• 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).
    • 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.
    • 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.
    • Best practice guide for the design of ePDP tasks

      Brett, Paul; Lawton, Megan; Purnell, Emma (Higher Education Academy, 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)
    • Capturing imaginations: Alternative uses of (lecture) capture technologies for increased student engagement

      Witton, Gemma; Marston, Elora (Association for Learning Technology, 2018-02-28)
      This session will encourage practitioners to think creatively about alternative uses of capture technologies within their own context. Innovative use cases and data from the University of Wolverhampton Capture Technologies project will be used to support workshop activities and discussion. Participants will also be encouraged to share their own experiences and to consider strategies for incorporating content recorded using capture technologies into their overall educational approach. The ideas and best practices discussed may have implications for leaders and managers to inform institutional policy and have an impact on metrics related to TEF and NSS. Participants will engage in an action learning activity ‘Capture Technology Bingo’ where they will be presented with a series of alternative use cases for capture technology and use it to reveal insights into their own practice/institutional practice. Participants will be encouraged to share examples from their own experience and consider strategies for successfully incorporating captured content into their overall educational approach. The activity will also touch on issues of institutional policy (such as opt-in/opt-out policies for lecture recording) and the impact they have on attitudes and engagement from both student and staff perspectives. Discussion on best practices and how alternative use of capture technologies might impact positively on metrics related to TEF and NSS will be threaded throughout.
    • Capturing imaginations: Why it’s important to consider alternative uses of (lecture) capture technologies

      Witton, Gemma; Towers, Paul (Association for Learning Technology, 2018-09-13)
      This session will encourage practitioners to think creatively about alternative uses of capture technologies, critically evaluating them in relation to their own practice and institutional perspectives. Innovative use cases and data from the University of Wolverhampton Capture Technologies project will be used to support workshop activities and discussion. Participants will also be encouraged to share their own experiences and to consider strategies for incorporating content recorded using capture technologies into their overall educational approach. The ideas and best practices discussed may have implications for leaders and managers to inform institutional policy and have an impact on metrics related to NSS and TEF. The Capture Technologies Project at the University of Wolverhampton promotes a shift in focus away from conventional use of capture technology for recording lectures. It advocates purposeful use of capture technologies to create content that is integrated into an overall educational approach and encourages student engagement. Studies at the University of Wolverhampton have shown that using capture technologies to produce other types of content (such as unpacking assessment briefs, flipped classroom materials and student generated content) adds value to the student experience and can increase engagement with the curriculum, which may ultimately lead to a positive impact on student outcomes.
    • Capturing science: doing lecture capture differently

      Witton, Gemma; Green, Mathew (Panopto, 2015-10-25)
    • Catalogue shopping: the power of the OPAC

      Ordidge, Irene; Edwards, Ann; McNutt, Vince; Oddy, Elizabeth; Thomas, Curwen (University of Wolverhampton, 2003)
    • Developing a sustainable strategy for the continuation and extension of capture technologies at the University of Wolverhampton: capture technologies pilot 2014/15: close of pilot report

      Witton, Gemma (University of Wolverhampton, 2015)
      Over the past few years, small clusters of expertise in the use of capture technologies have arisen through experimental use with enthusiasts and early adopters. This has now been followed by a closed pilot project led by the Directorate of Academic Support (DAS) using Panopto. Student feedback on the use of capture technologies is overwhelmingly positive and the academic, technical and support staff engaged in the pilot are convinced of its potential. The capture system has successfully enabled the innovative teaching philosophy for the Rosalind Franklin Science Centre and is essential to the continuation of this approach to learning and teaching. This report provides a summary of the use of capture technologies at the University of Wolverhampton in recent years, with an overview of the 2014/15 pilot project. The project included 6 workstreams, which were completed in collaboration with academic support teams, academic practitioners and faculty technicians who each had a strong role in the successful implementation of the pilot. The project workstreams have identified a set of 30 recommendations which are presented herewith for endorsement. These recommendations are made to support a proposal for the continued and extended use of capture technologies at the University of Wolverhampton. They will assist stakeholders across the institution in developing appropriate policies, procedures, infrastructure and support models, which are essential to successfully implement this proposal. Ultimately, the aim is to establish a sustainable strategy for the implementation and pedagogically sound application of capture technologies.
    • 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)
    • 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.
    • Dyslexia: a holistic review of the strengths and difficulties

      Amesbury, Liz (University of Wolverhampton, 2007)
      The field of dyslexia has often been subject to controversy and contradictions, whether this has been through media reports of reported cures or through the ongoing debate about whether dyslexia exists. This paper will explore the evidence for co-ocurring syndromes to demonstrate how dyslexia can be seen as part of a wider spectrum of specific learning difficulties. The social model of dyslexia will also be examined, which emphasises the role of society in limiting those with specific learning difficulties as well as recognising the talents and strengths that are often present. The possibility of unifying these theories to provide a coherent understanding of specific learning difficulties will also be explored.