Browsing by Person "Morss, K."

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Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh
(Elsevier, 2009-08) Cockbain, M.; Blyth, C.; Bovill, C.; Morss, K.
The perspective of the radiography teaching team at Queen Margaret University (QMU) was that a transmission mode of programme delivery was sub-optimal in helping students to learn and make links between theory and practice. Programme redesign adopted a blended learning approach with both face-to-face and online learning aimed at enhancing the students' control over their own learning. Online tasks within Web Classroom Tools (WebCT) were used as an integral part of careful programme design, which resulted in a programme enabling synthesis of the skills, knowledge and competencies acquired in the academic and clinical environments. With the move towards a more learner-centred, blended educational experience for the students the lecturers' role shifted to that of facilitator with WebCT providing the tutor with a more transparent view of student learning. Lecturers plan learning activities that build upon the skills students have developed through learning in groups, online and in class. The explicit connections that now exist between the academic programme and the opportunities for applying knowledge in practice allow students to engage more deeply in their learning. 2008 The College of Radiographers.
An evaluation of a framework for facilitating and assessing physiotherapy students' reflection on practice
(Informa Healthcare, 2007-03) Donaghy, Marie; Morss, K.
Reflective practice is promoted in the health care professions as a developmental process leading to competent and effective practice, although the link between reflection and enhancement of physiotherapy practice remains speculative and conjectural. This article provides evidence that reflection can influence developing practice based on the evaluation of a reflective framework for students on clinical placement. The evaluation explored, in depth, students' experiences and perceptions of its benefits and limitations. Thematic analysis of response data from five focus groups (n = 43) representing three student cohorts resolved significant outcomes-related themes: personal insight, linking reflection to the physiotherapy process, and learning and personal change. Process-related themes focused on strengths and weaknesses of the framework and associated issues. Evidence supports the effectiveness of the framework in facilitating reflection and in linking reflection to higher order cognitive processes such as gaining new insights and understandings, facilitation of systematic enquiry, problem solving, and decision making. Feedback from students indicated that the experience was meaningful and valuable in preparation for practice because they were guided to question themselves and could see the relevance and value of that for their practice. We recommend that educators consider this approach to facilitating reflection in physiotherapy undergraduate education.
Curriculum design for the first year: Quality Enhancement Theme: The First Year Experience
(Quality Assurance Agency for Higher Education, 2008) Bovill, C.; Morss, K.; Bulley, Catherine
This report outlines the work and outcomes of a practice-focused development project on 'Curriculum design for the first year'. It was one of nine projects funded by QAA under the First-Year Experience Enhancement Theme of the Scottish quality enhancement agenda. The Enhancement Theme focused almost exclusively on the first year of undergraduate programmes, although it is acknowledged that some of the findings may also be relevant to the first year of postgraduate programmes. The aim of this project was to investigate the relationship between curriculum design and student engagement and empowerment, which may be viewed from two perspectives. On the one hand, curriculum design may encourage and enhance student engagement and empowerment; on the other hand, the process of curriculum design might be developed by engaging and involving students. The report firstly presents the context and process of the project. Key findings from the first-year curriculum design literature review are then presented. This is followed by key themes emerging from staff workshops, student focus groups and case studies of first-year curriculum design, which highlight interesting work being undertaken by practitioners from the HE sector in Scotland, Ireland and the US. Finally, we discuss some of the common issues emerging from the literature and practice, before presenting conclusions and recommendations. The report also includes appendices detailing the literature review and case studies.
Developing research capabilities in FE lecturers through practitioner led action research.
(ESCalate, 2007) Minty, Ian; Weedon, Elisabet; Morss, K.; Cannell, Peter
The main aim of this project is to develop research skills in Further Education lecturers who are involved in both FE and HE delivery. Recent developments in FE have recognised the needs to develop research capacity within FE institutions and a number of networks have responded[1] (UHI Millennium Institute (UHI) is a partnership of 15 colleges and research institutions in the Highlands and Islands of Northern Scotland. See also the FE Regional Research Network (FERRN) for Fife and the Lothians. The importance of research is well embedded in both networks), while some recent research has focussed on the role of FE in furthering the government's continuous improvement agenda. Many staff within the colleges that form UHI Millennium Institute (UHI) are in a position of having to teach at both FE and HE level and are increasingly expected to engage with research. Traditionally, however, FE lecturers have not engaged in research and have therefore not developed the required skills[2]. This project aims to develop basic research skills through the planning and execution of a small-scale project linked to a relevant literature search that relates to one aspect of the individual's teaching practice. It aims to encourage the development of a community of researching practitioners by establishing a mainly online discussion group to support practitioners[3]. The project thus aims to develop research and collaborative skills whilst also developing a greater understanding of teaching and learning and should therefore encourage reflection on teaching and learning and potentially impact on future delivery. 1.Cunningham J. and Doncaster K. Developing a Research Culture in the FE Sector: a case-study of work-based approach to staff development. Journal of Further and Higher Education., Vol. 26, No 1, 2002 2.Hillier, Y. and Jameson J. Empowering Researchers in FE. Trentham. 2003 3.Wenger, E. Communities of Practice: learning, meaning and identity. CUP. 1998
Discipline-based academic development through a tripartite partnership
(Routledge, 1998-11) Morss, K.; Donaghy, Marie
This paper describes a discipline-based academic development project based upon a tripartite relationship between departmental staff, work-based practitioners and the central academic development unit which took place over one academic year within the Department of Physiotherapy, Queen Margaret College, Edinburgh. The purpose of the project was to discuss and debate the concept of the 'reflective practitioner', to develop strategies for enabling undergraduate students to be reflective, and to devise a framework for assessment of reflective practice in clinical work-based learning. The outcomes of the project, most important of which was a change in the learning experience for students, demonstrate that academic development can be valuable and productive when undertaken as a partnership and placed in a disciplinary context. The authors identify key elements important to the success of the academic development process which should be applicable in similar situations and which could serve as guidelines for the planning and delivery of staff development through similar kinds of partnerships.
Enhancing student engagement and learning through programme redesign: experiences from undergraduate and post graduate radiography programmes at Queen Margaret University, Edinburgh
(TESEP, 2007) Meikle, D.; Blyth, Christine; Cockbain, Margaret; Morss, K.; Bovill, C.; Peacock, Susi
Initial Findings from a Large-Scale, Longitudinal Study of First-Year Learners' Experience of ePortfolios
(Association for the Advancement of Computing in Education, 2008-07) Peacock, Susi; Murray, Sue; Morss, K.
ePortfolios are one of the latest web 2.0 tools available to educators in tertiary education. Their application and popularity are growing rapidly in Europe and North America in all subject areas (Stefani, Mason and Pegler 2007; Strivens 2007). Early studies indicate that the learner response to this tool in the first year of study has been mixed, with a notable lack of student engagement and ownership (Oradini and Saunders 2007; Pond 2007; Cosh 2007; Peacock & Gordon 2007; Tosh et al. 2005). This response may reflect confusion regarding the different roles of an ePortfolio within the learning and teaching environment. However, there has been little indepth, longitudinal research into the learner experience of such systems to date that might substantiate this. This presentation outlines a new study, which sets out to explore first-year learners' experience of using ePortfolios with the aim of providing practical, grounded guidelines to support institutional implementation and assist effective student engagement.
Innovations in learning using research on adult learning to best effect
(Elsevier Ltd, 2002-08) Morss, K.
This presentation will begin with a brief introduction to establish a common understanding of the term 'innovation' in the context of higher education. It will then summarise key principles for good design of innovations, based on relevant research and theory. In order to demonstrate the application of research to development, there will be shown a representative sample of exemplary innovations in learning and teaching within healthrelated subject areas, as educators seek to respond to rapid and significant changes in both education and health care policy and practice, such as patient-centred quality care, economy of resources and inter-disciplinarity (Barr, 2002). Particular attention will be paid to Scottish initiatives.
Perspectives from the literature on engaging first-year students through curriculum design: ideals and realities
(Taylor and Francis, 2010) Bovill, C.; Bulley, Catherine; Morss, K.
Researching Academic Writing within a Structured Programme: insights and outcomes
(2001-03) Morss, K.; Murray, Rowena
In spite of the contemporary emphasis on publishing to enhance individual and institutional profiles, there is little in the British literature on the nature and process of academic writing. Nor is there sufficient research or support for academics aiming to improve quality and productivity in writing. The Writing for Publication (WfP) programme described in this article aims to enable academic writers to improve their public output. Evaluation of the programme provides evidence of success in terms of 'hard' outcomes, such as journal publications and conference presentations, and 'soft' outcomes such as increased confidence and motivation, improved strategies for productive writing and increased self-knowledge through reflection. There is also an observed impact on local research cultures. Monitoring of individuals throughout the programme provided data on academic writing processes. This research suggests that a structured programme in writing development can enable academics to improve their written output and writing process.
Should students participate in curriculum design? Discussion arising from a first year curriculum design project and a literature review
(Liverpool Hope University, 2009-04) Bovill, C.; Morss, K.; Bulley, Catherine
This paper outlines some of the findings from a QAA (Scotland) funded project exploring first year curriculum design (Bovill et al. 2008). Whilst many examples exist of curricula being designed in ways to engage first year students, there are fewer published examples of active student participation in curriculum design processes. In the current higher education context where student engagement in learning is emphasised (Carini et al, 2006), this paper asks more generally whether students should be actively participating in curriculum design. In order to answer this question, several elements of the project findings are explored: student views gathered in focus groups; staff views collected in workshops; and the case studies where students were actively involved in curriculum design. The data are examined for lessons that inform the debate about whether students should be participating in curriculum design, in first year and at other levels. Alongside these findings, relevant literature is critiqued in order to ascertain the desirability and feasibility of adopting curriculum design approaches that offer opportunities for active student participation.
The importance of task appropriateness in computer-supported collaborative learning
(Routledge, 1999) Buckner, K.; Morss, K.
Collaborative learning activities can be beneficial for exchanging ideas, sharing experiences, and developing shared understanding. It is our view that the task given to the student is central to the success or otherwise of the learning experience. In this paper, we discuss the need for the adaptation of traditional face-to-face tasks when these are incorporated in computer-supported collaborative learning (CSCL) environments. We focus on critical issues in relation to the implementation of CSCL tasks including: the appropriateness of the medium for the task, the role of individuals, the volume of work involved, the time allocated for tasks or sub-tasks, and, the assessment procedures. In this paper we describe and evaluate two case studies that illustrate the importance of the appropriateness of the task in computer-supported co-operative learning. Both case studies (taught by one of the authors) involve final-year Information Management undergraduates in on-campus modules. Our findings indicate that the task must allow the module outcomes to be achieved (and assessed if necessary), and must be supported by software tools which facilitate effective student learning. If it does, and the assessment mechanism is appropriate, the benefits include improved motivation to participate in discussion, improved student learning, and the ability to assess individual performance in group activities.
Tutor response to implementing an ePortfolio to support learning and personal development in further and higher education institutions in Scotland.
(John Wiley & Sons Inc, 2010-09) Peacock, Susi; Gordon, Lisi; Murray, Sue; Morss, K.; Dunlop, G.
Emergent research indicates that electronic portfolios (ePortfolios) can have a positive impact on the learning experience, but there are significant challenges-pedagogical and technological-which may limit their effectiveness. This paper contributes to research by providing further evidence about such challenges from the tutor perspective and offers suggestions about how institutions may address these issues. The paper draws upon 23 semi-structured interviews conducted with tutors in a range of subject areas, from Scottish further and higher education. Tutors were positive about the role that ePortfolios could play in the learning environment to encourage personal development and a more reflective approach to studies, assist student transition and, in some cases, support assessment. Concerns were raised, however, relating to moving paper-based assessed portfolios online, the legal issues of implementing an ePortfolio and the technical robustness and flexibility of systems. Barriers were identified regarding tutors' lack of understanding about personal development and reflection, and their role in the academic environment, initiative fatigue and lack of access to information technology. It was felt that these could be overcome, especially with long-term institutional commitment, significant staff development and the creation of tutor support networks. These findings should assist academics, staff developers and managers to implement an effective institutional ePortfolio solution.
Using ePortfolios in Higher Education to Encourage Learner Reflection and Support Personalised Learning
(Information Science Reference, 2009-11) Peacock, Susi; Morss, K.; Scott, Alison; Hislop, Jane; Irvine, Lindesay; Murray, Sue; Girdler, Simon T.; O'Donoghue, J.
Using feedback and ePortfolios to support professional competence in healthcare learners
(AABRI, 2012-07) Peacock, Susi; Scott, Alison; Murray, Sue; Morss, K.
This article presents a learner-centric approach to feedback for healthcare students based upon current research literature and the authors' own research into student experiences of feedback using ePortfolios. Feedback is essential for all learners but for healthcare learners failure to engage with feedback may impact on patient care with potentially life-threatening consequences. Therefore, the aim of this practical approach is to support learners in the development of their professional competency and identity through deeper and broader engagement with feedback facilitated through learner-generated internal reflective and external dialogues. Such an approach requires learners to broaden their conceptual understandings of feedback, embracing its different forms and types regardless of when it is provided and by whom. Learners are also required to become active agents in the feedback process seeking out feedback opportunities in all their learning environments within and outwith academia. Fundamental to the approach is the ePortfolio providing a highly flexible, integrative environment for learners to create, record, collect and collate feedback over a period of study which can be used for reflective dialogue, appraisal of current progress and to plan for future learning activities. Practical tutor guidance is provided and the suitability of this approach for other disciplines is also discussed.