B. Research about MIICE
Paul O'Hara of Moray House School of Education in the University of Edinburgh was commissioned to prepare some research reports about the first 5 years of the MIICE partnership. Paul produced 4 reports, which can be downloaded as Word files
(PC users Right-click, Mac Users Control-Click)
Paper 1: The Evolution of the MIICE Partnership as an Agent for Enhancing Quality in Education
The history of the MIICE project from the start of the new millennium is sketched out and emphasis is placed upon its wide range of activities in underpinning quality in the various educational sectors. A national network exists linking partners from universities and local authorities. The project aims to achieve synergy with other concurrent national developments. Key characteristics of the MIICE approach are defined and case studies are highlighted covering its mix of strategies including conferencing, training workshops, website design and curriculum or resource development
The rationale behind the MIICE toolbox of measures is to define those qualities of good learning and teaching involving the use of ICT. Such qualities though often recognisable are more difficult to define and assess. A number of problems with measurement and validity within the context of ICT are discussed with particular reference to the use of qualitative as opposed to quantitative methods
A framework of measures, components and outcomes as indicators of quality in teaching and learning when using ICT was subjected to a validation exercise
The MIICE project has run in Scotland since the year 2000 undertaking a range of activities in underpinning quality in the various educational sectors. A national network exists linking partners from universities and local authorities. The MIICE strategies encompass conferencing, training workshops, website design and curriculum / resource development. The synergies described in the paper include links with the 5-14 curriculum. The Charter Mark, with How Good is Our School? . Other links explored are with the government's E-strategy, with psychological frameworks such as Gardner's multiple intelligences, school management and leadership policies, initial teacher education, the Standard for Full Registration of Scottish Teachers, the Standard for Chartered Teachers, and the National Priorities in Education in Scotland. Examples of the inter-relationships with the key components of the various schemata are mapped-out