisation; however, institutions must review their approaches to assessment and feedback and their strategies to learning and teaching as well as increasing opportunities for collaborative learning and extending their external partnerships. This is a significant agenda for any institution. In this chapter, through the authors’ four case studies drawn from different subject areas in a higher educational institution, they illustrate how ePortfolios when integrated into the curriculum and combined with reflection can support personalised learning. The authors’ also discuss the challenges of such an approach including lack of learner engagement with the reflective process, an increase in tutor time, restricted learner access to technology and the need for dynamic ePersonalisation. They offer suggestions for educators in addressing such issues in order to provide a truly personalised learning experience.
Introduction: Mongolia has a population of 3.3 million and is classified by the WHO as a lower middle-income country. Cancer is now a major public health issue and one of the leading causes of mortality. Within the framework of an existing national cancer control plan, the National Cancer Centre of Mongolia (NCCM) aimed to implement 3D conformal radiation planning and linac-based treatment delivery. Methods: In 2018, an opportunity arose for collaboration between the Mongolia Society for Radiation Oncology (MOSTRO), the National Cancer Centre Mongolia (NCCM), the Asia-Pacific Radiation Oncology Special Interest Group (APROSIG) of the Royal Australian and New Zealand College of Radiologists (RANZCR) and the Asia-Pacific Special Interest Group (APSIG) of the Australasian College of Physical Scientists and Engineers in Medicine (ACPSEM) and radiation therapists (RTTs) from a range of Australian centres. We describe here the results to date of this collaboration. Results: Despite a number of significant technical and practical barriers, successful linac commissioning was achieved in 2019. Key factors for success included a leadership receptive to change management, stable bureaucracy and health systems, as well as a synchronised effort, regional cooperation and mentorship. Conclusion: Future directions for ongoing collaborative efforts include a continued focus on education, practical training in radiotherapy planning and delivery and postgraduate education initiatives. Radiotherapy safety and quality assurance remain an ongoing priority, particularly as technological advances are sequentially implemented.
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