25 research outputs found
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How can we create the university of the future?
Higher education is facing change across the world, but nowhere more so than in the UK with the impact of changing funding structures, a changing student body and diminishing resources. It is not just the Browne Review though that heralds these changes, UK HE has already been subject to new circumstances over the past ten or more years but it has not always responded as a sector with agility and speed. What is clear, though, now is that we need to radically rethink our current models and consider what the University of the future should look like. This paper will outline the key note lecture I presented which considers the changes that HE has faced over the past fifteen years, describes some of the challenges we are facing now and looks to some models of the future in response to those current challenges. It includes feedback provided by hose present at the lecture in terms of their views for the past, present and future
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Drinking Coffee and Reading Papers: That’s not real teaching is it?
This is a case story of applying a teaching technique learnt about from a colleague at another institution to a taught module on a postgraduate, Masters-level degree programme
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"3 stars for effort": designing pedagogic models for online learning delivery
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Partners with clinical practice: Evaluating the student and staff experiences of on-line continuing professional development for qualified nephrology practitioners
The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. However, this transformation in pedagogic methodology does not just impact on lecturers and teachers alone. Online learning has ‘pervasive impacts and changes in other HE functions’ (HEFCE, p.2). Thus, e-learning is a transformational process that posits new challenges for staff and students, both in educational methods and support.
Many political, clinical, financial and social influences impact on registered health professionals’ ability to continue their professional development. This is particularly pertinent in the delivery of nephrology care.
In order to evaluate the programme that has now run for 2 years in the context of this institution, evaluative research methodology sought to explore the experiences of the staff and students involved. Qualitative data was collected from the students and a reflective framework was used to form the basis of a focus group for the staff.
This paper will present how a virtual learning environment (VLE) was developed utilising the pedagogic framework of solution-focused learning. It will demonstrate evaluation of the students’ experiences compared to their traditional classroom-learning counterparts, and highlight the reflections of staff developers as they moved into new roles and developed different aspects of their present roles within a traditional HE context
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Blurring the boundaries? Supporting students and staff within an online learning environment
The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. One of the key elements of this transformational process is flexibility. This paper considers a number of aspects relating to the flexibility inherent within models of online learning and the potential impact of this on support structures. City University, London, is used as a case study to provide examples of online practice which support strategies outlined here. A number of models of online learning are used at the University to provide evidence of the variation in modes of support and illustrate the different needs of both students and staff when using these forms of learning. What is apparent through this discussion is that to provide effective support for online learners, whether students or staff, clear and solid structures need to be put in place to assist with the creation of an online community
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Developing a community to disseminate good practice
This paper discusses the development, implementation and evaluation of a fellowship scheme to create a community of practice for enhancing learning and teaching set up in February 2010. The decision to use a community of practice approach is outlined along with how the initial scheme and members were chosen. There is then some discussion of a survey undertaken with the first group of fellows and how they would like the scheme to operate, what they feel they have to offer and what they would like to gain from the scheme. There is discussion of the activities undertaken to date and some of those proposed for the future. Further evaluation of the scheme is proposed at the end of the first year with both existing and new fellows
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How to manage the big bang: Evolution or revolution in the introduction of an MLE?
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Facilitating Institutional Curriculum Change in Higher Education
This paper discusses the strategies and processes used within one Higher Education institution to support curriculum design and, change the culture around this activity. The paper provides a brief discussion of two institution wide projects related to curriculum design that have been taking place over the last few years and have been used to support this area of development. The discussion will then identify some of the issues around terminology and barriers to staff engaging in curriculum design as well as processes that had been used by staff and then move to discussing the strategies used to support this activity. Throughout the paper there will also be reference to comments gained from peers during the workshop that took place at the Eighteenth International Conference on Learning in Mauritius in July 2011
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Lessons in curriculum design and institutional change
Curriculum design and development can be undertaken either as a small or larger scale activity but is often within one or two faculty or school areas. Two projects that the presenters are involved in have been institution wide activities. This has meant that the scale of the projects is large but also diverse and leading to the need for change of both practice and culture. One of the projects which is funded by JISC on curriculum design has been focused on exploring the values and principles staff use when developing their curriculum and the models or frameworks used to support the development. This has been to identify if there are several approaches used within the institution or some key areas that all use. There has also been a desire to explore how staff would like this process to be undertaken and what support could be provided. The other project has been to undertake a review of our virtual learning environment and using stakeholder views and requirements introduce a new strategic learning environment (SLE). The project has then examined the development of using this SLE over the first year and through pilots has looked at how staff have found this change and what support they have required. Through both these projects there has been some pitfalls, challenges and opportunities which the presenters believe can provide some lessons for others. Some of pitfalls, challenges and opportunities were expected but others could not have been predicted. Sharing these lessons will enable some tips to be given on how to avoid some of the issues that occurred for us. During the presentation there will be an opportunity for the audience to consider how the lessons and tips may be useful to them but also to ask us questions