• A Wolf in Sheep’s Clothing? An analysis of student engagement with virtual learning environments.

      Dale, Crispin; Lane, Andrew M. (York: The Higher Education Academy, 2007)
      The growth in the use of virtual learning environments to support learning and teaching should be accompanied by research to examine their effectiveness. The aim of this study was twofold: a) To explore the views, opinions and experiences of student engagement or non-engagement in online learning activities; b) To use this knowledge to develop learning and teaching strategies that enhance student engagement with online learning activities. Focus groups were conducted with students studying leisure and tourism degree programmes to explore reasons for usage and non-usage of the online activities in the Wolverhampton Online Learning Framework (WOLF). Results identified issues related to student awareness, motivation, behaviour and learning approaches, assessment and technical factors. Findings from the study have implications for practice, including how to enhance the relevance of information, technical factors, enhancing awareness and links with assessment.
    • Applying Markov decision processes to 2D real time games

      Hartley, Thomas; Mehdi, Qasim; Gough, Norman (University of Wolverhampton, School of Computing and Information Technology, 2004)
      This paper presents the outcomes of a research project into the field of artificial intelligence (AI) and computer game AI. The project considered the problem of applying AI techniques to computer games. Current commercial computer games tend to use complex scripts to control AI opponents. This can result in poor and predictable gameplay. The use of academic AI techniques is a possible solution to overcome these shortcomings. This paper describes the process of applying Markov decision processes (MDPs) using the value iteration algorithm to a 2D real time computer game. We also introduce a new stopping criterion for value iteration, which has been designed for use in computer games and we discuss results from experiments conducted on the MDPs AI engine. This paper also outlines conclusions about how successful MDPs are in relation to a real computer game AI engine and how useful they might be to computer games developers.
    • Building intelligence in gaming and training simulations

      Jacobi, Dennis; Anderson, Don; von Borries, Vance; Elmaghraby, Adel; Kantardzic, Mehmed; Ragade, Rammohan; Mehdi, Qasim; Gough, Norman (University of Wolverhampton, School of Computing and Information Technology, 2004)
      Current war games and simulations are primarily attrition based, and are centered on the concept of “force on force.” They constitute what can be defined as “second generation” war games. So-called “first generation” war games were focused on strategy with the primary concept of “mind on mind.” We envision “third generation” war games and battle simulations as concentrating on effects with the primary concept being “system on system.” Thus, the third generation systems will incorporate each successive generation and take into account strategy, attrition and effects. This paper will describe the principal advantages and features that need to be implemented to create a true “third generation” battle simulation and the architectural issues faced when designing and building such a system. Areas of primary concern are doctrine, command and control, allied and coalition warfare, and cascading effects. Effectively addressing the interactive effects of these issues is of critical importance. In order to provide an adaptable and modular system that will accept future modifications and additions with relative ease, we are researching the use of a distributed Multi-Agent System (MAS) that incorporates various artificial intelligence methods. (Anderson 2002a, Anderson 2002b)
    • "Burt-on-line: incorporating videoconferencing into the School of Health e-family of technologies

      Wildsmith, Peter A (University of Wolverhampton, 2002)
      Communication in nursing is, perhaps, the most important tool of the professional practitioner. During training one learns the principles of effective communication and its import to patient care. Likewise, in education communication is the principal means by which one person may bring about change in others. The complexities of communicating become apparent both when addressing distressed patients or inquisitive and challenging students. The author’s recent past experience in nurse education, utilising the video camera as an adjunct to teaching and learning and also assessing student performance, became the backcloth to this project and the development of the use of videoconferencing in line with the uptake of other contemporary e-technologies. It is worth noting here that videoconferencing equipment already existed within the University but was not being used regularly. Deployment of equipment took place to establish an active videoconferencing studio at the Burton Centre of the School of Health. The aim of the project is that the School centre at Burton upon Trent will develop effective use of videoconferencing [vc] for the enhancement of learning and teaching, for students and staff alike. This would then offer the opportunity for effective distance dialogue, initially by linking Burton Centre and Boundary House [Walsall Campus] where specific facilities are installed. The success of the project would then permit exploration of further links with other School sites and assist in bridging with NHS Trust hospitals and associated external agencies. The project and its title, suggesting inclusion within the family of e- technologies, is ‘Burt-on-line’ and comes from a development of the original idea mooted by Elaine Ballard [PL and Project Manager] and Peter Wildsmith [ SL and Project Leader].
    • Developing the information skills agenda

      Ordidge, Irene (University of Wolverhampton, 2001)
      Technological advances by the database creators of the late 60’s and early 70’s enabled the ‘information explosion’ to be managed and accessed. Information professionals developed specialist skills to explore these bibliographic resources on-line. A decade later, as attitudes changed and resources became more accessible, a parallel agenda of user education programmes was being developed by librarians. The information skills agenda took shape across schools, colleges and Higher Education institutions and a skills hand-over began. The curriculum focussed on access to print resources initially to support the shift to resource-based and flexible learning initiatives. The rapid developments in desktop information technology in the late 80’s and 90’s brought the two developments closer together. It enabled information professionals, already supporting the development of user information skills, to include access to bibliographic databases and electronic resources on CD-ROM and on-line.
    • Electronic delivery in law: what difference does it make to results?

      Migdal, Stephen; Cartwright, Martin J. (Web Journal of Current Legal Issues, 2000)
      This article details research which attempts to assess what effect electronic delivery of law modules has on actual student assessment performance. The authors reviewed the assessment results of students who had taken both conventionally and electronically delivered modules and compared and contrasted individual student performances in all the modules studied by them in a particular semester. As far as the authors' researches were able to ascertain this was a relatively unique piece of research as far as legal study is concerned. We found that weaker students (those who might ordinarily fail or scrape a bare pass) were achieving a mark some 10% higher than that achieved in the conventionally delivered modules; pushing those students into the lower second category - the assessment criteria for such classification demanding evidence of deep as opposed to surface learning. However there was little or no difference in the marks achieved by upper second quality students. The authors acknowledge that many factors affect the quality of assessment performance and that, whilst the article addresses some of the variables, any specific conclusions based on results alone are open to question. Furthermore, we accept the limitations of a small and narrow statistical sample and that therefore this can only be a survey rather than a controlled experiment. Nevertheless we believe that as part of the debate on the role of C & IT it has a useful role to play. Inevitably an article such as this trespasses on many pedagogical issues deserving debate which goes beyond the objectives of this discussion.
    • Engaging the networked learner: theoretical and practical issues

      Lane, Andrew M.; Dale, Crispin (University of Wolverhampton, 2010)
      The nature of learning and teaching in higher education has changed significantly in recent years. The emergence of social media and technologies has had a profound impact upon learner engagement and tutors have had to adapt their learning and teaching strategies accordingly. The thesis discusses the author’s published body of research and presents a pedagogical framework for engaging the networked learner. The framework is based upon three perspectives that have emerged from the author’s research. Firstly, different learning paradigms should be acknowledged when developing pedagogical approaches to using learning technologies. Secondly, the thesis discusses how the author’s research on learning technologies, including VLEs and iPod technologies, should embrace networked communities and learner empowerment. Thirdly, the research on learning approaches is discussed which acknowledges different learning behaviours and the adoption of differentiated methods in learning and teaching. Whilst discussing the evolving nature of the learning environment, the pedagogical framework draws together each of the aforementioned perspectives. The framework raises a number of factors for engaging the networked learner. A set of practical guidelines based around institutional, tutor and learner perspectives are discussed and underpin the application of the framework. The thesis concludes with theoretical observations on learning and learning theory and presents limitations and areas for further research.
    • Game-based Learning: A Different Perspective.

      Royle, Karl (Nova Southeastern University, Fischler School of Education and Human Services, 2008)
      Because the goals of games and the object of school-based learning are fundamentally mismatched, efforts to integrate games into the curriculum have largely fallen flat despite the best intentions of teachers and the gaming industry. Arguing that educational game designers should be investigating ways to get education into games rather than getting games into education, Karl Royle describes how this might be accomplished. The discussion is contextualized by a brief outline of the shortcomings of video game usage within education. Royle demonstrates a link between the kind of learning that typically occurs in game playing and project-based learning and illustrates how curriculum-related learning material can be integrated into commercial-quality video games.
    • ICT and literacy.

      Waller, Tim (London: Sage Publications Ltd., 2008)
      This book: What are the ways in which young children learn to communicate? Collating their extensive experience of language and literacy in the early years, the contributors explore key aspects of this topic, linking practical ideas for early years settings and classrooms to relevant theory and research. This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0-8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy. Explored in the book are: - the relationship between play and literacy; - the role environmental print has in early literacy development; - the language and literacy development of young bilinguals; - ideas, suggestions and justifications for the use of poetry; - a two-year research project, funded by Creative Partnerships; - key issues relating to family literacy.
    • Integration of multimedia technology into the curriculum of forensic science courses using crime scene investigations.

      Sutton, Raul; Hammerton, Matthew; Trueman, Keith J. (2007)
      Virtual reality technology is a powerful tool for the development of experimental learning in practical situations. Creation of software packages with some element of virtual learning allows educators to broaden the available experience of students beyond the scope that a standard curriculum provides. This teaching methodology is widely used in the delivery of medical education with many surgical techniques being practised via virtual reality technologies (see Engum et al., 2003). Use has been made of this technology for a wide range of teaching applications such as virtual field trials for an environmental science course (Ramasundaram et al., 2005), and community nursing visiting education scenarios (Nelson et al., 2005) for example. Nelson et al. (2005) imaged three-dimensional representations of patient living accommodation incorporating views of patient medication in order to deliver care modules via a problem-based learning approach. The use of virtual reality in the teaching of crime scene science was pioneered by the National Institute of Forensic Science in Australia as part of their Science Proficiency Advisory Committee testing programme. A number of scenarios were created using CDROM interfacing, allowing as near as possible normal procedures to be adopted. This package included proficiency testing integrated into the package and serves as a paradigm for the creation of virtual reality crime scene scenarios (Horswell, 2000). The package is commercially available on CD-ROM as part of the series ‘After the Fact’ (http://www.nfis.com.au). The CD-ROM package is geared to proficiency training of serving scenes of crime officers and thus contains details that may not be needed in the education of other parties with a need for forensic awareness. These include undergraduate students studying towards forensic science degree programmes in the UK as well as serving Police Officers. These groups may need virtual reality crime scene material geared to their specific knowledge requirements. In addition, Prof J Fraser, President of the Forensic Science Society and a former police Scientific Support Manager, speaking to the United Kingdom, House of Commons Science and Technology Select Committee in its report ‘Forensic Science on Trial’ (2005) states: ‘The documented evidence in relation to police knowledge of forensic science, in terms of making the best use of forensic science, is consistently clear, that their knowledge needs to improve and therefore their training needs to improve’. This clearly identifies a need for further training of serving police officers in forensic science. It was with this in mind that staff at the University collaborated with the West Midlands Police Service. The aim was to create a virtual reality CD-ROM that could serve as part of the continuing professional development of serving police officers in the area of scene management. Adaptation of the CD-ROM could allow some introductory materials to help undergraduate students of forensic science.
    • Integration of virtual reality technology into the curriculum of forensic science courses using crime scene investigations

      Sutton, Raul; Hammerton, Matthew; Trueman, Keith J. (University of Wolverhampton, 2005)
      Discusses a collaborative project between researchers at the University of Wolverhampton and the West Midlands Police Service to create a virtual reality CD-ROM that could serve as part of the continuing professional development of serving police officers in the area of crime scence management. Adaptation of the CD-ROM could allow some introductory materials to help undergraduate students of forensic science.
    • Interactive whiteboards: are they or aren't they (interactive)?

      Sutherland, Shane (University of Wolverhampton, 2001)
      This report charts the experiences gained from the University funded innovation project into Interactive Whiteboard Technology (IWT). A resumé of the project’s rationale, aims and intended outcomes is provided, followed by a discussion of IWT functionality. An implicit reflection of experience gained is embedded into this discussion, though key points are also reiterated in the summary. The rationale for the project started from the premise that there is an increasing proliferation of IWT in schools and colleges within our core recruitment area. Many students beginning study with the University have already experienced learning with IWT and, perhaps more importantly, there will be an expectation amongst future employers (particularly of our teaching graduates) that students are confident and conversant with its use. The purpose of the project then is to ensure that the learning and teaching applications of IWT, and Technology Supported Learning (TSL) in general, are developed in a coherent and effective way allowing tutors to utilise the technology confidently within their normal teaching sessions.
    • Investigation into the student use of non-university owned computers.

      Dalziel, Colin; Oddy, Elizabeth; Bernardes, Jon (University of Wolverhampton, 2003)
    • To investigate and then develop an ICT innovation to support students who are dyslexic when applying for Disabled Students’ Allowance (DSA), thus enabling them to be more independent

      Norton, Liz (University of Wolverhampton, 2007)
      This project is in response to research carried out in 2007 with students who are dyslexic. This research investigated the barriers experienced by students in higher education who are dyslexic when accessing the Disabled Students’ Allowance. Reference is made to their comments throughout the text. The research identified one of the areas that they find difficult. This was the form they need to use to apply for the Disabled Students’ Allowance. The innovation has been designed to support this difficulty. An important thread running through the whole of this project is to help the student who is dyslexic to be in control, to feel valued and so to improve confidence and self-esteem.
    • Using a virtual learning environment to develop academic writing with first year dance students: facing the challenge of writing through digital images.

      Andrews, Ben; Thoms, Victoria (Routledge (Taylor & Francis), 2008)
      This paper discusses research into the facilitation of academic writing for first year dance students using images, emails and the forum of a Virtual Learning Environment (VLE). Taking place over several weeks in the early part of the academic year and within a core module entitled Personal and Professional Development in the single honours Dance Practice and Performance degree, students were asked to contribute to a series of formative tasks implemented through the University of Wolverhampton‘s VLE entitled ‘Wolverhampton Online Learning Framework’ (WOLF). Employing an Action Research methodology and working with both Academic Literacies theorising and research into VLEs in literacy learning, early results indicate that writing in a less formal collaborative space provides an important preliminary setting for introducing formal academic writing.
    • Using on-line video clips to enhance self-efficacy toward dealing with difficult situations among nursing students.

      McConville, Sally A.; Lane, Andrew M. (Elsevier, 2006)
      The aim of the study was twofold. The first aim was to develop on-line video clip material that showed examples of nurses dealing with potentially difficult and delicate patient groups. The second aim was to evaluate the effectiveness of video clip materials for enhancing nursing student’s self-efficacy to effectively communicate with the type of patients described above. The production of contextually relevant video clip material involved the identification of relevant material based on real experiences, writing appropriate scripts, recruiting actors, recording the performances and producing them in a form that could be accessed on-line. Self-report questionnaires were used to assess the effectiveness of video clip material. Level 1 (n = 145) nursing students completed a self-efficacy measure that assessed confidence to deal with situations such as breaking news of death, working with children, people with disability and aggressive behaviour at the start and the end of the module. Results indicated that student’s self-efficacy increased noticeably over the course of the module. Differences between increases in self-efficacy attributed to watching videos or attending lectures were marginal. Findings suggest that using video clips that show students effectively coping with adverse situations provide an effective teaching approach for enhancing self-efficacy. Future research is needed to test the extent to which self-efficacy measures relate with nursing performance.
    • Using Personal Digital Assistants to support students

      Traxler, John; Riordan, Brendan (University of Wolverhampton, 2004)
      As participation in higher education increases, large numbers of people from non-traditional backgrounds are entering universities such as Wolverhampton. These students are expected to need more support in becoming familiar with the novelty and complexity of studying new subjects as undergraduates in a large university. They are consequently expected to be the students at most risk of failure to progress beyond the first year of their course and hence failing to realise their potential. Universities have attempted to increase the accessibility of higher education by an increased variety of modes and timetables. Whilst this facilitates wider take up, it also increases the logistical complexity of the world that new students enter. This project explores the use of handheld computers (personal digital assistants, PDAs) in addressing some aspects of this problem and also to begin to explore the cost-effectiveness of institutional support for providing these devices.
    • Using value iteration to solve sequential decision problems in games

      Hartley, Thomas; Mehdi, Qasim; Gough, Norman (University of Wolverhampton, School of Computing and Information Technology, 2004)
      Solving sequential decision problems in computer games, such as non-player character (NPC) navigation, can be quite a complex task. Current games tend to rely on scripts and finite state machines (FSM) to control AI opponents. These approaches however have shortcomings; as a result academic AI techniques may be a more desirable solution to solve these types of problems. This paper describes the process of applying the value iteration algorithm to an AI engine, which can be applied to a computer game. We also introduce a new stopping criterion called game value iteration, which has been designed for use in 2D real time computer games and we discuss results from experiments conducted on the AI engine. We also outline our conclusions which state that the value iteration and the newly introduced game value iteration algorithms can be successfully applied to intelligent NPC behaviour in computer games; however there are certain problems, such as execution speed, which need to be addressed when dealing with real time games.
    • Visual impairment and ICT: are we magnifying the problem?

      Musgrove, Nick; Homfray, Richard P.; Evans, S.; Sales, A.S.; Hughes, R.; Cooper, N. (University of Wolverhampton, 2005)
      Discusses research on the use of the "twin-monitor" approach both as a teaching tool and as an enabling technology for students with visual impairments.
    • What is the role for ICT-based assessment in universities?

      Gipps, Caroline (Routledge, 2005)
      This paper reviews the role of ICT-based assessment in the light of the growing use of virtual learning environments in universities. Issues of validity, efficiency, type of response, and scoring are addressed. A major area of research is the automated scoring of text. Claims for automated formative assessment are queried, since the feedback of scores and marks alone is not truly formative: feedback of comments about good features of the work/performance, and what needs to be done to improve is needed to enhance learning. It seems likely that the use of 'simple' computer-assisted assessment (with multiple-choice and short-answer responses) will continue to develop, as will the use of multi-media materials for assessment tasks. The use of ICT to record student responses, to capture material produced and to convey feedback will grow as the use of virtual learning environments grows. Alongside this, students are likely to be encouraged to make use of online peer and collaborative assessment. The sociocultural implications of using ICT in assessment (as in teaching) are significant and this is a key field for the work of social scientists alongside learning technologists.