Centre for Academic Practice
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/29
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Item Framing development: concepts, factors and challenges in CPD Frameworks for academics.(2009) Bamber, VeronicaThe National Pay Framework in UK universities has brought not only new pay arrangements, but the expectation that reward, recognition and appraisal systems will also be 'modernised', and that frameworks for staff development will connect in with these. This paper considers whether generic continuing professional development (CPD) frameworks are appropriate for academic activities, and contributes to the debate on reward and recognition for teaching. Finally, the paper offers recommendations on what CPD frameworks might look like in university cultures in which academics still expect autonomy and discretion over their own deveItem They should try to find out what the children like;exploring engagement in childhood(University of Stirling, 2008) Stephen, Christine; Cope, Peter; Oberski, Iddo; Shand, PeterThis paper is an account of an exploratory study of the perspectives children and teachers hold about the learning experiences and pedagogical activities which engage primary and secondary school learners. The investigation was prompted by the apparent contrast between the enthusiastic, self-initiated engagement observed in preschool playrooms and the efforts teachers report as necessary to engage older pupils. A review of our interrogation of the literature on disposition to learn and motivation is followed by a description of our empirical work to explore the ways in which the main actors in classrooms make sense of engagement in learning. Our findings suggest that for the children engagement stems from active involvement, enhanced by a perception that there is some scope for freedom of action and opportunity for choice. On the other hand, the perspectives of the teachers were focused on participation in learning activities selected and led by the teacher and carried out in a way which meets the adults' expectations.Item 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 SciencesAims 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.'Item 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.Item 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.Item Learning technology and its potential to support student placements in hospitality and tourism education(Hospitality, Leisure, Sport & Tourism Network, 2005-04) McGugan, Stuart; Peacock, SusiThis 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.Item E-learning in physiotherapy education(Elsevier Science B.V. Amsterdam, 2007-09) Peacock, Susi; Hooper, JulieThis paper reports the findings of a 1-year research project into the role of e-learning as a mechanism to support and enhance the learning environment for pre- and post-registration physiotherapists. The findings reveal tutor and student perceptions about what study entails, the anticipated respective roles of individuals in the learning process and how those individuals believe learning should occur when supported by e-learning in a tertiary education institution. Critical differences between the two groups of students, at different stages of their professional education, and their different uses of virtual learning environments are highlighted. This study raises some key issues that need to be addressed by educational institutions deploying e-learning in order to prepare students to engage with such a learning medium, which is likely to be unfamiliar to them at the outset of their undergraduate studies. In addition, physiotherapists need the skills, time and resources to regularly access and actively participate in the online environment. These points are essential if online communities such as interactiveCSP (www.interactivecsp.org.uk) are to be sustainable. Employers have a crucial role in promoting the professional development of staff by supporting such initiatives and ensuring that they are inculcated into an organisational culture which promotes the sharing of expertise and practice that is evidence based.Item 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.Item 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.Item The analysis of interaction in online focus groups(Mark Allen Publishing LTD, 2006-10-07) Watson, Mohinder; Peacock, Susi; Jones, DerekComputer 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.