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Centre for Academic Practice

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

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1998 - 199922000 - 20095

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Author: search.filters.author.Morss, K.End date: 2009

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Now showing 1 - 7 of 7
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    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.
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    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.
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    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.
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    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.
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    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.
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    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.