Now showing items 1-20 of 38

    • ‘E-help!’ - learner support in higher education

      Rhodes, Jonathan; Dhaliwal, Onkar (Forum for Access and Continuing Education, 2010)
      The drive towards widening participation in higher education is reflected by the variety of students that represent the student body in 21st century education. The diversity of students’ educational, vocational and experiential backgrounds and the requirement by institutions and educators to recognise these differences is paramount. It is beholden of institutions to provide help and assistance to these learners during their course of study, providing access to individual guidance and support if and when they need it. This provision, whilst benefitting students, will also impact positively on university retention and progression figures, of vital importance in the current economic/educational climate. ‘The appropriate use of technology is leading to significant improvements in learning and teaching across the sector and...this is translating into improved satisfaction, retention and achievement’ (Higher Education Funding Council for England (HEFCE), 2009: 6).
    • Flippin staff development!

      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.
    • HEA Patchwork assessment case study

      Lawton, Megan (Higher Education Academy, 2016)
    • Empowering Students through Learning Space Design

      Rhodes, Jonathan; Green, Mathew (JISC RSC, 2014-03-25)
    • Record, reflect, connect: Using web cams with an ePortfolio system

      Fenton, Rebecca; Lawton, Megan; Purnell, Emma (University of Wolverhampton, 2008-03-01)
      Each country has its own visual sign language used by the Deaf community; in the UK this is British Sign Language (BSL). In 1994 the University of Wolverhampton created the 1st Degree course in Europe for Interpreting (BSL/English) this course has a very high employment record. Before this research students used video cameras to record work, physically having to bring tapes in for tutorials and feedback. This research brought together an ePortfolio system – PebblePad© and web cams to offer students the opportunity to record, reflect and connect their development in their own space and time and for staff to be able to provide relevant and appropriate formative feedback. Within the University of Wolverhampton all students and staff have an ePortfolio system - PebblePad©. The software allows users to build collections of items related to their studies, personal development, continuing professional development or any event. Those items can then be published or shared with individuals, groups or to a public audience. The software promotes reflection and gathering of evidence, any digital file can be linked to the software giving the ability to add such things as video, images and sound. However, the majority of students and staff use mainly text and pictures this research has tested the ability to connect moving images through web cams. This paper will give a comprehensive view of the technical, pedagogic and support issues raised by this project.
    • What do we mean by PDP? ePortfolio? and ePDP?

      Brett, Paul; Lawton, Megan; Purnell, Emma (University of Wolverhampton, 2008-03-01)
    • Emerging pedagogies using webcams, podcasting and YouTube in eportfolio

      Brett, Paul; Lawton, Megan; Purnell, Emma (University of Wolverhampton, 2008-03-01)
    • Best practice guide for the retreat model of staff development to design ePDP tasks

      Brett, Paul; Lawton, Megan; Purnell, Emma (Higher Education Academy, 2008-03-01)
    • Best practice guide for the design of ePDP tasks

      Brett, Paul; Lawton, Megan; Purnell, Emma (Higher Education Academy, 2008-03-01)
    • The Pathfinder Journey - Embedding ePortfolio at level 1

      Brett, Paul; Lawton, Megan; Purnell, Emma (Higher Education Academy, 2008-03-01)
    • Working class heroes

      Lawton, Megan (University of Wolverhampton, 2005-03-1)
      This research is the first stage in a longitudinal study of mature women learners from three feeder colleges to the University of Wolverhampton in three 'disciplines', nursing, teaching and psychology. The research questions I will address eventually are: to what extent have the aspirations of the women learners been met? What is the context in which these aspirations have been lived out? How can this inform institutional policy and strategy in the context of widening participation? Preliminary findings indicate that these women choose to take degree courses in vocational subjects because they see job opportunities in these fields, they are carers and therefore have personal experience and/or they have missed out on further and higher education earlier in their lives. The institution has developed various initiatives to raise the aspirations of these potential students particularly in the local area. This paper explores whether and how these students' aspirations have informed these initiatives.
    • Tell me the rules of the game so I can play too!

      Lawton, Megan (University of Teeside, 2007-09-01)
    • Personal Development Planning (PDP) using e-portfolio for CPD

      Lawton, Megan; Felce, Alison (School of the Built Environment, University of Salford, UK, 2007-07)
    • Developing materials and motivating Deaf Learners to read and write English via the internet

      Lawton, Megan (Charles University in Prague, The Karolinum Press, 2000-09)
    • PDP and ePortfolio systems: benefits, issues and challenges

      Lawton, Megan; Crispin, Dale; Robinson, Peter; Fenton, Rebecca (Foundation Degree Forward, 2009-01)
    • 'To embed or not to embed' that is the question

      Cooper, Patricia; Dyson, Jean; Lawton, Megan; Marshall, Lindsey (2009-03)
    • A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work

      Lawton, Megan; Purnell, Emma (Aldinhe, 2010-03)
      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.
    • 1, 2, 3 – A journey of PDP at the University of Wolverhampton

      Lawton, Megan; Purnell, Emma (Aldinhe, 2010-11)
      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).