Plugging the gap – can planned infrastructure address resistance to adoption of electric vehicles?

Non peer reviewe

Approaches to networked learning : an investigation into the nature of autonomous student interaction with web-based educational environments.

A Networked Learning Environment is an autonomously accessible web resource that combines hypertext course materials, online communication channels, multimedia and other interactive features. Constructivist learning theory makes many claims about the potential of such environments, and the educational ‘affordances’ inherent within them. Yet what we understand about the ways in which students learn online, and whether this is conducive to realising the potential benefits on offer, is somewhat limited. Research into learning style differences and attitudes towards online studying provides a partial insight. However, by using tools designed for assessing how students undertake learning in traditional contexts, and through having been predominantly quantitative, much of the research to date can only highlight the relevance of such factors. Consequently, many questions regarding the how and why of networked learning behaviour remain largely unanswered, and there is a growing consensus that an understanding that is informed by the subjective perspectives of learners is required. This thesis describes a primarily qualitative investigation that shared this concern. The main research element involved a phenomenographic study that focused on the perceptions, behaviours and experiences of students who interacted with NLEs that were the sole or primary means of course delivery in three undergraduate, campus- based contexts. Two case studies and a naturalistic experiment were conducted, and the phenomenographic study was supplemented with other data relating to assignment grades, online discussion contributions, and preferences for conventional studying. The phenomenographic analysis identified three distinct types of approach to networked learning that can be seen as increasingly effective in terms of networked learning interactions and outcomes. Based on the findings of the phenomenography, and other aspects of the research, the thesis argues that while many students will experience to some extent the affordances inherent within NLEs, there is an important distinction between students recognising the benefits of networked learning, and actually undertaking this in a way that is conducive to good knowledge development. This thesis concludes by presenting a theoretical framework that conceptualises the relationship between a range of individual and contextual factors that influence networked learning, and which has a number of implications for theory and practice

Perspectives in applied academic practice: development of a cross-institutional open access journal to support early career academics.

Engagement in the scholarship of learning and teaching contributes to the enrichment and enhancement of academic practice. One method of engagement is through contributing to the scholarly discourse by publishing in academic journals. The publication process however can be daunting for the uninitiated, with high levels of competition and equally high rates of rejection. Project work produced by academic developers or students on postgraduate education programmes as part fulfilment of their academic programmes of study are often of publishable standard, yet publication rates from such scholarly outputs remain relatively low. The paper outlines a collaborative initiative developed by staff from Edinburgh Napier University, Aston University and the University of Dundee to implement an alternative publishing route designed to support staff new to academic publishing, and students on postgraduate programmes in education, to publish their work in a supportive environment as part of their first steps to becoming a published scholar

Evaluation of technology-enhanced learning programs for health care professionals: systematic review

Background: Technology-enhanced learning (TEL) programs are increasingly seen as the way in which education for health care professionals can be transformed, giving access to effective ongoing learning and training even where time or geographical barriers exist. Given the increasing emphasis on this mode of educational support for health care practitioners, it is vital that we can effectively evaluate and measure impact to ensure that TEL programs are effective and fit for purpose. This paper examines the current evidence base for the first time, in relation to the evaluation of TEL programs for health care professionals. Objective: We conducted a systematic review of the current literature relating to the evaluation of TEL programs for health care professionals and critically appraised the quality of the studies. Methods: This review employed specific search criteria to identify research studies that included evaluation of TEL for health care professionals. The databases searched included Medline Ovid, Cumulative Index of Nursing and Allied Health Literature Plus Advanced, Applied Social Sciences Index and Abstracts, ZETOC, Institute of Electrical and Electronics Engineers Explore Digital Library, Allied and Complementary Medicine, and Education Resources Information Center between January 2006 and January 2017. An additional hand search for relevant articles from reference lists was undertaken. Each of the studies identified was critically appraised for quality using the Crowe Critical Appraisal Tool. This approach produced a percentage total score for each study across specified categories. A proportion of the studies were independently assessed by an additional two reviewers. Results: The review identified 21 studies that met the inclusion criteria. The studies included scored totals across eight categories within a range of 37%-95% and an average score of 68%. Studies that measured TEL using learner satisfaction surveys, or combined pretest and posttest knowledge score testing with learner satisfaction surveys, were found to be the most common types of TEL evaluations evident in the literature. The studies reviewed had low scores across reporting on ethical matters, design, and data collection categories. Conclusions: There continues to be a need to develop effective and standard TEL evaluation tools, and good quality studies that describe effective evaluation of TEL education for health care professionals. Studies often fail to provide sufficient detail to support transferability or direct future TEL health care education programs

Embedding and sustaining change in technology-enhanced education : lessons learned from a cross-institutional transformation project

Acknowledgements The authors would like to acknowledge the work of Liz Foulis of Lauder (now Carnegie) College and Julie McCran from Edinburgh’s Telford College for the contribution they made as members of the core project team. We are also indebted to Heather Sanderson, the project manager, Dr Peter Easy who chaired the project steering group, and to other members of the project management team (Isabel Craig, Pascale Gay, Fred Percival and our administrator Anne Wardrope). Roger Rist and Laurence Patterson comprised the project’s evaluation team, while David Griggs produced the video case studies. TESEP was funded through a two-year grant from the Scottish Funding Council to Edinburgh Napier University in partnership with Edinburgh’s Telford College and Lauder College, Dunfermline.Peer reviewedPublisher PD