Over the last decade, remote sensing technologies have provided useful tools for a diverse range of sectors. G-STEP （GMES--space technology exchange partnership） is the University of Leicester＇s flagship project fo...Over the last decade, remote sensing technologies have provided useful tools for a diverse range of sectors. G-STEP （GMES--space technology exchange partnership） is the University of Leicester＇s flagship project for innovation, training and education in GMES （global monitoring for environment and security） and GIS （geographical information systems） based technologies. G-STEP （part funded by the ERDF） is the first GMES accelerator initiative in the UK and is breaking new ground in the application of GMES and GIS. The core G-STEP team initiates and develops Knowledge Exchange Practices between the University and Life Long Learning partners in the East Midlands Region, through training packages and collaborative research projects. The programme integrates innovative research, to direct downstream applied training, supported by analytical processing of attendee assessment data. Collated information derived from these sources presents a unique opportunity to incorporate a statistically viable feedback cycle, making G-STEP the interface between pure and applied research, thus initiating downstream dissemination to groups and small business. In this paper, we outline the GMES and GIS training packages, and the route to market to increase uptake of underused data streams via university and regional entrepreneurs （start-ups） and established small business with a core interest in utilisation and dissemination of novel technologies in sustainable lifelong learning.展开更多
Nowadays, language education has become increasingly focusing on the potential roles that portfolios play in language learning and teaching. However, most of the literature review tackled the implementation issues of ...Nowadays, language education has become increasingly focusing on the potential roles that portfolios play in language learning and teaching. However, most of the literature review tackled the implementation issues of portfolios in the language classroom and lacked of information about the ELP （European Language Portfolio） Project. In Europe, the CE （Council of Europe） promoted a series of projects for the coming of lifelong learning era. Among these projects, the CEFR （Common European Framework of Reference） and ELP projects, are two most prominent language projects in facilitating lifelong learning language. As a matter of fact, the language scholars in Taiwan are much familiar with CEFR than ELP. It is because that Taiwan Residents Ministry of Education used the CEFR as a reference framework of English proficient assessment in Taiwan. Howev experience of language learning that is founded on the principles of enhancing er, life the ELP Project provides an long learning, flexibility, and learner autonomy. This research includes two stages. During the first stage, this research aims to incorporate ELP to construct the WLP （Web-Based Language Portfolio） in Taiwan. The second stage research used the action research to examine the effects and challenges faced in the authentic Taiwan Residents EFL settings. Three teachers and 220 students participated in this research and practiced this WLP constructed from the first stage research. As a result, the research results can help to understand the process of practicing the WLP in Taiwan, and will fill the gaps by providing the outcomes for international comparison展开更多
This paper describes the research carried out in partial fulfilment of the degree of doctor of education. The study was qualitative in nature with a phenomenological interpretive paradigm dominating the philosophical ...This paper describes the research carried out in partial fulfilment of the degree of doctor of education. The study was qualitative in nature with a phenomenological interpretive paradigm dominating the philosophical approach. The research methods adopted combined life story and grounded theory. As far as the author has been able to determine there are very few, if any studies which have applied this approach specifically to this area of research which investigated the influence life history has on attitude to lifelong learning. Twenty five respondents were interviewed in face-to-face informal interviews. The main aim was to elicit the respondent＇s subjective interpretation of the interaction between school, family, work, and learning within their lives. The researcher was then able to identify when they occurred and what or who made them particularly meaningful. This paper describes how initial decisions were made regarding the substantive area for the research. Sampling technique and method for collecting the data is discussed and a worked example is given of how the data was analysed. It is intended that this paper will give an insight into the challenge of combining these two much debated methods of research. The empirical data lead to some interesting findings which educators and policy makers will find helpful in order to strengthen the school, college, and workplace interface.展开更多
文摘Over the last decade, remote sensing technologies have provided useful tools for a diverse range of sectors. G-STEP （GMES--space technology exchange partnership） is the University of Leicester＇s flagship project for innovation, training and education in GMES （global monitoring for environment and security） and GIS （geographical information systems） based technologies. G-STEP （part funded by the ERDF） is the first GMES accelerator initiative in the UK and is breaking new ground in the application of GMES and GIS. The core G-STEP team initiates and develops Knowledge Exchange Practices between the University and Life Long Learning partners in the East Midlands Region, through training packages and collaborative research projects. The programme integrates innovative research, to direct downstream applied training, supported by analytical processing of attendee assessment data. Collated information derived from these sources presents a unique opportunity to incorporate a statistically viable feedback cycle, making G-STEP the interface between pure and applied research, thus initiating downstream dissemination to groups and small business. In this paper, we outline the GMES and GIS training packages, and the route to market to increase uptake of underused data streams via university and regional entrepreneurs （start-ups） and established small business with a core interest in utilisation and dissemination of novel technologies in sustainable lifelong learning.
文摘Nowadays, language education has become increasingly focusing on the potential roles that portfolios play in language learning and teaching. However, most of the literature review tackled the implementation issues of portfolios in the language classroom and lacked of information about the ELP （European Language Portfolio） Project. In Europe, the CE （Council of Europe） promoted a series of projects for the coming of lifelong learning era. Among these projects, the CEFR （Common European Framework of Reference） and ELP projects, are two most prominent language projects in facilitating lifelong learning language. As a matter of fact, the language scholars in Taiwan are much familiar with CEFR than ELP. It is because that Taiwan Residents Ministry of Education used the CEFR as a reference framework of English proficient assessment in Taiwan. Howev experience of language learning that is founded on the principles of enhancing er, life the ELP Project provides an long learning, flexibility, and learner autonomy. This research includes two stages. During the first stage, this research aims to incorporate ELP to construct the WLP （Web-Based Language Portfolio） in Taiwan. The second stage research used the action research to examine the effects and challenges faced in the authentic Taiwan Residents EFL settings. Three teachers and 220 students participated in this research and practiced this WLP constructed from the first stage research. As a result, the research results can help to understand the process of practicing the WLP in Taiwan, and will fill the gaps by providing the outcomes for international comparison
文摘This paper describes the research carried out in partial fulfilment of the degree of doctor of education. The study was qualitative in nature with a phenomenological interpretive paradigm dominating the philosophical approach. The research methods adopted combined life story and grounded theory. As far as the author has been able to determine there are very few, if any studies which have applied this approach specifically to this area of research which investigated the influence life history has on attitude to lifelong learning. Twenty five respondents were interviewed in face-to-face informal interviews. The main aim was to elicit the respondent＇s subjective interpretation of the interaction between school, family, work, and learning within their lives. The researcher was then able to identify when they occurred and what or who made them particularly meaningful. This paper describes how initial decisions were made regarding the substantive area for the research. Sampling technique and method for collecting the data is discussed and a worked example is given of how the data was analysed. It is intended that this paper will give an insight into the challenge of combining these two much debated methods of research. The empirical data lead to some interesting findings which educators and policy makers will find helpful in order to strengthen the school, college, and workplace interface.
