Effective use of communication and information technology: Bridging the skills gap

There is a revolutionary culture change taking place within higher education in the United Kingdom. Part of this change is the adoption of new communication and information technologies (C&IT), such as the World Wide Web (WWW), for teaching, learning and assessment. Many academics have limited experience of the WWW for teaching and learning and perceive that the use of new technologies involves transferring traditional teaching methods into an electronic format, with no regard for the underlying pedagogical implications. Our current research with teaching staff has given insight into essential skills and competencies required to empower the use of C&IT bearing in mind the importance of the underlying pedagogy. In this paper we present an analysis of research carried out with academic staff members to determine the nature of staff and student skills needs regarding the use of C&IT in teaching and learning. This analysis is followed by a case study of how these findings were incorporated into the development and implementation of a staff development programme aimed at encouraging innovative teaching at the University of Strathclyde

\u3cb\u3eReviewer Essay:\u3c/b\u3e What Makes for a High Quality IJ-SoTL Research Article?

Excerpt: The characteristics of a high quality research article for the IJ-SoTL do not differ markedly from research articles for other journals. Obviously the nature of a research article presented for review and publication must be a good fit with the terms of reference of the Journal being targeted. It follows therefore that any research article for IJ-SoTL must show that the authors understand the nature, the nuances and the complexities of the scholarship of teaching..

Current Perspectives on SOTL

The concept of scholarship is central to the roles and overarching functions of universities and, as such, obviously influences policy and practice in higher education throughout the world. However the role of the university and consequently, higher education, is changing, and that change is driven by changes in society and changes in communication which in turn are largely being driven by technological advances, and changes in the expectations of the student population. While universities..

Assessment of Student Learning: promoting a scholarly approach

Assessment of student learning matters more than ever in the changing world of higher education and with changing expectations society has of its university graduates. For this reason, it is imperative that all staff involved in supporting student learning (particularly new academic staff starting their lecturing careers) are enabled to understand the fundamental principles of assessment of student learning, so that they in turn can endeavour to enhance student learning through effective assessment (Stefani, 1998). The aim of this paper is to present a model for promoting the scholarship of assessment which highlights that assessment is an integral aspect of student learning

Assessment of Student Learning: promoting a scholarly approach

Assessment of student learning matters more than ever in the changing world of higher education and with changing expectations society has of its university graduates. For this reason, it is imperative that all staff involved in supporting student learning (particularly new academic staff starting their lecturing careers) are enabled to understand the fundamental principles of assessment of student learning, so that they in turn can endeavour to enhance student learning through effective assessment (Stefani, 1998). The aim of this paper is to present a model for promoting the scholarship of assessment which highlights that assessment is an integral aspect of student learning

Protocol for the OCAY study: a cohort study of orphanhood and caregiver loss in the COVID-19 era to explore the impact on children and adolescents

INTRODUCTION: Globally, no person has been untouched by the COVID-19 pandemic. Yet, little attention has been given to children and adolescents in policy, provision and services. Moreover, there is a dearth of knowledge regarding the impact of COVID-19-associated orphanhood and caregiver loss on children. This study aims to provide early insights into the mental health and well-being of children and adolescents experiencing orphanhood or caregiver loss in South Africa. METHODS AND ANALYSIS: Data will be drawn from a quantitative longitudinal study in Cape Town, South Africa. A sample of children and adolescents between the ages of 9 and 18 years, experiencing parental or caregiver loss from COVID-19, will be recruited together with a comparison group of children in similar environments who did not experience loss. The study aims to recruit 500 children in both groups. Mental health and well-being among children will be explored through the use of validated and study-specific measures. Participants will be interviewed at two time points, with follow-up data being collected 12-18 months after baseline. A combination of analytical techniques (including descriptive statistics, regression modelling and structural equation modelling) will be used to understand the experience and inform future policy and service provision. ETHICS AND DISSEMINATION: This study received ethical approval from the Health Research Ethics Committee at Stellenbosch University (N 22/04/040). Results will be disseminated via academic and policy publications, as well as national and international presentations including high-level meetings with technical experts. Findings will also be disseminated at a community level via various platforms

Understanding accelerators to improve SDG-related outcomes for adolescents:An investigation into the nature and quantum of additive effects of protective factors to guide policy making

Recent evidence has shown support for the United Nations Development Programme (UNDP) accelerator concept, which highlights the need to identify interventions or programmatic areas that can affect multiple sustainable development goals (SDGs) at once to boost their achievement. These data have also clearly shown enhanced effects when interventions are used in combination, above and beyond the effect of single interventions. However, detailed knowledge is now required on optimum combinations and relative gain in order to derive policy guidance. Which accelerators work for which outcomes, what combinations are optimum, and how many combinations are needed to maximise effect? The current study utilised pooled data from the Young Carers (n = 1402) and Child Community Care (n = 446) studies. Data were collected at baseline (n = 1848) and at a 1 to 1.5- year follow-up (n = 1740) from children and young adolescents aged 9-13 years, living in South Africa. Measures in common between the two databases were used to generate five accelerators (caregiver praise, caregiver monitoring, food security, living in a safe community, and access to community-based organizations) and to investigate their additive effects on 14 SDG-related outcomes. Predicted probabilities and predicted probability differences were calculated for each SDG outcome under the presence of none to five accelerators to determine optimal combinations. Results show that various accelerator combinations are effective, though different combinations are needed for different outcomes. Some accelerators ramified across multiple outcomes. Overall, the presence of up to three accelerators was associated with marked improvements over multiple outcomes. The benefit of targeting access to additional accelerators, with additional costs, needs to be weighed against the relative gains to be achieved with high quality but focused interventions. In conclusion, the current data show the detailed impact of various protective factors and provides implementation guidance for policy makers in targeting and distributing interventions to maximise effect and expenditure. Future work should investigate multiplicative effects and synergistic interactions between accelerators

Engaging our Students in the Learning Process: Some Points for Consideration

Excerpt:Over the past few years there has been considerable emphasis on the concept of ‘student engagement’. This at first sight is somewhat peculiar given that the mission of universities is surely to engage students in learning through providing the conditions and the environment in which learning will flourish! However, there are many tensions inherent in the world of academia today. The core business of universities is, or should be, creating the best learning environment for our students. In a context of mass higher education, increasing diversity of the student population, globalization and the new marketing of education, and increased competition between universities exacerbated by ‘league tables’, it is problematic to define ‘the best learning environment’ for engaging students in the learning process