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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: 2009

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Now showing 1 - 10 of 37
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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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    Framing development: concepts, factors and challenges in CPD Frameworks for academics.
    (2009) Bamber, Veronica
    The 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 deve
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    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, Peter
    This 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.
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    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 Sciences
    Aims 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.'
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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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    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.