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

Changes over time in population level transport satisfaction and mode of travel: a 13 year repeat cross-sectional study, UK

Aim: The aim of the study was to examine changes over time in satisfaction with usual transport mode, explore individual and area level characteristics as mediators in the likelihood of transport satisfaction, and whether any changes in transport satisfaction varied by these factors over time. Methods: Adults from West Central Scotland, United Kingdom, who participated at both waves of the repeat cross-sectional ‘Transport, Health and Well-being Study’ conducted in 1997 (n=2735) and 2010 (n=2024) were assessed. Individuals completed a detailed postal questionnaire at both time points including self-rated satisfaction with usual transport mode (using a seven point scale subsequently dichotomised to a binary outcome of satisfied (1–2) and other (3–7)). Participants reported usual transport mode for travel to various destinations. A multilevel logistic regression model was used and individuals were nested within areas (c. 4000 population). Results: At the 2010 sweep, two thirds (n=1345) of individuals were satisfied with their transport choice. Those with fair/poor health were less satisfied with their usual transport compared to those in better health (Odds Ratio (OR) 0.49, p<0.001). Access to a car was associated with overall transport satisfaction (OR 2.63, p<0.001) and the effect of deprivation on transport satisfaction was mitigated when adjusted by household car access. Transport satisfaction increased more from 1997 to 2010 for retired individuals compared to those in employment (OR 1.40, p=0.032), and for those who travelled by public transport (OR 2.39, p=0.005) and using multiple modes (OR 2.19, p<0.001) compared to those who travelled by car. Conclusions: The proportion of those who travelled using public transport, active modes or by multiple mode increased journey satisfaction over time at a greater rate than those who travelled by car, highlighting that continued efforts should be made to promote these more active transport modes which have potential to impact on health

Walkability around primary schools and area deprivation across Scotland

Background: A number of studies based in the US, Canada, and Australia, have found evidence of associations between the built environment (BE) and mode of transport to school, and links between active travel and deprivation. Limited research in the UK compares potential BE supports for walking to school by area deprivation. Within this study, we gathered data on BE attributes previously linked to active travel, i.e., street/path connectivity, and dwelling density, created a composite ‘walkability score’ (WS) for areas around primary schools across urban Scotland, and explored whether poorer areas exhibit lower scores than more affluent areas, or vice versa. We consider this to be a novel approach as few studies have compared BE features by deprivation across a whole country. Methods: Address and road/path maps were obtained and primary schools (N = 937) across mainland Scotland were mapped. Schools were attributed income deprivation scores (scores divided into quintiles (Q1: least deprived, Q5: most deprived)). Catchment area (CA) boundaries, i.e., the geographic area representing eligibility for local school attendance, were drawn around schools, and WS calculated for each CA. We compared mean WS by income quintile (ANOVA), for all local authorities (LAs) combined (N = 29), and separately for the four LAs with the greatest number of schools included in the analysis. Results: For all LAs combined, the least deprived quintile (Q1) showed a significantly lower WS (−0.61), than quintiles 3, 4 and 5 (Q2: −0.04 (non-sig), Q3: 0.38, Q4: 0.09, Q5: 0.18); while for Glasgow the second least deprived quintile (Q2) showed significantly higher WS (Q1: 1.35, Q2: 1.73), than middling (Q3: 0.18) and most deprived quintiles (Q4: 0.06, Q5: −0.10). Conclusion: WS differ by deprivation with patterns varying depending on the spatial scale of the analysis. It is essential that less walkable areas are provided with the resources to improve opportunities to engage in active travel

Informal selling in central Cape Town

Bibliography: leaves 158-177.The aim of the thesis is to use a particular set of informal sellers in central Cape Town to focus study on aspects of informal sellers that have not previously been given high priority in analysis of the informal economic sector. In so doing, insight into the perceptions of informal sellers (in terms of their work or informal selling situation) and an evaluation of the relationships between informal sellers, the formal sector and government authorities will be gleaned. The work is based on, and extends, data provided by an in-depth Cape Town City Council survey conducted in 1985. The specific objectives of the study are, firstly, to provide comparisons on the number of informal selling outlets over a one year time period. Secondly, to identify and analyse the characteristics and locations of informal selling outlets. Thirdly, to investigate and analyse the operation of the different types of informal selling outlets in some detail. In particular, the backward and forward linkages affecting such outlets will be the focus of attention. In addition, it is intended to establish the attitudes of the formal sector and government authorities towards informal sellers, and vice versa

An Evaluation of Staff Training in Positive Behaviour Support

AIMS: Challenging behaviour is common for many people with learning disabilities and has a negative impact on the lives of these individuals. It is linked to decreased levels of support from staff, reduced opportunities for inclusion in the community, use of restrictive interven-tions, and placement breakdown. Equipping staff with the necessary knowledge, skills and experience to support people with challenging behaviour in a positive, respectful and effec-tive way has proved a challenge for care agencies. Positive Behaviour Support (PBS) has been shown to be effective in minimising challenging behaviour. The aim of this study was to evaluate the impact of training managers of social care services in PBS. METHOD: A longitudinal training programme in PBS was delivered to 50 managers of community-based services for people with learning disabilities and challenging behaviour. The training pro-gramme lasted a year; data were collected pre and post training, and at 6 month follow-up. A non-randomised control group design was used. RESULTS: Data demonstrated significant reduction in challenging behaviour which was sustained over time. However, there was no change in quality of life for service users, and very limited changes in staff support to ser-vice users. CONCLUSION: This study has demonstrated that training managers in PBS can have a positive impact on challenging behaviour in people with learning disabilities. There are a number of aspects to the results which are unexpected and these are discussed with ref-erence to the relevant literature. Tizar

Examining the perceived benefit of education for Aboriginal secondary students in Western Australia

Indigenous and remote Australians have lower education and employment levels than non- Indigenous and urban Australians and face continued socio-economic disadvantage. Many contemporary voices have called for quantitative evidence for Indigenous education policy. The current thesis responds to this gap in the literature by developing a factor model of Indigenous education engagement, and supports this with regression equations and qualitative interviews exploring the impact of various experiences on Indigenous engagement with secondary school. The current study found that, despite gap in attendance rates, Year 12 completion rates, and tertiary education enrolment and completion, Indigenous and non-Indigenous participants alike ascribed a high value to the benefit of completing secondary education. For both groups, students were more likely to attribute benefit to schooling when they encountered a Positive School Culture, Promotion of Indigenous Culture, Pathway Development, and opportunities to develop Self-Efficacy. Yet, Indigenous secondary students in this study who ascribed benefit to secondary education appeared to make that decision at an earlier age, and did not often ascribe equal benefit to higher education. Compared with non-Indigenous participants of the current research, Indigenous students make education decisions with the belief that it will be harder for them to attain success in post-secondary education due to lower academic achievement, social discourse and discrimination surrounding Indigenous identity, geographic remoteness, and economic concerns. Furthermore, qualitative analysis revealed that non-Indigenous secondary teachers are likely to look to more superficial aspects of culture, rather than the epistemological and ontological aspects desired by Indigenous students, when developing a culturally inclusive environment. Finally, the Revised Factor Model developed in this thesis explained 46% of the total variance amongst variables measuring student experiences of and attitudes toward the utility of education

A comparison of two methods of teaching a unit in the medical-surgical area

Thesis (M.S.)--Boston Universit