Commission VI, WG 1-3 KEY WORDS: e-learning, mobile devices, student learning ABSTRACT:For the last 4 years, the School of Civil Engineering & Geosciences at Newcastle University, UK adapted mobile devices as learning approach only for undergraduate within Geomatics. All incoming students were given a mobile device as learning tool, which was supposed to be there main way to accessing teaching material. This paper will present how students adopted the mobile devices and how their learning has changed using mobile devices. It will highlight which apps can be used in a Geomatics teaching environment to engage students in their learning and teaching environment. The paper will furthermore look into apps which help students within the area of Photogrammetry and Remote Sensing, such as the Autodesk 123D catch up or the Remote RDP app to remotely control surveying instrumentations, such as laser scanners. Those apps are easy tools to engage students within digital learning environment which the students are familiar with. The paper will show how students embrace the technology but also current limitation of using those within Higher education establishments, such as sufficient Wifi and student support for using mobile devices.
Failure is defined in the American Heritage Dictionary of the English Language as "the condition or fact of not achieving the desired end or ends. One that fails. The consideration or fact of being insufficient or lacking; a falling short; a weakening." Synonyms for failure from Roget's New Thesaurus include unsuccess, bomb, bust, dud, lemon, loser, washout, decline, weakening, and breakdown. No wonder we hesitate to talk about failure! This volume has been designed to help adult and continuing educators understand why programs fail. Programs fail for a variety of reasons, some of which have already been discussed. To paraphrase Murphy's Law, when something can go wrong, it will go wrong.Possible reasons for program failure include the fact that attendance was low (marketing didn't work topic wasn't right or was ahead of its time; time of day, week, or month was wrong); the content wasn't satisfactory (instructor was off track; needs survey didn't reveal a critical topic; group was ahead of or behind the level of content); or the facilities were bad (refreshments weren't ready on time; chairs were hard; rest room wasn't clean; room was too hot or too cold). All these and many more elements can make a program fail regardless of how hard we try as planners. But knowing that failure is occasionally inevitable does not make us feel better about it. This chapter will explore the impact of failure, the feelings that failure can arouse in us, and ways to cope with failure.Two assumptions undergird all that follows. One is that everyone fails. While it may appear to the outside world that some escape the experience of failure, it simply isn't so. The second assumption is that our ability to take risks is closely tied to our ability to cope with failure and that not taking risks in continuing education will paralyze the profession and our NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION, no. t9, Spring 1991 @ J o~x r -W Inc.. Publishers
The aim of this article is to raise awareness among health-care practitioners of the benefits and effectiveness of using a structured risk assessment process. Making informed decisions in neuroscience practice requires practitioners to have an understanding of the risk assessment process. This article will outline The principles of risk assessment will be outlined using a five-step approach. The concept of a risk matrix is discussed. The risk assessment process is illustrated using a practical example of a patient with brain injury who demonstrates behaviour that challenges in the neuroscience setting. Embedding risk assessment into the organizational culture supports staff to ensure that risks are managed effectively for the benefit of patients, staff and the health-care organization.
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