Centre for Academic Practice

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/29

Browse

Now showing 1 - 20 of 76

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.
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.
Roundtables: learning through collaboration
(Scottish Further Education Unit (SFEU), 2002) Oliver, M.; Kemp, Catriona; Peacock, Susi
Using roundtables to impact on staff development : a case study to improve staff awareness of accessibility legislation
(ALT/TechDis, 2002) Peacock, Susi; Ross, D.; Skelton, J.; Phipps, Lawrie; Seale, Jane; Sutherland, Allan
Recent legislation in the United Kingdom, including the Special Educational Needs and Disabilities Act 2001 (SENDA), as well as the Quality Assurance Agency (QAA) Code of Practice concerning disabled students [1], has significantly impacted on the learning and teaching environment in post-16 education. One of the key barriers for institutions is the lack of staff awareness with regard to accessibility, which is compounded by a resource-scarce environment: lack of time and money. This chapter describes the development and planned deployment of a module in a Virtual Learning Environment (VLE) at Queen Margaret University College (QMUC), Edinburgh.
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.
Flashlight online : an evaluation toolkit
(ASSOCIATION FOR LEARNING TECHNOLOGY, 2002-10) Kemp, Catriona; Peacock, Susi
Flashlight Online is part of the American Association for Higher Education, Teaching Learning and Technology Group's (TLTG) Flashlight Program (http://www.tltgroup.org/programs/ flashlight.html). The core of Flashlight Online is the Current Student Inventory (CSI); a bank of approximately 500 ready-made questions that can be used to create an online survey. The questions are designed to help institutions obtain relevant information about common issues relating to learning technologies and their use. Academics, staff developers and learning technologists can select questions, creating surveys which can be edited using Dreamweaver. Surveys can include the author's own questions as well as ones taken from the question bank. In addition, it is possible to change the font size and colour and tailor the background of the survey form.
Investigating the use of a computer-based, interactive timetable designed for primary school children with Asperger's syndrome
(International Congress Autism, 2003) Murray, Sue; Gillham, Mark
A high percentage of children with Asperger's Syndrome (or unspecific high functioning autism) find it difficult to cope with change in their daily routine, due mainly to difficulties with organisational skills and sequential memory (Division TEACCH, 2001). Encountering change without warning can be upsetting, resulting in anxiety and behavioural problems, which in turn can result in loss of learning opportunities (Gingell, 2000; Aarons & Gittens, 1999, Attwood, 1998). A technique used by many schools to allow such children to function in an independent and organised manner, and to anticipate and prepare for change, is a printed activity plan, or timetable (Peeters & Gillberg, 1999; Dooley et al. 2001; Mesibov et al. 2002). Development of a computer-based, interactive timetable system for a specific cohort of children with Asperger's Syndrome is currently in progress and follows a user-centred design. Once implemented, the timetable will be assessed to see whether it is effective in reducing anxiety for the children, in relation to changes in their daily class routine. The timetable will also be assessed to ascertain its effectiveness as a management and communication tool for the teachers and parents. Finally, the project aims to propose and possibly build a general system capable of widespread implementation. This presentation aims to exhibit details of methods used in the development of the timetable, and will provide illustrations of specific stages of the system development through the use of diagrams and screen shots. Outcomes from initial user evaluations with regards to reduction in anxiety will be presented ------- Uma grande percentagem de crianas com S_ndroma de Asperger (ou autismo no espec_fico de alto n_vel de funcionalidade) tem dificuldade em lidar com mudana na sua rotina diria, devido principalmente a dificuldades com a capacidade de organizao e mem_ria sequencial (Division TEACH 2001). Deparar inesperadamente com a mudana pode ser perturbador, e resultar em ansiedade e problemas de comportamento que, por seu lado podem resultar numa perda de oportunidades de aprendizagem /Gingel, 2000; Aarons &Gitten, 1999, Attwood, 1998). Uma tcnica usada por muitas escolas para permitir a essas crianas funcionar de uma maneira organizada e independente, e prever e preparar-se para mudanas um plano de actividades impresso ou horrio (Peeters & Gillberg, 1999; Dooley et al. 2001; Mesibov et al. 2002). O desenvolvimento de um sistema de agenda computorizada interactiva para com grupo espec_fico de crianas com Sindroma de Asperger est actualmente a decorrer e segue um design- centrado no utilizador. Uma vez implementado, o horrio ser estabelecido para ver se tem eficcia na reduo da ansiedade para as crianas, em relao a mudanas na sua rotina de classes diria. O horrio ser tambm estabelecido para verificar a sua eficcia como instrumento de gesto e comunicao para os professores e os pais. Finalmente, o projecto tem como objectivo propor e possivelmente construir um sistema geral capaz de implementar a sua divulgao. Esta apresentao tem como objectivo exibir pormenores de mtodos, utilizados no desenvolvimento do horrio, e far ilustraes de etapas espec_ficas do desenvolvimento do sistema atravs do uso de diagramas e pequenos filmes. Sero apresentados resultados de avaliao feita pelos utilizadores iniciais respeitantes reduo da ansiedade.
From pioneers to partnerships : the changing voices of staff developers
(Swets and Zeitlinger, 2003-01-01) Littlejohn, A.; Peacock, Susi; Seale, Jane
The aims of the book are to use the topic of institutional implementation to present a review of the impact of learning technology on tertiary education over the past few years; and to highlight and discuss key changes and developments that are shaping present and future activities and consider the implications for individual enthusiasts who work in the field of learning technology. The book outlines the context in which individual enthusiasts have operated and institutional implementation has occurred over the last ten years.;Four key themes are highlighted throughout the book: the individual enthusiast and their role in institutional implementation; the institutional enthusiast and their role in local and global e-learning initiatives; finding the evidence to justify enthusiasm and underpin implementation; and reinventing the individual enthusiast.
Roundtables as an approach for implementing and supporting learning technologies through collaborative change management in tertiary education
(Routledge, 2003-10) Kemp, Catriona; Peacock, Susi
Engaging staff and students in the development and deployment of a departmental website : a review
(Australasian and New Zealand Association for Medical Education, 2004-11) Peacock, Susi; Adamson, S.; McKenzie, Jane; Williams, K.
Introduction: This paper discusses the development, deployment and evaluation of a website for an academic department, built around a customised webtemplate. We draw upon a two-year, co-ordinated initiative between the Dietetics, Nutrition and Biological Sciences Department and the Centre for Academic Practice at Queen Margaret University College. Initially we provide a brief overview of the issues involved in using web-based technologies from the student and staff perspective. We then describe the process of setting up the site and present the results of the evaluation. Results and Conclusions: We address the emergent issues raised by the project. For staff these include ease of use and the provision of a variety of support mechanisms. These are critical for long-term engagement and sustainability since they reduce the risk of distancing staff from their materials and encourage ownership of the website. Students use the website for preparation for lectures, as signposts for further research and reflection. Key barriers relate to access, systems stability and commitment of support departments. To address such concerns an institutional approach is proposed to provide long-term support.
Approaches to APEL in France and the UK: Holism versus Empiricism?
(Staffordshire University, 2005) Pouget, Mireille; Oberski, Iddo
The APEL (Accreditation/Assessment of Prior Experiential Learning) systems in the UK and France are probably the best developed in Europe, but they are underpinned by different conceptions of learning and experience. In this article, we attempt to understand the two different approaches to APEL within the framework of Goethe's 'natural phenomenology', which essentially attempts to understand phenomena in their own right, without analysing them into parts. An initial analysis would suggest that in the UK the APEL process reflects a conception of experience and learning as being built up of a number of smaller units. In France, on the other hand, the process involves instead a more holistic approach to the evaluation and understanding of experience and learning
Effective use of VLEs in supporting staff to implement E-Learning
(2005) Peacock, Susi
Learning technology and its potential to support student placements in hospitality and tourism education
(Hospitality, Leisure, Sport & Tourism Network, 2005-04) McGugan, Stuart; Peacock, Susi
This study explores the contribution that learning technologies can make to support students and enhance their learning on placements. Using action research, the implementation of a virtual learning environment (VLE) with undergraduate students studying hospitality and tourism management is evaluated. The study reveals that it is feasible to create an online environment that can be beneficial for some students. However, barriers exist which prevent the full potential of such a facility being realised, and more needs to be done to promote the use of a VLE to assist students' abstract learning from experience. This may reflect the view held by many students and staff that the academic environment and the workplace are two distinct learning contexts.
How do diverse groups of learners in the health sciences respond to a new virtual learning environment?
(Queen Margaret University College, 2005-06) Peacock, Susi; Hooper, Julie; Learning Teaching Support Network for Health Sciences
Aims of the project In the original proposal, the stated aims of this research were to: 'Investigate learners' responses to their first exposure to a new learning experience in a VLE Examine learners' attitudes to the VLE as an effective learning environment through the project Compare and contrast attitudes to a VLE in two different physiotherapy programmes.' Objectives of the project The main objective of the research (as stated in the original proposal) was to provide a detailed analysis into the experience of two specific and differing physiotherapy student cohorts who were new to using VLEs in the learning experience. We aimed to: 'Provide an overview of the literature on the use and value of VLEs in the health sciences. This will focus specifically on initial learner attitudes to Information Technology in learning Conduct a study exploring students' reactions to, and participation in a VLE during the lifetime of the project Identify issues in preparing students in the use of a VLE drawn from diverse groups Evaluate the findings of the study which will: Review students attitudes to the use of a VLE in physiotherapy programmes Highlight individual, social and technical barriers for the meaningful implementation of the VLE from the student perspective Consider the potential for VLEs for the health science community as a whole as well as to the individual lecturer Raise awareness, throughout the duration of the project, of the potential roles of VLE in improving students learning.'
Critical Health Psychology, Pluralism and Dilemmas: The Importance of Being Critical.
(Sage, 2006-05) McVittie, Chris
Hepworth (this issue) argues for critical health psychology (CHP) to move on from binary opposition to mainstream health psychology (MHP) and to engage with other researchers in projects of common interest. In doing so, CHP can take up Murray and Campbell's earlier 'call to action' and avoid the risk of isolation. However neither action nor cross-subject collaboration are necessarily appropriate strategies for all elements of a pluralistic CHP that encompasses a diversity of epistemological positions. Conducting research on others' terms also holds risks for the development of work that remains critical. The potential contributions of a pluralistic CHP, by way of action or otherwise, might usefully be judged in relation to both the distal and proximate contexts of health issues.
Developing e-learning provision for healthcare professionals' continuing professional development
(IDEA, 2006-05-15) Peacock, Susi; Dunlop, G.; O'Donoghue, John
This book enumerates the difficulties in implementing technology within the educational curriculum in the context of institutional policy and procedures--Provided by publisher
The analysis of interaction in online focus groups
(Mark Allen Publishing LTD, 2006-10-07) Watson, Mohinder; Peacock, Susi; Jones, Derek
Computer mediated communication has enabled researchers to transfer the focus group method to the online environment. This has important practical, ethical and theoretical implications including the challenge of maximizing and analysing focus group interaction in a faceless medium, devoid of visual and vocal cues. In the online setting where written communication is the only means of understanding data, interaction offers the researcher a critical window to interpret meaning and to understand better what is happening in the social context of the group. A schema of questions has been used in this study to draw attention to this interaction and to examine the transcripts of online focus groups, which sought to investigate the lived experiences of sufferers of repetitive strain injury. Five asynchronous online focus groups were conducted on a closed website specifically created for the study. Online focus group interaction was found to generate rich qualitative data. More studies are required to explore what is potentially an innovative tool for qualitative researchers.
Tutors' attitudes to implementing ePortfolios. Professional Development Seminar: How do we develop our staff?
(Centre for Recording Achievement, 2007) Peacock, Susi; Gordon, L.
From Community Theatre to Critical Management Studies: A Dramatic Contribution to Reflective Learning?
(2007) Beirne, M.; Knight, S.
Scotland has a distinctive history of participative art making, especially in community theatre where concerns for mutual learning and collective engagement have a radical edge and close correspondence with the agenda set by enthusiasts for critical and reflective management studies. Reporting experiences from student-centred theatre workshops, this article suggests that insights and innovations associated with community theatre can help to promote a critical pedagogy in management education. Participation, in this instance, encouraged management students to draw on a broader range of ideas and reference points and to invest more of themselves in their studies, calling more confidently on personal experience to explore tensions and dilemmas in management activity, to illuminate contested aspects of organizational life, and to reflect upon the controversial assumptions and preconceptions that frequently inform pronouncements and practices in this area. Caution is required when evaluating the wider significance of this approach, however. The scope for realizing these benefits and extending the reach of community theatre innovations is heavily influenced by institutional contingencies and constraints, including conservative assessment and accreditation systems and the pressures on staff, notably from research and other commitments. Copyright 2007 Sage Publications.
Linking research and teaching through student-led module evaluation.
(2007) Bovill, C.
This paper outlines the processes and outcomes from two innovative student-led projects to evaluate education research modules on a Masters level programme in Professional Education at Queen Margaret University, Edinburgh. Both projects were underpinned by the overall programme philosophy emphasising learner-centred approaches and strong research-teaching linkages. One project was an Action Research Evaluation project where students guided all stages of evaluating a module. The second project involved the students critiquing existing institutional module evaluation forms and then designing their own module evaluation form. Outcomes from the projects include increased student knowledge, skills and confidence in using education research methodologies and undertaking small-scale collaborative research projects. In addition, staff have gained a greater awareness of which aspects of the modules students consider should be evaluated. Students are still actively involved in the Action Research Evaluation project and are currently collaborating to write a journal article and present their findings at a seminar. The students are also directly informing the redesign of modules for the next academic year.