Centre for Academic Practice
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/29
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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 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.Item 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.Item Contemplation & Mindfulness in Higher Education(Springer, 2014-11-09) Oberski, Iddo; Murray, Sue; Goldblatt, Joe J.; DePlacido, ChristineThis chapter presents initial observations of a pilot that introduces mindfulness meditation into teaching and university life. Short meditations were offered at the start of Year 1 and 2 lectures, besides weekly drop-in sessions. The purpose was to enhance the student experience through the affective domain, identified by Thomas 2012 as a key factor in improving retention. Contemplative practices (CPs) consist of enhancing awareness of the 'here' and 'now', characterised by the foregrounding of 'being' and 'living', rather than 'doing' or 'knowing'. Thus, it could be argued that CPs have the potential to enhance the affective dimensions of the student experience and thus, indirectly, impact positively on retention. Students and staff perceived benefits that applied to learning and teaching specifically, but also to broader dimensions of their personal life. Overall there was enthusiasm from both students and staff for the innovation and a request to continue and expand current provision.Item The Transformative Role of ePortfolios: Feedback in Healthcare Learning(Center for Instructional Development and Educational Research (CIDER), 2011-08) Peacock, Susi; Murray, Sue; Scott, Alison; Kelly, J.; Health Sciences and Practice Subject Centre (HSaP), Higher Education Academy (HEA)This article reports findings of a study based in Scotland that explored healthcare learners' experiences of feedback and ePortfolios. Feedback is a highly complex, multi-dimensional phenomenon, and healthcare learners consider it essential for their learning, recognizing that without it patient safety may be compromised. This study sought to explore whether ePortfolios, with their dual emphasis on both the product and process of learning, could encourage deeper and broader learner engagement with feedback. Drawing upon three examples where ePortfolios have been embedded into the curriculum, our findings demonstrate that most participants were generally positive about using the ePortfolio to access, read, and store feedback on their assessments. In some cases where ePortfolio had been introduced across a program, a number of learners had also begun to use feedback provided through the ePortfolio as a springboard for reflection and planning for future development. However, many of our students missed the wider opportunities for long-term, regular creation of and engagement with feedback through the ePortfolio. After reviewing our implementation and using novel work based on threshold concepts, we propose the Personal, Learning and Thinking Skills (PLTS) framework as a guide to support deeper learner engagement with feedback.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 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.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.