Centre for Academic Practice
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/29
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Item Evidencing the value of educational development: Charting a course on the waves and winds of change(Michigan Publishing, 2023-12-18) Groen, Jovan; Hoessler, Carolyn; Ives, Carolyn; Bamber, VeronicaAcross higher education, educational developers and theirsupporting campus communities are being called upon to scale up evidence-informedpractices, to enhance student experiences, and to document the changes. Thisarticle builds on the work of scholars who have taken up this evaluativechallenge, by examining varied aspects of the evidencing process using anadaptation of Saunders’s (2000) RUFDATA framework for evidencing value.Reflections on emerging patterns and tensions in the evidencing of educationaldevelopment are subsequently discussed. We argue for making evidencing value apurposeful and intentional process, and we chart a path forward for creatingand implementing a vision for the age of evidence.Item Taking stock of critical information literacy(CILIP, 2023-06-06) Smith, Lauren; Hicks, AlisonItem An exploration into the importance of a sense of belonging for online learners(Athabasca University, 2020-04-30) Peacock, Susi; Cowan, John; Irvine, Lindesay; Williams, JaneOnline learning provides flexible learning opportunities but with it come notable issues. Fostering a sense of belonging and a personal connection is seen as fundamental by many educational researchers regardless of the learning environment. For online learners, nurturing a sense of belonging may present a way of improving their experiences and attainment as well as reducing attrition rates. Limited research has explored specifically sense of belonging and online learning. This article addresses that gap and reports a small-scale exploratory study using qualitative data collection and analysis methods to investigate its importance, or not, for postgraduates’ online education, by exploring the origins and nature of their lived experience of online learning and their sense of belonging therein. Our initial findings emphasise its importance for them as online learners and has identified three significant themes: interaction/engagement; the culture of the learning; and support. These early findings highlight the importance of their role in promoting a sense of belonging and in ensuring that there are opportunities for meaningful group and peer interactions and will be of interest to all engaged in online educationItem Supporting staff transitions into online learning: A networking approach(Edinburgh Napier University, 2018-09-05) Peacock, Susi; DePlacido, ChristineAs online programmes in higher education continue to grow in number, the literature identifies emerging areas of concern. Whilst appreciating the flexibility and accessibility of online learning, learners often experience challenges in balancing their professional and personal lives whilst studying. In addition, such students have complained that their online educational experiences may be irrelevant and inappropriate, with tutors having limited presence or interest. Online learners’ experiences are contingent upon the skills and characteristics of the tutors, who face the challenges of changing and developing practices, such as taking a more student-centred approach in order to provide opportunities that foster deep learning. Current, familiar practices may no longer be appropriate. There is a need to support tutors as they develop and expand their practices, facilitating familiarity and confidence with the opportunities afforded by a range of technologies. Research indicates that communities of practice as a form of staff development may assist tutors in this transition. This paper shares the early experiences of a recently formed Network for online tutors at Queen Margaret University, Edinburgh, Scotland. This community of practice was based upon an adapted Community of Inquiry Framework (Peacock & Cowan, 2016). The Network, endorsed by management, was launched in 2017, with two co-leads, one from an educational development unit and one from the School of Health Science. Sub groups, all led by members of the Network, were subsequently developed to look at specific aspects of online delivery and development within the University. The purpose of the Network and the successes achieved in the first academic year are outlined. The challenges arising in the early stages of implementing the Network are reported, and proposals for progress in the next academic year are discussed. Finally, suggestions are offered to those embarking on a similar endeavour.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 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 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.