Interview with The University of Manchester Faculty e-learning Managers conducted by Graham McElearney for ALT News Online, Issue 18, November 2009.

Graham McElearney conducted an interview with the four Faculty e-learning Managers at The University of Manchester. This document is the full transcript of the interview. The discussion includes e-learning strategy, organisational structure, current choices of tools and the future of the institutional VLE

Research Perspectives on the Public Domain: Digital Conference Proceedings

The public domain is a subject of vital interest to legal scholars, but its implications are far reaching – indeed, the public domain concept is germane to subjects as diverse as film and media studies, economics, political science and organisational theory. It was a central purpose of the workshop to arrive at a workable definition of the public domain suitable for empirical investigation. The traditional definition (1) takes the copyright term as the starting point, and defines the public domain as “out of copyright”, i.e. all uses of a copyright work are possible. A second, more fine-grained definition (2) still relies on the statutory provisions of copyright law, and asks what activities are possible with respect to a copyright work without asking for permission (e.g. because use is related to “underlying ideas” not appropriating substantial expressions, or because use is covered by specific copyright exceptions). A third definition (3) includes as part of the public domain all uses that are possible under permissive private ordering schemes (such as creative commons licences). A forth definition (4) moves into a space that includes use that would formally be copyright infringement but is endorsed, or at least tolerated by certain communities of practice (e.g. machinima or fan fiction)

Drivers for change in primary care of diabetes following a protected learning time educational event: interview study of practitioners

Background: A number of protected learning time schemes have been set up in primary care across the United Kingdom but there has been little published evidence of their impact on processes of care. We undertook a qualitative study to investigate the perceptions of practitioners involved in a specific educational intervention in diabetes as part of a protected learning time scheme for primary health care teams, relating to changing processes of diabetes care in general practice. Methods: We undertook semistructured interviews of key informants from a sample of practices stratified according to the extent they had changed behaviour in prescribing of ramipril and diabetes care more generally, following a specific educational intervention in Lincolnshire, United Kingdom. Interviews sought information on facilitators and barriers to change in organisational behaviour for the care of diabetes. Results: An interprofessional protected learning time scheme event was perceived by some but not all participants as bringing about changes in processes for diabetes care. Participants cited examples of change introduced partly as a result of the educational session. This included using ACE inhibitors as first line for patients with diabetes who developed hypertension, increased use of aspirin, switching patients to glitazones, and conversion to insulin either directly or by referral to secondary care. Other reported factors for change, unrelated to the educational intervention, included financially driven performance targets, research evidence and national guidance. Facilitators for change linked to the educational session were peer support and teamworking supported by audit and comparative feedback. Conclusion: This study has shown how a protected learning time scheme, using interprofessional learning, local opinion leaders and early implementers as change agents may have influenced changes in systems of diabetes care in selected practices but also how other confounding factors played an important part in changes that occurred in practice

Transcript of keynote speech, "Don't Lecture Me"

Keynote speech given by Donald Clark at “Into something rich and strange” – making sense of the sea-change, the 2010 Association for Learning Technology Conference in Nottingham, England. In the chair, Vanessa Pittard, Bect

Principles in Patterns (PiP) : User Acceptance Testing of Course and Class Approval Online Pilot (C-CAP)

The PiP Evaluation Plan documents four distinct evaluative strands, the first of which entails an evaluation of the PiP system pilot (WP7:37 – Systems & tool evaluation). Phase 1 of this evaluative strand focused on the heuristic evaluation of the PiP Course and Class Approval Online Pilot system (C-CAP) and was completed in December 2011. Phase 2 of the evaluation is broadly concerned with "user acceptance testing". This entails exploring the extent to which C-CAP functionality meets users' expectations within specific curriculum design tasks, as well as eliciting data on C-CAP's overall usability and its ability to support academics in improving the quality of curricula. The general evaluative approach adopted therefore employs a combination of standard Human-Computer Interaction (HCI) approaches and specially designed data collection instruments, including protocol analysis, stimulated recall and pre- and post-test questionnaire instruments. This brief report summarises the methodology deployed, presents the results of the evaluation and discusses their implications for the further development of C-CAP

Veritas: The Power of the Real

There\u27s something about touching the actual thing, something about contacting the real that makes a distant world come immediately to life. There\u27s an excitement about that moment when you see and touch something a piece of another world. A Thomas the Tank Engine character reminded me of this fact recently. Watch the young boy\u27s face as he picks Stanley back up in a cornfield after his favorite toy travels to space and back. [excerpt