Designing Mobile Games for Learning: The mGBL Approach

This paper describes the technological environment and pedagogical frameworks underpinning the development of mobile game-based learning (mGBL) mobile games. A detailed description is given of the pedagogical and technical basis of the three game templates developed within the project, plus design and trialling details of each associated game. Finally, we discuss the development of our game authoring tool, which allows users to customise mGBL games, and locate and develop new games

Disabled Student Survey Report: Developing the Disability Equality Scheme

This research was undertaken in May 2007 as part of our University’s commitment to supporting students with disabilities. An accessible online survey was designed by a cross-functional team of University staff, including Faith Marchal (HR Consultant, Diversity); Penny Baldwin and Iain Hood (Senior Student Advisors Chelmsford and Cambridge respectively); and Jaki Lilly (Research and Projects Lead, INSPIRE). After piloting, an email invitation to complete the survey was forwarded to all students with disabilities known to Student Support Services

Investigating the Relationship between Ethnicity and Degree Attainment

In January 2008, the Higher Education Academy (HEA) and the Equality Challenge Unit (ECU) presented their ‘Ethnicity, Gender and Degree Attainment Project’ report (HEA, 2008). Whilst the report does not locate clear causes for difference in degree attainment that can be directly linked to ethnicity and gender, it describes concerns from higher education institutions’ (HEIs) staff and students that black and minority ethnic (BME) groups are marginalised. While the HEA/ECU suggest that ‘[t]he causes of degree attainment variation with respect to gender and ethnicity were found to be unlikely to be reducible to single, knowable factors’ (2008, p.2), they do note that ‘even after controlling for the majority of contributory factors, being from a minority ethnic group…was still found to have a statistically significant and negative effect on degree attainment’ (ibid., p.2). The relationship between ethnicity, gender and degree attainment remains both troubling and uncertain

Mind the Gap Phase 2: Meeting the Mental Health Needs of Students at Anglia Ruskin University

The primary aim of work undertaken with Aimhigher funding is to ensure that the outcomes of such work become embedded in the institution concerned and are taken forward once the funding has ceased. In this regard, MTG2 has been a great success. Building on Mind the Gap 1 (MTG1), the Project was designed to start the process of developing staff and embedding systems of support throughout our University for students with mental health difficulties and/or distress (MHD/D). The Project was identified as a key component of the work our University is undertaking as part of our combined Disability Equality Scheme action plan. The Project has identified a significant interest amongst staff for training in this area and INSPIRE shall – in collaboration with the Office of Student Affairs and Human Resources (HR) – continue to offer workshops and resources in the future

Factors Influencing Student Attendance and Engagement

Undergraduate student researchers assisted with the design, delivery, and analysis for a project investigating low attendance at timetabled teaching sessions. Data was gathered from 208 students representing all four faculties on three Anglia Ruskin University campuses (i.e. Cambridge, Chelmsford, and Guild House, Peterborough), and comparison data was gathered from University Centre Peterborough. Results show that, contrary to anecdotal evidence, poor attendance is not the result of content hosted on the VLE, financial decisions made by fee-paying ‘consumers’, disaffected ‘tap-in’ system users, or employment, but is in fact a complex combination of factors based around an unevenly distributed timetable

Using feedback to promote learning: student and tutor perspectives

This paper summarises a study of students’ and staff perceptions and experiences of assessment feedback practice across a post-1992 university. Phases 1 and 2 of the project gathered students’ and academic colleagues’ views on assessment feedback practice. Focus groups were then carried out with students and one discussion was video recorded for subsequent use in workshops with faculty colleagues. Students’ and staff’s thoughts on issues militating against good assessment feedback practice were gathered, commented on, analysed, and reported back to the faculties. The student focus groups provided interesting insights as to how students perceive and receive feedback which were classified as being related to content, clarity and style. It was established that, with very few exceptions, issues and good practice in assessment feedback can be generalised across disciplines and, in the main, staff and students share their perceptions of what constitutes good assessment feedback

Educational choice at post 16 A study into how students determine their preferred post-16 educational provider

Includes bibliographical referencesSIGLEAvailable from British Library Document Supply Centre- DSC:02/43329 / BLDSC - British Library Document Supply CentreGBUnited Kingdo