Group dynamic processes in email groups

Discussion is given on the relevance of group dynamic processes in promoting decision-making in email discussion groups. General theories on social facilitation and social loafing are considered in the context of email groups, as well as the applicability of psychodynamic and interaction-based models. It is argued that such theories may indeed provide insight into email group interactions, but that communication limitations may severely hinder the effectiveness, and possibly the natural evolution, of email-based groups. Based on the various theoretical perspectives on group dynamics, some general recommendations are provided on promoting effective email groups, which include the set-up of communication and decision protocols, the cogent use of a group facilitator, and where possible, the supplementary use of face-to-face interactions

Respaldo al investigador que es también docente

[EN] Tensions between the research and teaching roles in university are well recognised. Past teacher training practices have only partially considered such issues and indeed the motivations, bias and priorities of the teaching researcher. This paper provides an overview of teacher training (content and process) that is suited for the research-focused environment. Particular attention is given to a training approach that has been recently adopted at Imperial College London. The approach involves practicebased and experiential learning, support and input from a broad community (e.g. peers, senior peers and education experts), clear discipline contextualisation and ownership, and emphasis on the potential parallels between teaching and research and the value of teaching to research. Furthermore, teaching practices that capitalise on researcher and institutional strengths are encouraged, and exemplified through the notion of research-supporting teaching.[ES] Las tensiones entre los roles investigadores y docentes en la universidad son de sobras conocidas. Hasta la fecha, la formación del profesorado sólo ha tenido en cuenta de forma parcial esta problemática, así como las motivaciones, predisposición y prioridades del investigador que es a la vez profesor. Este artículo ofrece una descripción general de la formación del profesorado (en cuanto a contenido y a proceso) adecuada a un entorno enfocado a la investigación. Concretamente se da información sobre el planteamiento de la formación adoptado recientemente por la universidad Imperial College London. Este enfoque incluye aprendizaje experiencial basado en la práctica, apoyo e input de una amplia comunidad (por ejemplo pares, pares sénior y expertos en educación), clara contextualización respecto a la disciplina y propiedad/interiorización, y énfasis en los potenciales paralelismos entre docencia e investigación así como el valor de la docencia para la investigación. Además, se promueven aquellas prácticas docentes que aprovechan el rol investigador y el potencial institucional, y se ejemplifican mediante la noción de docencia que respalda la investigación.Alpay, E. (2012). Supporting the Teaching Researcher. REDU. Revista de Docencia Universitaria. 10(2):225-234. https://doi.org/10.4995/redu.2012.6105OJS225234102Alpay E., Ahearn A., Graham R., Bull, A.M.J. (2008). Student enthusiasm for engineering: charting changes in student aspirations and motivation, European Journal of Engineering Education, 33, 573-585.Alpay, E., Jones, M. (2012). Engineering Education in Research-Intensive Universities, European Journal of Engineering Education, in press.Bates, S. (2008). Research-teaching linkages: enhancing graduate attributes, The Quality Assurance Agency for Higher Education, UK. See: www.enhancementthemes.ac.uk/docs/publications/physical-sciences.pdf (visited 01/05/2012).Cuthbert, R. (2010). Students as customers? Higher Education Review, 42, 3-25.De Graaf, E., Ravesteijn, W. (2001). Training complete engineers: global enterprise and engineering education, European Journal of Engineering Education, 26 (4), 419-427.Fenner R.A., Ainger C.A., Cruickshank H.J. & Guthrie P. (2006). Widening horizons for engineers: addressing the complexity of Sustainable Development. Proceedings of the Institution of Civil Engineers, Engineering Sustainability Journal, 159 (ES4), 145-154.Garcia-Aracil, A. (2009). European graduates' level of satisfaction with higher Education, Higher Education, 57, 1-21.Healey, M., Jenkins, A. (2009). Developing undergraduate research and inquiry, Higher Education Academy, UK. See: www.heacademy.ac.uk/assets/documents/resources/publications/DevelopingUndergrad uate_Final.pdf (visited 01/01/2012).Jenkins, A., Healey, M. (2005). Institutional strategies to link teaching and research, Higher Education Academy. See: www.heacademy.ac.uk/assets/documents/research/Institutional_strategies.pdf (visited 01/01/2012).Lucas, L., Healey, M., Jenkins, A. and Short, C. (2008). Academics'experiences and perceptions of 'research'and 'teaching': developing the relationship between these activities to enhance student learning within different disciplines and institutions. Research Report to Higher Education Academy, York. See: www.heacademy.ac.uk/projects/detail/projectfinder/projects/pf2965lr (visited 01/01/2012).Pritchard, J. and Baillie, C. (2006). How can engineering education contribute to a sustainable future? European Journal of Engineering Education, 31 (5), 555 -565.Taylor, J. (2007). The teaching-research nexus: a model for institutional management, Higher Education, 54, 876-884.Zamorski, B. (2002). Research-led teaching and learning in higher education: a case study, Teaching in Higher Education, 7, 411-427

Gender issues in the university research environment

Recruiting and retaining females within science, engineering and technology continues to challenge many European Higher Education Institutions. This study looks at female self-perceptions relating to effective research work and career progression. Focus groups are used to examine the attitudes and experiences of females, and a questionnaire used to explore perceptions in four main skills areas: group work; communication; personal awareness; and project planning and management. The study indicates consistent female concerns on issues pertaining to effective female role models, negative work-role stereotypes and the work-life balance of an academic career. For all four skills areas, the average confidence scores of the female participants fell below that of males, but these differences were only statistically significant for perceptions on group work and communication skills, and prior to an intense skills development course. Based on these findings, a student workshop on gender issues has been developed, an outline of which is presented

A Taxonomy for Virtual and Augmented Reality in Education

In this paper, a taxonomy for VR/AR in education is presented that can help differentiate and categorise education experiences and provide indication as to why some applications of fail whereas others succeed. Examples will be presented to illustrate the taxonomy, including its use in developing and planning two current VR projects in our laboratory. The first project is a VR application for the training of Chemical Engineering students (and potentially industrial operators) on the use of a physical pilot plant facility. The second project involves the use of VR cinematography for enacting ethics scenarios (and thus ethical awareness and development) pertinent to engineering work situations.Comment: European Society for Engineering Education Conference 201

Evaluation of a programme of transferable skills development within the PhD: views of late stage students

Recent years have seen an increasing emphasis placed upon the development of transferable skills within PhD degree programmes. This paper reports on steps taken to evaluate a programme of transferable skills development at a research intensive university in the UK, focussing on the views of late stage PhD students in the science, engineering and medical disciplines. It shows that most students report a positive impact from having taken part in transferable skills initiatives and that they have a positive attitude towards them. Participants report an enduring positive impact on their behaviour and consider that the training meets their perceived needs as they progress as researchers. However, amongst the population as a whole, there were differences in views. For example, it was found that females, overseas students and those mainly motivated to do the PhD by career-related reasons attach the greatest importance to such opportunities to develop transferable skills

Dealing with student stress

Many teachers in higher education will have experiences of the debilitating effects of stress on student motivation, performance and well-being. Dave Putwain (‘Examination stress and test anxiety’, December 2008) discusses some of the key reasons leading to examination stress in GCSE students, and these are of course also valid to other student groups. However, as someone who has been running stress management workshops for both undergraduate and postgraduate students, I believe further elaboration and extension is needed in explaining some of the causes of exam stress at the university level

Taxonomy of Virtual and Augmented Reality Applications in Education

This article presents and analyzes existing taxonomies of virtual and augmented reality and demonstrates knowledge gaps and mixed terminology, which may cause confusion among educators, researchers, and developers. Several such occasions of confusion are presented. A methodology is then presented to construct a taxonomy of virtual reality and augmented reality applications based on a combination of: a faceted analysis approach for the overall design of the taxonomy; an existing taxonomy of educational objectives to derive the educational purpose; an information systems analysis to establish important facets of the taxonomy; and two systematic mapping studies to identify categories within each facet. Using this methodology, a new taxonomy is proposed and the implications of its facets (and combinations of facets) are demonstrated. The taxonomy focuses on technology used to provide the virtual or augmented reality as well as the content presented to the user, including the type of gamification and how it is operated. It also accommodates a large number of devices and approaches developed throughout the years and for multiple industries, and provides a way to categorize them in order to clarify communication between researchers, developers, and educators. Use of the taxonomy is then demonstrated in two case studies-a virtual reality chemical plant for use in chemical engineering education and an augmented reality dog for veterinary education

A Taxonomy for Virtual and Augmented Reality in Education

Both virtual reality (VR) and augmented reality (AR) have undergone considerabledevelopment in recent years. Even though it seems that we are still in a primitivetechnological stage, it is already recognised that VR/AR can provide excitingopportunities to support teaching and learning [1]. There have been numerousattempts to use this technology in education contexts [2], in most cases showingsuccess [3]. Example include military training applications [4], engineeringapplications through VR laboratories [5], and history [6] and astronomy [7] education.The possibilities to use VR/AR transcend to other contexts, such as interactiveperformances, theatre, galleries, discovery centres and so on [8]. The advantage ofVR as an experimental and educational tool is the ability to place the participantinside any scene with high degree of immersion [9]. However, there are alsoexamples where educational application has only been partially successful, such asthe use of 3D anatomy models in medical education [10] or skill transfer in VR basedmicrosurgery training [11]. Greater understanding is needed as to the features ofsuch applications that are especially conducive to student learning. Morefundamentally though, clarity is needed on the classification of the tools to accuratelydescribe e.g. function and design

Promoting cross-departmental initiatives for a global dimension in engineering education: the Imperial College experience

Cross-departmental schemes to broaden the inter-professional and skills-focused development of engineering students, and to emphasise engineering in its context of societal priorities, are presented. The central coordination of the schemes has streamlined implementation of the developments and promoted a culture of shared responsibility for engineering education. A description of the coordination effort, and subsequent mechanisms for promoting strategic educational development, is given. This will be of value to institutions that are attempting to organise educational initiatives across multiple engineering departments. Examples are given to demonstrate the range of learning outcomes that can be achieved through such cross-departmental approaches. Evaluation data are also presented on the value and impact of these approaches. Specific schemes that are described include: the Engineering Impact series of lectures; flexible timetabling for shared option-courses across departments; a common framework for engineering ethics engagement; the establishment of a new academic role for the support of student-led projects