organisation of learning into activities, episodes and projects (Tough, 1971; Vavoula & Sharples, 2002), and allows the user to organize and manage their learning experiences and resources as a visual timeline, while at the same time visualising their episodic learning memories. The prototype demonstrates functionality at three different levels, allowing the user to (a) manage their learning projects; (b) monitor the learning episodes they complete and associate them with projects where applicable; and (c) perform learning activities within episodes. In addition, it incorporates a knowledge map, which the user updates as they progress through their learning experiences and which reflects their semantic learning memories. The learning episodes (episodic learning memories) are interlinked with the relevant knowledge nodes in the map (semantic learning memories) allowing for browsing of past learning experiences and knowledge. KLeOS has been evaluated to assess its (a) usability and desirability, and (b) its effectiveness as a knowledge retrieval tool, against R-KLeOS, a reduced version of the software which does not support the interlinking between episodic and semantic learning memories. Although the users identified some shortcomings in the interface design of KLeOS, overall it was rated as a usable and useful tool that they would be willing to adopt. No significant difference was found between the effectiveness of KLeOS and R-KLeOS as knowledge retrieval tools, however there was some evidence that more prolonged use with real-world meaningful learning tasks might favour KLeOS. 1

On behalf of:

This paper connects an online learning model to the rights to education that the online educational environments can provide. The model emerges from a study of ninety-two online learners and is composed of three kinds of inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge. Online learners naturally pursue and undertake these inquiries when they are equipped with communication channels and technologies. This model provides a thinking tool for integrating new media and technologies in an online learning environment in order to help students achieve their full rights to education.

Taking the common-sense notion of a good citizen to be someone who contributes economically to Canadian society, this study asks: How do highly skilled professional immigrant women from China learn to refashion themselves to fit into the gender and ethnically segregated Canadian labour market? Using life-history style in-depth interviews and institutional ethnography as an analytical strategy, we documented the multiple strategies developed by ten Chinese immigrant women to navigate the Canadian labour market, and identified the learning that took place in their attempt to integrate into the Canadian economy and society. We also reported on their critiques of existing programs and policies. Our preliminary analysis was shared in a discussion forum with the participants and people working with them, and in scholarly conferences. A public event will be organized, through CCNCTO, to release the final research report. 1 We are indebted immeasureably to the participants of our study, who generously shared their experiences with us and helped us reflect on our preliminary analysis. We also thank the organizations who attended our discussion forum and provided valuable information and suggestions.

This report is a consequence of the support and cooperation of numerous colleagues, administrators and students. We are especially grateful to those people who have worked closely with us to put this research into action. From the beginning, Bob Dickeson — senior vice president for Higher Education Policy, Research and Evaluation at Lumina Foundation for Education — encouraged this study and worked with us to refine its design. At Regis University, Bill Husson, vice president and dean of the School for Professional Studies, and Tom Kennedy, vice president of New Ventures, enthusiastically assured us that this research could be done. At the University of Missouri-Kansas City, Larry Dietz (now vice chancellor for Student Affairs and Enrollment Management at Southern Illinois University) was equally supportive. We also wish to thank Derek Price of Lumina Foundation for his patient and expert methodological guidance. Other people who contributed to this study are Patricia Long, vice chancellor for Student Affairs and Enrollment Management at the University of Missouri-Kansas City; John Nies, associate vice president at USA Group-Noel-Levitz; Clark Newman, director of academic grants at Regis University; and Jerry Davis, vice president for Research at Lumina Foundation. We also wish to thank Eileen Hoefler for her fine management of the entire survey process. Finally, we wish to

there is a growing trend for medical students to make a declaration or take an oath of ethical commitment at the time of their The graduation Medical Journal and admission of Australia to ISSN: the medical

Canada has granted the OECD permission to include this document on the OECD Internet Home Page. The views expressed in the document are those of the author(s) and not necessarily those of Canada, the OECD or its Member countries. The copyright conditions governing access to information on the OECD Home Page are provided at:

McMullin for their guidance and assistance, Dr. Allan Turner for his advice and confidence in my abilities to do research, Shelly Witt of the U. S. Forest Service, and Bill Romberg and Andy Hoffmann of the Alaska Department of Fish and Game for their significant contribution to the online survey design and format. I also want to thank Kelly Hepler, Director of the Division of Sport Fish, Alaska Department of Fish and Game, whose support facilitated my research. Thank you to my sons, Ben and Peter, who awe me with their own accomplishments, cheer me on from the sidelines, and never let me off the hook. A continuous thank you to my parents who listen long distance and let me know they are “pleased ” with me. And finally, thank you to the adult education program which has expanded my knowledge, provided excellent peer support, and brought me my life partner and husband, Bill Hall. The purpose of this quantitative study was to evaluate the effectiveness of a leadership training course offered to natural resource professionals through Virginia

The development and use of technology-based tools for financial literacy education has grown rapidly in recent years, often based on the presumption that digital media will enhance past practice. However, little attention has been given to understanding why such technologies may be expected to enhance outcomes for either general or vulnerable populations. This literature review fills this gap by examining behavioral and educational theories that provide insight into how digital pedagogies may support personal-finance-related teaching and learning. The authors present an ecological model for technology-based financial literacy education intervention and propose an action agenda for practice and further research. The research reported herein was performed pursuant to a grant from the U.S. Social Security Administration (SSA) funded as part of the Financial Literacy Research Consortium. The opinions and conclusions expressed are solely those of the authors and do not represent the opinions or policy of SSA or any agency of the Federal Government.

THEDAY I BEGAN to prepare t_-is paper I also started to learn how to use a word processor. I am not a good candidate for operating even simple electronic media and progress has been slow. But it is no coincidence that the struggle and exhilaration of being engaged in one difficult learning project renewed my zeal for another. I am not alone in finding that people are at their best, and their most human, when they are learning. This entire issue of Library Trends is about learning-learning for personal enlargement and learning for social development, perhaps ultimately learning for survival. I will argue that, concerning most aspectsof learning, there have been such changes as constitute what the clichi. manufacturers now call a “paradigm shift.” May I start with aword about my own debt to libraries for what they have offered to me and to my children. I once heard a famous Canadian author, B.K. Sandwell, say, “I am what libraries and librarians have made me, with a little assistance from a professor of Greek and a few poets, ” and in part he was speaking for me. Some of the best days of my life have been associated with the stimuli and comforts of some favorite library. Regularly now, I go into the Toronto Reference Library, designed by an architect of rich feeling, Ray Moriyama, just to read and feel more like a human being, not just a worker or consumer. I have had *Editor’s note: J. Roby Kidd died before revision of the manuscript was completed; it was prepared for publication by Elizabeth Burge, issue editor.