Facing Inwards and Outwards at Once: The liminal temporalities of academic perfomativity

Through metaphor (as ever), we explore some aspects of the mutually implicated con-text, ideo-text, ego-text and sub-text to be found in the contemporary UK academic lifeworld. To this end, carefully selected data from a qualitative study of the changing nature of academic work in Britain is analysed to speculate about how a discourse of performativity (‘the RAE’) has been ‘translated’ into what appear to be ‘normalized’ legitimate forms of organizing and social action. By illustrating how these forms are reflected in academics’ liminal ‘work talk’, it emerges that one possible effect of this holographic process is a spatio-temporal constriction of the academic ‘lifeworld’

Breakfast Machine

The purpose of this project is to design a machine that makes a simple breakfast, consisting of a bowl of cereal with milk and a glass of orange juice on a tray. The machine will be able to prepare several breakfasts consecutively

Assessment and reflexivity in family therapy training.

Educational contexts can be both enriched and impoverished by our relationship with learning and our 'identity stories' as learners influence how we construct contexts for learning. Keenoy et al. (2007) describe identity as a 'transient bridging concept' between the individual and society which is constructed through 'reflexive processes of naming, labelling, classifying and associating symbolic artefacts and social actors in a dialogical process of social definition and redefinition'. Can methods of assessment be constructed to afford reflexive, dialogical learning opportunities? This paper outlines the design and methodology of a reflexive framework for the summative assessment of abilities used on the Intermediate Level course at Northumbria University

Personalised trails and learner profiling within e-learning environments

This deliverable focuses on personalisation and personalised trails. We begin by introducing and defining the concepts of personalisation and personalised trails. Personalisation requires that a user profile be stored, and so we assess currently available standard profile schemas and discuss the requirements for a profile to support personalised learning. We then review techniques for providing personalisation and some systems that implement these techniques, and discuss some of the issues around evaluating personalisation systems. We look especially at the use of learning and cognitive styles to support personalised learning, and also consider personalisation in the field of mobile learning, which has a slightly different take on the subject, and in commercially available systems, where personalisation support is found to currently be only at quite a low level. We conclude with a summary of the lessons to be learned from our review of personalisation and personalised trails

Going remote: Implementing digital research methods at an academic medical center during COVID-19

COVID-19 has forced medical research institutions to conduct clinical research remotely. Here, we describe how a university\u27s mHealth Research Core helped facilitate the shift to remote research during the COVID-19 pandemic. In 2019 (pre-pandemic), we conducted stakeholder interviews and leadership group sessions to identify, create, and implement resources and core functions to support investigator-initiated mHealth research. Between April 2019 and February 2020, we identified four investigator needs: 1)