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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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End date: 2009Has files: No

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    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 Government
    This 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.
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    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
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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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    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.
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    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.
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    Carrots but no Sticks: Resource-led Enhancement
    (Society for Research into Higher Education and Open University Press, 2009-03) Mason, C.; Laidlaw, A.; Humphris, G.; Bamber, Veronica; Bamber, Veronica; Knight, Peter; Saunders, Murray; Trowler, Paul
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    Making Practical Sense of Enhancing Learning, Teaching, Assessment and Curriculum
    (Society for Research into Higher Education and Open University Press, 2009-03) Saunders, Murray; Bamber, Veronica; Trowler, Paul; Bamber, Veronica; Knight, Peter; Saunders, Murray; Trowler, Paul
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    Against the Grain: E-Assessment in the Physical Sciences
    (Society for Research into Higher Education and Open University Press, 2009-03) Court, Scott; Bamber, Veronica; Bamber, Veronica; Knight, Peter; Saunders, Murray; Trowler, Paul