Lecture Capture technologies are becoming widespread in UK Higher Education with many institutions adopting a capture-all approach. Installations of capture devices in all teaching rooms and lecture theatres, scheduled recordings through integration with timetabling and automated distribution through virtual learning environments are swiftly becoming the norm. Capturing lectures has been shown to have a positive impact on student satisfaction, but numerous studies have shown little or no positive impact on student attainment as a result of capturing lectures. This article explores an alternative approach to the use of capture technologies in a pilot study at the University of Wolverhampton. The output of the pilot evaluation is a theoretical model recommending a shift in focus away from the conventional use of the technology for capturing lectures. It advocates a move toward the purposeful use of capture technologies to create content which adds value to student learning and increases engagement, which may ultimately lead to a positive impact on student attainment. The findings have implications for policy and practice around the use of capture technologies. Future work is described in the context of the project findings.
This paper is a synthesis of the findings of three research projects to identify Personal Development Planning (PDP) progress at the University of Wolverhampton. The three projects look at PDP from a number of perspectives. Firstly, a university-wide e-Portfolio evaluation that explored e-Portfolio practice through the measure of PDP objectives evident in practice - the objectives used within this provide the structure for the discussion within this paper. Secondly, the paper is informed by the Inter/National Coalition for EPortfolio Research INCEPR) project, which involved looking at the facilitating and inhibiting factors affecting the scalability and sustainability of e-Portfolio and e-Portfolio based PDP across the institution. Finally, a Doctoral research project that looked at factors that contribute to engagement with PDP. Aspects of three of these pieces of research were pulled together as part of the Higher Education Academy/National Teaching Fellowship Scheme National Action Research Network On Researching and Evaluating Personal Development Planning and ePortfolio Practice Project (The NTFS NARN project).
Since 2005 all staff and students within the University of Wolverhampton have had access to an ePortfolio system - PebblePad. In 2007 the University ran a HEA Pathfinder Project 'embedding ePortfolio at level 1' which involved 1800 level 1 learners and 31 members of staff across all academic schools. The staff development activities used to develop teacher capabilities tried to mirror the student experience to great success. The knowledge gained from this project was then taken into a University-wide impact evaluation. The evaluation identified anticipated and unanticipated outcomes of pedagogic processes for personal development planning (PDP) and e-portfolio development. This paper will deal with two key areas: 1 the early identification of risk and 2 the reduction in non-submission of work. This work now feeds into the University's Blended Learning Strategy (2008). The overarching aims of this strategy are to enhance student learning and to improve each student's learning experience. This is articulated via student entitlements of which the following are directly addressed by this work: All students should be entitled to: formative assessment/s opportunities on line with meaningful electronic assessment feedback; have the opportunity to participate in electronic Personal Development Planning (ePDP); The paper will look at how an ePortfolio system was used to develop learner skills, learner support issues and how staff from a central department worked with discipline-based staff to help support their students, finally addressing institutional strategy and support issues.
Lawton, Megan(The Centre for Recording Achievement (CRA), 2016)
Education systems which aspire to respect and address equally and inclusively the developmental, educational and social ambitions of all learners require strengthened understanding of the notion of ‘pedagogy’. This chapter explores this concept: What does pedagogy mean? What does it entail? In particular in relation to the focus of this book: What is the relevance of pedagogy to potentially disadvantaged groups within values, policy and practice for all learners? Issues considered are whether there can be ‘pedagogy for inclusion’ and, if so, what kind of conflicts and questions this needs to address. In examining these issues, the chapter invites readers’ engagement in pedagogical discourse, a process which has the potential to inform educators’ thinking and activity and thereby strengthen learning for all learners.
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