Centre for Academic Practice
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Item Evaluation of the Angus Gold Project (a partnership approach to digital education and social inclusion) RF 8/2008(Queen Margaret University, 2008-10-24) Ward, Richard; Ferguson, Julie; Murray, Sue; Scottish GovernmentThis Research Findings provides a brief summary of findings from an evaluation of Angus Gold, (a digital inclusion initiative allied to a broader programme of health education and improvements by engagement with services of the 50+ population) piloted in Angus between March 2004 and late 2007. It identifies lessons learned.Item 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, MarkA 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.Item 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.Item Learners' initial expectations and experiences of ePortfolios: A pilot study(Oxford Brookes University, 2009-03) Peacock, Susi; Murray, SueThis paper discusses the findings of a pilot study that explored learners' preliminary expectations and experiences of using an ePortfolio. ePortfolios have the potential to support learning and personal development due to the multiple roles they can play in the learning environment; however, student engagement has been varied. A mixed-method approach assisted in developing a rich picture of learner experience and use, and findings suggest that tutor and learner need support to understand the complexity of the tool. Furthermore, data protection and alumni access need to be addressed at an institutional level before appropriate resources are committed to implementation.Item Digital identities in ePortfolios: the first-year experience in a higher educational institution(2008-10) Murray, Sue; Peacock, SusiIntroduction ePortfolios have the potential to promote learning and encourage personal development and digital identity by supporting (a) the learning process, (b) the product of learning and(c) the transition of learners at various stages of the lifelong and life-wide journey -(Barrett & Carney 2005; Ward & Grant 2007; ISLE 2005). This presentation outlines a new study, which explores first-year learners' experience of using ePortfolios with the aim of providing grounded guidelines to support institutional implementation and assist effective student engagement, in order to develop digital identities.Item 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.