Showing posts with label the-academy. Show all posts
Showing posts with label the-academy. Show all posts

Thursday, 13 August 2009

concerns for HE(A)

Quango man has your cash!


In a recent House of Commons report entitled Students and Universities the Higher Education Academy effectivley receive a vote of no confidence, as do the QAA!! Testing times ahead for both Quangos me thinks?

"We remain concerned that the Academy could not demonstrate what value it added for the
money supplied by the taxpayer or show that it was providing good value for money."

The Times Higher has summarised the report here. And also pulls out some very interesting bullet points, among them is this old chestnut:

Plagiarism by students is a “serious problem”, and there needs to be further investigation into why UK students appear to spend less time studying than their peers elsewhere in Europe.

So it looks like the QAA need to improve/regroup/disappear, etc, and try and reduce the fraudulent claims by some top Universities claiming for students who had left courses early. The Guardian also report on how they intend to keep closer tabs on the QAA to try and abate these poor management practices by public funded Universities.

And while were at revamping the entire education sector, 800 Quangos (like the Academy, JISC, Becta, fDf, LSC, etc, etc) are all in for severe pruning if the Tories get in next, or indeed when the recession bites harder after the next election.

I'll get me coat :O/ ....... Time for a holiday :oD

Monday, 20 April 2009

Aggregating pipes!



I’ve been experimenting with filtering RSS feeds using Yahoo pipes, as a method to search across Academy subject centres & JISC. There aren’t many subject centres with RSS feeds from them. Anyhoo, I took a few other web sites that may prove interesting to academics searching for resources, namely:

• http://www.engsc.ac.uk/rssfeeds/rss091resnewest.asp

• http://feeds.delicious.com/v2/rss/escalate/resources?count=15

• http://www.jisc.ac.uk/rss_feeds/collections_catalogue_web_feed.aspx

• http://www.intute.ac.uk/rss/intutelatest.xml

• http://obelix.lib.hku.hk/cdblog/?feed=rss2&cat=33

• http://obelix.lib.hku.hk/cdblog/?feed=rss2&cat=35

• http://www.opendoar.org/search.php?cx=016766439200934687091%3Aln-icm1qyko&q=economics&sa=Search&cof=FORID%3A11&filter=0#978

• http://gdata.youtube.com/feeds/base/videos?q=psycology&client=ytapi-youtube-search&alt=rss&v=2

• http://www.videojug.com/tag/sports-medicine/rss

• http://feeds.technorati.com/search/learning+theory?language=n

• http://en.wikipedia.org/w/index.php?title=Economics&feed=rss&action=history

• http://feeds.delicious.com/v2/rss/deliboy/resources?count=15

• http://www.innovateonline.info/innovate.rss

• http://www.merlot.org/merlot/materials.xml?keywords=blended


Then I added a search filter (i.e., blended, injury, economic, ) to the next stage of the process & the results are at URL:



So, the idea was to try and find as many resource portals or RSS feeds then use a methods such as pipes to apply subject specific filters (that was my “injury”, “blended” filters). So each subject centre could take a core set of feeds from JISC, HEA, Merlot, OU, Open courseware, etc, then create their own specific feed/ search?

The other way of running this is to use a search box as the initial filter:


This search is a clone of a Yahoo pipes search that someone had already done. I used the above list of feeds, and it kind of works? Has anyone done anything similar?



p.s. http://bit.ly/ is a useful URL shortener with added options to track click throughs, etc. Well worth a look.

Thursday, 2 April 2009

HEFCE launches strategy for technology-enhanced learning




HEFCE has (March 26, 2009) published 'Enhancing learning and teaching through the use of technology - a revised approach to HEFCE's strategy for e-learning' (HEFCE 2009/12). This revised approach follows an independent review of the strategy and is designed to provide further support to higher education institutions as they develop their own e-learning strategies.

The new approach is intended to support institutions in considering where they may wish to prioritise their technology-related investment over the next few years, and to develop appropriate institutional learning and teaching strategies. Support and guidance is available from JISC and from the Higher Education Academy.

Findings from the review, which was carried out with the support of the Higher Education Academy and JISC, suggested the strategy has been useful in motivating institutional activity, but that some of the information has become outdated, given the current level of maturity in e-learning in the sector.

In order to assist institutions in achieving their strategic aims for enhancing learning and teaching through technology, the document suggests a framework focusing on: pedagogy, curriculum design and development; learning resources and environments; quality; and research and evaluation.

John Selby, HEFCE Director (Education and Participation), said: 'Our emphasis is on recognising that technology has a fundamental part to play in higher education, and that it should now reflect commitment from senior management in institutions within an institutional context. Our revised approach to e-learning will contribute to the Government's aim to position the UK at the front of technology-enhanced learning internationally, and continue to build a knowledge-based economy.'

David Sadler, Director of Networks at the Higher Education Academy, said:
'The Higher Education Academy is pleased to have been involved in this review and the revised policy statement, and its emphasis on enhancement is one that highlights how technology can be used by practitioners to support students in their learning. It focuses on the benefits and the outcomes from using technology to support learning, teaching and assessment, which will be different in each institution, and could make a real difference to the learning experience of students across all higher education institutions.'


Further information on how JISC is contributing to this strategy can be found at:
http://www.jisc.ac.uk/whatwedo/themes/elearning/programmeelearning/hefceframework




Also out (under BECTa) is The Handbook of Emerging Technologies for Learning by George Siemens and Peter Tittenberger from the University of Manitobahas. It has been designed as a resource for educators planning to incorporate technologies in their teaching and learning activities.

http://ltc.umanitoba.ca/wikis/etl/index.php/Handbook_of_Emerging_Technologies_for_Learning

The handbook is also available as a PDF http://umanitoba.ca/learning_technologies/cetl/HETL.pdf

Tuesday, 10 February 2009

HEFCE best practice (HEinFE)


The 2009 completely revised version of this new 200 page document was given out at the QAA/HEA conference on Jan 30th. It features case studies of Colleges, partnerships and consortia exhibiting best practice covering all aspects of HE in FE delivery. Apparently it's on the HEFCE website to download? We were given a Word document to take away. I've skimmed through it very quickly to pick out West Midlands specifice exemplars (see below).

Before We get to that information, it was revealed that
ALL FE Colleges must have a HE strategy in place by next year (submit by autumn). A guide is out Feb 2009 to work with. Colleges with over 100 FTEs must submit by end of June 09. A web based form will be out ( HEFCE Anne Thompsom – Sheffield Uni) by April to help with writing strategies.

Ann Thompson made call to FE Colleges to submit exemplars of HE strategy to help put the guide together.


By June 2009 all colleges must submit a HE strategic assessment

***************************************************************************

West Midlands specific exemplars if HEinFE best practice:

3.3 Categorising HE students: Distinction between full-time and part-time programmes

  • Newcastle-under-Lyme College


Course management – roles and responsibilities

With the development of foundation degrees and increased employer-related activities, the college’s School of Art has created a management role to develop and implement a strategy to ensure clarity about what ‘employer engagement’ means at different programme levels across diverse HE/FE provision


4.2 Common features of successful partnerships

  • Staffordshire University Regional Federation (SURF)


SURF is a HEFCE-recognised funding consortium established in 2000, primarily to increase higher education provision through FECs so that students can study where they live and/or work. SURF comprises all nine FECs in Staffordshire and two Shropshire colleges, with Staffordshire University as the lead institution.

Essentially, SURF is a mini ‘funding council’. Student numbers can be moved between colleges, reflecting changes in the popularity of courses and colleges’ plans for HE growth. The SURF funding model is simple and transparent. Colleges receive 85 per cent of the HEFCE grant and fee income for all Staffordshire University validated HE awards, including any residual direct Edexcel awards. The university retains 15 per cent.


4.4 Working with employers

  • Worcester College of Technology was one of the first further education colleges to receive support from HEFCE for workforce development


Worcester College of Technology and the Institute of Payroll Professionals (IPP) – a co-funded partnership. The college has worked with the IPP for the past 15 years as sole provider of the IPP’s range of further education level 3 and 4 BTEC qualifications for over 900 part-time students. The students are located around the country and work in a payroll capacity for the private and public sectors.

  • Staffordshire University and Stoke on Trent College

Project: Transforming the HE landscape: developing a business centre in the Stoke on Trent University Quarter

Assesment

  • Warwickshire College


Assessment of work-based learning (WBL)

  • Matthew Boulton College (MBC)


College and university responsibilities for quality assurance of assessment.

  • South Birmingham College


Press release:

HND/C Business and Management students have been challenged to come up with business proposals to help the Digbeth-based Indoor, Outdoor and Rag Markets meet the changing needs of the consumer. The students will present their proposals to a Dragon’s Den-style panel made up of top bosses from the college, Birmingham City Council and Retail Birmingham.


Enhancing learning and teaching -staff developement

  • Warwickshire College


Warwickshire College holds an HE conference three times a year. This day event includes plenaries and a range of workshops. The conference is open to all staff in the college who teach or support HE courses. The plenary sessions usually provide updates on key policies and developments, both nationally (such as IQER or the NSS) and at college level (including PDP, marketing and quality issues).


9.4 The Higher Education Academy

  • Solihull College


HE in FE enhancement – working with the Higher Education Academy

Through a one day per week secondment arrangement, Solihull College’s HE curriculum development manager works with the senior adviser for HE in FE at the HEA and manages the teaching, learning and enhancement strand.


9.6 Developing a research culture

  • Warwickshire College Research Group


Warwickshire College has set up a Research Group, and a proportion of the college’s HEFCE TQEF is earmarked to support research projects. Staff are invited to bid for funds for small-scale research projects.


Managing HE quality and standards in the college

  • Staffordshire University Regional Federation (SURF)


Flexible Learning Approvals Panel (FLAP). Staffordshire University has recognised the need to move swiftly in response to market demand for shorter and commercial courses. The process of approval, however, is no less rigorous.

Monday, 5 January 2009

Open learning anyone?


Copyright cleared Recycle image sourced from FlickrCC


I just stumbled across the call to bid for the OER programme > Please read on.

If you would like to know what others have done in the past to create "open resources", then please browse through the high quality resources (entire courses) created by a consortia of top USA Universities. Theirs are called"Open Courseware." Or more recently in the UK the OU also decided to give away their resources in the shape of "Open Learn." This approach has been discussed in great depth in the last two years. The OU even encourage you to download their course materials and repurpose them using their Lab. Also a couple of wiki sites also discuss the terminology Open content and offer resources to reuse.

This is in part a response to one of those DIUS 9 strands to improve UK HE to compete in an ever shrinking global market. But what I find slightly sad is that the general consensus of opinion seems to concur that to improve our (HE) standing globally, all we need to do is to produce top quality resources? What about altering the pedagogy first, to exploit new ways of communicating & learning?



Bidding for the Open Educational Resources (OER) programme is now open.


In partnership with the Joint Information Systems Committee (JISC), we (HEA) will be running a pilot programme to support the release of existing educational resources. The goal of the programme is to make a wide range of learning resources freely available and easily discoverable so that they may be routinely re-used by both educators and learners. There will be three separate project strands to the pilot programme:

  • Institutional: resources released across an entire institution
(Total funding of £1.50 million available, up to £250,000 per project)
  • Individual: resources released by individual academic staff
(Total funding of £200,000 available, up to £20,000 per project)
  • Subject: resources released by departments, faculties and schools within a variety of institutions, supported by Academy Subject Centres and Professional Bodies or subject associations
(Total funding of £3 million available, up to £250,000 per project)


A community briefing event will be held on 26 January 2009 at Aston University in Birmingham, which will enable potential bidders to find out more about the funding opportunities associated with this call.

The deadline for proposals in response to this call is 12:00 noon on 4 March 2009.

For further information and the bidding documentation, please visit the following link: http://www.heacademy.ac.uk/ourwork/learning/opencontent.

Thursday, 29 May 2008

Best practice exemplars

As of June 08:

  • WebPA wins a bronze IMS Learning Impact award Each year the IMS Global Learning Consortium invites submissions for their Learning Impact awards with finalists invited to discuss and demonstrate their projects at the IMS Learning Impact conference. We are delighted to report that WebPA, a JISC funded project building an open source online peer assessment system, was awarded a bronze award at the conference. Well done all at WebPA: http://webpa-tec.blogspot.com/

  • Wolverhampton University QAA best practice protocols (There is also a booklet entitled Introduction to Computer-assisted Assessment - (Word doc - 919KB) This was the basis of a workshop given at the University by Joanna Bull http://asp.wlv.ac.uk/Level5.asp?UserType=8&Level5=5328

  • In a recent blog post I mentioned the excellent JISC/ Wolverhampton University epistle website, which contains some very handy tips on implementing an eportfolio system. http://he.rscwmsystems.org.uk/wordpress/?p=227 . The blog post also mentions some local case studies (TCAT) and the new JISC infonet booklet (containing elearning case studies).

  • Kidderminster College deserve a note for their management of applications and development of a 3rd party IT support business model for local Colleges. They provide support and back up for Moodle and will help with access management issues. They have even managed to fit Moode on a portable pen drive: http://he.rscwmsystems.org.uk/wordpress/?p=174

  • My bookmarks http://del.icio.us/deliboy/ ……. Has masses of links covering all things elearning, there will be many exemplars of best practice and case studies I’ve booked marked.

Monday, 19 May 2008

Pathfinders projects



HEA funded projects : Pathfinders cluster F

The HEA pilot projects have already produced a series of interesting briefing papers summarising the participants experiences. A similar set of papers is planned for these projects too. Further information is available from the HE Academy pathfinder blog and associated wiki. The briefing papers are listed in the right hand column of the blog. Each cluster had a critical friend. For Cluster F, Professor Betty Collis was the critical friend. She has a free book co-written with Professor Jeff Moonen. On line @ URL

http://bettycollisjefmoonen.nl/rb.htm

The 96-page book, An On-going journey: Technology as a Learning Workbench” was prepared by us to commemorate the end of our service at the University of Twente (1987-2005). The book expresses our philosophy about technology and learning after many years in the field. The first part of the book gives this overview; the second half gives a personal reflection on how we came to our shared view of learning technology.

The cluster F projects were:

  • Canterbury Christ Church, - DEBut project - A very exciting and innovative approach to changing the way staff dev is conducted. A move away from the "install new software and (attempt to) train everyone up to use it" blanket approach. They have adopted a much more pragmatic and "user centred" approach. Whereby, they discuss individual needs of volunteers to the program. They then gave them a choice of 24 ILT tools to use and then instruct the volunteers use at least 6 of these [in an attepmt] to improve their teaching and student learning. No pedagogy change, but at least they are using a wide range of tools , specific to individual needs underpinned by the digital literacy theory.


•The concept of digital literacy is at the heart of the DEBUT project.
•Digital literacy is the ability to understand and use the information which is conveyed from a wide variety of sources via an increasing array of electronic or digital tools.
•It is as much about attitude and application as it is about skill or process, and it is a relative concept.
•Allan Martin (DigEULit) defines the elements of digital literacy as:
•Awareness of the ICT and information environment
•Confidence in using generic ICT and information tools
•Evaluation of information-handling operations and products
•Reflection on one’s own eLiteracy development
•Adaptability and willingness to meet eLiteracy challenges


It's worked very well, and an excellent by product of this is the 24 page staff handbook they have created which summarises the tools (wiki,blog, flickr, etc) into 1 page summaries. An extremely well put togehter publication that we could all make use of. It's really very good. You could use each page of this booklet as a poster.



  • Exeter University , Talked at length about the use of different pedagogies and practical methods of video conferencing, across their remote campus'. Some useful pointers here to the use of protocols that map directly into the webcasting environment as well .

    They also have a good set of videos that have captured good practice in these new staff development sessions:

    http://wwww.services.ex.ac.uk/eud/vcproject

    nb. Somehow I can't help but think that video conferencing was a technology that appeared way before the networks had the capacity to make it operate correctly. Now that we have webcasting capabilities at a fraction of the cost, the technology is going the same way a Phillips laser discs., and other now defunct technologies.

    I purchased a polycom endpoint @ a cost of 25K recently, and all it was mainly used for remote meetings in China. Which did save money. When we used it for a live session covering experts in global warming, the system crashed because we had 1 weak link in the chain. Overall a very expensive "toy". Mind you, Staffordshire University are offering the use of their systems on a bookable basis if you want to experiment with the technology (which is what I should have done).



    • Kingston, Discussed effective use of CAA
      The Kingston R3 project conducted research on mobile technologies to supprot timely feedback and diagnostic and formative assessment. Various different tools were trialled, inlcudeing wireless keyboards, voting systems, ipods and mobile phones. THis also inlcuded encouragibg students (and us) to text questions (to an online number) that were answered at the end ofthe sessions. On the day we also saw how a wireless projector widget that plguued into the tabletPC, ensured that the tablet PC could be remote from the projector (roaming around the classroom). Overall an interseting presentation, but no real surprises. It seemd like they were having real problems getting people on board the project. Felt like a "fred in the shed" model of dissemination, and no real change in pedagogy. Apart from one lecturer, who was now podcasting his once traditional lectures. He now uses his lectures as a tutorial type of event, whereby the students discuss the podcasted lectures. Now thats progress.


      • Wolverhampton, discussed innovative use of ePDP in first year.

      This presentation discussedthe embedding of ePDP at level 1 using the PebblePad eportfolio tool. The cleverly uses mentoring model for developmental & organisational change. This new staff developement model was to use strong peer networks as agents for change. There were 5 stages:

    • Rapport building
    • goal setting
    • core period / progression
    • winding up
    • moving on

    The very successful stafff development retreat days were used to structure this model. Follow link for more information : http://wlv.ac.uk/pathfinder