The fostering of innovative eLearning strategies in European higher education

Although there are strong attempts being made by various European observatories and European Commission programmes to identify and disseminate innovative eLearning practices (MENON, 2006), the factors that determine educational effectiveness are, as yet, not well understood. In particular, while an extraordinarily wide range of university-level eLearning programmes are rapidly becoming available from large numbers of Higher Education Institutions (HEIs) across Europe, the sharing of good practice requires detailed accounts of successful innovative eLearning strategies. There are many relevant checklists and sets of principles described in EU websites (e.g. elearningeurope.info, 2006) and in the academic literature (e.g. Conole et al, 2004), but it is often only through thoroughly appreciating what others have done that such abstract guidance come alive. However, it can still be difficult for HEIs to learn from others. While there are many media reports of innovation, these typically have to omit the level of detail that would enable optimal understanding by those HEIs wishing to apply such innovations in their own contexts. Meanwhile, case studies presented at conferences and in the academic literature can provide the necessary level of detail, but it can be difficult to collate such case studies into a form that facilitates consistent descriptions across the diversity of European HEIs. By identifying the various eLearning programmes applied by HEIs in a number of EU member states and conducting a detailed assessment of a sample of eLearning strategies found to be effective supporters of higher education requirements, the EC-funded InnoUniLearning project is disseminating a range of eLearning strategy case studies. Where possible this project is estimating the potential impact of the implemented eLearning programmes, but more importantly it will identify and detail the strategies applied by leading institutions and well-known success stories, as well as those institutions that have applied new and innovative eLearning programmes. It is hoped that the dissemination of these case studies will be of assistance to HEIs across Europe in implementing eLearning strategies that meet their own particular curricular and cohort requirements. The study is concentrating on illuminating a range of successful eLearning strategy cases, rather than necessarily determining best practice, which could be argued an impossible task at the moment because of a lack of learner feedback. Nevertheless, most, if not all, organisations that have implemented eLearning have gone through a period of adjustment in order to obtain an eLearning programme that is cost-efficient and effective; so capturing something of the challenges overcome by the HEIs leading this field should assist the wider EU higher education community. This paper describes background and the methodological approach of the two-year study and some preliminary results, which will be elaborated in the conference presentation

Identifying innovation in higher education elearning strategies

There are many case studies of individual Higher Education Institutions (HEIs) devising distinctive eLearning strategies, reported by the HEI itself, journalists, or research observatories. An extraordinarily wide range of university-level eLearning programmes are rapidly becoming available from large numbers of HEIs across Europe, and there are strong attempts being made to identify and disseminate case studies of innovative eLearning practices (e.g. MENON, 2006). However, the vital research goal of obtaining more systematic evidence across countries in relation to HEIs' innovations in eLearning strategies represents a particular challenge for collectors of case studies, especially given the diverse processes in different countries for measuring pedagogical value and cost-effectiveness. By contrast, there are typically several reports a year of large-scale attempts to survey HEIs in relation to eLearning, sponsored, for example, by EU programmes or industry groups. Yet the factors that determine educational effectiveness are not, so far, well understood; and consequently it can be difficult to develop reliable quantitative survey items that simultaneously enable valid and insightful comparisons between essentially qualitative eLearning strategies. Moreover, such quantitative evidence is not collected systematically by the typical HEI; when collected, such evidence is commercially sensitive; and it is not easy for researchers to obtain independently of the HEI. So, claims are made, for example, that European universities plan to 'expand their use of eLearning' (BBC News, 2005), but it is not at all clear what measures of expansion are appropriate, and what kinds of strategies are associated with such expansion. The two-year research study described here attempted a mixed-method approach to the problem of identifying examples of innovation in relation to the eLearning strategies developed by HEIs. Where possible the study estimated the impact of the implemented eLearning programmes, but the emphasis was on illuminating a range of innovative eLearning strategy cases, rather than necessarily determining best practice. Two key research questions asked by the study are: 1. How can innovation in Higher Education eLearning strategies be identified? 2. What factors are critical to the success of these strategies? This research did not set out to obtain, directly, insight into why eLearning has not been more widely adopted by HEIs, why various eLearning projects have failed, why some eLearning projects have achieved less success than anticipated, or why some eLearning projects have achieved success more slowly than anticipated. However, by researching innovation, the challenges faced by the innovators, and how strategies needed to change over time, it is anticipated that the findings from this study might indirectly illuminate these crucial questions. It is not possible within the space available here to do more than outline the methodology and highlight a few key findings: fuller reports are available on the project website www.spi.pt/innounilearning

Corporate Taxation and Income Inequality: Implications for Labor, Capital, and the Distribution of Benefits

Since the 1980s, the United States has seen income increasingly accrue to firm and capital owners. Business productivity has grown 2.7 times as much as worker pay, indicating a growing percentage of profits that go to firm owners and shareholders – those who own capital in the economy. This trend is coupled with growing income inequality: the top 1% of earners, who own 54 percent of public equity markets, have seen their share of overall income double from 10% to 20%. The United States economy has gradually shifted away from labor during this period, with the labor share of income falling to 56% in 2019, down 7% from 1980. Given businesses’ role in these phenomena, investigating the impacts of corporate taxation is relevant. Corporate taxes have nominally declined from 46% to 21%, and significantly as a percentage of GDP, from 2.6% to 1%. Naturally, questions arise regarding corporate tax cuts’ contributions to rising income inequality. This paper first examines the literature on corporate taxes’ effects on inequality and welfare. It explores potential mechanisms behind this relationship: the share of labor and capital income, firm investment response, firm behavioral response, and tax incidence theory. Using data across 24 countries from the World Inequality Database and OECD from 1994-2023, it empirically investigates the relationship between corporate taxes and income inequality, with the expectation that lower corporate taxes increase income inequality. It finally discusses where corporate taxes may fall short as a mechanism to address income inequality, and policy gaps for future research

Applied Theatre: History, Practice, and Place in American Higher Education

The goal of this paper is to examine the practice of Applied Theatre in order to better define the genre and make a case for its legitimization and inclusion in higher theatre education. By looking at the theatre practitioners of the 20th century who paved the way for its existence as well as modern practitioners, a definition will be distilled down to five core characteristics of the practice with several case studies illustrating those characteristics. Once a clear distinction has been made between Applied Theatre and other similar genres, the case will be made for why the field should be considered mainstream. Additionally, it will be revealed how underserved the genre is in higher education and why its inclusion is important in college theatre programs

How the Perception of Agile Software Development Affects Beta Users’ Stress and Satisfaction

Agile software development has been shown to alleviate stress and improve satisfaction levels in development teams. Since this development approach relies on strong user involvement, these effects might carry over to the users themselves. If users have a positive perception of the agile approach, they might be more receptive to the produced software. However, users are rarely aware of the underlying development methodology and are, therefore, only partly affected by it. Hence, this study develops a new construct to measure users’ perception of the development methodology and to investigate the effects on technostress and user satisfaction. A survey with 117 beta users was conducted showing that perceiving a development process as agile lowers users’ technostress and elevates their satisfaction levels. Our Results highlight the essential role of user communication in the development phase. We discuss our implications for theory and practice, and conclude with promising future research avenues

How the Perception of Agile Software Development Affects Beta Users’ Stress and Satisfaction

Agile software development has been shown to alleviate stress and improve satisfaction levels in development teams. Since this development approach relies on strong user involvement, these effects might carry over to the users themselves. If users have a positive perception of the agile approach, they might be more receptive to the produced software. However, users are rarely aware of the underlying development methodology and are, therefore, only partly affected by it. Hence, this study develops a new construct to measure users’ perception of the development methodology and to investigate the effects on technostress and user satisfaction. A survey with 117 beta users was conducted showing that perceiving a development process as agile lowers users’ technostress and elevates their satisfaction levels. Our Results highlight the essential role of user communication in the development phase. We discuss our implications for theory and practice, and conclude with promising future research avenues

The specialized tomograph rotary table design in the T-Flex CAD system

Статья "Проектирование поворотного стола специализированного томографа в T-Fleх CAD" посвящена актуальной проблеме обеспечения правильного расположения объектов контроля в томографических комплексах. Представлен вариант конструкции поворотного стола, спроектированный в среде T-Fleх CAD.The article "Designing of the Rotary Table of the Specialized Tomograph in the T-Flex CAD system" is devoted to the urgent problem of the object correct arrangement control in a tomographic complex. The rotary table embodiment is designed with the T-Flex CAD system

Bishops who live like princes: Bishop Tebartz-van Elst and the challenge of defining corruption

This article contributes to the debate on defining corruption. Rather than attempting to provide a definitive definition, it uses the case of Franz-Peter Tebartz-van Elst, a German bishop from the diocese of Limburg who stepped down in 2014, to illustrate that the disciplines of law, political science, economics, and anthropology all make important contributions to understanding what corruption is and how it should be conceptualized. Seen through these different lenses, the article argues, the case of “Bishop Bling” can be understood in strikingly different ways. This has ramifications not just for the case itself but also for how analysts understand corruption more broadly. Adopting an overtly interdisciplinary approach does not represent a way to “solve” the definitional dilemma, but it can help analysts understand more about corruption’s multiplicity

Safety of intravenous ferric carboxymaltose versus oral iron in patients with nondialysis-dependent CKD: an analysis of the 1-year FIND-CKD trial.

Background: The evidence base regarding the safety of intravenous (IV) iron therapy in patients with chronic kidney disease (CKD) is incomplete and largely based on small studies of relatively short duration. Methods: FIND-CKD (ClinicalTrials.gov number NCT00994318) was a 1-year, open-label, multicenter, prospective study of patients with nondialysis-dependent CKD, anemia and iron deficiency randomized (1:1:2) to IV ferric carboxymaltose (FCM), targeting higher (400-600 µg/L) or lower (100-200 µg/L) ferritin, or oral iron. A post hoc analysis of adverse event rates per 100 patient-years was performed to assess the safety of FCM versus oral iron over an extended period. Results: The safety population included 616 patients. The incidence of one or more adverse events was 91.0, 100.0 and 105.0 per 100 patient-years in the high ferritin FCM, low ferritin FCM and oral iron groups, respectively. The incidence of adverse events with a suspected relation to study drug was 15.9, 17.8 and 36.7 per 100 patient-years in the three groups; for serious adverse events, the incidence was 28.2, 27.9 and 24.3 per 100 patient-years. The incidence of cardiac disorders and infections was similar between groups. At least one ferritin level ≥800 µg/L occurred in 26.6% of high ferritin FCM patients, with no associated increase in adverse events. No patient with ferritin ≥800 µg/L discontinued the study drug due to adverse events. Estimated glomerular filtration rate remained the stable in all groups. Conclusions: These results further support the conclusion that correction of iron deficiency anemia with IV FCM is safe in patients with nondialysis-dependent CKD