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Understanding the Needs of Masters Dissertation Supervisors: Supporting Students in Professional Contexts

Sarah Cornelius, Sandra Nicol
2015 Journal of Perspectives in Applied Academic Practice  
Recommendations are made for strategies to resolve recurring issues and meet supervisors' needs, and issues for further investigation are identified.  ...  Although some sources consider supervision of full-time Masters students, part-time and work based contexts have received little attention.  ...  Biographies Sarah Cornelius is a Senior Lecturer in the School of Education, University of Aberdeen.  ... 
doi:10.14297/jpaap.v4i1.161 fatcat:m5qg2dub2jd2npzrla52ax5fdu

Student-as-master? Reflections on a learning innovation in popular music pedagogy

Don Lebler
2007 International Journal of Music Education  
As a response to this imperative, one conservatorium has developed a pedagogical approach based on the creation of a scaffolded self-directed learning community, a master-less studio.  ...  Student feedback on the impact of these practices has been gathered during the evolution of this process.  ...  Next, it provides evidence of the usefulness of an alternative approach to the master/apprentice model in one Australian conservatorium.  ... 
doi:10.1177/0255761407083575 fatcat:stkuhljvbnc3rhquilm42ttgwa

Exploration of supervisor and student experiences during masters studies in a health science faculty

UME Chikte, JA Chabilall
2016 South African Journal of Higher Education  
Significant growth in postgraduate student numbers with seemingly little change in staff composition and supervision capacity have prompted the need for research into the experiences of supervisors in  ...  The article addresses one of the research questions of a larger study: What are the experiences of supervisors during the supervisory process of master's students in a Health Science Faculty?  ...  I need to improve as well' (Supervisor 9).  ... 
doi:10.20853/30-1-559 fatcat:6qr2wqg4nfdfnmext6fbrvxfhi

Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence

Sandra Bley
2017 Empirical Research in Vocational Education and Training  
This study is a spin-off project based on the results of the governmental ASCOT research initiative on visualizing apprentices' workrelated competencies for a large-scale assessment-in particular, the  ...  With the development of a CDM I go beyond the IRT-scaling offering the prerequisites for identifying individuals' skill profiles as a point of departure for an informative individual feedback and guidance  ...  Q matrix models (researchers' Q matrix generated within the task construction process and the three empirically based Q matrix models) were additionally matched by different degrees of overlap for balancing  ... 
doi:10.1186/s40461-017-0049-0 fatcat:pezwswgwhnanhe55wgggevgg2a

Extreme apprenticeship method

Arto Vihavainen, Matti Paksula, Matti Luukkainen, Jaakko Kurhila
2011 Proceedings of the 16th annual joint conference on Innovation and technology in computer science education - ITiCSE '11  
XA is based on a set of values that emphasize doing and best programming practices, together with continuous feedback between the master and the apprentice.  ...  Our previous work introduced a teaching method we call Extreme Apprenticeship (XA), an extension to the cognitive apprenticeship model.  ...  In modeling, the master, a teacher or an instructor, arms the apprentice, a student, with a conceptual model of the process.  ... 
doi:10.1145/1999747.1999824 dblp:conf/iticse/VihavainenPLK11 fatcat:kgieoeh5bndhtaqcbst477ax2q

Cognitive Apprenticeship and the Development of Productive Learning Skills among Emerging Adults Engaged in Mechanic Work in the Informal Sector in Buea Municipality

Busi Ernest Neba, Patrick Fonyuy Shey, Bongwong Bruno
2019 Zenodo  
at the zone of proximal development where mediation is needed in the form of assistance, self correction, cues, hints, feedback, directives, demonstration just to name a few.  ...  The accessible population of the study was made up of 12 apprentice between the ages 18 to 25 in mechanic garages, and 4 trainers. There were two workshops, 6 apprentices in each workshop.  ...  Secondly, a conceptual model of scaffolding provides an interpretive structure for making sense of the feedback, hints and corrections from the master during interactive coaching.  ... 
doi:10.5281/zenodo.3591795 fatcat:s4wrwklajbcxhpw5rs3wcrd2ea

Apprenticing with the customer

Hugh R. Beyer, Karen Holtzblatt
1995 Communications of the ACM  
This includes not only the overall relationship between design team and customer community, but the individual, minute-by-minute process by which a single designer works with a single customer to understand  ...  We reserve user for those who actually interact with the system.  ...  But they do not need to be-the master craftsperson teaches while doing. A master does not teach by designing a course for apprentices to take.  ... 
doi:10.1145/203356.203365 fatcat:3s2vpsyaxjfbdjjxpfbvcfo5hy

Personalised correction, feedback and guidance in an automated tutoring system for skills training

Claire Kenny, Claus Pahl
2008 International Journal of Knowledge and Learning  
Specifically, we address synchronous feedback and guidance based on personalised assessment. Each of these features is automated and includes a level of personalisation and adaptation.  ...  We present an automated skills training system for a database programming environment that promotes procedural knowledge acquisition and skills training.  ...  Apprenticeship is a three-step process involving a master and an apprentice. Initially the master demonstrates the completion of the various stages of a task while the apprentice observes.  ... 
doi:10.1504/ijkl.2008.019738 fatcat:cneqteirsvhwtit6ccwrz7zxhm

Domain-General Tutor Authoring with Apprentice Learner Models

Christopher J. MacLellan, Kenneth R. Koedinger
2020 International Journal of Artificial Intelligence in Education  
In this paper, we explore the use of computational models of apprentice learning, or computer models that learn interactively from examples and feedback, for authoring expert-models via demonstrations  ...  To support these investigations, we present the Apprentice Learner Architecture, which posits the types of knowledge, performance, and learning components needed for apprentice learning.  ...  Thank you everyone for all the help you provided.  ... 
doi:10.1007/s40593-020-00214-2 fatcat:v5inwt5n5rczvnbr6truklucym

Management, structures and tools to scale up personal advising in large programming courses

Jaakko Kurhila, Arto Vihavainen
2011 Proceedings of the 2011 conference on Information technology education - SIGITE '11  
We see programming in higher education as a craft that benefits from a direct contact, support and feedback from people who already master it.  ...  A thorough comparison of learning results and organizational costs between our traditional lecture/exercise-based course model and XA-based course model is presented.  ...  . • Bi-directional continuous feedback makes the learning process meaningful and effective.  ... 
doi:10.1145/2047594.2047596 dblp:conf/sigite/KurhilaV11 fatcat:4fc3qc37sbgdtltwzvoalec5yi

Extreme apprenticeship method in teaching programming for beginners

Arto Vihavainen, Matti Paksula, Matti Luukkainen
2011 Proceedings of the 42nd ACM technical symposium on Computer science education - SIGCSE '11  
Our model is based on a set of values and practices that emphasize learning by doing together with continuous feedback as the most efficient means for learning.  ...  Learning a craft like programming is efficient when novices learn from people who already master the craft.  ...  The model is based on the ancient model of apprenticeship education where a profession is learned while working under the guidance of a senior master.  ... 
doi:10.1145/1953163.1953196 dblp:conf/sigcse/VihavainenPL11 fatcat:nuitcupgcffydcnc4bqcuhrjsm

Multi-faceted support for MOOC in programming

Arto Vihavainen, Matti Luukkainen, Jaakko Kurhila
2012 Proceedings of the 13th annual conference on Information technology education - SIGITE '12  
learning ("flipped-classroom"), demanding them to go deeper than typical CS1 course, and added incentives for participant retention by treating the course as a formal entrance exam to CS/IT degree.  ...  Our Extreme Apprenticeship (XA) method for programming education appeared to be successful in an online environment as well.  ...  Working Process Because of the rapid feedback cycle in XA labs, our course content and working process is elastic; whenever we notice something that can be improved, we act as soon as possible.  ... 
doi:10.1145/2380552.2380603 dblp:conf/sigite/VihavainenLK12 fatcat:crvwnlzfibgw3boviiuzwiybq4

Clans, Guilds, and Markets: Apprenticeship Institutions and Growth in the Preindustrial Economy*

David de la Croix, Matthias Doepke, Joel Mokyr
2017 Quarterly Journal of Economics  
We build a model of technological progress in a preindustrial economy that emphasizes the person-to-person transmission of tacit knowledge. The young learn as apprentices from the old.  ...  We argue that superior institutions for the creation and dissemination of productive knowledge help explain the European advantage.  ...  In particular, if each master takes on a apprentices, and each apprentice learns from m masters, the condition for matching demand and supply of apprenticeships is: N ′ m = N a. (14) We ignore integer  ... 
doi:10.1093/qje/qjx026 fatcat:4msi3unkyjcppbfuiyqpanuqum

The 'Erfahrraum': a pedagogical model for designing educational technologies in dual vocational systems

Beat A. Schwendimann, Alberto A.P. Cattaneo, Jessica Dehler Zufferey, Jean-Luc Gurtner, Mireille Bétrancourt, Pierre Dillenbourg
2015 Journal of Vocational Education and Training  
This paper presents a multidimensional pedagogical model, called the 'Erfahrraum', for the design and implementation of educational technologies as a way to foster this integration in initial dual vocational  ...  The interplay between workplace and school contexts and their often antagonistic priorities call for a specific model that transforms these divergences into learning opportunities and connects different  ...  Acknowledgements The experiences referred to here are part of Dual-T, the Leading House "Technologies for Vocational Education" promoted and funded by the Swiss State Secretariat for Education, 25 Research  ... 
doi:10.1080/13636820.2015.1061041 fatcat:qrrxtt5cfvecjl3rktzalvm7hm

Of the People for the People: Digital Literature Resource Knowledge Recommendation Based on User Cognition

Wen Lou, Hui Wang, Jiangen He
2018 Information Technology and Libraries  
Through conducting a digital literature resource organization model based on user cognition, our proposal improves both the content and presentation of retrieval systems.  ...  This paper takes Powell's City of Books as an example to describe the construction process of a knowledge network. The model consists of two parts.  ...  ACKNOWLEDGEMENTS We thank Carolyn McKay and Powell's City of Books for such great help for the questionnaire networking and all participates for feedback.  ... 
doi:10.6017/ital.v37i3.10060 fatcat:xggp3npvhffjxi22fxjx5u7l5m
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