Learning from peers. Online professional development for university staff

Professional development has long been associated with the provision of events or alternatively of accredited courses, often supplemented by texts or websites. At the same time we are aware that much of what is learnt about university teaching happens 'on the job' as staff try out new approaches, or meet each other for a chat in the corridor. In a distance environment such ad hoc arrangements are less likely to take place particularly for part-time staff, and both online courses and informal communities have a particular role in joining staff who otherwise have little opportunity to meet. We have been exploring the opportunities for harnessing the potential of peer learning in two online professional development courses at the Open University (UK) both of which are concerned with the adoption of new online tools for teaching and learning. This paper describes a case study of the two initiatives which deliver professional development at scale: some 2000 staff have undertaken the courses to date, including an astonishing 1000 staff over the last 12 months. We discuss some of the lessons we have learnt on the reasons for the widespread success of these initiatives and some of the factors influencing effective engagement on the courses. We have demonstrated the value of a near-synchronous strategy in a small cohort which enhances a sense of presence, while providing sufficient flexibility to accommodate working practices. An experiential approach which gives participants the opportunity to experience first hand the sense of being an online student is valued by many staff who are new to it, and it provides a safe environment in which to try out new techniques and tools and to reflect on what is a pressing concern for many staff. The affective, confidence building aspects of this experience seem to have been important to many participants. At the same time we have also found that a self study route can work for some individuals who value the added flexibility to work on their own. Further work will be needed to establish the extent to which the courses have resulted in new or enhanced working practices. But if we have succeeded in helping staff to develop the confidence to experiment for themselves, then this will have been a worthwhile endeavour

Remote from what? Perspectives of distance learning students in remote rural areas of Scotland

Distance learning is seen as the obvious answer for remote learners, and the use of online media is expected to overcome any access difficulties imposed by geographical distance. However, this belief may be obscuring our understanding of the role that location and individual circumstances have in shaping student experience. This paper explores the variation in experiences of remote rural students who study with the Open University (UK). The researchers found that perceptions of remoteness depended on geography, but were also relative to individual circumstances. With respect to students’ sense of connection with university staff and peers, most mentioned their contact with their personal tutor. Networks with peers were less common, a matter of concern if peer networks are integral to fostering improved retention and progression. In this particular context, distance education may be playing an important and distinctive role for remote students by providing opportunities for connections with like-minded people

Teaching mathematics at a distance: Trialling a wiki community to focus reflection and share resources

Professional development for academic staff in Higher Education is always more interesting and inspiring if good practice can be embedded in a way which is meaningful and relevant to the individual. The current project focuses on raising awareness of significant or difficult parts of a course, and promoting the exchange of good practice using a wiki environment. Our findings suggest that this methodology has promise, and is particularly valuable to new tutors, or at the start of a new course. The wiki can be used to host a repository of teaching materials and we illustrate a number of examples. We have also learnt a number of useful lessons on the ways in which a wiki might be used to support a staff community in the future, and offer a list of recommendations

Appropriate assessment for resource based learning in networked environments

Recent advances in the use of information and communications technologies in Higher Education have led to an explosion of interest in networked learning, which offers the potential for more open ended and flexible study in an ODL context. Anew generation of resource based courses in networked environments combines access to a wide variety of resources in electronic form, with the construction and negotiation of meaning through online collaborative interaction. This study set out to establish what assessment strategies might be appropriate to support student learning in this context.A case study of one Open University undergraduate course was undertaken over a three year period, with three cohorts of students, and the findings were compared with a short study of a second postgraduate course. The research explored perspectives on resource based learning in networked environments and highlighted aspects of assessment which appeared to support learning effectively. These findings led to the refining of assessment in later course presentations, demonstrating a successful interplay between evaluation and teaching practice.The study has confirmed that the assessment strategy must be aligned with the exercise of self-directed learning, whilst developing information handling and online collaborative skills, and allowing scope for open-ness and flexibility in content. The extent to which these criteria for design are important will depend on the stage of development of the students, and the aims, and degree of openness of the course.The experience here shows that it is important to identify and differentiate between appropriate skills required for a course, and those which the course will seek to develop, so that the assessment can reflect these aims

Female employment in nineteenth-century ironworking districts: Merthyr Tydfil and the Shropshire Coalfield, 1841-1881.

This thesis examines female employment in the two ironworking districts of Merthyr Tydfil and the Shropshire Coalfield between 1841 and 1881. Historians have previously suggested that women were practically absent from the workforce in industrial areas. Examination of female employment in the study districts, however, demonstrates not only that women did work, but that they did so in strikingly diverse occupational settings. Evidence drawn from the census, newspapers, parliamentary papers and local manuscript sources will be used to show that their work was vital to the functioning of their local economies, and by consequence, the national prosperity of nineteenth-century Britain. The endemic gendered ideologies of the period undoubtedly influenced the employment opportunities open to these women, yet their work cannot be explained with reference to ideology alone. Analysis of employment patterns in the concentrated geographic settings of Merthyr Tydfil and the Shropshire Coalfield demonstrates that, in many cases, wider economic fluctuations and localised industrial, urban, and social developments had more of an impact on women's work than contemporary discourse

Integrating end-to-end threads of control into object-oriented analysis and design

Current object-oriented analysis and design methodologies fall short in their use of mechanisms for identifying threads of control for the system being developed. The scenarios which typically describe a system are more global than looking at the individual objects and representing their behavior. Unlike conventional methodologies that use data flow and process-dependency diagrams, object-oriented methodologies do not provide a model for representing these global threads end-to-end. Tracing through threads of control is key to ensuring that a system is complete and timing constraints are addressed. The existence of multiple threads of control in a system necessitates a partitioning of the system into processes. This paper describes the application and representation of end-to-end threads of control to the object-oriented analysis and design process using object-oriented constructs. The issue of representation is viewed as a grouping problem, that is, how to group classes/objects at a higher level of abstraction so that the system may be viewed as a whole with both classes/objects and their associated dynamic behavior. Existing object-oriented development methodology techniques are extended by adding design-level constructs termed logical composite classes and process composite classes. Logical composite classes are design-level classes which group classes/objects both logically and by thread of control information. Process composite classes further refine the logical composite class groupings by using process partitioning criteria to produce optimum concurrent execution results. The goal of these design-level constructs is to ultimately provide the basis for a mechanism that can support the creation of process composite classes in an automated way. Using an automated mechanism makes it easier to partition a system into concurrently executing elements that can be run in parallel on multiple processors

Enhancing the quality and safety of care through training generalist doctors: a longitudinal, mixed-methods study of a UK broad-based training programme

Objective Changing patient demographics make it ever more challenging to maintain the quality and safety of care. One approach to addressing this is the development of training for generalist doctors who can take a more holistic approach to care. The purpose of the work we report here is to consider whether a broad-based training programme prepares doctors for a changing health service. Setting and participants We adopted a longitudinal, mixed-methods approach, collecting questionnaire data from trainees on the broad-based training (BBT) programme in England (baseline n=62) and comparator trainees in the same regions (baseline n=90). We held 15 focus groups with BBT trainees and one-to-one telephone interviews with trainees post-BBT (n=21) and their Educational Supervisors (n=9). Results From questionnaire data, compared with comparator groups, BBT trainees were significantly more confident that their training would result in: wider perspectives, understanding specialty complementarity, ability to apply learning across specialties, manage complex patients and provide patient-focused care. Data from interviews and focus groups provided evidence of positive consequences for patient care from BBT trainees’ ability to apply knowledge from other specialties. Specifically, insights from BBT enabled trainees to tailor referrals and consider patients’ psychological as well as physical needs, thus adopting a more holistic approach to care. Unintended consequences were revealed in focus groups where BBT trainees expressed feelings of isolation. However, when we explored this sentiment on questionnaire surveys, we found that at least as many in the comparator groups sometimes felt isolated. Conclusions Practitioners with an understanding of care across specialty boundaries can enhance patient care and reduce risks from poor inter-specialty communication. Internationally, there is growing recognition of the place of generalism in medical practice and the need to take a more person-centred approach. Broad-based approaches to training support the development of generalist doctors, which is well-suited to a changing health service