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11 May 2026

10 May 2026

  • 16:0416:04, 10 May 2026 Understanding Data: Praxis and Politics (hist | edit) [952 bytes] Dcadmin (talk | contribs) (Created page with "'''What is the Project about?''' '''Understanding data: Praxis and Politics''' is a one-year project funded by the EPSRC ( EP/R045178/1) and the HDI+ network. We live in a datafied society where decisions taken by corporations and governments are increasingly data and algorithm-driven. Whilst data are often said to be ‘collected’ as if pre-existing, thus reflecting reality, the processes through which data are generated and communicated are neither neutral nor devo...")
  • 16:0216:02, 10 May 2026 Teaching and training operations research in Jordanian Universities: an empirical study (hist | edit) [1,003 bytes] Dcadmin (talk | contribs) (Created page with "This study evaluates the current status of the teaching and training of operations research (OR) in Jordan. The aim is to explore the objectives, topics covered and methods employed in teaching OR courses. It assesses the suitability of the courses to the needs of decision makers and the difficulties encountered in delivering the courses. Two questionnaires were employed. The first was directed to all educators teaching OR courses within all relevant Jordanian Universiti...")
  • 16:0016:00, 10 May 2026 Take 5: The best way to develop a compassionate pedagogy? (hist | edit) [1,673 bytes] Dcadmin (talk | contribs) (Created page with "by '''Vanessa Airth, Tom Burns, Jonathan Dempsey, Ruzanna Gevorgyan, James Hunting and Sandra Sinfield''' '''Why is this an important area to cover?''' Not only is it important ethically to develop humane and compassionate teaching spaces, it is vital to the notion of facilitating the dialogic co-construction of knowledge; for active, deep and meaningful learning; and to create communities of practice where the students are engaged as actors and agents in their own lea...")
  • 15:5715:57, 10 May 2026 School uniforms in developing countries: An unnecessary evil? - Hypothesis (hist | edit) [545 bytes] Dcadmin (talk | contribs) (Created page with "There are charities helping families in developing countries to buy school uniforms for their children so that they can attend school. This is a good thing, right? Which part? The part about charities helping families in developing countries or the part where this is even a problem? If what I consider to be an arbitrary policy is preventing impoverished children from getting a primary education, this is a great injustice. Link to material: http://www.thinkor.org/2012/0...")
  • 15:5515:55, 10 May 2026 Problem–Based Learning: A Case Study in Assessment and Evaluation in the University of Manchester (hist | edit) [3,318 bytes] Dcadmin (talk | contribs) (Created page with "by: '''Bland Tomkinson and Rosemary Tomkinson''' '''Introduction''' This paper looks at the issues of appropriate assessment and evaluation for innovative programmes of study, in particular examining the circumstances of units using problem-based learning (PBL). A number of inter-related course units have been run at the University of Manchester over the last ten years. Their linking theme has been that of global societal responsibility and they have all featured a si...")
  • 15:5315:53, 10 May 2026 Problem-Based Learning: A Case Study of Sustainability Education (hist | edit) [5,441 bytes] Dcadmin (talk | contribs) (Created page with "by: '''Sophie Bessant, Patrick Bailey, Zoe Robinson, C. Bland Tomkinson, Rosemary Tomkinson, R. Mark Ormerod, Rob Boast''' '''Foreword''' Surely one of the best ways of starting to understand the complexity of sustainability is to actually tackle a genuine problem, and to tease out the various factors and issues that are associated with potential 'answers'? Of course, one of the first lessons to be learnt is that only rarely is there a single 'right' answer, and 'solut...")
  • 15:5015:50, 10 May 2026 Primary Education in Developing Countries: A System Approach to Understand the Factors that Influence the Quality (hist | edit) [1,218 bytes] Dcadmin (talk | contribs) (Created page with "by: '''Gerhard-Wilhelm Weber''' '''Abstract''' '''Outline''' - Background - Observations made from previous studies - Different aspects to consider - Proposed OR approach - Conclusion '''Background''' The first stage of compulsory education is primaryor elementary education. -In most countries, it is compulsory for children to receive primary education, though in many jurisdictions it is permissible for parentsto provide it. -The transition from elementary sch...")
  • 15:4815:48, 10 May 2026 Operational Research in a Developing Country: The Example of Jordan (hist | edit) [1,756 bytes] Dcadmin (talk | contribs) (Created page with "by: '''DAVID K. SMITH''' '''INTRODUCTION''' Operational research is a western science. Its origins may stem from the wartime experiences of the allied military effort, but the roots go far deeper. Behind the practical developments which have been characteristic of OR in the post-war era, there is an underlying social philosophy which has permitted scientific management and analytical decision-making to flourish. This creed has several facets which are not shared by all...")
  • 15:4615:46, 10 May 2026 Open Education: International Perspectives in Higher Education (hist | edit) [596 bytes] Dcadmin (talk | contribs) (Created page with "by: '''Patrick Blessinger and TJ Bliss''' '''Foreword''' The last several decades have seen dramatic changes to education. Our fundamental accounts of learning have broadened from purely behavioral explanations to include cognitive, social, constructivist, and connectivist perspectives. The tools we use to support learning have broadened from books, paper,and pencils to include computers of all shapes and sizes, networks, and a wide range of static and interactive digi...")
  • 15:4515:45, 10 May 2026 Open Education Policies: Guidelines for co-creation (hist | edit) [1,420 bytes] Dcadmin (talk | contribs) (Created page with "by: '''Javiera Atenas, Leo Havemann, Jan Neumann and Cristina Stefanelli''' These guidelines aim to support institutions and governments in the development of open education policies promoting the adoption of open educational practices and resources, and the fostering of collaborations amongst social-educational actors which favour the democratisation of knowledge access and production. The purpose of this guide is to support policymakers, understood in a broad sense h...")
  • 15:4315:43, 10 May 2026 Maths Examples Galore (Maths E.G.) (hist | edit) [1,460 bytes] Dcadmin (talk | contribs) (Created page with "Since 2000 we have been developing the maths e.g. e-assessment system at: https://www.mathcentre.ac.uk:8081/mathseg/ for casual use (no sign up required) and a teachers’ interface at: https://www.mathcentre.ac.uk:8081/mathsegteacher/teacher.jsp where (after you sign up) tests may be composed by teachers from the 5000 or so question spaces, in a manner similar to shopping on Amazon (but entirely free). This generates a unique test URL to give to your students and wh...")
  • 15:4215:42, 10 May 2026 Mapping Perceptions of Universities of HE in India: A Comparative Analysis using DEA and Quantile Regression - Dr. Jinal Parikh (hist | edit) [1,788 bytes] Dcadmin (talk | contribs) (Created page with "'''The Background''' • According to a recent report published by EY, India has remarkably transformed its educational landscape with one in four graduates in the world being a product of her system. • India is also among top 5 countries globally in cited research output, with 23 Universities in global top 200. • The Government of India (GoI) has undertaken massive structural and systemic changes in higher education like reforms in • governance, • intensive u...")
  • 15:3415:34, 10 May 2026 Intelligent Analysis and the Systemic Adjustment of Scientific Data in Interdisciplinary Research (hist | edit) [773 bytes] Dcadmin (talk | contribs) (Created page with "by: '''M. Z. Zgurovskyab, A. A. Boldak and K. V. Yefremovc''' '''Abstract''' A set of problems in intelligent analysis and systemic adjustment of various scientific data are considered. The mathematical and software and hardware tools are presented to solve this class of problems. An example of the systemic adjustment of economic, ecological, and social data in the annual global modeling of sustainable development processes, which is carried out by the World Data Cente...")
  • 15:3215:32, 10 May 2026 IDEAs Resource (hist | edit) [1,419 bytes] Dcadmin (talk | contribs) (Created page with "'''What are the IDEAs?''' Inspirations for Digital Engagement Activities (IDEAs) are a collection of ‘recipes’ (templates for activities) devised by members of the UCL Arena and Digital Education teams to help academic staff to foster an independent approach to learning and the ability to monitor one’s progress whether synchronously or asynchronously. Students become more involved and aware in the learning process and active in seeking clarification and support wh...")
  • 15:3115:31, 10 May 2026 Entrepreneurial Universities in Iran: A System Dynamics Model (hist | edit) [1,666 bytes] Dcadmin (talk | contribs) (Created page with "By: '''Aidin Salamzadeh, Jahangir Yadolahi Farsi and Yashar Salamzadeh''' '''Abstract''' System dynamics is one of the widely used and instrumental approaches to solve different types of real-time problems from different areas. System dynamics modelling is often the background of a systemic thinking approach and has become a management and organizational development paradigm. This paper proposes a system dynamics approach for studying ‘how entrepreneurial universitie...")
  • 15:2715:27, 10 May 2026 Educational Developers Thinking Allowed (hist | edit) [1,542 bytes] Dcadmin (talk | contribs) (Created page with "'''Introduction to Educational Development''' The vast majority of us who are educational developers love our work. Why would we do it if that were not the case? We find it rewarding, absorbing and relevant. What could be more engaging than the improvement of teaching and learning in Colleges and Universities? However, from outside the field, our work can seem mysterious and it is often misunderstood. This site is, in part, an attempt to open up our work, to make it les...")
  • 15:2115:21, 10 May 2026 Education for Sustainable Development in Engineering (hist | edit) [4,012 bytes] Dcadmin (talk | contribs) (Created page with "by: '''Rosemary Tomkinson, Charles Engel, Bland Tomkinson and Alvin Lawson''' '''1. Introduction''' This report is of a study, funded by the Higher Education Academy’s Engineering Subject Centre, whose primary aim was to produce guidance for Engineering schools in designing modules or threads to embed sustainable development within the curriculum. A secondary aim was to investigate the use of Delphii techniques in curriculum designii. This work stems partly from a b...")
  • 15:1915:19, 10 May 2026 Educating Engineers for Sustainable Development : Final Report of a Royal Academy of Engineering sponsored pilot study (hist | edit) [4,087 bytes] Dcadmin (talk | contribs) (Created page with "'''Executive summary''' This Report presents the results of a pilot project at the University of Manchester, supported by the Royal Academy of Engineering through its Visiting Professorships scheme, to introduce a course unit on sustainable development available to students from a range of engineering and science disciplines. An interim report was issued in 2008 and this final report unashamedly draws heavily upon the interim one. The overall approach stemmed from a lo...")
  • 15:1715:17, 10 May 2026 Educating Engineers for Sustainable Development : Appendices to the Final Report of a Royal Academy of Engineering sponsored pilot study (hist | edit) [2,616 bytes] Dcadmin (talk | contribs) (Created page with "'''Introduction''' This volume contains the appendices to the report: Educating Engineers for Sustainable Development and should be read in conjunction with that Report. The intention behind the provision of these appendices is two-fold. First, we have sought to provide some additional information to amplify that given in the main Report; an example of this is the detailed nominal group process feedback contained in Appendix 7.1. Second, and perhaps more important, we...")
  • 15:1615:16, 10 May 2026 Developing Social Entrepreneurial Skills in Students (hist | edit) [1,313 bytes] Dcadmin (talk | contribs) (Created page with "The Social Entrepreneurial Skills Toolkit is designed to support the development of social enterprise and entrepreneurial skills within the higher and further education curriculum. The project aimed to identify the skills, knowledge, and capabilities students requires to fulfil the role of a social entrepreneur and to reflect these within the curriculum. An audit tool was created that identifies the key knowledge, skills and capabilities that should be included when des...")
  • 15:1415:14, 10 May 2026 Develop Your English with the United Nations Sustainable Development Goals (hist | edit) [879 bytes] Dcadmin (talk | contribs) (Created page with "by: '''Sue Robbins''' Develop Your English is a textbook for upper intermediate to advanced level English language learners (B2/C1) that offers perspectives on world issues alongside opportunities to develop English as an international language. Its innovative approach incorporates a global perspective into the language learning process through a focus on international themes, organised around the United Nations Sustainable Development Goals. Each unit offers authentic...")
  • 15:1315:13, 10 May 2026 Becoming a Scholar - Cross-cultural reflections on identity and agency in an education doctorate (hist | edit) [1,754 bytes] Dcadmin (talk | contribs) (Created page with "Edited by Maria Savva and Lynn P. Nygaard '''Foreword''' As someone who left school at 16 years of age, and with serial experience both of being an adult returner and subsequently, over many years, teaching this ‘species’ of student, I found a great deal in this book immensely resonant. A number of the syndromes described by its contributors are ones I know very well indeed; I have been personally affected by them, and have frequently supported, as best as I can, o...")
  • 15:1115:11, 10 May 2026 ABC Learning Design (hist | edit) [2,227 bytes] Dcadmin (talk | contribs) (Created page with "'''ABC Learning Design'''(https://abc-ld.org/) is a collaborative programme and module design method created at University College London (UCL) in 2015 and now used widely across the sector to help develop new programmes and review existing provision. '''ABC''' has been provided to the IFORS DC Online Resources particularly for free use in '''OR Education''' in the '''Developing Countries'''. ABC enables programme and module teams rapidly to develop a storyboard visual...")
  • 15:0515:05, 10 May 2026 A System Dynamics Model To Study The Importance Of Infrastructure Facilities On Quality Of Primary Education System In Developing Countries (hist | edit) [1,582 bytes] Dcadmin (talk | contribs) (Created page with "'''Chandra Sekhar Pedamallu, Linet Ozdamar, Gerhard-Wilhelm Weber, Erik Kropat''' '''Abstract''' The system dynamics approach is a holistic way of solving problems in real-time scenarios. This is a powerful methodology and computer simulation modeling technique for framing, analyzing, and discussing complex issues and problems. System dynamics modeling and simulation is often the background of a systemic thinking approach and has become a management and organizational...")

9 May 2026

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