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Bowler, Mark
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Raiker, Andrea
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University of Bedfordshire
2012-11-26T10:23:58Z
2012-11-26T10:23:58Z
2011-07
Bowler, M and Raiker, A. (2011) Learning to chat: Developing a pedagogical framework for facilitating online synchronous tutorial discussion. Journal of Pedagogic Development. Vol 1 Issue 1. 6-15.
2047-3257
http://hdl.handle.net/10547/253278
2047-3265
Journal of Pedagogic Development
The adoption of blended learning in higher education has precipitated the use of technology to conduct tutorials through online synchronous discussion (OSD). The review of literature on OSD identifies a lack of pedagogical guidance for facilitating effective tutorials by this means. The research on computer mediated communication (CMC) is critically discussed alongside established literature on socio-constructivist theory and approaches to teaching and learning with technology. The literature identifies several key responsibilities that should be considered when facilitating an online tutorial. These were embedded in the delivery of an online tutorial with first year undergraduate students. The tutorial was critically evaluated through questionnaire and focus group and a transcript of the discussion was subject to content analysis. The study argues that both tutor and student have roles within a tutorial. Furthermore, isolating the pedagogical role from managerial, intellectual and social roles, as argued in existing models, is ineffective. An alternative framework and considerations for facilitating online synchronous tutorial discussion are presented. Tutors should consider the size of the group, the nature of the tutorial and the characteristics of the application.
en
University of Bedfordshire
http://www.beds.ac.uk/learning/support/jpd/journal-of-pedagogic-development-volume-1-issue-1/learning-to-chat-developing-a-pedagogical-framework-for-facilitating-online-synchronous-tutorial-discussion
online synchronous discussion
socio-constructivism
tutorial
pedagogy
elearning
Learning to chat: developing a pedagogical framework for facilitating online synchronous tutorial discussion
Article
The adoption of blended learning in higher education has precipitated the use of technology to conduct tutorials through online synchronous discussion (OSD). The review of literature on OSD identifies a lack of pedagogical guidance for facilitating effective tutorials by this means. The research on computer mediated communication (CMC) is critically discussed alongside established literature on socio-constructivist theory and approaches to teaching and learning with technology. The literature identifies several key responsibilities that should be considered when facilitating an online tutorial. These were embedded in the delivery of an online tutorial with first year undergraduate students. The tutorial was critically evaluated through questionnaire and focus group and a transcript of the discussion was subject to content analysis. The study argues that both tutor and student have roles within a tutorial. Furthermore, isolating the pedagogical role from managerial, intellectual and social roles, as argued in existing models, is ineffective. An alternative framework and considerations for facilitating online synchronous tutorial discussion are presented. Tutors should consider the size of the group, the nature of the tutorial and the characteristics of the application.
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Malcolm, Mary
University of Bedfordshire
2012-11-26T10:22:52Z
2012-11-26T10:22:52Z
2011-07
Malcolm, M. (20011). Editorial. Journal of Pedagogic Development 1(1).
2047-3257
http://hdl.handle.net/10547/253277
2047-3265
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en
University of Bedfordshire
http://www.beds.ac.uk/learning/support/jpd/journal-of-pedagogic-development-volume-1-issue-1/editorial
pedagogic research
pedagogy
Editorial
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Corkill, H.
University of Bedfordshire
2012-11-26T10:26:05Z
2012-11-26T10:26:05Z
2011-07
Corkill, H. (2011). The role of perception in divergent approaches to teaching and learning through the transition from foundation to bachelor degree: a preliminary exploration. Journal of Pedagogic Development. 1(1)
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student transitions
foundation degree
perception
approaches to teaching and learning
teaching and learning
teaching
learning
The role of perception in divergent approaches to teaching and learning through the transition from foundation to bachelor degree: a preliminary exploration
Article
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oai:uobrep.openrepository.com:10547/2533012018-07-16T12:12:09Zcom_10547_251948col_10547_251955
Mathew, David
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Atlay, Mark
Raiker, Andrea
Norrington, Peter
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Gamble, Mark
Bowler, Mark
Robertson, Averil
University of Bedfordshire
2012-11-26T10:35:11Z
2012-11-26T10:35:11Z
2011-07
Mathew, D. Atlay,M. Raiker,a. et.al (2011). Book Reviews. Journal of Pedagogic Development. 1(1)
2047-3257
http://hdl.handle.net/10547/253301
2047-3265
Journal of Pedagogic Development
en
University of Bedfordshire
http://www.beds.ac.uk/learning/support/jpd/journal-of-pedagogic-development-volume-1-issue-1/book-reviews
pedagogic research
pedagogy
Book reviews
Article
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University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/2532792020-04-23T07:29:14Zcom_10547_251948col_10547_251955
Layden, Garry
39f47a1b7f775d3d7b8a36bfd6ca7533
-1
University of Bedfordshire
2012-11-26T10:38:08Z
2012-11-26T10:38:08Z
2011-07
Layden, G. 2011. Brands and movie making: Using storyboards to develop spatial design students' understanding of narrative. Journal of Pedagogic Development Vol 1 Issue 1.
2047-3257
http://hdl.handle.net/10547/253279
2047-3265
Journal of Pedagogic Development
Spatial designers use sketch perspectives as a design development tool because they can offer a powerful means of representing physical form on a flat surface. However, whilst perspectives can depict the appearance of a building, they do not describe it as a narrative sequence of events and experiences. Storyboards can do this because they enable a scheme to be investigated and represented in a multi-sensory and dynamic way, but students can find them difficult to use effectively. The University of Bedfordshire's innovative 'Brands and Movie-Making' project addresses this by requiring its spatial design undergraduates to make experimental movies, providing a powerful vehicle for the development of storyboard-drawing skills and a firm base for the discipline-specific work-to-come. But its effectiveness is limited because the students appear reluctant to draw by hand, and this will be investigated further.
en
University of Bedfordshire
http://www.beds.ac.uk/learning/support/jpd/journal-of-pedagogic-development-volume-1-issue-1/brands-and-movie-making-using-storyboards-to-develop-spatial-design-students-understanding-of-narrative
spatial design
perspectives
narrative
storyboards
freehand drawing
movie-making
project
film making
Brands and movie making: using storyboards to develop spatial design students' understanding of narrative
Article
Spatial designers use sketch perspectives as a design development tool because they can offer a powerful means of representing physical form on a flat surface. However, whilst perspectives can depict the appearance of a building, they do not describe it as a narrative sequence of events and experiences. Storyboards can do this because they enable a scheme to be investigated and represented in a multi-sensory and dynamic way, but students can find them difficult to use effectively. The University of Bedfordshire's innovative 'Brands and Movie-Making' project addresses this by requiring its spatial design undergraduates to make experimental movies, providing a powerful vehicle for the development of storyboard-drawing skills and a firm base for the discipline-specific work-to-come. But its effectiveness is limited because the students appear reluctant to draw by hand, and this will be investigated further.
ORIGINAL
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University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/2532982018-07-16T12:52:08Zcom_10547_251948col_10547_251955
Rapley, Eve
0000-0002-7672-6129
600
University of Bedfordshire
2012-11-26T10:18:54Z
2012-11-26T10:18:54Z
2011-07
Rapley, E. (2011) ''I get by with a little help from my friends' - peer assisted learning', Journal of Pedagogic Development, 1 (1), pp.16-19.
2047-3265
http://hdl.handle.net/10547/253298
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en
University of Bedfordshire
http://www.beds.ac.uk/learning/support/jpd/journal-of-pedagogic-development-volume-1-issue-1/i-get-by-with-a-little-help-from-my-friends-peer-assisted-learning
peer assisted learning
learning
'I get by with a little help from my friends' - Peer Assisted Learning
Article
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oai:uobrep.openrepository.com:10547/2923272020-04-23T07:29:50Zcom_10547_131884com_10547_251948col_10547_132202col_10547_251955
Raiker, Andrea
fbf337a47d50ecc7159bb2b16c5f2329
-1
University of Bedfordshire
2013-05-20T07:52:53Z
2013-05-20T07:52:53Z
2010-11
Raiker, A. (2010)'An investigation into the undergraduate dissertation tutorial as a personal development planning (PDP) process to support learner development', Journal of Learning Development in Higher Education, Special Edition [Online]. Available at: http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=index.
1759-667X
http://hdl.handle.net/10547/292327
Journal of Learning Development in Higher Education
The investigation discussed in this paper was motivated by a finding revealed through analysis of the dissertation grades of final year undergraduates on an education honours degree. A third of dissertations received grades equating to third class honours or fails and this was viewed by the Faculty as being unacceptable. As a Fellow of the University’s Centre for Excellence in Teaching and Learning with a focus on personal development, I was asked by the course leader to identify possible causes and suggest changes. My critical reflection on the dissertation suggested that its creation is predicated upon Personal Development Planning (PDP) processes practised through the mediation of the tutorial. I am investigating the effectiveness of the tutorial to support learner development over a two year period, contributing to an overarching action research project undertaken by the National Action Research Network (NARN). This paper presents the outcomes of the first cycle of my action research, involving the collection and analysis of quantitative and qualitative data from students and dissertation supervisors. At this stage it appears that the design of the dissertation meets the needs of some students but not all, particularly the lower third of the sample cohort. Furthermore some students, including a number of thirds and fails, do not perceive tutorial support as essential for the successful completion of their dissertations. Overall, it appears that the tutorial process requires review in order to support the autonomous and/or collaborative learning needed for effective learner development.
en
University of Bedfordshire
http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=index
action research
dissertation
tutorial
PDP
learner development
An investigation into the undergraduate dissertation tutorial as a Personal Development Planning (PDP) process to support learner development
Article
The investigation discussed in this paper was motivated by a finding revealed through analysis of the dissertation grades of final year undergraduates on an education honours degree. A third of dissertations received grades equating to third class honours or fails and this was viewed by the Faculty as being unacceptable. As a Fellow of the University’s Centre for Excellence in Teaching and Learning with a focus on personal development, I was asked by the course leader to identify possible causes and suggest changes. My critical reflection on the dissertation suggested that its creation is predicated upon Personal Development Planning (PDP) processes practised through the mediation of the tutorial. I am investigating the effectiveness of the tutorial to support learner development over a two year period, contributing to an overarching action research project undertaken by the National Action Research Network (NARN). This paper presents the outcomes of the first cycle of my action research, involving the collection and analysis of quantitative and qualitative data from students and dissertation supervisors. At this stage it appears that the design of the dissertation meets the needs of some students but not all, particularly the lower third of the sample cohort. Furthermore some students, including a number of thirds and fails, do not perceive tutorial support as essential for the successful completion of their dissertations. Overall, it appears that the tutorial process requires review in order to support the autonomous and/or collaborative learning needed for effective learner development.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3358812020-04-23T07:31:43Zcom_10547_251948col_10547_251955
Coleburn, Claire L.
4f95a02f183becfa92ed148633126a4b
-1
Jones, Linda
d3c16c596e3fbc6e09fecfacc5b6cbee
-1
University of Bedfordshire
Oxford Radcliffe Hospitals NHS Trust
2014-11-20T12:20:39Z
2014-11-20T12:20:39Z
2014-11
Coleburn, C.L., Jones, L. (2014) 'Preventing too little too late: a novel process of continuous curriculum evaluation' Journal of pedagogic development, 4 (3)
2047-3265
http://hdl.handle.net/10547/335881
Journal of pedagogic development
This study was designed in response to the implementation of the UK’s first Critical Care Fellowship in Echocardiography (ultrasound of the heart). The curriculum is a two-year, mentored, self-directed learning process enrolling one senior trainee annually. This expansive, situated apprenticeship was designed and implemented by the first author and members of the Cardiology department. This paper presents a novel evaluation process as applied to an emergent curriculum designed for a highly specific and mainly self-directed programme. We argue that whilst this case study describes a highly specialised tool applied in unique circumstances, the principles that emerge are applicable to emergent curricula being tested in other specialist post-graduate programmes. Evaluation methods are often post-hoc processes. We report on the power and potential for a cyclical action-reflection evaluation tool to maintain a novel self-directed postgraduate medical curriculum. We adapted the qualitative process of ‘Distance Travelled Analysis’ (DTA) from vocational education to construct an evaluation tool, which was used to collect the primary data from the Echo Fellow (singleton user of this unique curriculum) repeatedly over a five-month period. The quality and trustworthiness of the subjective primary dataset was triangulated using a variety of techniques including reflective conversations, spontaneous positive storytelling, face-to-face questionnaires and peer assessment. DTA successfully translated onto the study curriculum, offering purposeful and active evaluation. The tool was able to identify a critical incident and alerted stakeholders to negative change allowing contemporaneous rather than post-hoc action. An unexpected finding was that the DTA evaluation tool significantly impacted on both learner and tutor, creating active learning exchange. The study findings expose the importance of reflective conversation as a balancing component of DTA. This qualitative case study lends weight to the potential for continuous evaluation in high stakes curricula. While evaluation may bring to mind a post-hoc assessment of usefulness, we aim to help catalyse a paradigm shift towards a broader concept of evaluation as a tool for ongoing management of a curriculum. The process of DTA could offer curriculum evaluators an agile alternative to traditional retrospective methods, preventing evaluation from being ‘too little, too late’.
en
University of Bedfordshire
Volume 4
Issue 3
http://www.beds.ac.uk/jpd/volume-4-issue-3/preventing-too-little-too-late-a-novel-process-of-continuous-curriculum-evaluation
An error occurred on the license name.
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curriuculum evaluation
continuous curriculum evaluation
Preventing too little too late: a novel process of continuous curriculum evaluation
Article
This study was designed in response to the implementation of the UK’s first Critical Care Fellowship in Echocardiography (ultrasound of the heart). The curriculum is a two-year, mentored, self-directed learning process enrolling one senior trainee annually. This expansive, situated apprenticeship was designed and implemented by the first author and members of the Cardiology department.
This paper presents a novel evaluation process as applied to an emergent curriculum designed for a highly specific and mainly self-directed programme. We argue that whilst this case study describes a highly specialised tool applied in unique circumstances, the principles that emerge are applicable to emergent curricula being tested in other specialist post-graduate programmes. Evaluation methods are often post-hoc processes. We report on the power and potential for a cyclical action-reflection evaluation tool to maintain a novel self-directed postgraduate medical curriculum.
We adapted the qualitative process of ‘Distance Travelled Analysis’ (DTA) from vocational education to construct an evaluation tool, which was used to collect the primary data from the Echo Fellow (singleton user of this unique curriculum) repeatedly over a five-month period. The quality and trustworthiness of the subjective primary dataset was triangulated using a variety of techniques including reflective conversations, spontaneous positive storytelling, face-to-face questionnaires and peer assessment. DTA successfully translated onto the study curriculum, offering purposeful and active evaluation. The tool was able to identify a critical incident and alerted stakeholders to negative change allowing contemporaneous rather than post-hoc action. An unexpected finding was that the DTA evaluation tool significantly impacted on both learner and tutor, creating active learning exchange. The study findings expose the importance of reflective conversation as a balancing component of DTA.
This qualitative case study lends weight to the potential for continuous evaluation in high stakes curricula. While evaluation may bring to mind a post-hoc assessment of usefulness, we aim to help catalyse a paradigm shift towards a broader concept of evaluation as a tool for ongoing management of a curriculum. The process of DTA could offer curriculum evaluators an agile alternative to traditional retrospective methods, preventing evaluation from being ‘too little, too late’.
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Williams, Guy, J.
8ee6483d0271f656d7338442dc51b080
-1
Wellington College
2014-11-20T12:34:09Z
2014-11-20T12:34:09Z
2014-11
Williams, G.J. (2014) 'Harkness learning: principles of a radical American pedagogy' Journal of pedagogic development 4(3)
2047-3265
http://hdl.handle.net/10547/335887
Journal of pedagogic development
This paper investigates and argues for Harkness learning: an approach to education that inculcates a culture of enquiry, driven by students in dialogue around a table. Tracing the history of the Harkness reforms in education at Phillips Exeter Academy, their pedagogical and philosophical roots are considered. Although partly inspired by the Oxford tutorial system and the Socratic concept of dialogue, Harkness departs from there to a radical classroom dynamic. The teacher is required to be more open-minded and less controlling over outcomes, to take the risk of listening more and saying less. This shift in emphasis fits with a distinctly American philosophical respect for the sanctity of the free thought and originality of the individual, which here is traced to Transcendentalist ideals that have permeated American culture. It can also be compared with Problem-Based Learning and there are certain significant overlaps between these pedagogies. However, Harkness is sometimes narrowly misunderstood as a technique for teaching, which takes the approach out of context. It needs to be understood in the broad frame of cultural reform of an institution – it is a useful symbol for a community committed to student discourse and problem solving. In this respect, Harkness owes a further debt to pragmatism – another great American philosophical-educational tradition.
en
University of Bedfordshire
Volume 4
Issue 3
http://www.beds.ac.uk/jpd/volume-4-issue-3/harkness-learning-principles-of-a-radical-american-pedagogy
Harkness
pedagogy
dialogue
pragmatism
Socratic dialogue
learning
American
education
problem-based learning
Harkness learning: principles of a radical American pedagogy
Article
This paper investigates and argues for Harkness learning: an approach to education that inculcates a culture of enquiry, driven by students in dialogue around a table. Tracing the history of the Harkness reforms in education at Phillips Exeter Academy, their pedagogical and philosophical roots are considered. Although partly inspired by the Oxford tutorial system and the Socratic concept of dialogue, Harkness departs from there to a radical classroom dynamic. The teacher is required to be more open-minded and less controlling over outcomes, to take the risk of listening more and saying less. This shift in emphasis fits with a distinctly American philosophical respect for the sanctity of the free thought and originality of the individual, which here is traced to Transcendentalist ideals that have permeated American culture. It can also be compared with Problem-Based Learning and there are certain significant overlaps between these pedagogies. However, Harkness is sometimes narrowly misunderstood as a technique for teaching, which takes the approach out of context. It needs to be understood in the broad frame of cultural reform of an institution – it is a useful symbol for a community committed to student discourse and problem solving. In this respect, Harkness owes a further debt to pragmatism – another great American philosophical-educational tradition.
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University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/3358892020-04-23T07:31:40Zcom_10547_251948col_10547_251955
Johnson, Sarah
96a1a2ba528fd4fa9181652cfb8a240f
-1
Trafford, Siân
6de0aaa6eed799d264a348bea90157e3
-1
Nottingham Trent University
2014-11-20T12:37:50Z
2014-11-20T12:37:50Z
2014-11
Johnson, S., Trafford, S. (2014) 'A methodology for enhancing student writing in the discipline through complementary and collaborative working between central and school based writing development provision' Journal of pedagogic development 4 (3)
2047-3265
http://hdl.handle.net/10547/335889
Journal of pedagogic development
Academic literacies theory argues that academic writing is currently caught up in unequal power relationships which 'problematize the student' (Lea and Street 1998) and thus argues for a change in focus from a 'skills' model to the adoption of a more discursive model which values tutor-student and student-student discussion and considers writing and meaning-making within the context of the discipline. Haggis (2006), similarly argues for an embedded, dialogic approach to processes within the discipline whereby ' the embedded processual complexities of thinking, understanding and acting in specific disciplinary contexts need to be explored as an integral part of academic content teaching within the disciplines themselves.' This article will demonstrate how a range of pedagogies has been adopted at Nottingham Trent University to enable students to develop writing strategies which are mindful of, and embedded within differing disciplinary practices.
en
University of Bedfordshire
Volume 4
Issue 3
http://www.beds.ac.uk/jpd/volume-4-issue-3/a-methodology-for-enhancing-student-writing-in-the-discipline-through-complementary-and-collaborative-working-between-central-and-school-based-writing-development-provision
student writing
writing development
academic writing
study skills
A methodology for enhancing student writing in the discipline through complementary and collaborative working between central and school based writing development provision
Article
Academic literacies theory argues that academic writing is currently caught up in unequal power relationships which 'problematize the student' (Lea and Street 1998) and thus argues for a change in focus from a 'skills' model to the adoption of a more discursive model which values tutor-student and student-student discussion and considers writing and meaning-making within the context of the discipline. Haggis (2006), similarly argues for an embedded, dialogic approach to processes within the discipline whereby ' the embedded processual complexities of thinking, understanding and acting in specific disciplinary contexts need to be explored as an integral part of academic content teaching within the disciplines themselves.' This article will demonstrate how a range of pedagogies has been adopted at Nottingham Trent University to enable students to develop writing strategies which are mindful of, and embedded within differing disciplinary practices.
ORIGINAL
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University of Bedfordshire Repository
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D'Arcy, Kate
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University of Bedfordshire
2014-11-20T12:40:08Z
2014-11-20T12:40:08Z
2014-07
D'Arcy, K. (2014) 'The complexities of teaching 'inclusion' in higher education', Journal of Pedagogic Development, 3 (2), pp.3-17
2047-3265
http://hdl.handle.net/10547/335890
Journal of pedagogic development
This article considers how action research can support the teaching of 'Inclusion' in Higher Education. As a professional committed to improving educational practices, action research was identified as a practical research approach to study the relationship between theories and practices of inclusive education. This article will report on a short action research project that focussed on an Applied Social Science undergraduate degree unit which is taken in students' final year: 'Contemporary Issues in Exclusion and Inclusion in Education'. Student's own understanding, expectations and reflections on their learning were captured via questionnaires to directly inform teaching and assessment practices. Action research facilitated a critical lens which enabled lecturers to reconsider teaching and assessment strategies in a collaborative, participative manner and early findings indicate an improvement in student learning.
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-4-issue-2/complexities-of-teaching-inclusion-in-he
higher education
inclusion
action research
The complexities of teaching 'inclusion' in higher education
Article
This article considers how action research can support the teaching of 'Inclusion' in Higher Education. As a professional committed to improving educational practices, action research was identified as a practical research approach to study the relationship between theories and practices of inclusive education. This article will report on a short action research project that focussed on an Applied Social Science undergraduate degree unit which is taken in students' final year: 'Contemporary Issues in Exclusion and Inclusion in Education'. Student's own understanding, expectations and reflections on their learning were captured via questionnaires to directly inform teaching and assessment practices. Action research facilitated a critical lens which enabled lecturers to reconsider teaching and assessment strategies in a collaborative, participative manner and early findings indicate an improvement in student learning.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3358942020-04-23T07:31:43Zcom_10547_251948col_10547_251955
Soriano, Maria L.
46540514142bfc6b2ced74f7c12d1778
-1
Writing Center, John Carroll University, USA
2014-11-20T12:49:06Z
2014-11-20T12:49:06Z
2014-07
Soriano, M.L. (2014) 'VAC in FYW: Building bridges and teachers as architects', Journal of Pedagogic Development, 3 (2), pp.27-33.
2047-3265
http://hdl.handle.net/10547/335894
Journal of pedagogic development
Students entering the first-year writing classroom directly out of high school often tell me that they had to 'write differently for each teacher and class.' Imagine their confusion and apprehension when they are told that one of the objectives of FYW is to prepare them for academic writing across all disciplines! How can teachers incorporate cross-curricular skills into their lessons? More importantly, amongst the already-complex demands on the purposes and goals of FYW courses, how do students learn these techniques that teachers deem 'easily-transferrable'? I argue, first, that the FYW classroom is an ideal location to present students with the individual tools for writing in any discipline. We discuss elements of writing like organization, idea development, thesis statements, citation, and the writing process within our courses as part of the standard curriculum. Therefore, I argue that the multi-faceted roles of FYW teachers include the characteristic of architect, and assert that transforming our lessons into WAC lessons involves the incorporation of examples, standards, and formats from outside disciplines. Mentioning how thesis statements tie together English and Religion papers or how dividing a paper into sections enhances the organization of Biology lab reports and Business reports establishes connections for students. With some simple additions to teachers' lessons, students will find that the writing techniques they learn are just as crucial and useful in both core and major classes. Building these bridges reinforces the lifelong importance of writing and helps students continue to develop their writing skills across and through the college curriculum.
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-4-issue-2/wac-in-fyw-building-bridges
academic writing
writing
writing development
first-year writing
curriculum
WAC in FYW: building bridges and teachers as architects
Article
Students entering the first-year writing classroom directly out of high school often tell me that they had to 'write differently for each teacher and class.' Imagine their confusion and apprehension when they are told that one of the objectives of FYW is to prepare them for academic writing across all disciplines! How can teachers incorporate cross-curricular skills into their lessons? More importantly, amongst the already-complex demands on the purposes and goals of FYW courses, how do students learn these techniques that teachers deem 'easily-transferrable'?
I argue, first, that the FYW classroom is an ideal location to present students with the individual tools for writing in any discipline. We discuss elements of writing like organization, idea development, thesis statements, citation, and the writing process within our courses as part of the standard curriculum. Therefore, I argue that the multi-faceted roles of FYW teachers include the characteristic of architect, and assert that transforming our lessons into WAC lessons involves the incorporation of examples, standards, and formats from outside disciplines. Mentioning how thesis statements tie together English and Religion papers or how dividing a paper into sections enhances the organization of Biology lab reports and Business reports establishes connections for students. With some simple additions to teachers' lessons, students will find that the writing techniques they learn are just as crucial and useful in both core and major classes. Building these bridges reinforces the lifelong importance of writing and helps students continue to develop their writing skills across and through the college curriculum.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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Nerantzi, Chrissi
52d646714feb31f5c51cd82a2ded013a
-1
Manchester Metropolitan University
2014-11-20T13:25:58Z
2014-11-20T13:25:58Z
2014-07
Nerantzi, C. (2014) 'A professional journey of discoveries through a DIY open course development for professional developmnent of teachers in higher education', Journal of Pedagogic Development, 4 (2), pp.42-58.
2047-3265
http://hdl.handle.net/10547/335895
Journal of pedagogic development
This paper is the author's exploration into the story behind the development of the pedagogical ideas for the open course around Flexible, Distance and Online Learning (FDOL), its design and implementation, and the opportunities and challenges this presented to the author through three iterations, FDOL131, FDOL132 and FDOL141 during 2013 and 2014. Flexible, Distance and Online Learning is an open course developed by educational developers in the UK and Sweden for teachers in Higher Education (HE). Formal and informal continuing professional development opportunities are blended to bring higher education teachers from different disciplines, institutions and countries together into a community to learn autonomously or in groups supported by facilitators from different institutions. Personal discoveries and learning points are shared, based on reflections, observations and related research activities carried out as part of a PhD research project by the author together with a description of the pedagogical design developed for and used in FDOL. Findings shared might be useful for other open course designers who are interested in providing extended, and extending, collaborative learning opportunities for their students through opening-up and joining-up educational provision and practices.
en
University of Bedfordshire
Volume 4
Issue 2
http://www.beds.ac.uk/jpd/volume-4-issue-2/personal-journey-of-discoveries
open educational practice
professional development of teachers
open course
problem-based learning
Continuing Professional Development
A personal journey of discoveries through a DIY open course development for professional development of teachers in Higher Education
Article
This paper is the author's exploration into the story behind the development of the pedagogical ideas for the open course around Flexible, Distance and Online Learning (FDOL), its design and implementation, and the opportunities and challenges this presented to the author through three iterations, FDOL131, FDOL132 and FDOL141 during 2013 and 2014.
Flexible, Distance and Online Learning is an open course developed by educational developers in the UK and Sweden for teachers in Higher Education (HE). Formal and informal continuing professional development opportunities are blended to bring higher education teachers from different disciplines, institutions and countries together into a community to learn autonomously or in groups supported by facilitators from different institutions.
Personal discoveries and learning points are shared, based on reflections, observations and related research activities carried out as part of a PhD research project by the author together with a description of the pedagogical design developed for and used in FDOL. Findings shared might be useful for other open course designers who are interested in providing extended, and extending, collaborative learning opportunities for their students through opening-up and joining-up educational provision and practices.
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oai:uobrep.openrepository.com:10547/3358592020-04-23T07:31:43Zcom_10547_251948col_10547_251955
Moya, Mario Raul Angel
ee687e71a1c72f70c287205a44fd630e
-1
University of Bedfordshire
2014-11-20T13:35:38Z
2014-11-20T13:35:38Z
2014-03
Moya, M. (2014) 'Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees', Journal of Pedagogic Development, 4 (1), pp.3-12.
2047-3265
http://hdl.handle.net/10547/335859
Journal of pedagogic development
This study was underpinned by the work of Rubin (1975), O'Malley & Chamot (1990), Oxford (2011), and Cohen & Macaro (2007), all of whom acknowledge that there are various automatic and unconscious strategies that learners use in their first language (L1) that can also be used when learning another language (L2). This premise is the foundation of the strategy-based instruction (SBI), proposing the development of self-regulation of learning through the use of meta-cognition to assist learners in identifying and using strategies to facilitate L2 learning. A modified version of this approach, incorporating an element of collaborative learning within a model of cognitive apprenticeship, was used to simultaneously develop trainees' L2 subject knowledge and teaching skills.
en
University of Bedfordshire
Volume 4
Issue 1
http://www.beds.ac.uk/jpd/volume-4-issue-1/developing-a-strategy-based-instruction-approach-to-teaching-and-learning-modern-languages-to-train-ab-initio-primary-pgce-trainees
PGCE
primary education
teacher training
modern languages
language teaching
Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees
Article
This study was underpinned by the work of Rubin (1975), O'Malley & Chamot (1990), Oxford (2011), and Cohen & Macaro (2007), all of whom acknowledge that there are various automatic and unconscious strategies that learners use in their first language (L1) that can also be used when learning another language (L2). This premise is the foundation of the strategy-based instruction (SBI), proposing the development of self-regulation of learning through the use of meta-cognition to assist learners in identifying and using strategies to facilitate L2 learning. A modified version of this approach, incorporating an element of collaborative learning within a model of cognitive apprenticeship, was used to simultaneously develop trainees' L2 subject knowledge and teaching skills.
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oai:uobrep.openrepository.com:10547/3358622015-10-21T23:17:04Zcom_10547_251948col_10547_251955
Berry, Michael, D.
University College London
2014-11-20T14:03:27Z
2014-11-20T14:03:27Z
2014-03
Berry, M.D. (2014) 'Key pedagogic thinkers: Sigmund Freud', Journal of Pedagogic Development, 4 (1), pp.20-23.
2047-3265
http://hdl.handle.net/10547/335862
Journal of pedagogic development
en
University of Bedfordshire
Volume 4
Issue 1
http://www.beds.ac.uk/jpd/volume-4-issue-1/key-pedagogic-thinkers-sigmund-freud
Sigmund Freud
pedagogy
Key pedagogic thinkers: Sigmund Freud
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oai:uobrep.openrepository.com:10547/3359292020-04-23T07:31:43Zcom_10547_251948col_10547_251955
Monk, Claire
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Purnell, Liane
c200287a2b713c42fb45fbe220512cc1
-1
Newman University
2014-11-21T10:05:19Z
2014-11-21T10:05:19Z
2014-03
Monk, C. & Purnell, L. (2014) 'What constitutes 'peer support' within peer supported development?', Journal of Pedagogic Development, 4 (1), pp.38-47.
2047-3265
http://hdl.handle.net/10547/335929
Journal of pedagogic development
Purpose: Peer supported schemes are replacing traditional Peer Observation of Teaching (PoT) programmes within some Higher Education Institutions. Peer supported schemes, whilst similar in philosophy to PoT, enable academic and academic related staff to support each other in non-teaching related activities. The purpose of this paper is to explore, therefore, the role of peer support in comparison with that of coaching and mentoring to clearly differentiate the activity. Design/methodology/approach: In 2010, one UK HEI appointed two Academic Fellows to implement and embed a 'Peer supported Development Scheme' (PSDS) within the institution. Through analysing the implementation process and drawing on activity conducted under such a scheme, this article examines the notion of 'peer support' in comparison to mentoring and coaching. The purpose of this will enable Academic Fellows to be able to better advise 'Supporters' how to work with colleagues and engage in structured dialogue to improve teaching and learning practice. Findings: The findings highlight that Peer support schemes are tangentially different to mentoring and coaching, however some activity undertaken as part of our peer supported scheme was actually mentoring and coaching. Therefore clearer guidance needs to be given to colleagues in order to steer the process towards 'peer support'. Originality/value: The PSDS discussed within this paper is only one of a few established within the UK and therefore findings from such schemes and how they are established are still emerging and will benefit other HEIs moving from PoT towards peer supported development.
en
University of Bedfordshire
Volume 4
Issue 1
http://www.beds.ac.uk/jpd/volume-4-issue-1/what-constitutes-peer-support-within-peer-supported-development
peer support
peer observation
coaching
mentoring
professional development
higher education
teaching
What constitutes 'peer support' within peer supported development?
Article
Purpose: Peer supported schemes are replacing traditional Peer Observation of Teaching (PoT) programmes within some Higher Education Institutions. Peer supported schemes, whilst similar in philosophy to PoT, enable academic and academic related staff to support each other in non-teaching related activities. The purpose of this paper is to explore, therefore, the role of peer support in comparison with that of coaching and mentoring to clearly differentiate the activity.
Design/methodology/approach: In 2010, one UK HEI appointed two Academic Fellows to implement and embed a 'Peer supported Development Scheme' (PSDS) within the institution. Through analysing the implementation process and drawing on activity conducted under such a scheme, this article examines the notion of 'peer support' in comparison to mentoring and coaching. The purpose of this will enable Academic Fellows to be able to better advise 'Supporters' how to work with colleagues and engage in structured dialogue to improve teaching and learning practice.
Findings: The findings highlight that Peer support schemes are tangentially different to mentoring and coaching, however some activity undertaken as part of our peer supported scheme was actually mentoring and coaching. Therefore clearer guidance needs to be given to colleagues in order to steer the process towards 'peer support'.
Originality/value: The PSDS discussed within this paper is only one of a few established within the UK and therefore findings from such schemes and how they are established are still emerging and will benefit other HEIs moving from PoT towards peer supported development.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3358822020-04-23T07:31:43Zcom_10547_251948col_10547_251955
Weinstein, Daniel J.
78672a1b9c97e39c5d116f78431416ee
-1
Park, Gloria
ba56441664755cd0633c3278429d3f4d
-1
Indiana University of Pennsylvania
2014-11-20T12:25:39Z
2014-11-20T12:25:39Z
2014-11
Weinstein, D.J., Park, G. (2014) 'Helping students connect: architecting learning spaces for experiential and transactional reflection' Journal of pedagogic development 4 (3)
2047-3265
http://hdl.handle.net/10547/335882
Journal of pedagogic development
Given the complex and varied contexts that inform students’ consciousness and occasion their learning, learning spaces are more than physical and virtual spaces. Learning spaces are also a range of situations sedimented in our continuum of experiences that shape our philosophical orientations. As such, this article, written from the perspectives of two faculty members in an English department at a four-year public university, describes our efforts to do the following. First, to draw upon models of instructional design we have experienced in our own educational backgrounds; and equally importantly, to develop learning spaces that support learning that is continuous, situated, and personal. Specifically, we critique the ways in which learning has been segregated from the rest of our life contexts for us throughout our educational histories. The irony is that this de-segregation has motivated us to create diverse learning spaces that provide our students with a more realistic set of tools and techniques for integrative life-long learning.
en
University of Bedfordshire
Volume 4
Issue 3
http://www.beds.ac.uk/jpd/volume-4-issue-3/helping-students-connect-architecting-learning-spaces-for-experiential-and-transactional-reflection
multiple learning spaces
contextualized learning
college writing
integrative life-long learning
experiential reflective teaching and learning
Helping students connect: architecting learning spaces for experiential and transactional reflection
Article
Given the complex and varied contexts that inform students’ consciousness and occasion their learning, learning spaces are more than physical and virtual spaces. Learning spaces are also a range of situations sedimented in our continuum of experiences that shape our philosophical orientations. As such, this article, written from the perspectives of two faculty members in an English department at a four-year public university, describes our efforts to do the following. First, to draw upon models of instructional design we have experienced in our own educational backgrounds; and equally importantly, to develop learning spaces that support learning that is continuous, situated, and personal. Specifically, we critique the ways in which learning has been segregated from the rest of our life contexts for us throughout our educational histories. The irony is that this de-segregation has motivated us to create diverse learning spaces that provide our students with a more realistic set of tools and techniques for integrative life-long learning.
ORIGINAL
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marcus.woolley@beds.ac.uk
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Honeychurch, Sarah
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American University in Cairo
University of Glasgow
2014-11-20T12:28:01Z
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2014-11
Bali, M., Honeychurch, S. (2014) 'Key pedagogic thinkers: Dave Cormier' Journal of pedagogic development 4(3)
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Journal of pedagogic development
An interview with Dave Cormier, the founder of Rhizomatic learning
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University of Bedfordshire
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Issue 3
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Pritchard, Diana J.
University of Bedfordshire
2014-11-20T12:17:35Z
2014-11-20T12:17:35Z
2014-11
Pritchard, D.J. (2014) ' Growing environmental education and sustainability within universities' Journal of pedagogic development 4 (3)
2047-3265
http://hdl.handle.net/10547/335880
Journal of pedagogic development
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University of Bedfordshire
Volume 4
Issue 3
http://www.beds.ac.uk/jpd/volume-4-issue-3/growing-environmental-education-and-sustainability-within-universities
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Narvet, Kristina
c71f9309060805e5916365362f5bbb88
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University of Bedfordshire
2014-11-20T12:31:19Z
2014-11-20T12:31:19Z
2014-11
Narvet, K. (2014) 'Language centre online (and beyond)' Journal of pedagogic development 4(3)
2047-3265
http://hdl.handle.net/10547/335886
Journal of pedagogic development
E-learning, online materials development and computer assisted learning seem to have been in the spotlight for a few years. The use of technology in language teaching has even been proposed to become the norm, e.g. when it is 'used in language education without our being consciously aware of its role as a technology, as an effective element in language learning process' (Bax, 2011), and indeed it feels like it is gradually getting there. The current project was developed based on the idea of normalisation of technology use for language learning, as well as in an attempt to provide more flexible, easily accessible online English language support for the student population at the University of Bedfordshire (UoB). In addition to these, the project provided an opportunity for volunteering trainee teachers to develop online materials, and increase their understanding of the use of technology in language teaching. This paper will, first of all, set the background for the project, and explain the choice of the medium of delivery. Then it moves on to outline the project and its aims, after which the research methods and outcomes will be presented and analysed. Rather than a conclusion, the article ends by looking into the future of the current project.
en
University of Bedfordshire
Volume 4
Issue 3
http://www.beds.ac.uk/jpd/volume-4-issue-3/language-centre-online-and-beyond
computer assisted learning
e-learning
language learning
language teaching
English language support
online learning
Language centre online (and beyond)
Article
E-learning, online materials development and computer assisted learning seem to have been in the spotlight for a few years. The use of technology in language teaching has even been proposed to become the norm, e.g. when it is 'used in language education without our being consciously aware of its role as a technology, as an effective element in language learning process' (Bax, 2011), and indeed it feels like it is gradually getting there.
The current project was developed based on the idea of normalisation of technology use for language learning, as well as in an attempt to provide more flexible, easily accessible online English language support for the student population at the University of Bedfordshire (UoB). In addition to these, the project provided an opportunity for volunteering trainee teachers to develop online materials, and increase their understanding of the use of technology in language teaching.
This paper will, first of all, set the background for the project, and explain the choice of the medium of delivery. Then it moves on to outline the project and its aims, after which the research methods and outcomes will be presented and analysed. Rather than a conclusion, the article ends by looking into the future of the current project.
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Magne, Pollyanna
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Plymouth University
2014-11-20T12:43:18Z
2014-11-20T12:43:18Z
2014-11
Magne, P. (2014) 'Internationalisation and curriculum development: why and how?' Journal of pedagogic development 4 (3)
2047-3265
http://hdl.handle.net/10547/335891
Journal of pedagogic development
Today's globally interconnected world offers a vast array of new opportunities, but has simultaneously created a need for greater intercultural understanding (Koehne, 2006). This article provides a rationale for the role that Higher Education must play in preparing students for the global market place. It outlines the scope of the 'internationalisation' agenda within Higher Education and goes on to explore the notion of what it means to 'internationalise the curriculum'. The article offers an approach to curriculum development which uses a gap analysis tool (developed by the author) and discussion across disciplinary teams. A series of short case studies demonstrate different ways in which the curriculum at one university has been enhanced through internationalisation. Examples include: a range of teaching and learning approaches; cultural cafes; research opportunities; fieldwork and peer learning. The conclusion summarises how a range of activities can enhance the curriculum and develop greater intercultural understanding so vital to the graduates of today.
en
University of Bedfordshire
Volume 4
Issue 3
http://www.beds.ac.uk/jpd/volume-4-issue-3/internationalisation-and-curriculum-development-why-and-how
internationalisation
globalisation
curriculum development
inter cultural understanding
co-curricular
Internationalisation and curriculum development: why and how?
Article
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Martix, Sidneyeve
fdf55688fc90a931cfd5eda05da727a2
-1
Hodson, Jaigris
235d24646918d645877602ff8a684a2a
-1
Queen's University, Canada
Ryerson University, Canada
2014-11-20T12:45:45Z
2014-11-20T12:45:45Z
2014-07
Matrix, S., Hodson, J. (2014) 'Teaching with infograpgics: Practicing new digital competencies and visual literacies', Journal of Pedagogic Development, 3 (2), pp.17-27.
2047-3265
http://hdl.handle.net/10547/335892
Journal of pedagogic development
This position paper examines the use of infographics as a teaching assignment in the online college classroom. It argues for the benefits of adopting this type of creative assignment for teaching and learning, and considers the pedagogic and technical challenges that may arise in doing so. Data and insights are drawn from two case studies, both from the communications field, one online class and a blended one, taught at two different institutions. The paper demonstrates how incorporating a research-based graphic design assignment into coursework challenges and encourages students' visual digital literacies. The paper includes practical insights and identifies best practices emerging from the authors' classroom experience with the infographic assignment, and from student feedback. The paper suggests that this kind of creative assignment requires students to practice exactly those digital competencies required to participate in an increasingly visual digital culture.
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-4-issue-2/teaching-with-infographics
online learning
communication
graphic design
internet research
peer-to-peer collaboration
teaching
infographics
Teaching with infographics: practising new digital competencies and visual literacies
Article
This position paper examines the use of infographics as a teaching assignment in the online college classroom. It argues for the benefits of adopting this type of creative assignment for teaching and learning, and considers the pedagogic and technical challenges that may arise in doing so. Data and insights are drawn from two case studies, both from the communications field, one online class and a blended one, taught at two different institutions. The paper demonstrates how incorporating a research-based graphic design assignment into coursework challenges and encourages students' visual digital literacies. The paper includes practical insights and identifies best practices emerging from the authors' classroom experience with the infographic assignment, and from student feedback. The paper suggests that this kind of creative assignment requires students to practice exactly those digital competencies required to participate in an increasingly visual digital culture.
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oai:uobrep.openrepository.com:10547/3358572020-04-23T07:37:28Zcom_10547_251948col_10547_251955
Clifton, Gill
ca09ec2b9dea1230c521fc703c36adcc
-1
Clifton Associates, Peterborough
2014-11-20T12:52:59Z
2014-11-20T12:52:59Z
2014-07
Clifton, G. (2014) 'In conversation with Zoë Readhead, Principal of Summerhill School, Leiston, Suffolk', Journal of Pedagogic Development, 4 (2), pp.33-42.
2047-3265
http://hdl.handle.net/10547/335857
Journal of pedagogic development
As the UK battles with an ever-changing education landscape in which growth can be seen in the introduction of academies, trust schools, federations, chains of schools and 'free schools', I talk to Zoë Readhead, Principal of what is often called the first democratic, self-governing 'free' school. Whilst the term 'free school' today implies a model that is 'state-funded… set up in response to what people say they want and need in their community to improve education for local children' (www.gov.uk/government/collections/opening-a-free-school#free-school-model-funding-agreements), Summerhill is grounded on Alexander Neill's principle of 'freedom not licence'. This principle extends beyond a notion of self-governance, to that in which the community is wholly democratic, where children learn to be self-confident, tolerant and considerate and are given the space to be themselves (www.summerhillschool.co.uk/an-overview.php).
en
University of Bedfordshire
Volume 4
Issue 2
http://www.beds.ac.uk/jpd/volume-4-issue-2/conversation-zoe-readhead
Summerhill School
free schools
school governance
self-government
In conversation with Zoë Readhead, Principal of Summerhill School, Leiston, Suffolk
Article
As the UK battles with an ever-changing education landscape in which growth can be seen in the introduction of academies, trust schools, federations, chains of schools and 'free schools', I talk to Zoë Readhead, Principal of what is often called the first democratic, self-governing 'free' school. Whilst the term 'free school' today implies a model that is 'state-funded… set up in response to what people say they want and need in their community to improve education for local children' (www.gov.uk/government/collections/opening-a-free-school#free-school-model-funding-agreements), Summerhill is grounded on Alexander Neill's principle of 'freedom not licence'. This principle extends beyond a notion of self-governance, to that in which the community is wholly democratic, where children learn to be self-confident, tolerant and considerate and are given the space to be themselves (www.summerhillschool.co.uk/an-overview.php).
ORIGINAL
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2020-04-23 07:37:28.938
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3358582020-04-23T07:31:43Zcom_10547_251948col_10547_251955
Halvorsen, Terje
6c4f9059319977f7e5d1c566e1d09d61
-1
University of Nordland, Norway
2014-11-20T13:32:30Z
2014-11-20T13:32:30Z
2014-07
Halvorsen, T. (2014) 'Key pedagogic thinkers: Anton Makarenko', Journal of Pedagogic Development, 4 (2), pp.58-71.
2047-3265
http://hdl.handle.net/10547/335858
Journal of pedagogic development
This article gives an introduction to the life and work of the Ukrainian social pedagogue and educational theorist Anton Makarenko. In the early part of the 1920s, he formulated a theory that he further developed while helping orphans under the most difficult and dramatic conditions. When he died, aged only 51 years old, Makarenko left behind a multifaceted theory, or a system of theories, that deals with many aspects of social pedagogy. Unfortunately, this source is ignored by most professionals in the Western countries. Those embarking on this substantial body of work will experience exciting reading. Most likely they will also acquire new insights and perspectives, which may be useful when trying to help young people. Makarenko's theory is directly inspired by his background and life experiences. In order to fully understand and thereby be able to assess his texts one needs thorough insight into the difficult political and social conditions under which he lived. The initial part of this article describes some of the key events in his life and also provides an overview of his most important texts. The subsequent part describes the essence of the theory and links its different elements to contemporary professional discourse. In the concluding part the holism and dialectics in Makarenko's reasoning and his intellectual kinship with John Dewey are highlighted.
en
University of Bedfordshire
Volume 4
Issue 2
http://www.beds.ac.uk/jpd/volume-4-issue-2/key-pedagogic-thinkers-anton-makarenko
Anton Makarenko
pedagogy
Key pedagogic thinkers: Anton Makarenko
Article
This article gives an introduction to the life and work of the Ukrainian social pedagogue and educational theorist Anton Makarenko. In the early part of the 1920s, he formulated a theory that he further developed while helping orphans under the most difficult and dramatic conditions. When he died, aged only 51 years old, Makarenko left behind a multifaceted theory, or a system of theories, that deals with many aspects of social pedagogy. Unfortunately, this source is ignored by most professionals in the Western countries. Those embarking on this substantial body of work will experience exciting reading. Most likely they will also acquire new insights and perspectives, which may be useful when trying to help young people.
Makarenko's theory is directly inspired by his background and life experiences. In order to fully understand and thereby be able to assess his texts one needs thorough insight into the difficult political and social conditions under which he lived. The initial part of this article describes some of the key events in his life and also provides an overview of his most important texts. The subsequent part describes the essence of the theory and links its different elements to contemporary professional discourse. In the concluding part the holism and dialectics in Makarenko's reasoning and his intellectual kinship with John Dewey are highlighted.
ORIGINAL
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2020-04-23 07:31:43.641
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3358602020-04-23T07:31:49Zcom_10547_251948col_10547_251955
Crawford, Russell
5d97dabd5efb99d6c4d7187fba6de04b
-1
Keele University
2014-11-20T13:39:58Z
2014-11-20T13:39:58Z
2014-07
Craword, R. (2014) 'A pedagogic trinity - exploring the art, craft and science of teaching', Journal of Pedagogic Development, 4 (2), pp.77-84.
2047-3265
http://hdl.handle.net/10547/335860
Journal of pedagogic development
This article aims to convince the reader that teachers in the current Higher Education (HE) climate should be conducting educational research and offers a number of points exploring the potential benefits of regular teacher engagement with current pedagogic literature to inform practice. This article also outlines three streams of teaching practice and asks the reader to identify themselves in any or all of these streams, whilst making the point that all teachers should be engaging in pedagogical research in some form. This paper might be of interest to readers of JPD because it should prompt them to share and submit their good practice. Given that the central premise of this paper is to explore current trends around how and even why HE practitioners engage with pedagogic research, then we should be open to having this question convincingly answered, at least in part. There are a number of reasons why one should: the central argument being…It's our job!...and, even if this is not strictly speaking the case, this author would propose that as an academic in a dynamic HE environment, it is too good an opportunity to miss for both your own professional development and the betterment of pedagogic practice within your discipline, department, school or unit.
en
University of Bedfordshire
Volume 4
Issue 2
http://www.beds.ac.uk/jpd/volume-4-issue-2/pedagogic-trinity
pedagogic research
professional development
pedagogic practice
pedagogy
teaching
A pedagogic trinity - exploring the art, craft, science of teaching
Article
This article aims to convince the reader that teachers in the current Higher Education (HE) climate should be conducting educational research and offers a number of points exploring the potential benefits of regular teacher engagement with current pedagogic literature to inform practice. This article also outlines three streams of teaching practice and asks the reader to identify themselves in any or all of these streams, whilst making the point that all teachers should be engaging in pedagogical research in some form. This paper might be of interest to readers of JPD because it should prompt them to share and submit their good practice. Given that the central premise of this paper is to explore current trends around how and even why HE practitioners engage with pedagogic research, then we should be open to having this question convincingly answered, at least in part. There are a number of reasons why one should: the central argument being…It's our job!...and, even if this is not strictly speaking the case, this author would propose that as an academic in a dynamic HE environment, it is too good an opportunity to miss for both your own professional development and the betterment of pedagogic practice within your discipline, department, school or unit.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3358972020-04-23T07:31:49Zcom_10547_251948col_10547_251955
Shrivasta, Saurabh RamBihariLal
287381fd4c8e8f87cccc2cab75083967
-1
Shrivasta, Prateek Sauurabh
3381787b94c6fba69103b8a45bfdb6a0
-1
Ramasamy, Jagdeesh
4795669927e1b7c22c7f0f22ba4957e5
-1
Shri Sathya Sai Medical College
Research Institute, Kancheepuram, India
2014-11-20T13:43:00Z
2014-11-20T13:43:00Z
2014-03
Shrivastava, S., R., Shrivastava, P., S & Ramasamy, J. (2014) 'Effective feedback: An indispensible tool for improvement in quality of medical education', Journal of Pedagogic Development, 4 (1), pp.12-20.
2047-3265
http://hdl.handle.net/10547/335897
Journal of pedagogic development
Feedback in medical education is an integral and important constituent of teaching as it encourages and enhances the learners' knowledge, skills and professional performance. Feedback has to be delivered in an appropriate setting; it should focus on the performance and not on the individual; should be clear and specific; delivered in non-judgmental language; should emphasize positive aspects; be descriptive rather than evaluative; and should suggest measures for improvement. An extensive search of all materials related to the topic was made using library sources including Pubmed, Medline and Google Scholar. Keywords used in the search include feedback, constructivism and medical education. Constructive feedback is defined as the act of giving information to a trainee through the description of his/her performance in the observed situation. It emphasizes the strengths of the session and areas which require improvement. The processes of giving and receiving feedback are skills that can be acquired only with practice. To integrate the concept of feedback in medical education, training of the trainers pertaining to techniques of adult learning and how to give feedback to trainees are foremost requirements. Interactive feedback is indispensable in bringing about professional development and overall improvement in doctors.
en
University of Bedfordshire
Volume 4
Issue 1
http://www.beds.ac.uk/jpd/volume-4-issue-1/effective-feedback-an-indispensible-tool-for-improvement-in-quality-of-medical-education
feedback
medical education
constructive feedback
Effective feedback: an indispensable tool for improvement in quality of medical education
Article
Feedback in medical education is an integral and important constituent of teaching as it encourages and enhances the learners' knowledge, skills and professional performance. Feedback has to be delivered in an appropriate setting; it should focus on the performance and not on the individual; should be clear and specific; delivered in non-judgmental language; should emphasize positive aspects; be descriptive rather than evaluative; and should suggest measures for improvement. An extensive search of all materials related to the topic was made using library sources including Pubmed, Medline and Google Scholar. Keywords used in the search include feedback, constructivism and medical education. Constructive feedback is defined as the act of giving information to a trainee through the description of his/her performance in the observed situation. It emphasizes the strengths of the session and areas which require improvement. The processes of giving and receiving feedback are skills that can be acquired only with practice. To integrate the concept of feedback in medical education, training of the trainers pertaining to techniques of adult learning and how to give feedback to trainees are foremost requirements. Interactive feedback is indispensable in bringing about professional development and overall improvement in doctors.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359312020-04-23T07:31:51Zcom_10547_251948col_10547_251955
Arrand, Karen
8fc961bb5e64eeb23e11283b0d64f099
-1
Coventry University
2014-11-21T11:01:40Z
2014-11-21T11:01:40Z
2014-03
Arrand, K. (2014) 'Peer tutoring', Journal of Pedagogic Development, 4 (1), pp.47-61.
2047-3265
http://hdl.handle.net/10547/335931
Journal of pedagogic development
Peer Tutoring schemes frequently appeal to educators in Higher Education and there is much literature examining implementation and assessment; this study wishes to understand the lesser considered student experience. In particular how students act as peer tutors on an accredited programme. The stories students tell give a picture of the complex, multi-faceted interpersonal relationships that comes into play as a peer tutor and the problems faced in the role. This inquiry finds the student perspective of peer mentoring shows us how to better support them on accredited programmes.
en
University of Bedfordshire
Volume 4
Issue 1
http://www.beds.ac.uk/jpd/volume-4-issue-1/peer-tutoring
peer tutoring
student mentors
narrative inquiry
student experience
media production
accredited peer tutoring
Peer tutoring
Article
Peer Tutoring schemes frequently appeal to educators in Higher Education and there is much literature examining implementation and assessment; this study wishes to understand the lesser considered student experience. In particular how students act as peer tutors on an accredited programme. The stories students tell give a picture of the complex, multi-faceted interpersonal relationships that comes into play as a peer tutor and the problems faced in the role. This inquiry finds the student perspective of peer mentoring shows us how to better support them on accredited programmes.
ORIGINAL
Peer-tutoring.pdf
Peer-tutoring.pdf
application/pdf
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THUMBNAIL
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10547/335931
oai:uobrep.openrepository.com:10547/335931
2020-04-23 07:31:51.786
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359282020-04-23T07:31:49Zcom_10547_251948col_10547_251955
Shah, Uzair
ce8576c4ba44d8a1701c4b47f95d0e68
-1
University of Lancaster
2014-11-21T09:58:44Z
2014-11-21T09:58:44Z
2014-03
Shah, U. (2014) 'Key pedagogic thinkers: Vivien Hodgson', Journal of Pedagogic Development, 4 (1), pp.64-66.
2047-3265
http://hdl.handle.net/10547/335928
Journal of pedagogic development
Vivien Hodgson is a Professor of Networked Management Learning in the Department of Management Learning and Leadership at Lancaster University Management School, UK. Her research interests are in networked learning and the learner's experience of learning. Also she explores the designing of learning opportunities from a critical pedagogy and constructionist perspective. Between 1995 and 1998 she was involved and responsible for the Open and Distance Learning (Socrates) Action within the Socrates programme of the European Commission in Brussels. Also she coordinated and participated in many e-learning research projects in Europe and Latin America.
en
University of Bedfordshire
Volume 4
Issue 1
http://www.beds.ac.uk/jpd/volume-4-issue-1/key-pedagogic-thinkers-vivien-hodgson
learning
research
networked
management
Vivien Hodgson
pedagogy
Key pedagogic thinkers: Vivien Hodgson
Article
Vivien Hodgson is a Professor of Networked Management Learning in the Department of Management Learning and Leadership at Lancaster University Management School, UK. Her research interests are in networked learning and the learner's experience of learning. Also she explores the designing of learning opportunities from a critical pedagogy and constructionist perspective. Between 1995 and 1998 she was involved and responsible for the Open and Distance Learning (Socrates) Action within the Socrates programme of the European Commission in Brussels. Also she coordinated and participated in many e-learning research projects in Europe and Latin America.
ORIGINAL
Key-Pedagogic-Thinkers-Vivien-Hodgson.pdf
Key-Pedagogic-Thinkers-Vivien-Hodgson.pdf
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https://uobrep.openrepository.com/bitstream/10547/335928/1/Key-Pedagogic-Thinkers-Vivien-Hodgson.pdf
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TEXT
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Extracted Text
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THUMBNAIL
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10547/335928
oai:uobrep.openrepository.com:10547/335928
2020-04-23 07:31:49.603
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359332020-04-23T07:31:43Zcom_10547_251948col_10547_251955
Black, Sharon
fc28b0a6a89ac5f112b3ba657140c731
-1
Kane, Claire
40815cd5dfbe91bda96a2586707ed1d9
-1
Elworthy, Gina
cf52f4b3df245b2f86a0b99115726dbb
-1
University of Bedfordshire
2014-11-21T11:09:25Z
2014-11-21T11:09:25Z
2014-03
Black, S., Kane, C. & Elworthy, G. (2014) 'The complexities and challenges of introducing electronic ongoing achievement records in the pre-registration nursing course using PebblePad and hand-held tablets', Journal of Pedagogic Development, 4 (1), pp.77-85.
2047-3265
http://hdl.handle.net/10547/335933
Journal of pedagogic development
This paper reports on a small pilot study aimed at eliciting the lecturer and student experience of using PebblePad to record the students' Ongoing Achievement Record (OAR) using hand-held tablets, at one university in England. Android tablets were purchased and attempts were made to transfer the OAR into the PebblePad system in an attempt to enhance the student experience of feedback from their via PebblePad, embed PebblePad learning technology in the practice component of the curriculum, enable the student to more readily engage in reflection and feedback with their personal tutor, practice education link and mentor, develop skills in the use of PebblePad and pilot the use of PebblePad in developing the Ongoing Achievement Record. Focus groups were carried out with students nurses (n=6) and lecturers (n=5) where participants were asked to discuss the successes and challenges of using PebblePad for the Ongoing Achievement Record, and suggest ways in which this strategy may be implemented more widely. Through a thematic analysis of the focus groups three broad themes of 'timing', 'technology literacy' and 'the technology' were identified. The findings from the study indicated that whilst this was not a positive experience on the whole for a number of reasons, there are lessons that can be learnt when attempting to introduce new ways of engaging with technology to enhance the student experience. Recommendations for implementing such an approach in the future are also presented
en
University of Bedfordshire
Volume 4
Issue 1
http://www.beds.ac.uk/jpd/volume-4-issue-1/the-complexities-and-challenges-of-introducing-electronic-ongoing-achievement-records-in-the-pre-registration-nursing-course-using-pebblepad-and-hand-held-tablets
pre-registration nursing students
handheld tablets
technology
e-portfolios
PebblePad
Ongoing Achievement Record
reflective practice
The complexities and challenges of introducing electronic Ongoing Achievement Records in the pre-registration nursing course using PebblePad and hand-held tablets
Article
This paper reports on a small pilot study aimed at eliciting the lecturer and student experience of using PebblePad to record the students' Ongoing Achievement Record (OAR) using hand-held tablets, at one university in England. Android tablets were purchased and attempts were made to transfer the OAR into the PebblePad system in an attempt to enhance the student experience of feedback from their via PebblePad, embed PebblePad learning technology in the practice component of the curriculum, enable the student to more readily engage in reflection and feedback with their personal tutor, practice education link and mentor, develop skills in the use of PebblePad and pilot the use of PebblePad in developing the Ongoing Achievement Record. Focus groups were carried out with students nurses (n=6) and lecturers (n=5) where participants were asked to discuss the successes and challenges of using PebblePad for the Ongoing Achievement Record, and suggest ways in which this strategy may be implemented more widely. Through a thematic analysis of the focus groups three broad themes of 'timing', 'technology literacy' and 'the technology' were identified. The findings from the study indicated that whilst this was not a positive experience on the whole for a number of reasons, there are lessons that can be learnt when attempting to introduce new ways of engaging with technology to enhance the student experience. Recommendations for implementing such an approach in the future are also presented
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oai:uobrep.openrepository.com:10547/3359342015-10-21T23:17:07Zcom_10547_251948col_10547_251955
Malcolm, Mary
University of Bedfordshire
2014-11-21T11:13:23Z
2014-11-21T11:13:23Z
2013-11
Malcolm, M. (2013) 'Transforming lives and 'the measure of their states'', Journal of Pedagogic Development, 3 (3), pp.3-7.
2047-3265
http://hdl.handle.net/10547/335934
Journal of pedagogic development
en
University of Bedfordshire
Volume 3
Issue 3
http://www.beds.ac.uk/jpd/volume-3-issue-3/transforming-lives-and-the-measure-of-their-states
higher education
university
workforce development
career investment
competition
higher education market
graduate jobs
Transforming lives and 'the measure of their states'
Article
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oai:uobrep.openrepository.com:10547/3359272020-04-23T07:33:14Zcom_10547_251948col_10547_251955
Mistry, Malini Tina
d107b44e7ae36155338a59a88e62f249
600
Sood, Krishan
2f4a3a091c4901d581c87ef48a389c0e
-1
University of Bedfordshire
Nottingham Trent University
2014-11-21T13:34:08Z
2014-11-21T13:34:08Z
2013-11
Mistry, M. & Sood, K. (2013) 'Challenges of developing pedagogy through diversity and equiy within the new early years foundation stage (EYFS) curriculum', Journal of Pedagogic Development, 3 (3), pp.42-47.
2047-3265
http://hdl.handle.net/10547/335927
Journal of pedagogic development
A commitment to diversity and equity principles through social justice lies at the heart of many Early Years' practitioners working practices. However, the term social justice is complex, and this complexity manifests itself through its multiple meanings, in different cultural contexts. This paper investigates how diversity and equity are linked through an understanding of social justice within the new Early Years Foundation Stage (EYFS) curriculum. It also explores how diversity and equity is promoted through the Early Years curriculum and what remain the potential challenges practitioners. Interviews in multi-cultural and mono-cultural primary schools with Early Years age phases were conducted. The findings showed that the principles of social justice through diversity and equity was interpreted differently in each Early Years setting, which is unsurprising given the complicated nature of its meaning. The multi-cultural schools appear to use a greater variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum in contrast to the mono-cultural schools. In mono-cultural schools however, practitioners had to be more creative in promoting diversity and equity given the smaller proportion of their diverse pupil and staff population.
en
University of Bedfordshire
Volume 3
Issue 3
http://www.beds.ac.uk/jpd/volume-3-issue-3/challenges-of-developing-pedagogy-through-diversity-and-equity-within-the-new-early-years-foundation-eyfs-curriculum
early years
equity
diversity
multi-cultural schools
mono-cultural schools
Early Years Foundation Stage
pedagogy
Challenges of developing pedagogy through diversity and equity within the new Early Years Foundation Stage (EYFS) curriculum
Article
A commitment to diversity and equity principles through social justice lies at the heart of many Early Years' practitioners working practices. However, the term social justice is complex, and this complexity manifests itself through its multiple meanings, in different cultural contexts. This paper investigates how diversity and equity are linked through an understanding of social justice within the new Early Years Foundation Stage (EYFS) curriculum. It also explores how diversity and equity is promoted through the Early Years curriculum and what remain the potential challenges practitioners. Interviews in multi-cultural and mono-cultural primary schools with Early Years age phases were conducted. The findings showed that the principles of social justice through diversity and equity was interpreted differently in each Early Years setting, which is unsurprising given the complicated nature of its meaning. The multi-cultural schools appear to use a greater variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum in contrast to the mono-cultural schools. In mono-cultural schools however, practitioners had to be more creative in promoting diversity and equity given the smaller proportion of their diverse pupil and staff population.
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oai:uobrep.openrepository.com:10547/3359532020-04-23T07:31:44Zcom_10547_251948col_10547_251955
Cousins, Sarah
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Dunne, Ulrike
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University of Bedfordshire
2014-11-21T13:28:15Z
2014-11-21T13:28:15Z
2013-11
Cousins, S. & Dunne, U. (2013) 'Peer support for technology-enhanced learning: developing a community of learners', Journal of Pedagogic Development, 3 (3), pp.47-54.
2047-3265
http://hdl.handle.net/10547/335953
Journal of pedagogic development
This paper sets out the aims, stages and outcomes of a Peer Support for Technology-Enhanced Learning project. It suggests that the process of adapting to change is significantly eased with the support of other people. As Sharpe and Oliver (2007) suggest, there are no simple solutions to match the full complexity of the task in hand. They emphasise the importance of 'peer processes' (p.124) that allow people to talk through, share and test out new approaches with each other. This project grew out of peer support arrangements between two colleagues, and expanded to incorporate a group of self-identified colleagues ready to engage in peer support activities and move their practice forwards, together.
en
University of Bedfordshire
Volume 3
Issue 3
http://www.beds.ac.uk/jpd/volume-3-issue-3/peer-support-for-technology-enhanced-learning-developing-a-community-of-learners
peer support
technology-enhanced learning
community
computer assisted learning
change
change management
Peer support for technology-enhanced learning: developing a community of learners
Article
This paper sets out the aims, stages and outcomes of a Peer Support for Technology-Enhanced Learning project. It suggests that the process of adapting to change is significantly eased with the support of other people. As Sharpe and Oliver (2007) suggest, there are no simple solutions to match the full complexity of the task in hand. They emphasise the importance of 'peer processes' (p.124) that allow people to talk through, share and test out new approaches with each other. This project grew out of peer support arrangements between two colleagues, and expanded to incorporate a group of self-identified colleagues ready to engage in peer support activities and move their practice forwards, together.
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oai:uobrep.openrepository.com:10547/3359122015-10-21T23:17:06Zcom_10547_251948col_10547_251955
Hayes, Lisa
University of Bedfordshire
2014-11-21T11:04:10Z
2014-11-21T11:04:10Z
2014-03
Hayes, L. (2014) 'A consideration of peer support and peer mentoring within the professional teaching scheme (PTS) at the university of bedfordshire', Journal of Pedagogic Development, 4 (1), pp.61-64.
2047-3265
http://hdl.handle.net/10547/335912
Journal of pedagogic development
en
University of Bedfordshire
Volume 4
Issue 1
http://www.beds.ac.uk/jpd/volume-4-issue-1/a-consideration-of-peer-support-and-peer-mentoring-within-the-professional-teaching-scheme-pts-at-the-university-of-bedfordshire
professional teaching scheme
peer tutoring
professional development
higher education
A consideration of peer support and peer mentoring within the Professional Teaching Scheme (PTS) at the University of Bedfordshire
Article
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University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/3359322020-04-23T07:31:37Zcom_10547_251948col_10547_251955
De Vecchi Galbiati, Paola
bc7960672bbd51eee2460bbf69e37e0b
-1
Mascherpa, Daniela
1c6ebee80ef79c7714996aa2c41b7a3b
-1
Mulazzano Public Secondary School
2014-11-21T11:07:13Z
2014-11-21T11:07:13Z
2014-03
De Vecchi Galbiati, P. & Mascherpa, D. (2014) 'Augmented didactics in Kindergarten12: an Italian case history', Journal of Pedagogic Development, 4 (1), pp.66-77.
2047-3265
http://hdl.handle.net/10547/335932
Journal of pedagogic development
This paper describes an experiment in 'augmented didactics' made in Italy in 2012 and 2013 and has the aim to suggest a set of tools and actions to enlarge the learning offer for students and the evaluation spectrum for teachers in secondary school with 11-13 years old students. This experiment tries to build solutions in which the formal relationship between the roles of teachers and students changes radically, to benefit natural relationships between person and person, between person and group. The augmented didactics approach has been applied to a little set of current topics in secondary school first degree in Italy: music, visual art and mathematics. But we started with an extra discipline: sociology. This subject allows reasoning with students on behaviours and relations, on attitudes and prejudices; and thanks to social network we have analyzed them like objects. We are working to apply other formats for other subjects: history, geography, natural sciences and we are refining current formats in order to spread this approach in other schools. The first part of this document describes formats on which is based the experiment, achieved through the use of the most popular social networks, mobile technologies, and free access to cloud services and APPs. The second part tells the initiatives carried out with children during the past two years with some feedbacks by teachers and students and it suggests some possible evolutions.
en
University of Bedfordshire
Volume 4
Issue 1
http://www.beds.ac.uk/jpd/volume-4-issue-1/augmented-didactics-in-kindergarten12-an-italian-case-history
augmented reality
disruptive technologies
collective intelligence
developing communities
Italy
augmented didactics
Augmented Didactics Project
teaching
Augmented didactics in Kindergarten12: an Italian case history
Article
This paper describes an experiment in 'augmented didactics' made in Italy in 2012 and 2013 and has the aim to suggest a set of tools and actions to enlarge the learning offer for students and the evaluation spectrum for teachers in secondary school with 11-13 years old students.
This experiment tries to build solutions in which the formal relationship between the roles of teachers and students changes radically, to benefit natural relationships between person and person, between person and group.
The augmented didactics approach has been applied to a little set of current topics in secondary school first degree in Italy: music, visual art and mathematics. But we started with an extra discipline: sociology. This subject allows reasoning with students on behaviours and relations, on attitudes and prejudices; and thanks to social network we have analyzed them like objects.
We are working to apply other formats for other subjects: history, geography, natural sciences and we are refining current formats in order to spread this approach in other schools.
The first part of this document describes formats on which is based the experiment, achieved through the use of the most popular social networks, mobile technologies, and free access to cloud services and APPs.
The second part tells the initiatives carried out with children during the past two years with some feedbacks by teachers and students and it suggests some possible evolutions.
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oai:uobrep.openrepository.com:10547/3359352020-04-23T07:31:44Zcom_10547_251948col_10547_251955
Hasiyat Ismailovna, Shihova
505f31b2f22f4776949938d26ec0c996
-1
Urgench State University (UrSU), Uzbekistan
2014-11-21T11:16:09Z
2014-11-21T11:16:09Z
2013-11
Hasiyat Ismailovna, S. (2013) 'Information and communication technologies as means for self-improvement at remote universities: The example of urgench state university, uzbekistan', Journal of Pedagogic Development, 3 (3), pp.7-11.
2047-3265
http://hdl.handle.net/10547/335935
Journal of pedagogic development
This paper describes the research conducted at the Information Resource Center of Urgench State University, located in the Khorezm region of Uzbekistan, on the possibilities and challenges the students and lecturers face in their pursuit for self-improvement and self-education. The article discloses new qualitative approaches and IT methods in the teaching and educational processes in higher education of Central Asian countries in transition, the overall aim of which is to close the gap and shape the spiritual values of the young generation in the globalizing world. The framework conditions for this have been set by the Government of Uzbekistan through particular Decrees, aiming at the creation of e-education at universities and institutions throughout the country and specifically in the remote regions as to improve the access to regularly updated information, to motivate the use of IT in classes as well as to enhance the responsibility of the information services of universities for assuring the quality of research and teaching (pedagogical) activities of the lecturers. The research showed that the Internet can function inter alia as a controlling device when education is delivered through the web. Collection, analysis and preparation of educational-methodological materials on specific subjects and extracurricular activities require specific knowledge on IT and information literacy both in the teaching staff and the students.
en
University of Bedfordshire
Volume 3
Issue 3
http://www.beds.ac.uk/jpd/volume-3-issue-3/information-and-communication-technologies-as-means-for-self-improvement-at-remote-universities-the-example-of-urgench-state-university,-uzbekistan
Central Asian countries
remote regions
electronic resources
information literacy
self-improvement
globalization
information network
information resources center
Uzbekistan
ICT
Information and Communication Technologies as means for self-improvement at remote universities: the example of Urgench State University, Uzbekistan
Article
This paper describes the research conducted at the Information Resource Center of Urgench State University, located in the Khorezm region of Uzbekistan, on the possibilities and challenges the students and lecturers face in their pursuit for self-improvement and self-education. The article discloses new qualitative approaches and IT methods in the teaching and educational processes in higher education of Central Asian countries in transition, the overall aim of which is to close the gap and shape the spiritual values of the young generation in the globalizing world.
The framework conditions for this have been set by the Government of Uzbekistan through particular Decrees, aiming at the creation of e-education at universities and institutions throughout the country and specifically in the remote regions as to improve the access to regularly updated information, to motivate the use of IT in classes as well as to enhance the responsibility of the information services of universities for assuring the quality of research and teaching (pedagogical) activities of the lecturers.
The research showed that the Internet can function inter alia as a controlling device when education is delivered through the web. Collection, analysis and preparation of educational-methodological materials on specific subjects and extracurricular activities require specific knowledge on IT and information literacy both in the teaching staff and the students.
ORIGINAL
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oai:uobrep.openrepository.com:10547/3359372020-04-23T07:39:01Zcom_10547_251948col_10547_251955
Bentley, Yongmei
8accb6505ade4896812e42d453651018
-1
Warwick, Shamim
141f1cce158635d1f5feb9cd1a041aa3
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University of Bedfordshire
2014-11-21T11:21:58Z
2014-11-21T11:21:58Z
2013-11
Bentley, Y. & Warwick, S. (2013) 'An investigation into students' perceptions of group assignments', Journal of Pedagogic Development, 3 (3), pp.11-19.
2047-3265
http://hdl.handle.net/10547/335937
Journal of pedagogic development
The collection of student feedback is a central strategy to monitor the effectiveness of teaching and learning at educational institutions (Meyer, 2010). This paper analyses the feedback and findings from a recent questionnaire survey of students' experience and perceptions of group work at the University of Bedfordshire at both undergraduate and postgraduate levels. The main objective of this study is to raise practical issues that teachers need to consider in designing and carrying out group assessments. This is aimed at overcoming the drawbacks, while amplifying the benefits, of group work, and improving students' engagement and performance in this type of assessment.
en
University of Bedfordshire
Volume 3
Issue 3
http://www.beds.ac.uk/jpd/volume-3-issue-3/an-investigation-into-students-perceptions-of-group-assignments
group work
group assignments
higher education
group assessments
An investigation into students' perceptions of group assignments
Article
The collection of student feedback is a central strategy to monitor the effectiveness of teaching and learning at educational institutions (Meyer, 2010). This paper analyses the feedback and findings from a recent questionnaire survey of students' experience and perceptions of group work at the University of Bedfordshire at both undergraduate and postgraduate levels. The main objective of this study is to raise practical issues that teachers need to consider in designing and carrying out group assessments. This is aimed at overcoming the drawbacks, while amplifying the benefits, of group work, and improving students' engagement and performance in this type of assessment.
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oai:uobrep.openrepository.com:10547/3359382020-04-23T07:31:44Zcom_10547_251948col_10547_251955
Jupp, Julie
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-1
Awad, Ramsey
02bbce60ae14d00a6e8832c212c3142b
-1
University of Technology, Sydney, Australia
University of Newcastle, Newcastle, Australia
2014-11-21T11:23:47Z
2014-11-21T11:23:47Z
2013-11
Jupp, J. & Awad, R. (2013) 'Developing digital literacy in construction management education: a design thinking led approach', Journal of Pedagogic Development, 3 (3), pp.24-31.
2047-3265
http://hdl.handle.net/10547/335938
Journal of pedagogic development
Alongside the digital innovations in AEC (Architectural, Engineering and Construction) practice, are calls for a new type of digital literacy, including a new information-based literacy informed by creativity, critical analysis and the theoretical and practical knowledge of the construction profession. This paper explores the role of design thinking and the promotion of abductive problem situations when developing digital literacies in construction education. The impacts of advanced digital modelling technologies on construction management practices and education are investigated before an examination of design thinking, the role of abductive reasoning and the rise of normative models of design thinking workflows. The paper then explores the role that design thinking can play in the development of new digital literacies in contemporary construction studies. A three-part framework for the implementation of a design thinking approach to construction is presented. The paper closes with a discussion of the importance of models of design thinking for learning and knowledge production, emphasising how construction management education can benefit from them.
en
University of Bedfordshire
Volume 3
Issue 3
http://www.beds.ac.uk/jpd/volume-3-issue-3/developing-digital-literacy-in-construction-management-education-a-design-thinking-led-approach
construction management education
design thinking
digital literacy
building information modelling
Developing digital literacy in construction management education: a design thinking led approach
Article
Alongside the digital innovations in AEC (Architectural, Engineering and Construction) practice, are calls for a new type of digital literacy, including a new information-based literacy informed by creativity, critical analysis and the theoretical and practical knowledge of the construction profession. This paper explores the role of design thinking and the promotion of abductive problem situations when developing digital literacies in construction education. The impacts of advanced digital modelling technologies on construction management practices and education are investigated before an examination of design thinking, the role of abductive reasoning and the rise of normative models of design thinking workflows. The paper then explores the role that design thinking can play in the development of new digital literacies in contemporary construction studies. A three-part framework for the implementation of a design thinking approach to construction is presented. The paper closes with a discussion of the importance of models of design thinking for learning and knowledge production, emphasising how construction management education can benefit from them.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359392020-04-23T07:31:44Zcom_10547_251948col_10547_251955
Rennie, Julian
3bb6a92d9db142070a95a7ef296e7e82
-1
Unitec Institute of Technology, New Zealand
2014-11-21T11:25:47Z
2014-11-21T11:25:47Z
2013-11
Rennie, J. (2013) 'Fly on the wall: can students' learning be enhanced by allowing them to witness their own summative assessment and feedback event?', Journal of Pedagogic Development, 3 (3), pp.31-36.
2047-3265
http://hdl.handle.net/10547/335939
Journal of pedagogic development
The Design studio learning system within New Zealand Tertiary Design Schools has a unique critique method, (often called 'The Crit'); The Crit event itself is rather a 'veiled' process and has been analyzed and written about extensively. There has also been some negative feedback from students that this form of critiquing process is not necessarily a good type of feedback process. Is there a method that protects the student's privacy related to his or her own design work and at the same time maintains the Design School's integrity of supplying reasoned and fair assessment within the wider Profession? A field trial scenario was designed and arranged with a group of volunteer design students, so each in turn, could sit-in and witness their own assessment / feedback session. This paper reports on this field trial, (timed to occur after the critique). This paper analyses this experiment, exploring the field trial responses, looking for links within a wider Educational literature base to the ground this 'Fly on the Wall' scenario within known pedagogies. NB. This scenario is not proposing to supplant 'The Crit,' rather the intention being in addition to it.
en
University of Bedfordshire
Volume 3
Issue 3
http://www.beds.ac.uk/jpd/volume-3-issue-3/fly-on-the-wall-can-studentslearning-be-enhanced-by-allowing-them-to-witness-their-own-summative-assessment-and-feedback-event
student feedback
student assessment
learning transparancy
feedback
assessment
Fly on the wall: can students' learning be enhanced by allowing them to witness their own summative assessment and feedback event?
Article
The Design studio learning system within New Zealand Tertiary Design Schools has a unique critique method, (often called 'The Crit'); The Crit event itself is rather a 'veiled' process and has been analyzed and written about extensively. There has also been some negative feedback from students that this form of critiquing process is not necessarily a good type of feedback process. Is there a method that protects the student's privacy related to his or her own design work and at the same time maintains the Design School's integrity of supplying reasoned and fair assessment within the wider Profession? A field trial scenario was designed and arranged with a group of volunteer design students, so each in turn, could sit-in and witness their own assessment / feedback session. This paper reports on this field trial, (timed to occur after the critique). This paper analyses this experiment, exploring the field trial responses, looking for links within a wider Educational literature base to the ground this 'Fly on the Wall' scenario within known pedagogies. NB. This scenario is not proposing to supplant 'The Crit,' rather the intention being in addition to it.
ORIGINAL
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oai:uobrep.openrepository.com:10547/3359402020-04-23T07:31:44Zcom_10547_251948col_10547_251955
Harris Williams, Meg
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2014-11-21T12:05:45Z
2013-11
Harris Williams, M. (2013) 'Key pedagogic thinkers: R. J. harris', Journal of Pedagogic Development, 3 (3), pp.36-38.
2047-3265
http://hdl.handle.net/10547/335940
Journal of pedagogic development
R. J. (Roland) Harris (1919-1969), English teacher and poet, was deputy head of the flagship London comprehensive school Woodberry Down in the 1960s. He was perhaps best known in the educational field for the findings of his PhD thesis (1962) which was an experimental enquiry into the teaching of grammar in the early secondary school years. He also worked for the Schools Council, where he was instrumental in the raising of the school leaving age to 16; and for the last two years of his life he taught psycholinguistics at Brunel University. Many of his child-centred ideas on education were honed in association with his wife, Martha Harris, who was head of the Child Psychotherapy training at the Tavistock Clinic; his group work and administrative experience lay behind her restructuring of the training in the 60s. In 1968, after a pilot project conducted at Woodberry Down, they started a pioneering Schools Counsellors' Course at the Tavistock
en
University of Bedfordshire
Volume 3
Issue 3
http://www.beds.ac.uk/jpd/volume-3-issue-3/key-pedagogic-thinkers-rj-harris
R.J. Harris
pedagogy
English curriculum
English language
grammar
poetry
Key pedagogic thinkers: R. J. Harris
Article
R. J. (Roland) Harris (1919-1969), English teacher and poet, was deputy head of the flagship London comprehensive school Woodberry Down in the 1960s. He was perhaps best known in the educational field for the findings of his PhD thesis (1962) which was an experimental enquiry into the teaching of grammar in the early secondary school years. He also worked for the Schools Council, where he was instrumental in the raising of the school leaving age to 16; and for the last two years of his life he taught psycholinguistics at Brunel University. Many of his child-centred ideas on education were honed in association with his wife, Martha Harris, who was head of the Child Psychotherapy training at the Tavistock Clinic; his group work and administrative experience lay behind her restructuring of the training in the 60s. In 1968, after a pilot project conducted at Woodberry Down, they started a pioneering Schools Counsellors' Course at the Tavistock
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marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359682020-04-23T07:31:44Zcom_10547_251948col_10547_251955
Mertler, Craig A.
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-1
Mertler Educational Consulting, LLC, Delray Beach, Florida, USA
2014-11-21T13:37:58Z
2014-11-21T13:37:58Z
2013-11
Mertler, C.A. (2013) 'Classroom-based action research: revisiting the process as customizable and meaningful professional development for educators', Journal of Pedagogic Development, 3 (3), pp.38-42.
2047-3265
http://hdl.handle.net/10547/335968
Journal of pedagogic development
The approach historically used for professional development for classroom educators (i.e., a 'one-size-fits-all' delivery model, where the emphasis is on 'training' and not on 'learning') is, quite simply, outdated. Even in our 'on-demand' world, where professional development modules can be purchased and viewed online, the individualized professional development needs of teachers are not appropriately or accurately being met. Classroom-based action research—with its cyclical nature of systematic investigation of teaching and learning, followed by data-driven improvements resulting from the outcomes of the investigations—provides not only a viable, but also valuable, professional development alternative. Following the development of improvement goals, the process of action research can be used to customize a teacher's professional development, allowing for a much more meaningful approach to professional growth. This approach permits teachers to investigate their own practice and to discover what will and will not work for their students in their classrooms. The integration of classroom-based action research with professional collaboration and with teacher evaluation are both discussed. Recommendations for administrative support—focusing on training, availability of time, collaboration, and incentives—for classroom-based action research are also provided.
en
University of Bedfordshire
Volume 3
Issue 3
http://www.beds.ac.uk/jpd/volume-3-issue-3/classroom-based-action-research-revisiting-the-process-as-customizable-and-meaningful-professional-development-for-educators
action research
professional development
pedagogical growth
Continuing Professional Development
teaching
teaching research methods
Classroom-based action research: revisiting the process as customizable and meaningful professional development for educators
Article
The approach historically used for professional development for classroom educators (i.e., a 'one-size-fits-all' delivery model, where the emphasis is on 'training' and not on 'learning') is, quite simply, outdated. Even in our 'on-demand' world, where professional development modules can be purchased and viewed online, the individualized professional development needs of teachers are not appropriately or accurately being met. Classroom-based action research—with its cyclical nature of systematic investigation of teaching and learning, followed by data-driven improvements resulting from the outcomes of the investigations—provides not only a viable, but also valuable, professional development alternative. Following the development of improvement goals, the process of action research can be used to customize a teacher's professional development, allowing for a much more meaningful approach to professional growth. This approach permits teachers to investigate their own practice and to discover what will and will not work for their students in their classrooms. The integration of classroom-based action research with professional collaboration and with teacher evaluation are both discussed. Recommendations for administrative support—focusing on training, availability of time, collaboration, and incentives—for classroom-based action research are also provided.
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marcus.woolley@beds.ac.uk
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Waters, Mark
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Barclay, James
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Evans, Lucia
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Fitzgerald, Kylie
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Hendry, Fiona
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Potter, Sharon
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British School of Osteopathy
2014-11-21T13:25:36Z
2014-11-21T13:25:36Z
2013-11
Waters, M., Barclay, J., Evans, L., Fitzgerald, K., Hendry, F. & Potter, S. (2013) 'Self-directed learning in osteopathic education: Identifying and enhancing independent student learning', Journal of Pedagogic Development, 3 (3), pp.54-60.
2047-3265
http://hdl.handle.net/10547/335952
Journal of pedagogic development
Using the work of others working in healthcare education as a foundation this project aimed to propose a model for the creation of self-directed learning (SDL) tools specifically suited to those training in manual healthcare and osteopathy. The institution was also interested to see if improved electronic learning opportunities had the potential to bring students together into one large collaborative learning community. Through a questionnaire study and focus groups the school found that while current students favour a wide variety of SDL practices, their activities are largely assessment-driven. Despite this learners want resources that will bridge the gap in experience between classroom and clinical education. It is proposed that this can be addressed through the use of forums to anonymously discuss real patient cases with the involvement of academic and clinic tutors and junior and senior students. Other suitable electronic SDL resources are also recommended.
en
University of Bedfordshire
Volume 3
Issue 3
http://www.beds.ac.uk/jpd/volume-3-issue-3/self-directed-learning-in-osteopathic-education-identifying-and-enhancing-independent-student-learning
self-directed learning
osteopathy
independent learning
Self-directed learning in osteopathic education: identifying and enhancing independent student learning
Article
Using the work of others working in healthcare education as a foundation this project aimed to propose a model for the creation of self-directed learning (SDL) tools specifically suited to those training in manual healthcare and osteopathy. The institution was also interested to see if improved electronic learning opportunities had the potential to bring students together into one large collaborative learning community. Through a questionnaire study and focus groups the school found that while current students favour a wide variety of SDL practices, their activities are largely assessment-driven. Despite this learners want resources that will bridge the gap in experience between classroom and clinical education. It is proposed that this can be addressed through the use of forums to anonymously discuss real patient cases with the involvement of academic and clinic tutors and junior and senior students. Other suitable electronic SDL resources are also recommended.
ORIGINAL
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2020-04-23 07:31:45.041
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359262015-10-21T23:17:13Zcom_10547_251948col_10547_251955
Hilsdon, John
2014-11-21T13:23:20Z
2014-11-21T13:23:20Z
2013-07
Hilsdon, J. (2013) 'Guest editorial', Journal of Pedagogic Development, 3 (2), pp.3-5.
2047-3265
http://hdl.handle.net/10547/335926
Journal of pedagogic development
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-3-issue-2/guest-editorial
Guest editorial
Article
ORIGINAL
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359242020-04-23T07:31:45Zcom_10547_251948col_10547_251955
Mehrenberg, Richard L.
75f0ffa72c59495d1f71023759ac9577
-1
Millersville University, PA, U.S.A.
2014-11-21T13:18:12Z
2014-11-21T13:18:12Z
2013-07
Mehrenberg, R.L. (2013) 'Pedagogical inspiration through martial arts instruction', Journal of Pedagogic Development, 3 (2), pp.10-13.
2047-3265
http://hdl.handle.net/10547/335924
Journal of pedagogic development
This article discusses how the martial arts studio can be used as a model for improved instruction for the classroom teacher. Four common teaching techniques, common to the martial arts classroom, are defined and described. They are (a) motivating by praise and recognition, (b) differentiating instruction, (c) using formative assessments, and (d) employing preventive discipline. Explanation and illustrations of how to generalize each technique for the academic classroom are also included.
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-3-issue-2/pedagogical-inspiration-through-martial-arts-instruction
pedagogy
martial arts
differentiated instruction
formative assessment
preventive discipline
Pedagogical inspiration through martial arts instruction
Article
This article discusses how the martial arts studio can be used as a model for improved instruction for the classroom teacher. Four common teaching techniques, common to the martial arts classroom, are defined and described. They are (a) motivating by praise and recognition, (b) differentiating instruction, (c) using formative assessments, and (d) employing preventive discipline. Explanation and illustrations of how to generalize each technique for the academic classroom are also included.
ORIGINAL
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Ulmer, Gregory L.
c33455ea821b2d4ae98dd4a09b00cd25
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University of Florida
2014-11-21T13:02:48Z
2014-11-21T13:02:48Z
2013-07
Ulmer, G.L. (2013) 'Electracy: the Internet as the fifth estate', Journal of Pedagogic Development, 3 (2), pp.13-16.
2047-3265
http://hdl.handle.net/10547/335949
Journal of pedagogic development
This account of an experimental approach to apparatus invention is offered as an introduction to apparatus study in general (grammatology), and electracy as the digital apparatus in particular. The approach is that of the Florida Research Ensemble (FRE), working through the EmerAgency, a virtual consultancy developed to translate Arts & Letters pedagogy into institutional consulting. The term 'electracy' (modeled on 'literacy,' a portmanteau of 'electricity' and Derrida's 'trace') was adopted to clarify that digital technologies are not reducible to a 'media literacy,' but include, besides technological innovations, inventions in the dimensions of institution formation and related skill sets, and identity behaviors individual and collective (ethics and politics). Current members of the FRE include Gregory Ulmer (University of Florida), John Craig Freeman (Emerson College), Barbara Jo Revelle (University of Florida), Jack Stenner (University of Florida), Jan Holmevik (Clemson University).
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-3-issue-2/electracy-the-internet-as-fifth-estate
http://creativecommons.org/licenses/by-nc-nd/4.0/
electracy
Internet
estate
grammatology
digital literacy
Electracy: the Internet as fifth estate
This account of an experimental approach to apparatus invention is offered as an introduction to apparatus study in general (grammatology), and electracy as the digital apparatus in particular. The approach is that of the Florida Research Ensemble (FRE), working through the EmerAgency, a virtual consultancy developed to translate Arts & Letters pedagogy into institutional consulting. The term 'electracy' (modeled on 'literacy,' a portmanteau of 'electricity' and Derrida's 'trace') was adopted to clarify that digital technologies are not reducible to a 'media literacy,' but include, besides technological innovations, inventions in the dimensions of institution formation and related skill sets, and identity behaviors individual and collective (ethics and politics). Current members of the FRE include Gregory Ulmer (University of Florida), John Craig Freeman (Emerson College), Barbara Jo Revelle (University of Florida), Jack Stenner (University of Florida), Jan Holmevik (Clemson University).
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Eichsteller, Gabriel
Holthoff, Sylvia
ThemPra Social Pedagogy
2014-11-21T12:59:11Z
2014-11-21T12:59:11Z
2013-07
Eichsteller, G. & Holthoff, S. (2013) 'Key pedagogic thinkers: Paul Natorp', Journal of Pedagogic Development, 3 (2), pp.16-18.
2047-3265
http://hdl.handle.net/10547/335923
Journal of pedagogic development
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-3-issue-2/key-pedagogic-thinkers-paul-natorp
Paul Natorp
pedagogy
social pedagogy
Germany
Key pedagogic thinkers: Paul Nartorp
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oai:uobrep.openrepository.com:10547/3359222020-04-23T07:31:45Zcom_10547_251948col_10547_251955
Parton, Steve
1e6b4f69cfa31612e391c6e057144db6
-1
Noad, Victoria
cfab611ae5771baa571d4766e45b9850
-1
Bournemouth University
2014-11-21T12:57:22Z
2014-11-21T12:57:22Z
2013-07
Parton, S. & Noad, V. (2013) 'PAL leader training at Bournemouth University: 12 years on and still evolving', Journal of Pedagogic Development, 3 (2), pp.18-27.
2047-3265
http://hdl.handle.net/10547/335922
Journal of pedagogic development
Peer Assisted Learning (PAL) at Bournemouth University (BU) is a peer mentoring scheme that fosters cross-year support between students on the same course. Coordination of PAL, including leader training, is run centrally within Student and Academic Services by the PAL Coordination Team. Successful applicants attend two days of compulsory training in June or September with optional follow up training sessions offered throughout the autumn term. As with other training programmes for peer learning schemes, including Supplemental Instruction (SI), upon which PAL is based (Arendale 1994; Jacobs et al. 2008), the concept of modelling is integral to the training. Trainers employ small group learning techniques and frequently re-direct questions. Leaders can then use these approaches in their own sessions. Crucially, all attendees lead a simulated PAL session. Weekly follow up training is delivered in collaboration with other support staff, providing information on various academic skills, support services and ideas for related PAL sessions. Like PAL itself, leader training has evolved gradually since it began in 2001. Changes include: training on new online community areas on the University's Virtual Learning Environment; streamlining of initial training in response to trainee feedback. However, the overarching principles of the training, established by the founders of the scheme, remain (Capstick et al. 2004). Qualitative feedback from 2011-2012 trainees after completing training, and from a later survey delivered to them towards the end of their role, has further confirmed the continued power of this training while revealing potential ways to strengthen it.
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-3-issue-2/pal-bournemouth-university
peer assisted learning
training PAL leaders
Bournemouth University
mentoring
undergraduate students
PAL leader
peer learning
higher education
PAL leader training at Bournemouth University: 12 years on and still evolving
Article
Peer Assisted Learning (PAL) at Bournemouth University (BU) is a peer mentoring scheme that fosters cross-year support between students on the same course.
Coordination of PAL, including leader training, is run centrally within Student and Academic Services by the PAL Coordination Team. Successful applicants attend two days of compulsory training in June or September with optional follow up training sessions offered throughout the autumn term.
As with other training programmes for peer learning schemes, including Supplemental Instruction (SI), upon which PAL is based (Arendale 1994; Jacobs et al. 2008), the concept of modelling is integral to the training. Trainers employ small group learning techniques and frequently re-direct questions. Leaders can then use these approaches in their own sessions. Crucially, all attendees lead a simulated PAL session.
Weekly follow up training is delivered in collaboration with other support staff, providing information on various academic skills, support services and ideas for related PAL sessions.
Like PAL itself, leader training has evolved gradually since it began in 2001. Changes include:
training on new online community areas on the University's Virtual Learning Environment;
streamlining of initial training in response to trainee feedback.
However, the overarching principles of the training, established by the founders of the scheme, remain (Capstick et al. 2004). Qualitative feedback from 2011-2012 trainees after completing training, and from a later survey delivered to them towards the end of their role, has further confirmed the continued power of this training while revealing potential ways to strengthen it.
ORIGINAL
PAL-Leader-Training-at-Bournemouth-University-12-years-on-and-still-evolving.pdf
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oai:uobrep.openrepository.com:10547/3359482018-06-21T10:58:02Zcom_10547_251948col_10547_251955
Chilvers, Lucy
University of Brighton
2014-11-21T12:55:20Z
2014-11-21T12:55:20Z
2013-07
Chilvers, L. (2013) 'Facilitators and barriers to the development of PASS at the University of Brighton', Journal of Pedagogic Development, 3 (2), pp.27-29.
2047-3265
http://hdl.handle.net/10547/335948
Journal of pedagogic development
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-3-issue-2/facilitators-and-barriers-university-of-brighton
peer assisted learning
University of Brighton
PASS
peer learning
higher education
Facilitators and barriers to the development of PASS at the University of Brighton
Article
ORIGINAL
Facilitators-and-Barriers-to-the-Development-of-PASS-at-the-University-of-Brighton.pdf
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359472020-04-23T07:31:45Zcom_10547_251948col_10547_251955
McHarg, Molly
3cd4d444953e54ddefff3da4c521466b
-1
Virginia Commonwealth University in Qatar
2014-11-21T12:46:29Z
2014-11-21T12:46:29Z
2013-07
McHarg, M. (2013) 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar', Journal of Pedagogic Development, 3 (2), pp.38-39.
2047-3265
http://hdl.handle.net/10547/335947
Journal of pedagogic development
Educators and administrators at American branch campuses in Qatar continually find themselves distraught by the number of academic integrity violations each semester. Despite dire warnings and life-changing sanctions, students continue to breach the honour codes at their respective institutions. This article offers one possible solution by transforming the pedagogy of plagiarism into a positive teaching opportunity in the classroom.
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-3-issue-2/citation-and-integrity
plagiarism
academic integrity
international students
citation
Qatar
Celebrate citation: flipping the pedagogy of plagiarism in Qatar
Article
Educators and administrators at American branch campuses in Qatar continually find themselves distraught by the number of academic integrity violations each semester. Despite dire warnings and life-changing sanctions, students continue to breach the honour codes at their respective institutions. This article offers one possible solution by transforming the pedagogy of plagiarism into a positive teaching opportunity in the classroom.
ORIGINAL
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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Papadopoulos, Chris
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Ali, Nasreen
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University of Bedfordshire
2014-11-21T13:21:45Z
2014-11-21T13:21:45Z
2013-07
Papadopoulos, C. & Ali, N. (2013) 'Stress levels and their risk/protective factors among MSc public health students', Journal of Pedagogic Development, 3 (2), pp.5-10.
2047-3265
http://hdl.handle.net/10547/335925
Journal of pedagogic development
There is increasing evidence that university students are particularly susceptible to feelings of stress. Given that many post-graduate healthcare students work with patients, the negative outcomes associated with feelings of stress may also impact upon the patient population. This study investigated the prevalence and risk/ protective factors of self-perceived stress among 43 international public health post-graduate students. Results revealed that almost all participants scored in either the moderate or high stress level category, with South-Asian students scoring particularly high stress scores. Headache frequency, sleep duration and feeling the need for a holiday were the explanatory variables most strongly associated with stress. The results support and add to previous literature which suggests that international students are particularly susceptible to feelings of stress. Suggestions on the management and prevention of stress are proposed, while ideas for future research to build upon this study's findings are considered.
en
University of Bedfordshire
http://www.beds.ac.uk/jpd/volume-3-issue-2/stress-levels-and-their-riskprotective-factors-among-msc-public-health-students
stress
mental health
postgraduate
public health students
Stress levels and their risk/protective factors among MSc Public Health students
Article
There is increasing evidence that university students are particularly susceptible to feelings of stress. Given that many post-graduate healthcare students work with patients, the negative outcomes associated with feelings of stress may also impact upon the patient population. This study investigated the prevalence and risk/ protective factors of self-perceived stress among 43 international public health post-graduate students. Results revealed that almost all participants scored in either the moderate or high stress level category, with South-Asian students scoring particularly high stress scores. Headache frequency, sleep duration and feeling the need for a holiday were the explanatory variables most strongly associated with stress. The results support and add to previous literature which suggests that international students are particularly susceptible to feelings of stress. Suggestions on the management and prevention of stress are proposed, while ideas for future research to build upon this study's findings are considered.
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oai:uobrep.openrepository.com:10547/3359212020-04-23T07:31:45Zcom_10547_251948col_10547_251955
Cole, Katrina
c0082c9cd40895e7c1a5f257f0c1e450
-1
University of Bedfordshire
2014-11-21T12:53:05Z
2014-11-21T12:53:05Z
2013-07
Cole, K. (2013) 'PAL experience', Journal of Pedagogic Development, 3 (2), pp.29-31.
2047-3265
http://hdl.handle.net/10547/335921
Journal of pedagogic development
Student reflection on experience of peer assisted learning (PAL) at University of Bedfordshire.
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-3-issue-2/pal-experience
PAL leader
peer assisted learning
peer learning
higher education
PAL experience
Article
Student reflection on experience of peer assisted learning (PAL) at University of Bedfordshire.
ORIGINAL
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oai:uobrep.openrepository.com:10547/3359202020-04-23T07:35:37Zcom_10547_251948col_10547_251955
Rapley, Eve
1938c2d637bf6d61ba447b71761e4e20
600
University of Bedfordshire
2014-11-21T12:50:01Z
2014-11-21T12:50:01Z
2013-07
Rapley, E. (2013) 'PAL at UoB!', Journal of Pedagogic Development, 3 (2), pp.31-33.
2047-3265
http://hdl.handle.net/10547/335920
Journal of pedagogic development
As the academic year draws to a close, the inevitable period of reflection and evaluation begins in order to inform, shape and to refresh for the coming year. For the Peer Assisted Learning (PAL) team it will be to look at the University of Bedfordshire PAL scheme and to assess what went well, what was less effective and to plan for September 2013. I am delighted to be able to do this against a backdrop of experiences of PAL from colleagues at Brighton and Bournemouth, as well as from one of our own PAL leaders.
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-3-issue-2/pal-at-uob!
peer assisted learning
collaboration
collaborative learning
higher education
peer learning
PAL at UoB!
Article
As the academic year draws to a close, the inevitable period of reflection and evaluation begins in order to inform, shape and to refresh for the coming year. For the Peer Assisted Learning (PAL) team it will be to look at the University of Bedfordshire PAL scheme and to assess what went well, what was less effective and to plan for September 2013. I am delighted to be able to do this against a backdrop of experiences of PAL from colleagues at Brighton and Bournemouth, as well as from one of our own PAL leaders.
ORIGINAL
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359462020-04-23T07:31:45Zcom_10547_251948col_10547_251955
Armitage, Philippa
add214d5b442529a529df824ea3b147c
-1
University of Bedfordshire
2014-11-21T12:44:48Z
2014-11-21T12:44:48Z
2013-07
Armitage, P. (2013) 'In response to 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar'', Journal of Pedagogic Development, 3 (2), pp.39-40.
2047-3265
http://hdl.handle.net/10547/335946
Journal of pedagogic development
In her article (http://uobrep.openrepository.com/uobrep/handle/10547/335947) Molly McHarg makes several points that I agree with, particularly that for the majority of students the plagiarism is not deliberate but is due to a lack of understanding of how to reference correctly.
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-3-issue-2/in-response-to-celebrate-citation-flipping-the-pedagogy-of-plagiarism-in-qatar
plagiarism
academic integrity
international students
citation
Qatar
In response to 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar'
Article
In her article (http://uobrep.openrepository.com/uobrep/handle/10547/335947) Molly McHarg makes several points that I agree with, particularly that for the majority of students the plagiarism is not deliberate but is due to a lack of understanding of how to reference correctly.
ORIGINAL
In response to Celebrate Citation - Flipping the Pedagigy of Plagiarism in Qatar.pdf
In response to Celebrate Citation - Flipping the Pedagigy of Plagiarism in Qatar.pdf
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In response to Celebrate Citation - Flipping the Pedagigy of Plagiarism in Qatar.pdf.txt
In response to Celebrate Citation - Flipping the Pedagigy of Plagiarism in Qatar.pdf.txt
Extracted Text
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THUMBNAIL
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Generated Thumbnail
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10547/335946
oai:uobrep.openrepository.com:10547/335946
2020-04-23 07:31:45.678
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359452020-04-23T07:31:48Zcom_10547_251948col_10547_251955
Natt, Avtar
282b7ad1c3d4dab6b95680f74f5433b5
600
University of Bedfordshire
2014-11-21T12:40:55Z
2014-11-21T12:40:55Z
2013-07
Natt, A. (2013) 'Citation matters: Two essays on the student journey of citation and how google scholar and the principle of least effort can affect academic writing', Journal of Pedagogic Development, 3 (2), pp.40-46.
2047-3265
http://hdl.handle.net/10547/335945
Journal of pedagogic development
The paper consists of two short essays on citation matters. The aim is to get the academy thinking about citing and referencing from a student point of view. The first essay (on the student journey of citation) is an attempt of a framework for the academic writer, from the time they are an undergraduate student to an academic researcher. The worldview of citing and referencing is argued to develop in accordance to academic level. The second essay is on academic writing and the principle of least effort. With a few searches on Google Scholar, cyberplagiarism and the pilfering of citation context was demonstrated. With emphasis on patchwriting, the temptation of the academic writer to corner cut is not argued as being exclusive to students but more apparent by students. Technology is also argued to create a conflict for the academic writer showing a path where they can reduce effort.
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-3-issue-2/citation-matters-two-essays-on-the-student-journey-of-citation-and-how-google-scholar-and-the-principle-of-least-effort-can-affect-academic-writing
citation
academic writing
principle of least effort
cyberplagiarism
patchwriting
Google Scholar
Citation matters: two essays on the student journey of citation and how Google Scholar and the principle of least effort can affect academic writing
Article
The paper consists of two short essays on citation matters. The aim is to get the academy thinking about citing and referencing from a student point of view. The first essay (on the student journey of citation) is an attempt of a framework for the academic writer, from the time they are an undergraduate student to an academic researcher. The worldview of citing and referencing is argued to develop in accordance to academic level. The second essay is on academic writing and the principle of least effort. With a few searches on Google Scholar, cyberplagiarism and the pilfering of citation context was demonstrated. With emphasis on patchwriting, the temptation of the academic writer to corner cut is not argued as being exclusive to students but more apparent by students. Technology is also argued to create a conflict for the academic writer showing a path where they can reduce effort.
ORIGINAL
Citation Matters - Two Essays on the Student Journey of Citation and How Google Scholar and the Principle of Least Effort Can Affect Academic Writing.pdf
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Citation Matters - Two Essays on the Student Journey of Citation and How Google Scholar and the Principle of Least Effort Can Affect Academic Writing.pdf.txt
Citation Matters - Two Essays on the Student Journey of Citation and How Google Scholar and the Principle of Least Effort Can Affect Academic Writing.pdf.txt
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MD5
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THUMBNAIL
Citation Matters - Two Essays on the Student Journey of Citation and How Google Scholar and the Principle of Least Effort Can Affect Academic Writing.pdf.jpg
Citation Matters - Two Essays on the Student Journey of Citation and How Google Scholar and the Principle of Least Effort Can Affect Academic Writing.pdf.jpg
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10547/335945
oai:uobrep.openrepository.com:10547/335945
2020-04-23 07:31:48.108
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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Awad, Ramsey
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-1
Chambers, Justine
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-1
Jupp, Julie
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-1
University of Newcastle, Newcastle, Australia
2014-11-21T12:16:37Z
2014-11-21T12:16:37Z
2013-03
Awad, R., Chambers, J., Jupp, J. (2013) 'Volunteer tourism and architecture students: What motivates and can best prepare them?', Journal of Pedagogic Development, 3 (1), pp.6-12.
2047-3265
http://hdl.handle.net/10547/335916
Journal of pedagogic development
This paper explores student attitudes toward volunteering in the context of university-led building development programs, raising questions about the practice of volunteering and its contribution to community development. Focusing on students undertaking tertiary education in Western countries, this literature-based study firstly explores the perceptions and motivations behind volunteering, and secondly discusses its developmental impact on low-income communities.
en
University of Bedfordshire
Volume 3
Issue 1
http://www.beds.ac.uk/jpd/volume-3-issue-1/volunteer-tourism-and-architecture-students-what-motivates-and-can-best-prepare-them
volunteer tourism
developing communities
architecture students
pedagogical requirements
motivation
Volunteer tourism and architecture students: what motivates and can best prepare them
University of Newcastle, Newcastle, Australia
University of NSW, Sydney, Australia
University of Technology, Sydney, Australia
Article
This paper explores student attitudes toward volunteering in the context of university-led building development programs, raising questions about the practice of volunteering and its contribution to community development. Focusing on students undertaking tertiary education in Western countries, this literature-based study firstly explores the perceptions and motivations behind volunteering, and secondly discusses its developmental impact on low-income communities.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359412020-04-23T07:31:49Zcom_10547_251948col_10547_251955
Cheung, Yin Ling
352f10e53ab292101478ef6e6ce05eba
-1
Nanyang Technological University, Singapore
2014-11-21T12:09:51Z
2014-11-21T12:09:51Z
2013-03
Cheung, Y.,. L. (2013) 'The impact of an in-service professional development course on writing teacher attitudes and pedagogy', Journal of Pedagogic Development, 3 (1), pp.12-18.
2047-3265
http://hdl.handle.net/10547/335941
Journal of pedagogic development
In education, it is commonly believed that the quality of teachers' learning experiences directly affects the quality of their students' learning experiences. Specifically, teachers' continuing learning may bring about positive effects on student learning. For the past ten years or so, research has emphasized the effects of professional development courses on teachers in hard science disciplines. Little attention has been paid to study the influences of those courses on teachers in the 'soft' sciences, such as English language, especially in the area of teaching of writing. Against this background, I undertook a study to investigate how an in-service professional development course influences the teaching attitudes of writing teachers who enrolled on the course and their teaching practice. I argue that the professional development course empowered the teachers with skills useful for the teaching of writing. I also argue that the course positively changed the attitudes of the teachers towards their practice in the teaching of writing. It is suggested that teachers need to engage in continuing professional development to improve the quality of their teaching.
en
University of Bedfordshire
Volume 3
Issue 1
http://www.beds.ac.uk/jpd/volume-3-issue-1/the-impact-of-an-in-service-professional-development-course-on-writing-teacher-attitudes-and-pedagogy
professional development
writing teachers
writing
The impact of an in-service professional development course on writing teacher attitudes and pedagogy
Article
In education, it is commonly believed that the quality of teachers' learning experiences directly affects the quality of their students' learning experiences. Specifically, teachers' continuing learning may bring about positive effects on student learning. For the past ten years or so, research has emphasized the effects of professional development courses on teachers in hard science disciplines. Little attention has been paid to study the influences of those courses on teachers in the 'soft' sciences, such as English language, especially in the area of teaching of writing. Against this background, I undertook a study to investigate how an in-service professional development course influences the teaching attitudes of writing teachers who enrolled on the course and their teaching practice. I argue that the professional development course empowered the teachers with skills useful for the teaching of writing. I also argue that the course positively changed the attitudes of the teachers towards their practice in the teaching of writing. It is suggested that teachers need to engage in continuing professional development to improve the quality of their teaching.
ORIGINAL
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2020-04-23 07:31:49.406
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359142015-10-21T23:17:23Zcom_10547_251948col_10547_251955
Rammell, Bill
University of Bedfordshire
2014-11-21T12:11:41Z
2014-11-21T12:11:41Z
2013-03
Rammell, B. (2013) 'Guest editorial', Journal of Pedagogic Development, 3 (1), pp.3-4.
2047-3265
http://hdl.handle.net/10547/335914
Journal of pedagogic development
en
University of Bedfordshire
Volume 3
Issue 1
http://www.beds.ac.uk/jpd/volume-3-issue-1/guest-editorial
Guest editoral
Article
ORIGINAL
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oai:uobrep.openrepository.com:10547/3359152020-04-23T07:31:37Zcom_10547_251948col_10547_251955
Crabbe, M. James C.
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University of Bedfordshire
2014-11-21T12:13:37Z
2014-11-21T12:13:37Z
2013-03
Crabbe, M.J.C. (2013) 'Cross-cultural collaboration with China', 3 (1), pp.4-6.
2047-3265
http://hdl.handle.net/10547/335915
Journal of pedagogic development
ASPIRE – Access, Scholarship, Partnership, Innovation, Respect and Employability comprises a value system and a series of norms that underpin many aspects of cross-cultural teaching, learning and research. Cross-cultural sensitivity and exchange is at the core of a global system of higher education (HE), where we can understand, respect, and learn from the strengths of HE in each nation. Collaboration with leading institutions in China over a period of four years has necessitated respect of and sensitivity to cultural differences, innovation in ideas of communication, and growing partnership networks, of crucial importance in developing pedagogy and research, and all areas of learning, from the arts and the creative industries to science and technology. Exchange is of paramount importance, to enhance understanding and respect, and for us to become both culture- and task-oriented.
en
University of Bedfordshire
Volume 3
Issue 1
http://www.beds.ac.uk/jpd/volume-3-issue-1/cross-collaboration-with-collaboration-with-china
pedagogy
research
culture
creativity
inspiration
critical thinking
China
collaboration
higher education
Cross-cultural collaboration with China
Article
ASPIRE – Access, Scholarship, Partnership, Innovation, Respect and Employability comprises a value system and a series of norms that underpin many aspects of cross-cultural teaching, learning and research. Cross-cultural sensitivity and exchange is at the core of a global system of higher education (HE), where we can understand, respect, and learn from the strengths of HE in each nation. Collaboration with leading institutions in China over a period of four years has necessitated respect of and sensitivity to cultural differences, innovation in ideas of communication, and growing partnership networks, of crucial importance in developing pedagogy and research, and all areas of learning, from the arts and the creative industries to science and technology. Exchange is of paramount importance, to enhance understanding and respect, and for us to become both culture- and task-oriented.
ORIGINAL
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Cross-cultural collaboration with China.pdf
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2020-04-23 07:31:37.69
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359432020-04-23T07:31:47Zcom_10547_251948col_10547_251955
Lambert, Steve
de494069e0bc793b0a9b79cae2fc4ed1
-1
University of Bedfordshire
2014-11-21T12:35:19Z
2014-11-21T12:35:19Z
2013-03
Lambert, S. (2013) 'A multi-dimensional approach to principalship', Journal of Pedagogic Development, 3 (1), pp.20-26.
2047-3265
http://hdl.handle.net/10547/335943
Journal of pedagogic development
In the last two decades, principalship within further education has moved from being the chief academic officer to one which has bought about the combination of the chief executive element with the academic role, imposing greater demands and levels of accountability on the postholder. In light of these changes, it is appropriate to ask what is known about the nature of the role and how individuals can be encouraged to aspire to principalship. This paper considers what principals themselves perceive the role to involve and looks at existing literature on the way in which the principalship can be categorised. Relatively little has been written on the role of principals within further education colleges, yet at a time when Frearson (2005), Hargreave and Fink (2006) and Davies and Davies (2011) are debating the 'timebomb' within educational leadership more needs to be understood about the nature of the role if individuals are to develop into the next generation of college leaders.
en
University of Bedfordshire
Volume 3
Issue 2
http://www.beds.ac.uk/jpd/volume-3-issue-1/a-multi-dimensional-approach-to-principalship
sustainable leadership
further education
principals
future leaders
leadership development
A multi-dimensional approach to principalship
Article
In the last two decades, principalship within further education has moved from being the chief academic officer to one which has bought about the combination of the chief executive element with the academic role, imposing greater demands and levels of accountability on the postholder. In light of these changes, it is appropriate to ask what is known about the nature of the role and how individuals can be encouraged to aspire to principalship. This paper considers what principals themselves perceive the role to involve and looks at existing literature on the way in which the principalship can be categorised. Relatively little has been written on the role of principals within further education colleges, yet at a time when Frearson (2005), Hargreave and Fink (2006) and Davies and Davies (2011) are debating the 'timebomb' within educational leadership more needs to be understood about the nature of the role if individuals are to develop into the next generation of college leaders.
ORIGINAL
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359172020-04-23T07:31:47Zcom_10547_251948col_10547_251955
Pereira, Robert
0c6c9112fd82a7925ca1c4aa10b85000
-1
University of Campinas, Brazil
2014-11-21T12:19:44Z
2014-11-21T12:19:44Z
2013-03
Pereira, R. (2013) 'Key pedagogic thinkers: Maria Cecília Calani Baranauskas', Journal of Pedagogic Development, 3 (1), pp.18-19
2047-3265
http://hdl.handle.net/10547/335917
Journal of pedagogic development
M. Cecilia C. Baranauskas is a Brazilian Professor and researcher in Human-Computer Interaction (HCI) at the University of Campinas (UNICAMP). She received the ACM Rigo Award (2010) for her lifetime contribution to the Design of Communication field, and became an Honorary Research Fellow at Staffordshire University (UK) in 2001 and a Visiting Fellow at the University of Reading (UK). She is one of the authors of the very first book of HCI in Portuguese, has led several projects in the context of e-Citizenship and e-Inclusion, and has advised more than forty Masters dissertations and PhD theses. Her research interests have focused on HCI issues, particularly investigating different formalisms (including Organizational Semiotics and Participatory Design) in the analysis, design and evaluation of societal systems.
en
University of Bedfordshire
Volume 3
Issue 1
http://www.beds.ac.uk/jpd/volume-3-issue-1/key-pedagogic-thinkers-maria-cecilia-calani-baranauskas
human-computer interaction
pedagogy
Maria Cecília Calani Baranauskas
Key pedagogical thinkers: Maria Cecília Calani Baranauskas
Article
M. Cecilia C. Baranauskas is a Brazilian Professor and researcher in Human-Computer Interaction (HCI) at the University of Campinas (UNICAMP). She received the ACM Rigo Award (2010) for her lifetime contribution to the Design of Communication field, and became an Honorary Research Fellow at Staffordshire University (UK) in 2001 and a Visiting Fellow at the University of Reading (UK). She is one of the authors of the very first book of HCI in Portuguese, has led several projects in the context of e-Citizenship and e-Inclusion, and has advised more than forty Masters dissertations and PhD theses. Her research interests have focused on HCI issues, particularly investigating different formalisms (including Organizational Semiotics and Participatory Design) in the analysis, design and evaluation of societal systems.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3359442020-04-23T07:31:47Zcom_10547_251948col_10547_251955
Daw, Rebecca
830f890b220dfa782cc72ac0ce3c2b99
-1
University of Bedfordshire
2014-11-21T12:38:12Z
2014-11-21T12:38:12Z
2013-03
Daw, R. (2013) 'Teachers' views on the introduction and implementation of literacy tasks in the year 7 science scheme of learning', Journal of Pedagogic Development, 3 (1), pp.26-31.
2047-3265
http://hdl.handle.net/10547/335944
Journal of pedagogic development
The importance of literacy has continued since the publication of the Bullock Report in 1975 (Bullock, 1975) where schools are recommended to have a coherent approach for the effective teaching of reading and writing. Yet the Rose Report (Rose, 2006) found 16% of 11 year olds did not reach level 4 in reading at Key Stage 2. This case study looks at teacher views on the implementation of a literacy focus in the Year 7 Science scheme of learning within one school. The school is a mixed comprehensive located in a large town within Cambridgeshire with 1197 students on roll. The school has seen a local increase in the number of students with low literacy levels, level 3 or below at Key Stage 2 (KS 2). Within the cohort entering the school in September 2011, 188 students in total, 31.9% were judged by their KS2 tests to be level 3 or below in English. A mixed method approach was applied with document analysis of the Earth and Space scheme of learning to ensure tasks were embedded and a staff questionnaire was administered to gauge their views on the effectiveness of the strategies used, including the embedding of these within the scheme. Overall, teachers believe literacy is important in the teaching of science and that specific activities designed to develop literacy can also be useful in aiding scientific understanding. The designed curriculum was found to contain a literacy focus but with an emphasis on key words and discussion. Several other literacy strategies were absent from the scheme bringing to the fore the struggle between teaching science and teaching literacy.
en
University of Bedfordshire
Volume 3
Issue 1
http://www.beds.ac.uk/jpd/volume-3-issue-1/teachers-views-on-the-introduction-and-implementation-of-literacy-tasks-in-the-year-7-science-scheme-of-learning
scientific literacy
literacy
teachers' views
literacy tasks
year 7
science teaching
Teachers' views on the introduction and implementation of literacy tasks in the Year 7 Science scheme of learning
Article
The importance of literacy has continued since the publication of the Bullock Report in 1975 (Bullock, 1975) where schools are recommended to have a coherent approach for the effective teaching of reading and writing. Yet the Rose Report (Rose, 2006) found 16% of 11 year olds did not reach level 4 in reading at Key Stage 2. This case study looks at teacher views on the implementation of a literacy focus in the Year 7 Science scheme of learning within one school. The school is a mixed comprehensive located in a large town within Cambridgeshire with 1197 students on roll. The school has seen a local increase in the number of students with low literacy levels, level 3 or below at Key Stage 2 (KS 2). Within the cohort entering the school in September 2011, 188 students in total, 31.9% were judged by their KS2 tests to be level 3 or below in English. A mixed method approach was applied with document analysis of the Earth and Space scheme of learning to ensure tasks were embedded and a staff questionnaire was administered to gauge their views on the effectiveness of the strategies used, including the embedding of these within the scheme. Overall, teachers believe literacy is important in the teaching of science and that specific activities designed to develop literacy can also be useful in aiding scientific understanding. The designed curriculum was found to contain a literacy focus but with an emphasis on key words and discussion. Several other literacy strategies were absent from the scheme bringing to the fore the struggle between teaching science and teaching literacy.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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Procter, Richard
bbfd378e3d03c0472400b8bd24f7a58c
-1
University of Bedfordshire
2014-11-21T13:45:03Z
2014-11-21T13:45:03Z
2013-03
Procter, R. (2013) 'Teachers and research: what they value and what they do', Journal of Pedagogic Development, 3 (1), pp.31-37.
2047-3265
http://hdl.handle.net/10547/335954
Journal of pedagogic development
ecent research has shown that improving education processes has become a priority of all governments (OECD, 2010; Barber and Mourshed, 2007). There have also been recent calls for the knowledge that is already in existence to be used more effectively to improve these education systems both internationally (OCED, 2010) and nationally (Pollard, 2008). This study aims to evaluate an approach to teachers' use of research knowledge to help inform their practice. It will provide a web-based knowledge management system for teachers that will support their professional development. Within this broader evaluation this study is interested in what research practices are used by teachers at present and what value if any, teachers ascribe to these practices? A questionnaire focusing on the use of research practice by teachers adapted from Levin et al. (2010) shows the importance of asking about practices rather than attitudes when questioning practitioners. The questionnaire is designed using a dual scale format (Pedder et al., 2010) that allows teachers two responses for each questionnaire item; their perception of the extent to which a practice is being used by them and their value of that practice. This research highlights the value-practice gaps, between the extent that a research practice is being used by a teacher and the value that teachers ascribe to that practice. The study shows a consistent gap between how much teachers value the use of research and how much they use research in their daily practices. This study gives some useful insights into the debate surrounding practitioners use of research in schools (Thomas and Pring, 2004).
en
University of Bedfordshire
Volume 3
Issue 1
http://www.beds.ac.uk/jpd/volume-3-issue-1/teachers-and-research-what-they-value-and-what-they-do
evidence-based practice
professional development
teacher education
questionnaires
research
research methods
Teachers and reseach: what they value and what they do
Article
ecent research has shown that improving education processes has become a priority of all governments (OECD, 2010; Barber and Mourshed, 2007). There have also been recent calls for the knowledge that is already in existence to be used more effectively to improve these education systems both internationally (OCED, 2010) and nationally (Pollard, 2008).
This study aims to evaluate an approach to teachers' use of research knowledge to help inform their practice. It will provide a web-based knowledge management system for teachers that will support their professional development. Within this broader evaluation this study is interested in what research practices are used by teachers at present and what value if any, teachers ascribe to these practices?
A questionnaire focusing on the use of research practice by teachers adapted from Levin et al. (2010) shows the importance of asking about practices rather than attitudes when questioning practitioners. The questionnaire is designed using a dual scale format (Pedder et al., 2010) that allows teachers two responses for each questionnaire item; their perception of the extent to which a practice is being used by them and their value of that practice.
This research highlights the value-practice gaps, between the extent that a research practice is being used by a teacher and the value that teachers ascribe to that practice. The study shows a consistent gap between how much teachers value the use of research and how much they use research in their daily practices. This study gives some useful insights into the debate surrounding practitioners use of research in schools (Thomas and Pring, 2004).
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Crane, Lucy
2a073b0da3c182982f1642e0ad58a9d8
-1
2014-11-21T13:42:32Z
2014-11-21T13:42:32Z
2013-03
Crane, L. (2013) 'Reflecting on professional practice: the importance of motivating adolescent girls in physical education', Journal of Pedagogic Development, 3 (1), pp.37-42.
2047-3265
http://hdl.handle.net/10547/335970
Journal of pedagogic development
According to Calderhead et al. (1993), being a reflective practitioner is a vital requirement in the quest to improve both teaching and learning. The stimulus for this research was therefore determined through reflection on current practice within an educational setting. Both sport and academic achievement play a large part in school life. As research by Blaire et al. (1999) demonstrates, regular active participation in sport helps prevent many health risks including obesity, cancer and heart disease. In recent findings however, Shen (2009) identified a steep decline in the involvement of physical activity during adolescent years (12-18 years). This research was further confirmed by 'The National Heart, Lung and Blood health study account'(in Kimm et al, 2002), a finding of which was a dramatic decrease in the median of adolescent's activity between the ages of 12-18 years. Work by (Ogden et al., 2002) subsequently confirmed that inactivity enhances the rates in obesity and Type two diabetes. The focus of this research is therefore to examine why adolescents' motivation towards physical activity decreases with specific reference to the causations and potential methods of how to change this perspective, thus promoting lifelong physical activity participation (Haerens et al., 2012). Through using Kolb's (1984) model of experimental leaning, reflection on current practice can be investigated to demonstrate the relationship of conceptualising experiences. Findings can then be used to inform planning to support improvement in current practice. The research involved synthesising literature themes including motivation and physical activity, identifying the relationship of activity patterns during adolescence to future participation habits, and the impact of team V individual sports on motivation to engage with physical activity within an educational environment. Key themes drawn from the literature illustrating a positive correlation to motivating adolescents included the provision of choice (Prusak, 2004, Pangagi, 2000), the provision of challenge and independent learning tasks linked to skill requirements (Reeves,1987; Garn et al., 2011), the provision of non-competitive and enjoyable activities (Cherubuni et al., 2005; Garn et al, 2005; Johnson et al., 2011), and finally the provision of an environment to enhance levels of perceived competence and autonomy (Wang et al., 2007).
en
University of Bedfordshire
Volume 3
Issue 1
http://www.beds.ac.uk/jpd/volume-3-issue-1/reflecting-on-professional-practice-the-importance-of-motivating-adolescent-girls-in-physical-education2
professional practice
reflection
motivation
physical education
adolescents
girls
reflective practice
Reflecting on professional practice: the Importance of motivating adolescent girls in physical education
Article
According to Calderhead et al. (1993), being a reflective practitioner is a vital requirement in the quest to improve both teaching and learning. The stimulus for this research was therefore determined through reflection on current practice within an educational setting. Both sport and academic achievement play a large part in school life. As research by Blaire et al. (1999) demonstrates, regular active participation in sport helps prevent many health risks including obesity, cancer and heart disease. In recent findings however, Shen (2009) identified a steep decline in the involvement of physical activity during adolescent years (12-18 years). This research was further confirmed by 'The National Heart, Lung and Blood health study account'(in Kimm et al, 2002), a finding of which was a dramatic decrease in the median of adolescent's activity between the ages of 12-18 years. Work by (Ogden et al., 2002) subsequently confirmed that inactivity enhances the rates in obesity and Type two diabetes. The focus of this research is therefore to examine why adolescents' motivation towards physical activity decreases with specific reference to the causations and potential methods of how to change this perspective, thus promoting lifelong physical activity participation (Haerens et al., 2012). Through using Kolb's (1984) model of experimental leaning, reflection on current practice can be investigated to demonstrate the relationship of conceptualising experiences. Findings can then be used to inform planning to support improvement in current practice. The research involved synthesising literature themes including motivation and physical activity, identifying the relationship of activity patterns during adolescence to future participation habits, and the impact of team V individual sports on motivation to engage with physical activity within an educational environment. Key themes drawn from the literature illustrating a positive correlation to motivating adolescents included the provision of choice (Prusak, 2004, Pangagi, 2000), the provision of challenge and independent learning tasks linked to skill requirements (Reeves,1987; Garn et al., 2011), the provision of non-competitive and enjoyable activities (Cherubuni et al., 2005; Garn et al, 2005; Johnson et al., 2011), and finally the provision of an environment to enhance levels of perceived competence and autonomy (Wang et al., 2007).
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Chapman Hoult, Elizabeth
Birkbeck, University of London
2014-11-21T13:39:59Z
2014-11-21T13:39:59Z
2013-03
Chapman Hoult, E. (2013) 'Resilience in adult learners: some pedagogical implications', Journal of Pedagogic Development, 3 (1), pp.45-47.
2047-3265
http://hdl.handle.net/10547/335969
Journal of pedagogic development
en
University of Bedfordshire
Volume 3
Issue 1
http://www.beds.ac.uk/jpd/volume-3-issue-1/resilience-in-adult-learners-some-pedagogical-implications
resilience
adult learners
pedagogy
implications
mature students
Resilience in adult learners: some pedagogical implications
Article
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oai:uobrep.openrepository.com:10547/3359502020-04-23T07:31:47Zcom_10547_251948col_10547_251955
Reynolds, Lynne
49afecce9d164931de4af7e03b7496af
-1
University of Bedfordshire
2014-11-21T13:07:57Z
2014-11-21T13:07:57Z
2013-02
Reynolds, L. (2013) 'Enhancing learner knowledge and the application of that knowledge via computer based assessment', Journal of Pedagogic Development, 3 (1), pp.47-52.
2047-3265
http://hdl.handle.net/10547/335950
Journal of pedagogic development
This paper details the process that the author went through as a novice action researcher whilst designing and implementing a new computer based assignment within a Higher Education institution within the UK. The paper outlines the initial stages of a project which was designed to assist students in the transformation from declarative to functioning knowledge (Biggs & Tang 2011). The implementation of a new summative assessment was to help students to develop a deeper rather than surface approach to learning. Owing to the personal and professional beliefs of the author, the project was designed using Norton's (2009) action research methodology of ITDEM. The research also consisted of a specific theoretical framework which included Kolb's (1984) and Atherton's (2009) theories on experiential learning and a constructivist approach (Swan 2005) to developing and designing an intervention. It also highlights the difficulties that were faced by the researcher whilst identifying and tackling this issue and implementing the new assessment. In addition during the initial stages, the research design encompassed the piloting of the Touchstone Open Source Platform because the University's Question Mark Platform was not compatible with the demands of the new assignment. This would allow an online assignment to be utilised. It would also produce instant results and feedback for the students whilst reducing marking loads (Wilkinson & Rai 2007). In order to evaluate and analyse the results from the research, data was collected and measured through the attainment of individual summative grades which were available as part of the normal academic process. Moreover, the grades that would normally be available within the university infrastructure for grading purposes were utilised to collect data on the new assessment. Upon analysis, initial results indicated an increase in the number of students who had achieved a level of functioning knowledge in comparison to previous cohorts (see fig 1). However, despite some indications of success, the author is unable to generalise this success at present owing to this project being a pilot study for the new Question Mark Platform. This paper concludes with a number of suggestions for modifying the new assessment and recommendations for the next cycle in the research process.
en
University of Bedfordshire
Volume 3
Issue 1
http://www.beds.ac.uk/jpd/volume-3-issue-1/enhancing-learner-knowledge-and-the-application-of-that-knowledge-via-computer-based-assessment
action research
declarative knowledge
functioning knowledge
touchstone
constructivism
constructivism (learning)
computer-based assessment
Enhancing learner knowledge and the application of that knowledge via computer based assessment
Article
This paper details the process that the author went through as a novice action researcher whilst designing and implementing a new computer based assignment within a Higher Education institution within the UK. The paper outlines the initial stages of a project which was designed to assist students in the transformation from declarative to functioning knowledge (Biggs & Tang 2011). The implementation of a new summative assessment was to help students to develop a deeper rather than surface approach to learning. Owing to the personal and professional beliefs of the author, the project was designed using Norton's (2009) action research methodology of ITDEM. The research also consisted of a specific theoretical framework which included Kolb's (1984) and Atherton's (2009) theories on experiential learning and a constructivist approach (Swan 2005) to developing and designing an intervention. It also highlights the difficulties that were faced by the researcher whilst identifying and tackling this issue and implementing the new assessment. In addition during the initial stages, the research design encompassed the piloting of the Touchstone Open Source Platform because the University's Question Mark Platform was not compatible with the demands of the new assignment. This would allow an online assignment to be utilised. It would also produce instant results and feedback for the students whilst reducing marking loads (Wilkinson & Rai 2007). In order to evaluate and analyse the results from the research, data was collected and measured through the attainment of individual summative grades which were available as part of the normal academic process. Moreover, the grades that would normally be available within the university infrastructure for grading purposes were utilised to collect data on the new assessment. Upon analysis, initial results indicated an increase in the number of students who had achieved a level of functioning knowledge in comparison to previous cohorts (see fig 1). However, despite some indications of success, the author is unable to generalise this success at present owing to this project being a pilot study for the new Question Mark Platform. This paper concludes with a number of suggestions for modifying the new assessment and recommendations for the next cycle in the research process.
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University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/3360832020-04-23T07:31:50Zcom_10547_251948col_10547_251955
Monk, Claire
85a4d7c6b288146d57f179c1520c7561
-1
Cleaver, Elizabeth
8e0e5268e0e05d79a0343f7ae91b9546
-1
Hyland, Christina
3a361c0abb36d17cb14999bba134fd91
-1
Brotherton, Graham
b562fe383a6107f3fa972743fa610de6
-1
Newman University College, Birmingham
2014-11-25T12:57:38Z
2014-11-25T12:57:38Z
2012-11
Monk, C., Cleaver, E., Hyland, C. & Brotherton, G. (2012) 'Nuturing the independent-thinking practitioner: Using threshold concepts to transform undergraduate learning', Journal of Pedagogic Development, 2 (3), pp.10-16.
2047-3265
http://hdl.handle.net/10547/336083
Journal of pedagogic development
This article explores the experience of employing the theory of threshold concepts to curricular re-design to transform students' learning experiences. As part of our annual review in 2011, programme team members raised the concern that some graduates from our vocational-type degree programme – BA (Hons) Working with Children, Young People and Families – did not appear to develop the links between 'theory' and 'practice' as effectively as other graduates. Reflection on the three-year old degree programme, designed to provide a foundation for those wishing to move into, or study further, in areas such as family support and social work, revealed two areas for further consideration. First, the programme's modular format appeared to encourage students to view aspects of their studies as unconnected. Secondly, its original design had been premised on a series of 'need to know' areas of policy, theory and practice which had been added to over time, with little taken out. In short, the curriculum appeared to have become both 'stuffed' and fragmented and did not appear to provide the ideal platform from which to engage students in the development of the knowledge, skills and understanding for future professional practice. Using the theory of threshold concepts as our starting point, we were able to identify key themes, ideas and activities that we perceived to be central to nurturing and developing independent and employable practitioners. The following article recounts our journey towards curriculum change, detailing how programme threshold concepts were identified and how these were subsequently applied in curriculum re-design.
en
University of Bedfordshire
Volume 2
Issue 3
http://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/nuturing-the-independent-thinking-practitioner-using-threshold-concepts-to-transform-undergraduate-learning
threshold concepts
vocational degrees
professional identity
curriculum design
undergraduate degrees
professional development
undergraduate learning
independent learning
Nurturing the independent-thinking practitioner: using threshold concepts to transform undergraduate learning
Article
This article explores the experience of employing the theory of threshold concepts to curricular re-design to transform students' learning experiences. As part of our annual review in 2011, programme team members raised the concern that some graduates from our vocational-type degree programme – BA (Hons) Working with Children, Young People and Families – did not appear to develop the links between 'theory' and 'practice' as effectively as other graduates. Reflection on the three-year old degree programme, designed to provide a foundation for those wishing to move into, or study further, in areas such as family support and social work, revealed two areas for further consideration. First, the programme's modular format appeared to encourage students to view aspects of their studies as unconnected. Secondly, its original design had been premised on a series of 'need to know' areas of policy, theory and practice which had been added to over time, with little taken out. In short, the curriculum appeared to have become both 'stuffed' and fragmented and did not appear to provide the ideal platform from which to engage students in the development of the knowledge, skills and understanding for future professional practice. Using the theory of threshold concepts as our starting point, we were able to identify key themes, ideas and activities that we perceived to be central to nurturing and developing independent and employable practitioners. The following article recounts our journey towards curriculum change, detailing how programme threshold concepts were identified and how these were subsequently applied in curriculum re-design.
ORIGINAL
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oai:uobrep.openrepository.com:10547/3360622020-04-23T07:37:04Zcom_10547_251948col_10547_251955
Thompson, Carol
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Wolstencroft, Peter
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University of Bedfordshire
2014-11-25T13:01:56Z
2014-11-25T13:01:56Z
2012-11
Thompson, C. & Wolstencroft, P. (2012) 'A year on the frontline - despatches from new FE teachers', Journal of Pedagogic Development, 2 (3), pp.16-24.
2047-3265
http://hdl.handle.net/10547/336062
Journal of pedagogic development
This paper explores the experiences of new FE teachers during their first year of teaching in the post compulsory sector. The focus is on initial perceptions of the role, which are typically grounded in visions of 'making a difference to students' lives', compared with the reality of working in an environment driven by measurement, targets and the financial imperative. A number of participants in the study describe difficulties in obtaining resources and managing student behaviour, as well as a general lack of support, and liken this to working on the frontline without having the necessary armoury to combat the challenges they face. However, despite this somewhat negative portrayal of life in the sector, there is an overwhelmingly positive response to the rewards of working with such a diverse group of learners.
en
University of Bedfordshire
Volume 2
Issue 3
http://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/a-year-on-the-frontline-despatches-from-new-fe-teachers
further education
new teachers
teaching
A year on the frontline - despatches from new FE teachers
Article
This paper explores the experiences of new FE teachers during their first year of teaching in the post compulsory sector. The focus is on initial perceptions of the role, which are typically grounded in visions of 'making a difference to students' lives', compared with the reality of working in an environment driven by measurement, targets and the financial imperative. A number of participants in the study describe difficulties in obtaining resources and managing student behaviour, as well as a general lack of support, and liken this to working on the frontline without having the necessary armoury to combat the challenges they face. However, despite this somewhat negative portrayal of life in the sector, there is an overwhelmingly positive response to the rewards of working with such a diverse group of learners.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3360632020-04-23T07:38:01Zcom_10547_251948col_10547_251955
Kirk, Kelvin
2d3ce5d7ade3558d730a71ccbe9cfbe7
-1
University College Plymouth St Mark & St John
2014-11-25T13:10:22Z
2014-11-25T13:10:22Z
2012-11
Kirk, K. (2012) 'The future for primary physical education', Journal of Pedagogic Development, 2 (3), pp.38-44.
2047-3265
http://hdl.handle.net/10547/336063
Journal of pedagogic development
An in-depth examination of secondary research was undertaken together with a focussed case study to investigate whether current practices within primary physical education (PE) were best serving the learning needs of children in primary schools. A secondary purpose of this research was to examine the implications for this area of primary education regarding the professionalisation of sports coaching. The study was conducted within a unitary authority in the South West of England. Semi-structured interviews were conducted, firstly with both Partnership Development Managers (PDMs), followed up by questionnaires carried out with all of their School Sport Co-ordinators (SSCo's). Subsequent semi-structured interviews were then conducted with a primary school head teacher, a head of primary Initial Teacher Education (ITE), and with the only specialist primary PE teacher found within this authority. These research processes extrapolated information which highlighted current practices in many primary schools with regards to their PE delivery, and the findings illustrated that whilst current PE provision in most secondary schools was generally believed to be of a high standard, embracing recent initiatives and the current National Curriculum, the delivery of PE in primary schools was found to be less consistent. After several processes of inductive research it was concluded that widespread changes in the whole primary PE provision, starting from Initial Teacher Education, ought to be considered.
en
University of Bedfordshire
Volume 2
Issue 3
http://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/the-future-for-primary-physical-education
primary physical education
physical education
primary education
The future for primary physical education
Article
An in-depth examination of secondary research was undertaken together with a focussed case study to investigate whether current practices within primary physical education (PE) were best serving the learning needs of children in primary schools. A secondary purpose of this research was to examine the implications for this area of primary education regarding the professionalisation of sports coaching.
The study was conducted within a unitary authority in the South West of England. Semi-structured interviews were conducted, firstly with both Partnership Development Managers (PDMs), followed up by questionnaires carried out with all of their School Sport Co-ordinators (SSCo's). Subsequent semi-structured interviews were then conducted with a primary school head teacher, a head of primary Initial Teacher Education (ITE), and with the only specialist primary PE teacher found within this authority. These research processes extrapolated information which highlighted current practices in many primary schools with regards to their PE delivery, and the findings illustrated that whilst current PE provision in most secondary schools was generally believed to be of a high standard, embracing recent initiatives and the current National Curriculum, the delivery of PE in primary schools was found to be less consistent. After several processes of inductive research it was concluded that widespread changes in the whole primary PE provision, starting from Initial Teacher Education, ought to be considered.
ORIGINAL
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3360602018-07-16T12:19:46Zcom_10547_251948col_10547_251955
Marshall, Stewart
University of the West Indies, Barbados
2014-11-25T12:51:10Z
2014-11-25T12:51:10Z
2012-11
Marshall, S. (2012) 'Guest editorial', Journal of Pedagogic Development, 2 (3), pp.3-4.
2047-3265
http://hdl.handle.net/10547/336060
Journal of pedagogic development
en
University of Bedfordshire
Volume 2
Issue 3
http://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/editorial
open educational practice
open access
Guest editorial : Open access for development: a tale of two journals
Open access for development: a tale of two journals
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oai:uobrep.openrepository.com:10547/3360822020-04-23T07:32:27Zcom_10547_251948col_10547_251955
Liu, Haiming
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University of Bedfordshire
2014-11-25T12:55:15Z
2014-11-25T12:55:15Z
2012-11
Liu, H. (2012) 'Improving course related information of computing degree courses for enhancing learner development', Journal of Pedagogic Development, 2 (3), pp.4-10.
2047-3265
http://hdl.handle.net/10547/336082
Journal of pedagogic development
In this paper, I present action research based on Norton's ITDEM model (Norton, 2009), which I applied to investigate an observed course related information problem in the Department of Computer Science and Technology, University of Bedfordshire. The data collection was a combination of both interviews and surveys. Three lecturers and 100 students from the department participated in the action research. The collected data was analysed using thematic and content analysis. The findings of the investigation identified a problem in course related information integration and presentation. Both the lecturers and some students thought that the problem has impacted on the students' learning and development. In an effort to tackle the problem, useful approaches proposed by other universities and the valuable suggestions made by the participants have been collected for further investigation and adaptation. Overall, action research is found to be a helpful methodology to improve course related information of computing degree courses, which will not only help prospective students' course selection and enhance existing students' learning and development, but also build up the department's and university's reputation.
en
University of Bedfordshire
Volume 2
Issue 3
http://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/course-information
action research
computing course related information
learning experiences
skill development
computing education
higher education
Improving course related information of computing degree courses for enhancing learner development
Article
In this paper, I present action research based on Norton's ITDEM model (Norton, 2009), which I applied to investigate an observed course related information problem in the Department of Computer Science and Technology, University of Bedfordshire. The data collection was a combination of both interviews and surveys. Three lecturers and 100 students from the department participated in the action research. The collected data was analysed using thematic and content analysis. The findings of the investigation identified a problem in course related information integration and presentation. Both the lecturers and some students thought that the problem has impacted on the students' learning and development. In an effort to tackle the problem, useful approaches proposed by other universities and the valuable suggestions made by the participants have been collected for further investigation and adaptation. Overall, action research is found to be a helpful methodology to improve course related information of computing degree courses, which will not only help prospective students' course selection and enhance existing students' learning and development, but also build up the department's and university's reputation.
ORIGINAL
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oai:uobrep.openrepository.com:10547/3360842020-04-23T07:31:50Zcom_10547_251948col_10547_251955
Maylor, Uvanney
c067c9c926e5b722f6fa9d0534de23d4
-1
University of Bedfordshire
2014-11-25T13:04:03Z
2014-11-25T13:04:03Z
2012-11
Maylor, U. (2012) 'Key pedagogic thinkers: Paolo Freire', Journal of Pedagogic Development, 2 (3), pp.24-27.
2047-3265
http://hdl.handle.net/10547/336084
Journal of pedagogic development
This paper emerged out of a Key Thinkers series that the Institute for Research in Education at the University of Bedfordshire introduced during the academic year 2011-12. Paulo Freire was one of the key thinkers discussed. This paper provides an opportunity to develop wider insight into Freire's key educational ideas, and seeks to examine his influence on educational theory and practice.
en
University of Bedfordshire
Volume 2
Issue 3
http://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/key-pedagogic-thinkers-paulo-friere
Paolo Freire
pedagogy
Key pedagogic thinkers: Paulo Freire
Article
This paper emerged out of a Key Thinkers series that the Institute for Research in Education at the University of Bedfordshire introduced during the academic year 2011-12. Paulo Freire was one of the key thinkers discussed. This paper provides an opportunity to develop wider insight into Freire's key educational ideas, and seeks to examine his influence on educational theory and practice.
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oai:uobrep.openrepository.com:10547/3360852020-04-23T07:31:50Zcom_10547_251948col_10547_251955
Mannix, Valerie
40e137f42adf6e4d8d3d9257839632bb
-1
Waterford Institute of Technology, Waterford, Ireland
2014-11-25T13:08:38Z
2014-11-25T13:08:38Z
2012-11
Mannix, V. (2012) 'Different ways of knowing', Journal of Pedagogic Development, 2 (3), pp.33-38.
2047-3265
http://hdl.handle.net/10547/336085
Journal of pedagogic development
This paper focuses on the concept and characteristic elements of motivational self systems, life-wide learning and the vital importance thereof for educators in regard to the facilitation of learners in becoming 'co-creators of knowledge'. In more recent times students have wanted a more active role in regard to knowledge creation in the undergraduate classroom (Mannix, 2008). In this paper, it is advocated that engaging with the knowledge, interests and life situations of learners contributes not only to a collaborative teaching/learning process, but also facilitates learners in the reconstruction of how they perceive knowledge and of their own identities (possible and ideal selves). Furthermore, it is viewed that the further and deeper students are willing to think and draw on their knowledge and own experiences (different learning spaces in which students reside), the more creative and metacognitive they can become. Educational goals of collaboration and empowerment of learners stand in contrast to teaching approaches placing more emphasis on behavioural control. These approaches place importance on the attainment only of specified learning outcomes. Focusing education reform effort on high academic standards does have its merits, but this approach often puts content, curriculum, and assessment, not students, at the centre.
en
University of Bedfordshire
Volume 2
Issue 3
http://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/different-ways-of-knowing
possible and ideal selves
lifewide learning
co-creation of knowledge
skills
qualities
dispositions
Different ways of knowing
Article
This paper focuses on the concept and characteristic elements of motivational self systems, life-wide learning and the vital importance thereof for educators in regard to the facilitation of learners in becoming 'co-creators of knowledge'. In more recent times students have wanted a more active role in regard to knowledge creation in the undergraduate classroom (Mannix, 2008).
In this paper, it is advocated that engaging with the knowledge, interests and life situations of learners contributes not only to a collaborative teaching/learning process, but also facilitates learners in the reconstruction of how they perceive knowledge and of their own identities (possible and ideal selves). Furthermore, it is viewed that the further and deeper students are willing to think and draw on their knowledge and own experiences (different learning spaces in which students reside), the more creative and metacognitive they can become.
Educational goals of collaboration and empowerment of learners stand in contrast to teaching approaches placing more emphasis on behavioural control. These approaches place importance on the attainment only of specified learning outcomes. Focusing education reform effort on high academic standards does have its merits, but this approach often puts content, curriculum, and assessment, not students, at the centre.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3360872020-04-23T07:31:50Zcom_10547_251948col_10547_251955
Brake, David R.
3eccb594a10679853c244454034919ee
-1
University of Bedfordshire
2014-11-25T13:24:27Z
2014-11-25T13:24:27Z
2012-11
Brake, D. (2012) 'Transition trauma', Journal of Pedagogic Development, 2 (3), pp.54-56.
2047-3265
http://hdl.handle.net/10547/336087
Journal of pedagogic development
If you have been at the same university for a number of years you may find it hard to remember how it felt when you started teaching there. If you were lucky, after being told where the expenses forms are, how many library books you could sign out and the like, a colleague who had taught the courses you were going to teach in the coming year would take you aside, sit you down with the existing teaching materials, explain how the lectures that have been prepared before relate to the syllabus and how the coming year was likely to unfold. Unfortunately, this kind of easing-in process does not always occur. If there is a core of experienced staff who have taught across a variety of units in a programme and have the leisure and motivation to pass their knowledge onwards to new staff, continuity can be assured informally but this can go awry where a single member of staff is responsible for teaching a particular set of units for a number of years and then leaves or retires, or if a number of staff leave from a small team. The purpose of this piece is to outline (based in part on my own experience) some scenarios where as a result newly-arrived lecturers' experiences can be more difficult than they need to be, the student experience can be compromised by confusing inconsistencies in how they are taught, and a great deal of accumulated knowledge from lecturers who were long-serving in a department can fall between the cracks and be lost. Having identified some of these problem areas, I have some suggestions for how they can be addressed.
en
University of Bedfordshire
Volume 2
Issue 3
http://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/transition-trauma
transitions
institutional memory
knowledge transfer
human resource management
Transition trauma
Article
If you have been at the same university for a number of years you may find it hard to remember how it felt when you started teaching there. If you were lucky, after being told where the expenses forms are, how many library books you could sign out and the like, a colleague who had taught the courses you were going to teach in the coming year would take you aside, sit you down with the existing teaching materials, explain how the lectures that have been prepared before relate to the syllabus and how the coming year was likely to unfold.
Unfortunately, this kind of easing-in process does not always occur. If there is a core of experienced staff who have taught across a variety of units in a programme and have the leisure and motivation to pass their knowledge onwards to new staff, continuity can be assured informally but this can go awry where a single member of staff is responsible for teaching a particular set of units for a number of years and then leaves or retires, or if a number of staff leave from a small team. The purpose of this piece is to outline (based in part on my own experience) some scenarios where as a result newly-arrived lecturers' experiences can be more difficult than they need to be, the student experience can be compromised by confusing inconsistencies in how they are taught, and a great deal of accumulated knowledge from lecturers who were long-serving in a department can fall between the cracks and be lost. Having identified some of these problem areas, I have some suggestions for how they can be addressed.
ORIGINAL
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3360642020-04-23T07:31:47Zcom_10547_251948col_10547_251955
Regan, Julie-Ann
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-1
Baldwin, Moyra Ann
d8d9095bdfc76a88c597b498989dccb0
-1
Peters, Lisa
b2547e310b3d45aaa9ea006eedcabcdb
-1
University of Chester
2014-11-25T13:12:30Z
2014-11-25T13:12:30Z
2012-11
Regan, J., Baldwin, M. & Peters, L. (2012) 'Ethical issues in pedagogic research', Journal of Pedagogic Development, 2 (3), pp.44-54.
2047-3265
http://hdl.handle.net/10547/336064
Journal of pedagogic development
This paper explores the ethical issues identified by a research ethics committee (REC) over a three-year period. The REC is situated in a medium-sized university in the north west of England and deals exclusively with proposals for pedagogic research. The purpose of the research was to identify the nature and frequency of ethical concerns expressed by the REC, in order to improve guidance for future applicants. The most common concern was the lack, or inaccuracy, of the information provided to potential participants by which they were expected to make an informed decision about participation. Other concerns included the potential for bias, the lack of information provided to the REC, the provision for fair access by vulnerable groups and undue influence on voluntary participation. The paper concludes that the potential risks of practitioners researching their own students are not given due consideration by many applicants. In particular the potential threats to valid informed consent are identified. Implications for improving the relationship between researchers and RECs are discussed, as is the guidance for applicants.
en
University of Bedfordshire
Volume 2
Issue 3
http://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/ethical-issues-in-pedagogical-research
ethical issues
pedagogical research
ethics
research ethics
Ethical issues in pedagogical research
Article
This paper explores the ethical issues identified by a research ethics committee (REC) over a three-year period. The REC is situated in a medium-sized university in the north west of England and deals exclusively with proposals for pedagogic research. The purpose of the research was to identify the nature and frequency of ethical concerns expressed by the REC, in order to improve guidance for future applicants. The most common concern was the lack, or inaccuracy, of the information provided to potential participants by which
they were expected to make an informed decision about participation. Other concerns included the potential for bias, the lack of information provided to the REC, the provision for fair access by vulnerable groups and undue influence on voluntary participation. The paper concludes that the potential risks of practitioners researching their own students are not given due consideration by many applicants. In particular the potential threats to valid informed consent are identified. Implications for improving the relationship between researchers and RECs are discussed, as is the guidance for applicants.
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Mathew, David
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Raiker, Andrea
2014-11-27T10:01:05Z
2014-11-27T10:01:05Z
2012-07
Mathew, D. & Raiker, A. (2012) 'The first year of the JPD', Journal of Pedagogic Development, 2 (2), pp.3-3.
2047-3265
http://hdl.handle.net/10547/336223
Journal of pedagogic development
en
University of Bedfordshire
2
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http://www.beds.ac.uk/jpd/volume-2-issue-2/editorial-the-first-year-of-the-jpd
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Atlay, Mark
University of Bedfordshire
2014-11-27T11:37:19Z
2014-11-27T11:37:19Z
2012-07
Atlay, M. (2012) 'Editorial : the first year' Journal of pedagogic development 2 (2)
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http://hdl.handle.net/10547/336233
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University of Bedfordshire
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oai:uobrep.openrepository.com:10547/3362532020-04-23T07:31:52Zcom_10547_251948col_10547_251955
Cairns, Graham
b00a1f4f8b0c19c94c6d2ded44807fde
-1
Writtle School of Design
2014-11-27T11:57:14Z
2014-11-27T11:57:14Z
2012-07
Cairns, G. (2012) 'Crossing the boundaries of film and architectural pedagogy', 2012, 2 (2), pp.16-23.
2047-3265
http://hdl.handle.net/10547/336253
Journal of pedagogic development
In this paper the potential role film has as an educational tool in the field of architecture design will be discussed. It will document workshops done by the author with students of architecture and interior design in both the UK and Spain. It will show how students are able to analyse film and directorial techniques to understand how film directors look at / use space. It will also show how that understanding has been used by students in their own designs projects to discover and explore previously hidden possibilities in spatial layouts and arrangements. Specifically, it is a paper on the relationship between film and spatial design. However, in a general sense, it is a paper about the potential of interdisciplinary design thinking in an educational context. It is based on a constructive approach that deliberately attempts to force architecture students to address their own subject through schemata they are not used to. As a result, it is an approach that naturally obliges them to reconsider their standard ways of working and thinking.
en
University of Bedfordshire
Volume 2
Issue 2
http://www.beds.ac.uk/jpd/volume-2-issue-2/crossing-the-boundaries-of-film-and-architectural-pedagogy
architecture
space defamiliarization
film
storyboards
spatial filming
pedagogy
Crossing the boundaries of film and architectural pedagogy
Article
In this paper the potential role film has as an educational tool in the field of architecture design will be discussed. It will document workshops done by the author with students of architecture and interior design in both the UK and Spain. It will show how students are able to analyse film and directorial techniques to understand how film directors look at / use space. It will also show how that understanding has been used by students in their own designs projects to discover and explore previously hidden possibilities in spatial layouts and arrangements.
Specifically, it is a paper on the relationship between film and spatial design. However, in a general sense, it is a paper about the potential of interdisciplinary design thinking in an educational context.
It is based on a constructive approach that deliberately attempts to force architecture students to address their own subject through schemata they are not used to. As a result, it is an approach that naturally obliges them to reconsider their standard ways of working and thinking.
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10547/336253
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3362362020-04-23T07:31:52Zcom_10547_251948col_10547_251955
Gamble, Mark
c3d5b4bb882b6bf7bcd12c8f4db6cc72
-1
University of Bedfordshire
2014-11-27T12:05:31Z
2014-11-27T12:05:31Z
2012-07
Gamble, M. (2012) 'Key pedagogic thinkers: Michael Wesch', Journal of Pedagogic Development, 2 (2), pp.24-24.
2047-3265
http://hdl.handle.net/10547/336236
Journal of pedagogic development
first came across Michael Wesch as the author of a video that I found utterly captivating. I've seen many videos in my time (and made quite a few) but this one was technically innovative and conveyed a challenging message. 'The Machine is Us/ing Us' is quite simple, but powerful, using only text – some handwritten – and music. First uploaded to YouTube on Jan 31, 2007, it highlights the extent to which whatever we create digitally is copiable and mutable and that the web makes possible all kinds of connectivity and opportunities we had never dreamed of before the advent of the Internet. To date, the original has been viewed 11.5m times!
en
University of Bedfordshire
Volume 2
Issue 2
http://www.beds.ac.uk/jpd/volume-2-issue-2/key-pedagogic-thinkers-michael-wesch
Michael Wesch
pedagogy
Youtube
interactive environments
Key pedagogic thinkers: Michael Wesch
Article
first came across Michael Wesch as the author of a video that I found utterly captivating. I've seen many videos in my time (and made quite a few) but this one was technically innovative and conveyed a challenging message. 'The Machine is Us/ing Us' is quite simple, but powerful, using only text – some handwritten – and music. First uploaded to YouTube on Jan 31, 2007, it highlights the extent to which whatever we create digitally is copiable and mutable and that the web makes possible all kinds of connectivity and opportunities we had never dreamed of before the advent of the Internet. To date, the original has been viewed 11.5m times!
ORIGINAL
key-pedagogic-thinkers-M-Wesch.pdf
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2020-04-23 07:31:52.178
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3362562020-04-23T07:31:52Zcom_10547_251948col_10547_251955
Stanley, Barbara
91de4c6c75fa1c5272762517fe02e6be
-1
Brighton and Sussex University Hospital Trust
2014-11-27T12:07:30Z
2014-11-27T12:07:30Z
2012-07
Stanley, B. (2012) 'Simulation in clinical education: A reflective and critical account', Journal of Pedagogic Development, 2 (2), pp.26-29.
2047-3265
http://hdl.handle.net/10547/336256
Journal of pedagogic development
Simulation. A complex tool employed to immerse learners in a reality created specifically to elicit actions, behaviours and thought processes which can then be discussed with peers and reflected upon by the learner immediately and at leisure. This was my understanding of what simulation has to offer as an educational intervention. I viewed simulation through the lens of Honey and Mumford's (1986) experiential learning typology, seeing it satisfy all four learning styles - activist and reflector most obviously so, but theorist because of the observational element and pragmatist as the scenario unravels. It externalises what is often the internal parts of the cycle – reflection and abstract conceptualisation – through the debriefing process. I also believed that high fidelity environments offered the greatest return in terms of learning – being rather dismissive of lower fidelity tools. However, through active observation of simulation – both in a setting I am familiar with (mannequin based scenarios) and in one I am not (dental student lab-based simulation) – I am recognising that this view may be only a small aspect of what simulation has to offer and that fidelity is not everything.
en
University of Bedfordshire
Volume 2
Issue 2
http://www.beds.ac.uk/jpd/volume-2-issue-2/simulation-in-clinical-education-a-reflective-and-critical-account
simulation
clinical education
Simulation in clinical education: a reflective and critical account
Article
Simulation. A complex tool employed to immerse learners in a reality created specifically to elicit actions, behaviours and thought processes which can then be discussed with peers and reflected upon by the learner immediately and at leisure. This was my understanding of what simulation has to offer as an educational intervention. I viewed simulation through the lens of Honey and Mumford's (1986) experiential learning typology, seeing it satisfy all four learning styles - activist and reflector most obviously so, but theorist because of the observational element and pragmatist as the scenario unravels. It externalises what is often the internal parts of the cycle – reflection and abstract conceptualisation – through the debriefing process. I also believed that high fidelity environments offered the greatest return in terms of learning – being rather dismissive of lower fidelity tools. However, through active observation of simulation – both in a setting I am familiar with (mannequin based scenarios) and in one I am not (dental student lab-based simulation) – I am recognising that this view may be only a small aspect of what simulation has to offer and that fidelity is not everything.
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Ockerstrom, Lolly
12e583e1bfa6bdbb5c46b41093983c63
-1
Donnelli-Sallee, Emily
5e8cfee9d5f489a4e2f28203d0545153
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Mandenach, Jean
80f31e0e29fa3aaa4f2fb5e25e04820c
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Park University
Grand Canyon University
2014-11-27T11:41:30Z
2014-11-27T11:41:30Z
2012-07
Ockerstrom, L., Donnelli-Sallee, E. & Mandernach, J. (2012) 'A harmonics of teaching and learning: An editorial in three voices', Journal of Pedagogic Development, 2 (2), pp.3-6.
2047-3265
http://hdl.handle.net/10547/336234
Journal of pedagogic development
I. The Text, not the book: Studying abroad and seeing. II. The stories that numbers can't tell: Expanding definitions of effective teaching. III. Number and story: From either/or to both/and.
en
University of Bedfordshire
2
2
http://www.beds.ac.uk/jpd/volume-2-issue-2/guest-editorial-a-harmonics-of-teaching-and-earning-an-editorial-in-three-voices
teaching
education
Guest editorial : a harmonics of teaching and learning: an editorial in three voices
Article
I. The Text, not the book: Studying abroad and seeing. II. The stories that numbers can't tell: Expanding definitions of effective teaching. III. Number and story: From either/or to both/and.
ORIGINAL
guest-editorial.pdf
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2020-04-23 07:31:51.684
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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Papadopoulos, Chris
aca3b8f69a949b24b2ecb9f4795bfadf
600
Sapsed, Susan
5dcb7207763239562b7396ac36625d3e
-1
University of Bedfordshire
2014-11-27T11:44:20Z
2014-11-27T11:44:20Z
2012-07
Papadopoulos, C. & Sapsed, S. (2012) 'VLE segregation or integration? how should distance learning and taught modes be treated?', Journal of Pedagogic Development, 2 (2), pp.6-11.
2047-3265
http://hdl.handle.net/10547/336251
Journal of pedagogic development
In 2007, the MSc Public Health course at the University of Bedfordshire developed and launched a distance learning mode as an alternative to its existing 'taught' (classroom-based) mode of learning. Part of the rationale for its conception was the growing number of international students registering for the course. Also, a number of overseas governments and employers had been keen to support their staff to undertake the MSc Public Health but were unable to meet the travel and living costs in the UK. Initially, 10 distance learning students registered. Today, the course has 30 distance learning students. With the number of distance learning students likely to continue to grow, and distance learning becoming more prominent within the education sector (Allen and Seaman, 2008), a key issue to address is whether to segregate distance learning students into one, distance-learning exclusive Virtual Learning Environment (VLE)-based community, or to combine both sets of students into one, integrative VLE-based community. In order to explore this issue, this paper will introduce some of the key concepts and then describe how distance learners and taught students currently access and interact with their learning material on the course. It will then critically appraise some of the key pedagogical and practical considerations associated with VLE segregation/integration.
en
University of Bedfordshire
Volume 2
Issue 2
http://www.beds.ac.uk/jpd/volume-2-issue-2/vle-segregation-or-integration-how-should-distance-learning-and-taught-modes-be-treated
VLE
distance learning
virtual learning environment
e-learning
VLE segregation or integration? how should distance learning be taught and modes be treated?
Article
In 2007, the MSc Public Health course at the University of Bedfordshire developed and launched a distance learning mode as an alternative to its existing 'taught' (classroom-based) mode of learning. Part of the rationale for its conception was the growing number of international students registering for the course. Also, a number of overseas governments and employers had been keen to support their staff to undertake the MSc Public Health but were unable to meet the travel and living costs in the UK. Initially, 10 distance learning students registered. Today, the course has 30 distance learning students.
With the number of distance learning students likely to continue to grow, and distance learning becoming more prominent within the education sector (Allen and Seaman, 2008), a key issue to address is whether to segregate distance learning students into one, distance-learning exclusive Virtual Learning Environment (VLE)-based community, or to combine both sets of students into one, integrative VLE-based community. In order to explore this issue, this paper will introduce some of the key concepts and then describe how distance learners and taught students currently access and interact with their learning material on the course. It will then critically appraise some of the key pedagogical and practical considerations associated with VLE segregation/integration.
ORIGINAL
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oai:uobrep.openrepository.com:10547/3362352020-04-23T07:31:51Zcom_10547_251948col_10547_251955
Jones, Rebecca
bd2811c186d0baabf0f88a40d00ecaff
-1
University of Bedfordshire
2014-11-27T11:50:29Z
2014-11-27T11:50:29Z
2012-07
Jones, R. (2012) 'Reflecting on the transition from practice to education - the journey to becoming an effective teacher in higher education', Journal of Pedagogic Development, 2 (2), pp.11-15.
2047-3265
http://hdl.handle.net/10547/336235
Journal of pedagogic development
This paper discusses the journey of transition from practice to education by reflecting on the opportunities and challenges of this process. It utilises reflective principles to identify strategies for universities and the higher education sector to consider when supporting new teachers. Higher education presents a significant challenge for new academic staff in becoming competent and overcoming the barriers that may impact on students' learning. Nurse education requires a teacher to be dynamic, supportive, caring, empathetic, challenging and knowledgeable. Maintaining the balance of the role in supporting students and sustaining identity for new teachers is the beginning of the journey to becoming an effective teacher in higher education.
en
University of Bedfordshire
Volume 2
Issue 2
http://www.beds.ac.uk/jpd/volume-2-issue-2/reflecting-on-the-transition-from-practice-to-education-the-journey-to-becoming-an-effective-teacher-in-higher-education
supporting new teachers
reflection
transition to higher education
facilitating learning
role boundaries
reflective practice
Reflecting on the transition from practice to education : the journey to becoming an effective teacher in higher education
Article
This paper discusses the journey of transition from practice to education by reflecting on the opportunities and challenges of this process. It utilises reflective principles to identify strategies for universities and the higher education sector to consider when supporting new teachers. Higher education presents a significant challenge for new academic staff in becoming competent and overcoming the barriers that may impact on students' learning. Nurse education requires a teacher to be dynamic, supportive, caring, empathetic, challenging and knowledgeable.
Maintaining the balance of the role in supporting students and sustaining identity for new teachers is the beginning of the journey to becoming an effective teacher in higher education.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3362572020-04-23T07:35:37Zcom_10547_251948col_10547_251955
Rapley, Eve
1938c2d637bf6d61ba447b71761e4e20
600
University of Bedfordshire
2014-11-27T12:09:30Z
2014-11-27T12:09:30Z
2012-07
Rapley, E. (2012) 'HE in FE - past, present and future', Journal of Pedagogic Development, 2 (2), pp.29-33.
2047-3265
http://hdl.handle.net/10547/336257
Journal of pedagogic development
Within the post-16 education sector the terms Further Education (FE) and Higher Education (HE) are widely used and understood. Historically, their modi operandi and student population have, to a greater extent, been quite different and have operated in discreet spheres with limited overlap. Traditionally the seat of higher learning, universities dominated the HE landscape with higher education being the preserve of the few, with less than 2% of 18-year olds going to university before the Second World War (Dyhouse, 2007). This figure contrasts starkly to provisional Higher Education Initial Participation Rate (HEIPR) for 2010/11 which indicated that the rate had leapt to 47% (BIS, 2012), clearly illustrating the extent to which the HE sector has expanded since the Second World War. Traditionally universities concentrated on undergraduate and postgraduate provision whilst FE colleges (FECs) focused on vocational and adult education. However, in recent years these two ordinarily quite distinct sectors have coalesced to create a new HE hybrid; that of Higher Education in Further Education (HE in FE). Alternatively, it is referred to in some literature as the Further-Higher sector (Parry, 2009) or as the Mixed Economy sector (colleges that provide both FE and HE provision) (Honeybone, 2007).
en
University of Bedfordshire
Volume 2
Issue 2
http://www.beds.ac.uk/jpd/volume-2-issue-2/he-in-fe-past,-present-and-future
higher education
further education
HE in FE - past, present and future
Article
Within the post-16 education sector the terms Further Education (FE) and Higher Education (HE) are widely used and understood. Historically, their modi operandi and student population have, to a greater extent, been quite different and have operated in discreet spheres with limited overlap. Traditionally the seat of higher learning, universities dominated the HE landscape with higher education being the preserve of the few, with less than 2% of 18-year olds going to university before the Second World War (Dyhouse, 2007). This figure contrasts starkly to provisional Higher Education Initial Participation Rate (HEIPR) for 2010/11 which indicated that the rate had leapt to 47% (BIS, 2012), clearly illustrating the extent to which the HE sector has expanded since the Second World War. Traditionally universities concentrated on undergraduate and postgraduate provision whilst FE colleges (FECs) focused on vocational and adult education. However, in recent years these two ordinarily quite distinct sectors have coalesced to create a new HE hybrid; that of Higher Education in Further Education (HE in FE). Alternatively, it is referred to in some literature as the Further-Higher sector (Parry, 2009) or as the Mixed Economy sector (colleges that provide both FE and HE provision) (Honeybone, 2007).
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3362612020-04-23T07:31:52Zcom_10547_251948col_10547_251955
Shannon-Little, Tony
59d6e4553dfad64d7b77b1e8f40aeaa8
-1
University of Wolverhampton
2014-11-27T12:18:40Z
2014-11-27T12:18:40Z
2012-03
Shannon-Little, T. (2012) 'Thriving as an international student: Personal responses and the trajectories they create', Journal of Pedagogic Development, 2 (1), pp.10-15.
2047-3265
http://hdl.handle.net/10547/336261
Journal of pedagogic development
During a study investigating their experiences on a British university campus, relatively successful long stay international students critically reflect on their experiences of cross-cultural interactions and how these have shaped not just their current behaviour but also their longer term attitudes and aims, or in Wenger's term their trajectories. A tentative taxonomy of trajectories is described and its pedagogical relevance discussed in terms of ways that this understanding can inform staff interventions to enhance intercultural learning, not only of international students but of home students and staff also, and lead to further critical reflection by all participants on their own cultural influences.
en
University of Bedfordshire
Volume 2
Issue 1
http://www.beds.ac.uk/jpd/volume-2-issue-1/thriving-as-an-international-student-personal-responses-and-the-trajectories-they-create
international students
inter cultural learning
Thriving as an international student: personal responses and the trajectories they create
Article
During a study investigating their experiences on a British university campus, relatively successful long stay international students critically reflect on their experiences of cross-cultural interactions and how these have shaped not just their current behaviour but also their longer term attitudes and aims, or in Wenger's term their trajectories.
A tentative taxonomy of trajectories is described and its pedagogical relevance discussed in terms of ways that this understanding can inform staff interventions to enhance intercultural learning, not only of international students but of home students and staff also, and lead to further critical reflection by all participants on their own cultural influences.
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Wilson, Ann
fc923a3930896b2eac58ab4905ac92c4
-1
University of New South Wales
2014-11-27T12:20:24Z
2014-11-27T12:20:24Z
2012-03
Wilson, A. (2012) 'Student engagement and the role of feedback in learning', Journal of Pedagogic Development, 2 (1), pp.15-19.
2047-3265
http://hdl.handle.net/10547/336262
Journal of pedagogic development
Using an historical approach the intention of this paper is to identify from the literature better practice in feedback. Assessment is an essential element in the learning cycle, and is central to an understanding of how learning outcomes are achieved. It is through their assessments that we come to know our students, if our teaching has been successful and plays a significant role in determining the students' success. However, unlike the teaching process, assessment does not have the same dialogic element that learning and teaching now has. While feedback is a key element in formative assessment, we do not know how our feedback is understood by the learner, or what meaning they make of it. What makes good feedback, and how do we ensure that learners can understand and act upon it? The current language of learning and teaching is underscored with the concept of student engagement with the curriculum. However, the language of assessment often remains in the realm of judgement and the way it is conveyed is clearly in the transmission model of teaching where rigidity, standards and rules stand in place of dialogue, flexibility and learner centeredness.
en
University of Bedfordshire
Volume 2
Issue 1
http://www.beds.ac.uk/jpd/volume-2-issue-1/student-engagement-and-the-role-of-feedback-in-learning
engagement
feedback
student engagement
Student engagement and the role of feedback in learning
Article
Using an historical approach the intention of this paper is to identify from the literature better practice in feedback. Assessment is an essential element in the learning cycle, and is central to an understanding of how learning outcomes are achieved. It is through their assessments that we come to know our students, if our teaching has been successful and plays a significant role in determining the students' success. However, unlike the teaching process, assessment does not have the same dialogic element that learning and teaching now has. While feedback is a key element in formative assessment, we do not know how our feedback is understood by the learner, or what meaning they make of it. What makes good feedback, and how do we ensure that learners can understand and act upon it? The current language of learning and teaching is underscored with the concept of student engagement with the curriculum. However, the language of assessment often remains in the realm of judgement and the way it is conveyed is clearly in the transmission model of teaching where rigidity, standards and rules stand in place of dialogue, flexibility and learner centeredness.
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oai:uobrep.openrepository.com:10547/3362392020-04-23T07:34:12Zcom_10547_251948col_10547_251955
Mathew, David
99603769cf8b58c8e48e9040922eeead
600
University of Bedfordshire
2014-11-27T12:23:21Z
2014-11-27T12:23:21Z
2012-02
Mathew, D. (2012) 'Key pedagogic thinkers: Jacques Lacan', Journal of Pedagogic Development, 2 (1), pp.20-21.
2047-3265
http://hdl.handle.net/10547/336239
Journal of pedagogic development
The French psychoanalyst, psychiatrist and teacher Jacques Marie Émile Lacan was born on April 13, 1901 and died on September 9, 1981.
en
University of Bedfordshire
Volume 2
Issue 1
http://www.beds.ac.uk/jpd/volume-2-issue-1/key-pedagogic-thinkers-jaques-lacan
Jacques Lacan
pedagogy
Key pedagogic thinkers: Jacques Lacan
Article
The French psychoanalyst, psychiatrist and teacher Jacques Marie Émile Lacan was born on April 13, 1901 and died on September 9, 1981.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3362642020-04-23T07:31:52Zcom_10547_251948col_10547_251955
Bhandol, Janine
db45b9e7888c30fd1aa829c9684a7cb6
-1
University of Bedfordshire
2014-11-27T12:26:32Z
2014-11-27T12:26:32Z
2012-03
Bhandol, J. (2012) 'Will health students engage with a health information blog?', Journal of Pedagogic Development, 2 (1), pp.21-26.
2047-3265
http://hdl.handle.net/10547/336264
Journal of pedagogic development
Background: The health librarian at the University of Bedfordshire wanted to explore ways of reaching out to health students, especially distance learners and those juggling studies with full-time work. Objectives: The aim of this action research study was to assess the impact of a health information blog on a cohort of distance and part time learners studying for MSc Public Health. Methods: Data was collected by means of an online survey and visits to the blog were monitored using the Google Analytics programme. Results: Almost half of respondents reported that they had not visited the blog as they were not aware that the blog existed, despite targeted publicity and emails alerting them to the blog. However, students who had visited the blog found the information useful, both for preparing assignments and in their professional health care practice. Conclusions: Libraries need to ensure that blogs are adequately marketed and promoted, otherwise it is unlikely that they will be successful.
en
University of Bedfordshire
Volume 2
Issue 1
http://www.beds.ac.uk/jpd/volume-2-issue-1/will-health-students-engage-with-a-health-information-blog
engagement
blogging
health students
health information
Will health students engage with a health information blog?
Article
Background: The health librarian at the University of Bedfordshire wanted to explore ways of reaching out to health students, especially distance learners and those juggling studies with full-time work.
Objectives: The aim of this action research study was to assess the impact of a health information blog on a cohort of distance and part time learners studying for MSc Public Health.
Methods: Data was collected by means of an online survey and visits to the blog were monitored using the Google Analytics programme.
Results: Almost half of respondents reported that they had not visited the blog as they were not aware that the blog existed, despite targeted publicity and emails alerting them to the blog. However, students who had visited the blog found the information useful, both for preparing assignments and in their professional health care practice.
Conclusions: Libraries need to ensure that blogs are adequately marketed and promoted, otherwise it is unlikely that they will be successful.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3362432020-04-23T07:31:53Zcom_10547_251948col_10547_251955
Bellinger, Avril
1c849aeb436fec8c9d660abe9ad38703
-1
Kagawa, Fumiyo
67d17249ab7e246f182a0ef3314ffea6
-1
University of Plymouth
2014-11-27T12:43:15Z
2014-11-27T12:43:15Z
2012-03
Bellinger, A., & Kagawa, F. (2012) 'Learning beyond compliance: a comporative analysis of two cohorts undertaking a first year social work module', Journal of Pedagogic Development, 2 (1), pp.40-50.
2047-3265
http://hdl.handle.net/10547/336243
Journal of pedagogic development
This paper addresses a current gap in education for sustainable development (ESD), an international educational movement, with a particular focus on teaching and learning innovations. Reflecting upon the mainstream 'business as usual' approaches in the ESD discourse, theories and practices of transformative social work are considered to make a significant contribution to that end. Empirical research was conducted to examine a new pedagogical approach introduced within an established module taught in 9 different groups to first year UK Social Work students during the academic year of 2007/8. The core change investigated was the replacement of detailed weekly instructions for teaching staff. The new guide articulated a pedagogical framework for the course and outlined themes and objectives, leaving detailed planning and delivery to individual teachers. Explorations were made through a comparative analysis of the responses of teaching staff and students for pre- 2007/8 academic years and 2007/8 year respectively. Data were collected using both qualitative and quantitative research methodologies. The research findings include students' positive view towards the classroom-based learning and some indications of deeper and wider understanding of social justice. Staff reported a renewed sense of professionalism. This research illuminates the potential for learning beyond compliance within existing curriculum frameworks.
en
University of Bedfordshire
Volume 2
Issue 1
http://www.beds.ac.uk/jpd/volume-2-issue-1/learning-beyond-compliance-a-comparative-analysis-of-two-cohorts-undertaking-a-first-year-social-work-module
social justice
social work
education for sustainable development
transformative learning
curriculum innovation
compliance
social work education
Learning beyond compliance: a comparative analysis of two cohorts undertaking a first year social work module
Article
This paper addresses a current gap in education for sustainable development (ESD), an international educational movement, with a particular focus on teaching and learning innovations. Reflecting upon the mainstream 'business as usual' approaches in the ESD discourse, theories and practices of transformative social work are considered to make a significant contribution to that end. Empirical research was conducted to examine a new pedagogical approach introduced within an established module taught in 9 different groups to first year UK Social Work students during the academic year of 2007/8. The core change investigated was the replacement of detailed weekly instructions for teaching staff. The new guide articulated a pedagogical framework for the course and outlined themes and objectives, leaving detailed planning and delivery to individual teachers. Explorations were made through a comparative analysis of the responses of teaching staff and students for pre- 2007/8 academic years and 2007/8 year respectively. Data were collected using both qualitative and quantitative research methodologies. The research findings include students' positive view towards the classroom-based learning and some indications of deeper and wider understanding of social justice. Staff reported a renewed sense of professionalism. This research illuminates the potential for learning beyond compliance within existing curriculum frameworks.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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Rapley, Eve
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Rapley, E. (2012) 'Peer assisted learning: Project update', Journal of Pedagogic Development, 2 (1), pp.50-53.
2047-3265
http://hdl.handle.net/10547/336245
Journal of pedagogic development
Reflecting on the implementation of the Peer Assisted Learning (PAL) pilot study to date.
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University of Bedfordshire
Volume 2
Issue 1
http://www.beds.ac.uk/jpd/volume-2-issue-1/peer-assisted-learning-project-update
peer assisted learning
peer learning
Peer Assisted Learning: project update
Article
Reflecting on the implementation of the Peer Assisted Learning (PAL) pilot study to date.
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Ebdon, Les
University of Bedfordshire
2014-11-27T12:12:43Z
2014-11-27T12:12:43Z
2012-03
Ebdon, L. (2012) 'Editorial', Journal of Pedagogic Development, 2 (1), pp.3-3.
2047-3265
http://hdl.handle.net/10547/336258
Journal of pedagogic development
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University of Bedfordshire
Volume 2
Issue 1
http://www.beds.ac.uk/jpd/volume-2-issue-1/editorial
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Robertson, Averil
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Roberts, Patricia Isobel
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University of Bedfordshire
2014-11-27T12:16:37Z
2014-11-27T12:16:37Z
2012-03
Robertson, A., McMurray, I., Ingram, J. & Roberts, P. (2012) 'Embedding a curriculum-based information literacy programme at the University of Bedfordshire', Journal of Pedagogic Development, 2 (1), pp.4-10.
2047-3265
http://hdl.handle.net/10547/336260
Journal of pedagogic development
This article describes the development of an information literacy programme that was embedded into the Psychology curriculum during 2007-2008. The programme was a collaboration between a faculty librarian and the Department of Psychology and utilized a blended learning approach along with a variety of teaching and assessment methods. This paper also reports on the initial findings from an ongoing evaluation assessing the impact of the programme on students' learning and information skills development. There had been an acknowledgement within the Department of Psychology and at broader University level of the importance of supporting students' and graduates' employability. Indeed, when the University undertook a curriculum redesign in 2008 (known as CRe8) the University recognized that 'there are four core skills areas at the core of 'graduateness' and employability that the University expects all courses to emphasise: communication; Information literacy; Research and evaluation; and creativity and critical thinking' (University of Bedfordshire, 2009). The development and implementation of an information literacy programme was therefore aligned closely with the University's goals at that time.
en
University of Bedfordshire
http://www.beds.ac.uk/jpd/volume-2-issue-1/embedding-a-curriculum-based-information-literacy-programme-at-the-university-of-bedfordshire
information literacy
psychology
blended learning
teaching
assessment method
Embedding a curriculum-based information literacy programme at the University of Bedfordshire
Article
This article describes the development of an information literacy programme that was embedded into the Psychology curriculum during 2007-2008. The programme was a collaboration between a faculty librarian and the Department of Psychology and utilized a blended learning approach along with a variety of teaching and assessment methods. This paper also reports on the initial findings from an ongoing evaluation assessing the impact of the programme on students' learning and information skills development.
There had been an acknowledgement within the Department of Psychology and at broader University level of the importance of supporting students' and graduates' employability. Indeed, when the University undertook a curriculum redesign in 2008 (known as CRe8) the University recognized that 'there are four core skills areas at the core of 'graduateness' and employability that the University expects all courses to emphasise: communication; Information literacy; Research and evaluation; and creativity and critical thinking' (University of Bedfordshire, 2009). The development and implementation of an information literacy programme was therefore aligned closely with the University's goals at that time.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3362652020-04-23T07:31:52Zcom_10547_251948col_10547_251955
Hughes, Ian
bd37523cf9108cd9e422e1e5a4b6dda3
-1
University of Wolverhampton
2014-11-27T12:29:54Z
2014-11-27T12:29:54Z
2012-03
Hughes, I. (2012) 'Learning and teaching in business through rich and varied information sources', Journal of Pedagogic Development, 2 (1), pp.26-30.
2047-3265
http://hdl.handle.net/10547/336265
Journal of pedagogic development
There is an old Chinese proverb, sometimes attributed to Confucius, which states 'I hear and I forget. I see and I remember. I do and I understand', which suggests that experience is the best teacher. There is a close fit here with issues which Kolb (1984:21)) discussed about the Lewinian experiential learning model which hinges progress in learning on the impact of the 'concrete experience'. However, another proverb sometimes attributed to Confucius says 'By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest.' But there is no real dichotomy here, experience can be a bitter teacher – how many students do you know (or even colleagues or perhaps even yourself) who have learned through personal bitter experience the simple lesson of 'Read the question before you start, while you are answering it, and again when you think you have finished'. For a graded summative assessment failing to consider this can be personally disastrous, but it is a lesson remembered (hopefully) by most. But is personal experience the only option? Can we learn 'experientially' from other people's experience? Dewey ( 1938:69) [A1] suggested a model of experiential learning based on observation of the environment (conditions), knowledge of what has happened in similar situations in the past – through personal experience or from information, advice or warnings from those with wider experience, and judgement to blend these into a decision (author's emphasis).
en
University of Bedfordshire
Volume 2
Issue 1
http://www.beds.ac.uk/jpd/volume-2-issue-1/learning-and-teaching-in-business-through-rich-and-varied-information-sources
experiential learning
teaching
rich and varied information sources
information
Learning and teaching in business through rich and varied information sources
Article
There is an old Chinese proverb, sometimes attributed to Confucius, which states 'I hear and I forget. I see and I remember. I do and I understand', which suggests that experience is the best teacher. There is a close fit here with issues which Kolb (1984:21)) discussed about the Lewinian experiential learning model which hinges progress in learning on the impact of the 'concrete experience'. However, another proverb sometimes attributed to Confucius says 'By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest.' But there is no real dichotomy here, experience can be a bitter teacher – how many students do you know (or even colleagues or perhaps even yourself) who have learned through personal bitter experience the simple lesson of 'Read the question before you start, while you are answering it, and again when you think you have finished'. For a graded summative assessment failing to consider this can be personally disastrous, but it is a lesson remembered (hopefully) by most.
But is personal experience the only option? Can we learn 'experientially' from other people's experience? Dewey ( 1938:69) [A1] suggested a model of experiential learning based on observation of the environment (conditions), knowledge of what has happened in similar situations in the past – through personal experience or from information, advice or warnings from those with wider experience, and judgement to blend these into a decision (author's emphasis).
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2020-04-23 07:31:52.856
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3362662020-04-23T07:31:52Zcom_10547_251948col_10547_251955
Bentley, Yongmei
8accb6505ade4896812e42d453651018
-1
Selassie, Habte
1f6406ccfb886319ab560a28405677a9
-1
University of Bedfordshire
2014-11-27T12:33:15Z
2014-11-27T12:33:15Z
2012-03
Bentley, Y. & Selassie, H. (2012) 'Evaluation of a global MBA programme', Journal of Pedagogic Development, 2 (1), pp.35-40.
2047-3265
http://hdl.handle.net/10547/336266
Journal of pedagogic development
E-learning continues to develop rapidly supported by increasing sophistication of information technology and by better understanding of how to make content and delivery more effective. Moreover, new forms of e-learning support system are being introduced to higher education institutions in an effort to meet the student-centred learning paradigms recommended by UNESCO (UNESCO, 1998). The creation and implementation of effective quality assurance for such learning processes has been identified as one of the most challenging tasks. Jara & Mellar (2010) and Martínez-Argüelles et al. (2010) point out that the collection of student feedback should be a central part of strategies to monitor the quality and standards of teaching and learning in higher education institutions for both conventional learning and e-learning. Jara & Mellar (2010) note also that while research into e-learning abounds, studies that focus on the effectiveness of the provision of e-learning are limited, and that this is a gap to be filled. This article reports on the evaluation of, and the consequent changes to, the global e-learning MBA programme from the University of Bedfordshire. The research was conducted by three members of the MBA team - two Senior Lecturers and the E-learning Development Manager. The aim was to investigate the learning experiences and perceptions of the students and to evaluate the effectiveness of the e-learning support system.
en
University of Bedfordshire
Volume 2
Issue 1
http://www.beds.ac.uk/jpd/volume-2-issue-1/evaluation-of-a-global-mba-programme
elearning
evaluation
MBA programme
distance learning
e-learning
Evaluation of a global MBA programme
Article
E-learning continues to develop rapidly supported by increasing sophistication of information technology and by better understanding of how to make content and delivery more effective. Moreover, new forms of e-learning support system are being introduced to higher education institutions in an effort to meet the student-centred learning paradigms recommended by UNESCO (UNESCO, 1998). The creation and implementation of effective quality assurance for such learning processes has been identified as one of the most challenging tasks. Jara & Mellar (2010) and Martínez-Argüelles et al. (2010) point out that the collection of student feedback should be a central part of strategies to monitor the quality and standards of teaching and learning in higher education institutions for both conventional learning and e-learning. Jara & Mellar (2010) note also that while research into e-learning abounds, studies that focus on the effectiveness of the provision of e-learning are limited, and that this is a gap to be filled.
This article reports on the evaluation of, and the consequent changes to, the global e-learning MBA programme from the University of Bedfordshire. The research was conducted by three members of the MBA team - two Senior Lecturers and the E-learning Development Manager. The aim was to investigate the learning experiences and perceptions of the students and to evaluate the effectiveness of the e-learning support system.
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2020-04-23 07:31:52.954
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Norrington, Peter
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2014-11-28T11:02:06Z
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Norrington, P. (2011) 'Research project: effective academic posters and poster exhibitions', Journal of Pedagogic Development, 1 (1), pp.40-41.
2047-3265
http://hdl.handle.net/10547/336307
Journal of pedagogic development
Academic posters and exhibitions look really simple, if you've never done one. Really, they offer opportunities to develop and present an interesting and complex interaction of skills.
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University of Bedfordshire
Volume 1
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http://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-1-issue-1/research-project-effective-academic-posters-and-poster-exhibitions2
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Research project: effective academic posters and poster exhibitions
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Malcolm, Mary
University of Bedfordshire
2014-11-27T12:35:50Z
2014-11-27T12:35:50Z
2011-07
Malcolm, M. (2011) 'Editorial', Journal of Pedagogic Development, 1 (1), pp.3-5.
2047-3265
http://hdl.handle.net/10547/336242
Journal of pedagogic development
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University of Bedfordshire
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oai:uobrep.openrepository.com:10547/3363082020-04-23T07:31:53Zcom_10547_251948col_10547_251955
Daniels, Keith
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Huxor, Elouise
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University of Bedfordshire
2014-11-28T11:09:01Z
2014-11-28T11:09:01Z
2011-11
Daniels, K. & Huxor, E. (2011) 'Information literacy and web 2.0: Developing a modern media curriculum using social bookmarking and social networking tools', Journal of Pedagogic Development, 1 (2), pp.4-13.
2047-3265
http://hdl.handle.net/10547/336308
Journal of pedagogic development
The term 'Web 2.0' continues to prompt widespread discussion in terms of definition, impact upon society in general and relevance to library and information professionals in Higher Education. Web 2.0 has been described by Notess (2006:40) as '...a second wave of Web techniques to create more interactive and easy-to-use Websites using new technologies (or using older technologies in a new way)'. There has been debate in recent years concerning the importance of the adoption of Web 2.0 tools by librarians within information literacy teaching programmes. Godwin (2008:8) sees them as providing a vital link to the 'Google generation', which uses search engines effortlessly in a self-directed manner, placing complete faith in what they find on the web. He argues that Web 2.0 tools '...give us a whole set of new ways to reach our users, and tools with which to teach them.' Abram (2006) claims that librarians can guarantee the future of their profession by embracing and exploiting the potential of such technologies. Furthermore, Bradley (2006) argues that an understanding of the term Web 2.0 is unimportant, compared to an acknowledgement that librarians are in a position to do more than they could in the past and being open to it. Chad (2007) meanwhile, states that unless academic librarians embrace the Google generation they will become increasingly marginalised.
en
University of Bedfordshire
Volume 1
Issue 2
http://www.beds.ac.uk/jpd/volume-1-issue-2/information-literacy-and-web-2
information literacy
Web 2.0
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Information literacy and Web 2.0: developing a modern media curriculum using social bookmarking and social networking tools
Article
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10547/336308
oai:uobrep.openrepository.com:10547/336308
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3363132020-04-23T07:31:54Zcom_10547_251948col_10547_251955
Kerry, David
ca6a240feafc8e98983c5b4c6ac41c07
-1
Rose Bruford College
2014-11-28T11:20:19Z
2014-11-28T11:20:19Z
2011-11
Kerry, D. (2011) 'The gift of dyslexia', Journal of Pedagogic Development, 1 (2), pp.37-39.
2047-3265
http://hdl.handle.net/10547/336313
Journal of pedagogic development
The question which I would like to raise through this article is how much richer our society would be if our education system, rather than spending vast fortunes attempting to 'normalise' people with a perceived disability, found a way to value and optimise the skills of differently able students.
en
University of Bedfordshire
Volume 1
Issue 2
http://www.beds.ac.uk/jpd/volume-1-issue-2/the-gift-of-dyslexia
dyslexia
The gift of dyslexia
Article
The question which I would like to raise through this article is how much richer our society would be if our education system, rather than spending vast fortunes attempting to 'normalise' people with a perceived disability, found a way to value and optimise the skills of differently able students.
ORIGINAL
the-gift-of-dyslexia.pdf
the-gift-of-dyslexia.pdf
application/pdf
415030
https://uobrep.openrepository.com/bitstream/10547/336313/1/the-gift-of-dyslexia.pdf
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MD5
1
true
LICENSE
license.txt
license.txt
text/plain
1691
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b79a1529374c8d02a5b1f30b27d2425e
MD5
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false
CC-LICENSE
license_url
license_url
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49
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4afdbb8c545fd630ea7db775da747b2f
MD5
3
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license_text
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MD5
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TEXT
the-gift-of-dyslexia.pdf.txt
the-gift-of-dyslexia.pdf.txt
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10547/336313
oai:uobrep.openrepository.com:10547/336313
2020-04-23 07:31:54.095
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3362772020-04-23T07:31:53Zcom_10547_251948col_10547_251955
Atlay, Mark
f851cc2e0afa168a794a80bbee041e1c
-1
University of Bedfordshire
2014-11-28T11:06:29Z
2014-11-28T11:06:29Z
2011-11
Atlay, M. (2011) 'Editorial: Writing – why bother?', Journal of Pedagogic Development, 1 (2), pp.3-4.
2047-3265
http://hdl.handle.net/10547/336277
Journal of pedagogic development
Arif Jinha at the University of Ottawa has estimated that the number of journal articles that have ever been published is around 50 million, with over a million now being published each year (Jinha 2010). Just why is there this seemingly insatiable compunction for people to publish their work? With so much being published, in so many fields, who reads it – and if no one reads it, does it matter?
en
University of Bedfordshire
Volume 1
Issue 2
http://www.beds.ac.uk/jpd/volume-1-issue-2/editorial
academic writing
scholarly communication
research
publication
Editorial: Writing – why bother?
Writing – why bother?
Article
Arif Jinha at the University of Ottawa has estimated that the number of journal articles that have ever been published is around 50 million, with over a million now being published each year (Jinha 2010). Just why is there this seemingly insatiable compunction for people to publish their work? With so much being published, in so many fields, who reads it – and if no one reads it, does it matter?
ORIGINAL
editorial 1-2.pdf
editorial 1-2.pdf
application/pdf
472244
https://uobrep.openrepository.com/bitstream/10547/336277/1/editorial%201-2.pdf
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true
LICENSE
license.txt
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text/plain
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b79a1529374c8d02a5b1f30b27d2425e
MD5
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false
CC-LICENSE
license_url
license_url
text/plain
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https://uobrep.openrepository.com/bitstream/10547/336277/3/license_url
4afdbb8c545fd630ea7db775da747b2f
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license_text
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editorial 1-2.pdf.txt
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https://uobrep.openrepository.com/bitstream/10547/336277/8/editorial%201-2.pdf.txt
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MD5
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THUMBNAIL
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Generated Thumbnail
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10547/336277
oai:uobrep.openrepository.com:10547/336277
2020-04-23 07:31:53.788
University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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oai:uobrep.openrepository.com:10547/3363102020-04-23T07:34:27Zcom_10547_251948col_10547_251955
Weedon, Alexis
b3aa6ae154f82d4e640a1511012925e4
600
University of Bedfordshire
2014-11-28T11:11:46Z
2014-11-28T11:11:46Z
2011-11
Weedon, A. (2011) 'Open educational resources: shared solutions for higher education', Journal of Pedagogic Development, 1 (2), pp.13-15.
2047-3265
http://hdl.handle.net/10547/336310
Journal of pedagogic development
Open Educational Resources (OERs) are a response to a need for more flexible licensing of educational materials. The OER Movement aims to create materials which can be exchanged and recombined for educational purposes. In the Higher Education sector, some universities (notably MIT) have led the way in putting their course material and lectures online. One of the effects of this has been a greater diversity in student access and recruitment[1]. However, there are many different approaches across the Higher Education sector, and most UK universities control access to some or all of their course content, licensing or selling the Intellectual Property to partner institutions.
en
University of Bedfordshire
Volume 1
Issue 2
http://www.beds.ac.uk/jpd/volume-1-issue-2/open-educational-resources
open educational resources
OER
Open educational resources: shared solutions for higher education
Article
Open Educational Resources (OERs) are a response to a need for more flexible licensing of educational materials. The OER Movement aims to create materials which can be exchanged and recombined for educational purposes. In the Higher Education sector, some universities (notably MIT) have led the way in putting their course material and lectures online. One of the effects of this has been a greater diversity in student access and recruitment[1]. However, there are many different approaches across the Higher Education sector, and most UK universities control access to some or all of their course content, licensing or selling the Intellectual Property to partner institutions.
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oai:uobrep.openrepository.com:10547/3363112020-04-23T07:31:53Zcom_10547_251948col_10547_251955
Elbra-Ramsay, Caroline
a0f8966988f7962229e04d96ddcebea5
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York St John University
2014-11-28T11:14:04Z
2014-11-28T11:14:04Z
2011-11
Elbra-Ramsay, C. (2011) 'Can 'quality marking' be used to provide effective feedback within higher education?', Journal of Pedagogic Development, 1 (2), pp.16-30.
2047-3265
http://hdl.handle.net/10547/336311
Journal of pedagogic development
Providing written feedback to learners within Higher Education can be a time-consuming and frequently ineffective process, with comments often undervalued or not acted upon. The same concerns exist within the primary sector; marking systems do not always effectively support the principles of Assessment for Learning. This frustration resulted in the development of the 'Quality Marking' model for primary schools (Clarke 1998) which follows an explicit process within which the type of comments, or prompts, used are key. This small scale study has investigated whether 'quality marking' – and in particular the use of scaffold prompts – can be applied to the Higher Education context. A group of final year student teachers within initial teacher training received and acted upon the feedback, as well as completing a series of questionnaires to record their perceptions of the process and its formative value. It is clear from the data gathered that 'quality marking' was viewed as an effective approach. Key identified reasons for this were the likelihood of the feedback to feed forward into future learning, the level of engagement from the learner, the clarity of how to bridge the learning gap, and the beginnings of self-monitoring.
en
University of Bedfordshire
Volume 1
Issue 2
http://www.beds.ac.uk/jpd/volume-1-issue-2/can-quality-marking-be-used-to-provide-effective-feedback-within-higher-education
quality marking
effective feedback
feedback
higher education
Can 'quality marking' be used to provide effective feedback within higher education?
Article
Providing written feedback to learners within Higher Education can be a time-consuming and frequently ineffective process, with comments often undervalued or not acted upon. The same concerns exist within the primary sector; marking systems do not always effectively support the principles of Assessment for Learning. This frustration resulted in the development of the 'Quality Marking' model for primary schools (Clarke 1998) which follows an explicit process within which the type of comments, or prompts, used are key. This small scale study has investigated whether 'quality marking' – and in particular the use of scaffold prompts – can be applied to the Higher Education context. A group of final year student teachers within initial teacher training received and acted upon the feedback, as well as completing a series of questionnaires to record their perceptions of the process and its formative value. It is clear from the data gathered that 'quality marking' was viewed as an effective approach. Key identified reasons for this were the likelihood of the feedback to feed forward into future learning, the level of engagement from the learner, the clarity of how to bridge the learning gap, and the beginnings of self-monitoring.
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University of Bedfordshire Repository
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oai:uobrep.openrepository.com:10547/3363122020-04-23T07:34:25Zcom_10547_251948col_10547_251955
Hedges, Ann
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-1
Phasey, Liz
47175d5cae9b71d25ea687ccea2b8262
-1
Mathew, David
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600
University of Bedfordshire
2014-11-28T11:16:46Z
2014-11-28T11:16:46Z
2011-11
Hedges, A., Phasey, L. & Mathew, D. (2011) 'Moving online', Journal of Pedagogic Development, 1 (2), pp.31-33.
2047-3265
http://hdl.handle.net/10547/336312
Journal of pedagogic development
I had been working with Ann and Liz, on and off, for a few months before the idea of capturing their thoughts for a short piece for the Journal struck me. I asked them to reflect on the process so far of developing their courses – Return to Professional Practice and Mentorship in Professional Practice respectively, both in the area of healthcare – for a new audience of learners who would study part of the programme as an online package from a distance.
en
University of Bedfordshire
Volume 1
Issue 2
http://www.beds.ac.uk/jpd/volume-1-issue-2/moving-online
course development
elearning
e-learning
distance learning
online learning
Moving online
Article
I had been working with Ann and Liz, on and off, for a few months before the idea of capturing their thoughts for a short piece for the Journal struck me. I asked them to reflect on the process so far of developing their courses – Return to Professional Practice and Mentorship in Professional Practice respectively, both in the area of healthcare – for a new audience of learners who would study part of the programme as an online package from a distance.
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University of Bedfordshire Repository
marcus.woolley@beds.ac.uk
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xoai///com_10547_251948/100