• Accessibility and adaptive technology

      Musgrove, Nick; Salter, Pam (University of Wolverhampton, 2002)
      Experience gained during an earlier project (Musgrove, Homfray & Addison, 2001) supported the premise that providing appropriate specialist hardware systems and adjusting software interfaces could improve accessibility to Information and communications Technology(ICT) and consequently to Technology Supported Learning (TSL) supported modules for certain additional needs students. School of Applied Sciences (SAS) and School of Art and Design (SAD) already have a large constituency of additional needs students which has a potential to increase through normal recruitment as well as through School or University initiatives (e.g. Flexible Access Projects and Widening Participation) and transfer from linked F.E. colleges and other institutions. The project aims to enhance learner support by implementing such specialist resources, infrastructure, training and support, as will enable additional needs students to fully exploit the increasing use of software, TSL and on-line facilities. The project is supported by the broad experience of the team; two members have specific ICT skills as well as specialist subject skills and are involved in SAS TSL developments and the third has considerable experience in supporting additional needs students.
    • Alternative strategies for the development of mathematical thinking amongst undergraduate business studies students within the context of Operations Management

      Hockings, Christine (University of Wolverhampton, 2001)
      Author suggests alternative strategies for the development of mathematical thinking amongst undergraduate business studies students and describes attempts to initiate this and other changes within the context of an undergraduate operations management module and evaluates the effects of the changes on students’ mathematical thinking.
    • Approach to learning undertaken by undergraduate distance learning students in law

      Mitchell, Brian; Williams, Stuart; Evans, Judith; Halstead, Peter (University of Wolverhampton, 2001)
    • Assessing by viva voce

      Callery, Dymphna; Hale, Kate (University of Wolverhampton, 2002)
      The idea of introducing vive voce assessments emerged during a review of the assessment profile of the Drama Department. Despite the practical orientation of the programme, assessments were dominated by 60% Practical Project , 40% Essay weightings. Good practical marks were frequently undermined by weaker grades for written work, despite students’ evident development of understanding through practice, and written evaluations were generally of poor quality. In addition, staff had reported an unhealthy split in the focus of practical modules where written course-work was a requirement. In the drama professions it is more necessary to be able to explain ideas and creative concepts orally and pursue them somatically: the process of making work is physically and vocally-based; critical reflection comes orally too in the form of direction, post-show discussions and de-briefings. Teaching strategies for practical work embrace this, applying theoretical concepts in concrete praxis. Students’ development on such courses requires them to invest in sensory and experiential learning and a progressively intensive approach to practice. Presenting work to tutors and peers for critical feedback is the major teaching and learning mode. Having to change tack and focus on conceptualising theory, rather than exploring through creativity, and essay writing rather than practical skills, constrained tutors and students. The introduction of an oral examination – a viva voce – to assess students’ ability to critically reflect on and evaluate their practice could provide a viable alternative. Viva voces would both acknowledge and play to the strengths of students’ oral communication skills and offer them the chance to develop more formal interview techniques, as well as acknowledging the vocal and oral nature of the discipline. The aim of the project was to introduce viva voce exams as a method of assessing critical reflection on practical work in order primarily to improve the range of asessments, but in addition to give students an opportunity to sustain their achievement on practical modules. The focus was on finding and implementing strategies that would promote good practice in assessment.
    • Automatically marked summative assessment using internet tools

      Penfold, Brian (University of Wolverhampton, 2001)
      With very large groups, individual assessment is becoming increasingly difficult. We are constantly aware of the cost of the time taken in traditional forms of assessment and the effect of marking fatigue on quality. The system described here is a ‘home-grown’ system to present summative multiple-choice question (MCQ) papers in an efficient, cost effective and simple way. The system directly replaces manually marked MCQ tests and because of its nature opens up new more sophisticated multimedia assessment formats.
    • Avatar based learning support

      Dalziel, Colin; Sutherland, Shane (University of Wolverhampton, 2003)
    • The benefits of giving: learning in the fourth age and the role of volunteer learning mentors

      Hafford-Letchfield, Trish; Lavender, Peter (Palgrave Macmillan, 2014)
    • Bridging the cultural divide

      McCoy, Tracy J. (University of Wolverhampton, 2004)
      The motivation for this project grew from discussions between a group of lecturers from the university during and post delivery of subject specific bridging courses at North East Normal University in Changchun, China during March 2003. Anecdotal and experiential evidence suggested that there was a common need for study skills development among our prospective Chinese students, inorder to better prepare them for the more open and self-directed style of learning expected of students at the University of Wolverhampton. Prospective students attending the bridging course presented a significant demand for more detailed information about the university and it's teaching methods as well as information about the local area, living expenses etc. The main aim of the project was to investigate the learning styles, experiences and needs of prospective Chinese undergraduates to direct entry at Level 3 of a variety of study programmes and in response to the findings, develop some inter-school learning materials to support Chinese students. Thus it was hoped to avoid unnecessary duplication and the need for large teaching teams to to travel yearly to China to deliver bridging courses.
    • Buddy system for nursing students: two practice focused approaches to peer support

      Moran, Wendy; Swindlehurst, Matt; Wainwright, Claire; Bucknor, Jenny; Welyczko, Adrian; Hamilton, Lisa; Southan, Lorna (University of Wolverhampton, 2003)
    • "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].
    • A calculated risk

      Pitt, Linsey (University of Wolverhampton, 2003)
    • Can Amazon.com reviews help to assess the wider impacts of books?

      Kousha, Kayvan; Thelwall, Mike; Statistical Cybermetrics Research Group; School of Mathematics and Computer Science; University of Wolverhampton; Wulfruna Street Wolverhampton WV1 1LY United Kingdom; Statistical Cybermetrics Research Group; School of Mathematics and Computer Science; University of Wolverhampton; Wulfruna Street Wolverhampton WV1 1LY United Kingdom (2016-03)
    • Catalogue shopping: the power of the OPAC

      Ordidge, Irene; Edwards, Ann; McNutt, Vince; Oddy, Elizabeth; Thomas, Curwen (University of Wolverhampton, 2003)
    • Collaborative working in health and social care: a review of the literature

      Stepney, Paul M.; Callwood, Ingrid (University of Wolverhampton, 2006)
      The move towards collaborative working in Health and Social Care can be situated within a wider policy shift associated with de-institutionalisation and de-segregation (Payne, 1995). The change from institutional to community-based care (Barr et al, 1999; Sibbald, 2000) meant that the demarcations and hierarchical relations between professions were neither sustainable not appropriate. New ways of working that crossed professional boundaries had to be created, in order to allow a more flexible approach to care delivery (Malin et al, 2002). Collaboration in health and social care is a relatively new field of study, with the first major studies being undertaken in the 1980s (Roy, 2001). The term collaboration has hitherto lacked a clear definition and has been used synonymously with terms such as co-operation, co-ordination, participation and integration. Since the implementation of the 1990 NHS and Community Care Act (Department of Health, 1990), the concept has featured prominently in government policy documents to promote joint working, partnership and the creation of a ‘seamless service’ between health and social care (Maxwell, 1998; Payne, 1995). More recently, the term ‘communities of practice’ (CoPs) has permeated professional agendas (Lave and Wenger, 1991; Anning 2001). At its simplest the concept of collaboration infers that people from different professional and academic backgrounds form a working relationship for the purpose of enhanced service provision. However, the exact nature of the partnership is likely to be contested, whilst fully integrated ‘joined-up’ collaborative practice has so far proved elusive.
    • Comparing the experience of Chinese and West African students at a British university: findings from a survey.

      Bailey, Carol (Southampton Solent University, 2006)
      This report presents some of the findings from a survey undertaken over the academic year 2005/6 at the University of Wolverhampton, with the aim of discovering as much as possible, from a range of perspectives, about the experience of international students at the University. To limit the scope of the investigation, the survey focussed on three nationalities/regions: a mature and well-researched market (mainland China), and two emerging and little-researched markets (India and West Africa, i.e. Nigeria, Ghana, Cameroon). Because no Indian students were available for interview, this paper gives the findings for Chinese and West African students only.
    • A comparison of the nature of pre-entry assessment in FE feeder colleges with those of the first year degree programme

      Buckley, Kevan; Davies, Jenny; Bentley, Hilary (University of Wolverhampton, 2005)
      Discusses differences in the style and content of assessment of students in Further Education colleges compared with assessment during their first year undergraduate programme in the School of Computing and Information technology at the University of Wolverhampton. Differences are analysed to identify strengths and potential areas of difficulty experienced by students.
    • A computer-aided environment for construction of multiple-choice tests

      Mitkov, Ruslan; Ha, Le An; Bernardes, Jon (University of Wolverhampton, 2005)
      Multiple choice tests have proved to be an efficient tool for measuring students' achievement and are used on a daily basis both for assessment and diagnostics worldwide. The objective of this project was to provide and alternative to the lengthy and demanding activity of developing multiple-choice tests and propose a new Natural Language Processing (NLP) based approach to generate tests from instructional texts (textbooks, encyclopaedias). Work on the pilot project has shown that the semi-automatic procedure is up to 3.8 times quicker than a completely manual one.
    • Computer-based assessment in numeracy and data analysis

      Binns, Ray; Thelwall, Mike (University of Wolverhampton, 2001)