This article from Will Thalhimer, particularly in relation to the limitations of lab-based rather than practical reserach, is excellent. It encapsulates exactly why my own research is based on my actual work and not some contrived set of lab-based circumstances. It is let down only by its fondness for exclamation marks…
It also reminds me of my mantra, “Despite what they would have you believe, no one knows anything.”
In the learning field, research insights can help practitioners (trainers, teachers, instructional designers, elearning developers) build more effective learning interventions. Unfortunately, some practitioners look at the flaws and limitations in the research and reject research entirely. This article, by noted research-translator, Will Thalheimer, PhD, provides insights into balancing research limitations and benefits—by examining the workplace learning field.
You know how to tell if something controversial is actually true, but what if you want to read up on something without stumbling into half-truths and pseudoscience? Here’s how to use the internet as a powerful research tool without being led astray.
Image via WikipediaThere is no doubt that Computing qualifications show clear progression routes. What is less clear, however, is that units across different curricular areas, that are notionally of the same standard, actually involve the same deg…
Image via WikipediaThere is no doubt that Computing qualifications show clear progression routes. What is less clear, however, is that units across different curricular areas, that are notionally of the same standard, actually involve the same degree of difficulty. There is anecdotal evidence that Computing subjects are subjectively more difficult than in other curricular areas. This could impact on retention and attainment for the subject.
SCQF must undertake to look at the levelling of courses on a cross-curricular level to ensure that standards are equal across them. Until this is done comparisons between different college departments will be invalid.
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