Learning journeys: sharing resources for embedding progressive learning development

Following on from work done on integrating learning development into the curriculum (Hill and Tinker, 2013), we have since concentrated on specific aspects of student progression, and in particular how the ‘forgotten’ second year of study (Tobolowsky, 2008) can be used to bridge the gap between first and final years. Through focus groups with students, staff and learning developers, we have established where perceptions of a multi-layered learning journey merge and diverge. Using voices from the focus groups, this presentation identifies shared themes of progressive learning development, but also illustrates the complexity and conflict inherent in these perceptions. The challenge for learning developers is to acknowledge these tensions and design curricula resources and timely interventions which balance the expectations of both teachers and learners. We will showcase a new website resource, developed with ALDinHE, which provides materials to encourage and support learning developers to collaborate with subject specialists in embedding academic, information literacy and employability skills progressively within the curriculum. These materials include a searchable database of case studies, a bank of research literature, and audio, video and workshop resources. Experiences, ideas and concerns of learning developers, captured at the ALDinHE Embedding Skills Day (June 2012), are also incorporated

Tackling the drivers of child undernutrition in developing countries : What works and how should interventions be designed?

OBJECTIVE: The present paper presents a synthesis of available evidence to support action on the interventions that can effectively address the main drivers of child undernutrition in developing countries. It also discusses how interventions should be designed and identifies policy-relevant areas for further research. DESIGN: A structured literature review of fifty-eight controlled evaluations and studies in developing countries were selected because they are methodologically sound, recent (reported within the past 10 years), report on nutritional status, cover a wide range of interventions and are implemented by a range of different agencies. SETTING: Indirect interventions in developing countries, which address the underlying and basic causes of child undernutrition and can potentially be implemented in the short to medium term. SUBJECTS: Children under 5 years of age and their mothers across a range of developing countries. RESULTS: Evidence has now accumulated to guide action on a range of indirect interventions that can reduce child undernutrition, but for all these interventions context is all-important. There is less evidence on how these interventions can be effectively implemented on a large scale. CONCLUSIONS: Efforts should be directed towards improving implementation of effective interventions on a large scale. Donors need to keep commitments both in dollar terms and in terms of the Paris Declaration so that the push for improved nutrition does not become donor driven. At the country level, there is a need for enabling governance structures, institutions and evidence-based decision making. Within countries there is a need for well-trained personnel with delegated authority, accountable to local people. It is essential for chains of accountability to be transparent and for active involvement of households in decision-making processes

Invisible Writing: An Exploration of Attitudes towards Undergraduate Use of Standard Written English in UK Higher Education

Joan Turner (2004) suggests that for some students language only becomes ‘visible’ as a problem. With the expansion of UK higher education, more students will be discriminated against as their written language becomes visible. Recent scholarship recognises different literacies that students bring to higher education (Lea and Street 2000) and advocates moving away from a skills approach towards one which centres on how writers make meaning. This article endorses this positive progression from the ‘student deficit’ model but argues for an honest assessment of how students who do not already produce Standard Written English (Elbow 2000) can make their writing invisible so that readers are not distracted by ‘surface’ elements of the writing. Using empirical evidence and Pierre Bourdieu’s notion of ‘cultural capital’, it addresses a reluctance or inability to develop pedagogical solutions to a problem which is rooted in a persistently elitist and gate-keeping model of higher education

Curriculum Collaboration: Combining Strengths to Develop Student Learning

McKinney, Wood and Little (2009) point out the value of working with other professionals in ‘a coherent pedagogic framework’ and how this ’offers significant personal and professional rewards.’ As Learner Developers we work in partnership with a range of different colleagues (for example, subject specialists, librarians, learning technologists, technicians and student services) to develop learning and integrate academic skills into the curriculum, but the framework is not always clear and well defined to have the impact on student learning we work towards. This workshop will share our experiences of collaborations through different case study examples, illustrating both the advantages and difficulties we face in providing timely and relevant learning development opportunities within a predetermined curriculum. These case studies range from one-off interventions through to carefully designed input which has been integrated into the curriculum based on a framework which maps the progression of learning development through the three years of a degree programme. Through group activities, we will invite participants to share and analyse their experiences of collaboration from being ‘parachuted in’ to becoming an integrated member of a teaching team. The aim is to provide an insight and work towards developing guidance as to what can make these collaborative ventures more successful

Effect Of Environmental Hydrogen Pressure On The Hydrogen Yield From X‐irradiated Polyethylenes

An experimental assembly incorporating a capacitance‐type, differential pressure transducer, which provides resolutions of 3 x 10−4 torr at pressures extending to 30 torr, has been employed to monitor the effect of hydrogen environmental pressure on the hydrogen yield from x‐irradiated polyethylene\u27s. Contrary to the observations of previous investigators, the hydrogen yield is found to be independent of hydrogen environmental pressures extending over the critical range up to at least 30 torr. It is demonstrated that neglecting the temperature and density gradients inherent in closed‐volume irradiation assemblies employing cryogenic traps to separate liberated gases into condensable and non condensable fractions may lead to erroneous conclusions with respect to gas yields arising from the irradiation of materials. A homogeneous, variable‐plate separation ion chamber consisting of a polyethylene body and utilizing flowing ethylene as the cavity gas was employed to obtain total volatile G values of 3.6 ± 0.4, 3.8 ± 0.4, and 4.0 ± 0.4 molecules/100 e.v., for Marlex 6002, Dow Ziegler (Q 917.5), and DuPont A‐1410 polyethylene\u27s, respectively. A hydrogen contribution of approximately 98 mole‐% was obtained with this experimental method. Copyright © 1967 John Wiley & Sons, Inc

Ensuring Progression in Learning Development

What is commonly known as the ‘sophomore slump’ or ‘second year blues’ can be attributed to several stress related factors: fears surrounding increased levels of independent learning and self-directed study, social group cohesion with peers, personal development issues with pressures to cope with new life challenges, such as housing and finance issues (Schreiner, 2010). Evidence suggests that due to the amalgamation of these factors, students often experience a loss of engagement, struggle to manage a smooth transition into year two and, consequently, to get the best out of their intermediate level of undergraduate study (Grump, 2007). At the University of Huddersfield, we have found that fewer students access academic skills provision in their second year and that this pattern is mirrored in taught academic skills session delivery, with sessions being ‘front-loaded’ at foundation level. Our role as facilitators for the learning journey of a student requires that we engage with the progression levels of a degree programme holistically, but, are we successfully identifying and implementing relevant ‘progression points’ for each level? This workshop aims to generate a discussion around innovative pedagogical methods and strategies which work to ensure progressive development throughout the student experience and in particular at the intermediate level

Technology Assistance and Evaluation Research: Comparing the Computer and the iPad in Technology Tutoring for Older Adults

This investigation compared the computer and the iPad in the context of a ten week technology tutoring program for older adults. Nineteen older adults between the ages of 60-84 were paired with nineteen tutors and met weekly for learning sessions during which they explored five learning modules. Participants’ feelings, attitudes and beliefs were assessed pre and post intervention, and they provided evaluation of the devices after using them for each module. Initially, all older adult participants reported being more familiar with the computer than with the iPad. The results showed that the learning sessions increased participants’ comfort and confidence when using the iPad and decreased their nervousness with the device. Interestingly, their beliefs about the usefulness and value of the iPad changed in an unexpected way. Despite some positive results with regard to the iPad, for most modules the computer appeared to be the preferred device. Overall, these findings suggest that novelty and familiarity influenced the tutoring experience. The implications for future technology training with older adults are discussed

Community Leaders\u27 Views on Water Quality BMPs in Kansas

Determining which strategic communications efforts can encourage environmentally sustainable behavior requires information on barriers to that behavior. To help assess a Kansas water quality program, researchers examined focus group data from community leaders interested in water issues. Working within the context of the theory of planned behavior and two broader conceptual frameworks, researchers found several major themes indicating support for a broad-based approach to water quality programs. Themes included concepts of home and place, awareness and understanding, relationships, ownership of issues, and money. Findings generally confirmed the need to emphasize multiple points at which intervention strategies can occur, including communication and diffusion instruments. Improved educational programs, informational efforts aimed at urban audiences and producer groups, and use of local information sources were cited as areas in which communications efforts would be valuable in water quality programs