• A Virtual "Hello" for the Harrison Learning Centre - A Web-Based Orientation Concept

      Hammerton, Matthew; Granger, Joss (University of Wolverhampton, 2005)
      Discusses a collaborative project involving academics, IT staff and Librarians to create a Web-Based 3D Virtual tour guide for the Harrison Learning Centre at the University of Wolverhampton.
    • Adaptation for adoption - Changing modes of staff development in higher education

      Andrews, Ben; Challen, Rachel; Purnell, Emma; Rhodes, Jonathan; Towers, Paul (Universities and Colleges Information Systems Association (Ucisa), 2011)
      This paper explores the reasons and rationale behind adapting the modes of delivery of the Blended Learning Unit’s staff development programme at the University of Wolverhampton. Responding to institutional and political change the unit demonstrated a reflexive and reactive attitude towards delivering an inclusive and engaging programme of blended learning sessions. Whilst this paper reflects on the past five years and modes of delivery that have been implemented, it also looks towards the future and ways in which the unit can continue to best serve the institution.
    • 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.
    • An investigation of the structure of, and demand for, learning delivery systems to further enable flexible access and customised provision within postgraduate and continuing professional development programmes in Environmental Science.

      Crossland, Glenys (University of Wolverhampton, 2002)
      Within the context of Lifelong Learning it has been increasingly recognised that the new constituencies of learners now entering Higher Education (HE) will place different demands than hitherto upon the institutions and the programmes delivered. In the Division of Environmental and Analytical Sciences at the University of Wolverhampton (UW), it has also been noted that the typical participant profile for some award programmes is increasingly reflecting this national trend. This has been growing particularly within the masters programmes where the significant numbers of post- experience candidates render the cohorts much more disparate than previously in their needs and demands from the course provision. The growing importance of demand-led provision has been further driven by an increase in the upskilling needs of the regional economies which, in turn, are generating an influx of new constituencies of learners into HE. For the West Midlands region, and for UW, this is a particularly important issue given their joint commitment to economic and social regeneration, and the latter’s role as a major employer in the region. Locally, this is a particularly pertinent issue for the field of Environmental Sciences where there have been clear statements of need regarding the development and management of the environmental economy. (Advantage West Midlands 2000). The project was intended, initially, to gather data, which would inform future provision for the following masters award programmes: Land Reclamation; Environmental Science; Environmental Management; Environmental Technology.
    • Catalogue shopping: the power of the OPAC

      Ordidge, Irene; Edwards, Ann; McNutt, Vince; Oddy, Elizabeth; Thomas, Curwen (University of Wolverhampton, 2003)
    • 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.
    • Dyslexic learners and learning centre provision - could do better?

      Pritchard, Oliver (University of Wolverhampton, 2002)
      Learning Centre staff at the University of Wolverhampton generally have good awareness of disability issues and try to ensure services and facilities are accessible to a wide range of users. However, little work had been done directly with users to explore their views of our services and the problems they might face when using them. The research targeted dyslexic learners as the University has a relatively large population of students with this disability. In addition many of our services rely on an ability to cope with printed and electronic information and these might pose particular problems for users with dyslexia. The services might include apparently simple elements such as guides to particular Learning Centres through to more complex examples including the subject web pages and information skills workshops.
    • Investigation into the student use of non-university owned computers.

      Dalziel, Colin; Oddy, Elizabeth; Bernardes, Jon (University of Wolverhampton, 2003)
    • PDP and ePortfolio systems: benefits, issues and challenges

      Lawton, Megan; Crispin, Dale; Robinson, Peter; Fenton, Rebecca (Foundation Degree Forward, 2009-01)
    • Reading lists - how do you eat yours?

      Thompson, Lisa; Mahon, Claire; Thomas, Linda (University of Wolverhampton, 2004)
      Students at the University of Wolverhampton Business School (UWBS are given reading lists as part of their guides for each module. Learning Centre staff at Compton and Telford campuses use the reading lists as the basis for a large proportion of stock purchase decisions. However, there is little or no evidence to suggest how students utilise reading lists when selecting books. The purpose of the the project was to examine how students use reading lists to inform their information resource selections.
    • What do they do with IT?

      Bunford, Natasha (University of Wolverhampton, 2004)
      Student utilisation of personal computers is very much on the national and international educational agenda. The Joint Information Systems Committee (JISC) has undertaken a three-year project to monitor the use of electronic information within Higher Education. The Pew Internet & American Life Project (Pew, 2001) has been looking at overall usage of the web by college students in the USA. The majority of today’s undergraduate students have grown up in a world where there have always been computers, the Internet, and mobile phones. The use of the Internet is, for many students, integrated into their daily communication habits. The University of Wolverhampton is investing heavily in I.T. and this project developed out of a need to have a better understanding of how students are using the computers within the Harrison Learning Centre. How many students actually activate their university accounts? Is the layout of the Harrison Learning Centre I.T. suite suitable for the ways it is used? How long do students sit at PCs on average? How are students utilising the Internet? When are peak usage times? The answers to these questions will help the Learning Centre to see where it needs to prioritise I.T. infrastructure and support.