Belonging: Blurring the Boundaries

This paper applies Whitchurch’s (2008) concept of the ‘third space’ to the emergent territory occupied by further education college students as they ‘cross the boundary’ to continue their studies at the university. Findings reveal that these transitioning students face barriers to success, feelings of isolated and encounter negative perceptions. While this paper focuses on the Scottish education system and emphasises the Scottish Governments aim to remove barriers to widening access and participation in HE, the findings have a more general applicability and can support a variety of transitions made in the education sector. Research outcomes can, therefore, inform academic leaders, enhance the student experience, guide policy makers and aid knowledge transfer

Risk Factors of Typhoid Infection in the Indonesian Archipelago.

BACKGROUND: Knowledge of risk factors and their relative importance in different settings is essential to develop effective health education material for the prevention of typhoid. In this study, we examine the effect of household level and individual behavioural risk factors on the risk of typhoid in three Indonesian islands (Sulawesi, Kalimantan and Papua) in the Eastern Indonesian archipelago encompassing rural, peri-urban and urban areas. METHODS: We enrolled 933 patients above 10 years of age in a health facility-based case-control study between June 2010 and June 2011. Individuals suspected of typhoid were tested using the typhoid IgM lateral flow assay for the serodiagnosis of typhoid fever followed by blood culture testing. Cases and controls were defined post-recruitment: cases were individuals with a culture or serology positive result (n = 449); controls were individuals negative to both serology and culture, with or without a diagnosis other than typhoid (n = 484). Logistic regression was used to examine the effect of household level and individual level behavioural risk factors and we calculated the population attributable fraction (PAF) of removing each risk significant independent behavioural risk factor. RESULTS: Washing hands at critical moments of the day and washing hands with soap were strong independent protective factors for typhoid (OR = 0.38 95% CI 0.25 to 0.58 for each unit increase in hand washing frequency score with values between 0 = Never and 3 = Always; OR = 3.16 95% CI = 2.09 to 4.79 comparing washing hands with soap sometimes/never vs. often). These effects were independent of levels of access to water and sanitation. Up to two thirds of cases could be prevented by compliance to these practices (hand washing PAF = 66.8 95% CI 61.4 to 71.5; use of soap PAF = 61.9 95%CI 56.7 to 66.5). Eating food out in food stalls or restaurant was an important risk factor (OR = 6.9 95%CI 4.41 to 10.8 for every unit increase in frequency score). CONCLUSIONS: Major gains could potentially be achieved in reducing the incidence of typhoid by ensuring adherence to adequate hand-washing practices alone. This confirms that there is a pivotal role for 'software' related interventions to encourage behavior change and create demand for goods and services, alongside development of water and sanitation infrastructure

Interactive multimedia and learning: realising the benefits.

Interactive multimedia has the potential to create high quality learning environmentsthat actively engage the learner. For example it can combine explanation withillustrative examples, on-line assessment with feedback and provide opportunities topractise and experiment. A range of media elements can be used to convey a givenmessage and the learner can study at a time, place and pace convenient to them.However there is growing evidence that the potential of interactive multimedia is notbeing fulfilled. Early designs were often driven by technology rather than pedagogy,with a focus on the physical interface. This thesis argues that if we are to designeffective interactive learning applications then a learner-centred approach to theirdesign and implementation should be taken. Design and development should notfocus solely on the application: integration into the curriculum must be planned, anddesigned for, carefully. Attention should be given to social, or contextual, factors;these strongly affect whether learners actually use applications and learn from them. A series of experimental trials and associated studies into learning with interactive multimedia were carried out in order to explore this further. The results indicate thatwhilst there is some evidence that the use of interactive multimedia can aid learning,its effect and benefits are not as clear-cut as its proponents suggest. This workdemonstrates the importance of considering the wider context when designing forlearning with interactive multimedia and informs the integration of multimedia intothe curriculum. The result is a curriculum integration framework, which highlights theneed to locate the application design in the context of use and advocates userinvolvement throughout the design and development process. Curriculum integrationshould be designed for at the outset and evaluated as ongoing activity. Advice is givenon how to do this This thesis also explores problems associated with conducting research in real-worldlearning contexts. A rich description is provided through a reflective analysis of thedifficulties encountered with the methodological approach taken here. Alternativeapproaches are reviewed. Guidance is provided, which practitioners wishing to engagein educational research can use in selecting which method, or methods, to use

Feedback for Learning campaign

The University has launched a 3 year Feedback for Learning campaign to continue to foster the excellent working partnership between students and staff and in particular to focus specific attention on enhancing academic student feedback. Student feedback in this context refers to feedback that is inherently related to and enmeshed within module and programme based practices of learning, teaching & assessment. The campaign involves collaboratively working with the NSA to help raise awareness of feedback for learning and help address the issues of concern which have been highlighted by our students. The campaign approach is enabling the University to highlight to staff and students that this is a priority issue. The campaign is supported by a Project Board sponsored by John Duffied, VP Academic, and a Project Team made up of Faculty Staff and Faculty Student officers, who are working on identifying ways in which the University can improve feedback for learning. The campaign is providing a co-ordinated approach to implementing improvements across the University, working toward achieving consistency in feedback for learning. This is being achieved through a number of interventions, for example tailored workshops for staff on Feedback for Learning, utilising the ULTAC AND FQC structures to discuss feedback and focus groups to discuss challenges with feedback. An online resource has also been developed to help students better understand what feedback is, why it is important, and what they can expect at the University: www.url.napier.ac.uk\feedbackforlearning We have a timeline of activities to keep both staff and students engaged throughout the Academic Year.

Interactive multimedia and learning: realizing the benefits

Many people argue that interactive multimedia has the potential to create high quality learning environments which actively engage the learner, thereby promoting deep learning. However there is growing evidence that the potential of interactive multimedia is not being ful � lled. This paper argues that if we are to design effective interactive learning application then a user-centred approach to their design should be taken. This approach should be based on general human-computer interaction principles as well as educational theory. The paper starts with an overview of the learning process. Consideration is then given to how the key elements of interactive multimedia (multiple media, user control over the delivery of information, and interactivity) can be used to enhance that process, with the emphasis being on promoting deep learning. The paper concludes by giving suggestions for future work