• An innovative delivery of foundation degrees; but not without its problems!

      Wiscombe, Caroline; Robinson, Peter; Wale, Debra (2007-12-05)
      This observational study explores the trials and tribulations of developing a work based Foundation Degree (FD) in Travel Operations Management in association with two other HEI’s, employers and related organisations. It is delivered on-line using Pebble Pad technology and supported by a face to face induction with ongoing email and telephone tutorials. Whilst a first cohort of 60 students is now enrolled and progressing with their first modules, it has not been an easy two year developmental journey. The process has highlighted a number of difficulties including resources in planning and developing on line learning materials (both the materials themselves, the costs of technical expertise and ongoing Technology Supported Learning (TSL) training). In addition agreeing the programme regulations (including the size of modules); agreements in financial arrangements between employers and the HEI partners (each of which have different rates of pricing for FD); preparing industry personnel for their mentoring and coaching roles and changing personnel in supporting organisations contributed to the issues. Finally ensuring compliance with sector skills organisations who have not yet written their FD frameworks; industry partners frustration in timely decision making processes through the complicated list of personnel involved in agreeing decisions at different strategic levels of the university structures contribute to periods of frustration. By sharing these experiences the authors hope to prevent future problems that may arise in innovative developments.
    • An innovative delivery of foundation degrees; but not without its problems!

      Robinson, Peter; Wiscombe, Caroline (2008)
      After three years of development in partnership with two other HEI's, employers and related organisations the University of Wolverhampton launched its Foundation Degree in Travel Operations Management in September 2008. The course was designed to be a pilot for a national programme and the institution is now leading the Curriculum Development element of the national product, in partnership with FDF. This workshop explores the journey so far and the trials and tribulations of developing a work based Foundation Degree in association with two other HEI’s, employers and related organisations. It is delivered on-line using Pebble Pad technology and supported by a face to face induction with ongoing email and telephone tutorials. The first cohort of 60 students is nearing the end of the first year of the programme, and the process has highlighted a number of difficulties including resources in planning and developing on line learning materials (both the materials themselves, the costs of technical expertise and ongoing Technology Supported Learning (TSL) training). In addition agreeing the programme regulations (including the size of modules); agreements in financial arrangements between employers and the HEI partners (each of which have different rates of pricing for FD); preparing industry personnel for their mentoring and coaching roles and changing personnel in supporting organisations contributed to the issues. Finally ensuring compliance with sector skills organisations who have not yet written their FD frameworks; industry partners frustration in timely decision making processes through the complicated list of personnel involved in agreeing decisions at different strategic levels of the university structures contribute to periods of frustration. By sharing these experiences and the current experience of being involved in the development of a wider partnership the authors hope to prevent future problems that may arise in innovative developments and to share the good practice that the programme has so far established, and which will from September 2008, be delivered using a broader national model.
    • Technology Supported Learning within Art and Design: The acquisition of practical skills, with specific reference to undergraduate introductory sound recording and interview techniques

      Amiri, F.; Cummings, Keith; Jones, P.S.; Davis, James A. (University of WolverhamptonSchool of Art and Design, University of Wolverhampton, 2008)
      While many Higher Education subject areas have embraced technology-supportedlearning (TSL), its uptake has been noticeably slower in the practicum of the art and design subject area. As such our understanding of the use of TSL in this practicum is under-developed. This multi- and inter-disciplinary practice-based research project is a case study, within this under-developed area, based around the question: “Can TSL aid the acquisition and development of practical skills associated with sound recording a location-based interview, introduced (as part of studio-based practice) during a three-hour class to level 1 undergraduate art and design students?” In addressing this research question I argue that the design and evaluation of TSL requires a holistic approach, grounded in an understanding of the audience, subject matter and learning context / environment, requiring a comprehensive consideration of user experience design (UXD), where theory informs rather than leads pedagogy/practice. Taking a grounded approach, an analysis of existing needs was first undertaken within the learning environment; practitioners, and other UK providers of SRIT skills were consulted; a number of pre-existing technology-based practical skillsfocused artefacts were reviewed and theories, models and principles were drawn upon across a number of associated cognate fields. Adopting a post-theoretical perspective and action research principles, an artefact called “RecordingCoach” was designed, realised, utilised and evaluated. RecordingCoach enables its users to observe sound recording equipment being setup; set up a virtual sound kit themselves as well as undertake both assisted and independent interviews with two virtual interviewees. RecordingCoach records the independent virtual interviews in real time and saves them to the host computer hard drive, capturing microphone handling, responses to situational/ environmental sound and verbal audio exchanges. The evaluation of RecordingCoach took place over a one-year period with the participation of 108 students. Attitudes towards the artefact, patterns of learning activity, behaviour and assignment performance were scrutinised and nonassessed performance indicators were referred to. The resulting findings are very positive suggesting that TSL can be effective within the practicum of the art and design subject area.