EUROCALL Annual Report 1999/2000

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 132-136 ◽  
Author(s):  
JUNE THOMPSON
Keyword(s):  
Information Technologies ◽  
Annual Report ◽  
Support Network ◽  
Higher Education Funding ◽  
Learning And Teaching ◽  
Teaching Support ◽  
The Subject ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

EUROCALL continued to operate from the Language Institute at the University of Hull. The former CTI Centre for Modern Languages became part of a much larger Subject Centre for Languages, Linguistics and Area Studies, in turn part of the Learning and Teaching Support Network (LTSN) funded by the UK Higher Education funding bodies. The team at Hull is responsible for aspects of the Centre’s activities relating to communication and information technologies (C&IT), and consists of June Thompson, Fred Riley and Julie Venner who serves as EUROCALL membership secretary. We were pleased to be joined in May 2000 by Janet Bartle who is the Academic Co-ordinator, C&IT for the Subject Centre.

scholarly journals Funding of development projects by Learning and Teaching Support Network - Centre for Information and Computer Sciences2

2009 ◽  
Vol 25 (81) ◽  
pp. 12-16
Author(s):  
Alan Brine
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Information Science ◽  
Support Network ◽  
Higher Education Funding ◽  
Integrated Network ◽  
Development Fund ◽  
Learning And Teaching ◽  
Final Destination ◽  
Teaching Support

The Learning and Teaching Support Network was established at the beginning of the year 2000 by the higher education funding bodies. It is intended to provide an integrated network of subject centres to enhance learning and teaching activity in UK higher education. The subject centre responsible for Information and Computer Sciences is responsible for promoting quality information, resources and expertise in computing and library and information science. The LTSN - ICS is addressing its strategic aims by creating networks and establishing contacts within the discipline. The Centre has made available a development fund to support small academic projects in teaching and learning from both information and computer sciences. The successful projects are described here, as is the detailed refereeing process that was undertaken to determine the final destination for the development fund money.

Circling the globe: fostering experiential language learning

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 59-66 ◽  
Author(s):  
KIRSTEN SÖNTGENS
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Higher Education Funding ◽  
Innovative Teaching ◽  
Learning And Teaching ◽  
Kolb's Learning Cycle ◽  
The Uk ◽  
Uk Higher Education

This paper describes a Computer Supported Experiential Learning project at the University of Central England (UCE), for which a bid has been successful to the UK Higher Education Funding Councils’ learning and teaching fund to develop innovative teaching and learning strategies. The project is based upon a well-established curriculum model (Kolb, 1984) which has been adapted by the Learning Methods Unit (LMU) at UCE to include technologies each addressing a particular stage in Kolb’s learning cycle. The model recognises that it is insufficient simply to learn new concepts, just as it is insufficient to have an experience in isolation. The learner must make the link between theory and practice through active experimentation and through reflection on the learning process.

scholarly journals Editorial

ReCALL ◽  
2006 ◽  
Vol 18 (2) ◽  
pp. 151-152
Author(s):  
JUNE THOMPSON
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
New Technologies ◽  
Higher Education Funding ◽  
Academic Journal ◽  
Step Down ◽  
The Uk ◽  
The University ◽  
Uk Higher Education ◽  
Teaching Initiative

This issue of ReCALL represents something of a watershed in the journalÕs history, for a number of reasons. First of all I have to report that Professor Graham Chesters has decided that he wishes to step down as co-editor, and I would like to thank him here for all his work for the journal over the years. Back in 1990 when Graham and I were involved with the Computers in Teaching Initiative Centre for Modern Languages (CTICML) at the University of Hull, funded by the UK Higher Education Funding Council, one of the required ‘deliverables’ was a regular Newsletter, designed to inform university language lecturers about developments in the use of new technologies in language learning. It soon became apparent that some of the material that was being submitted for publication was far too substantial for a Newsletter, yet merited dissemination among our readers. It was Graham who saw the potential need for a new academic journal in this field, and thus ReCALL was born. I still blush to see my attempts at desk-top publishing in those early issues!

The UK Centre for Legal Education: Enhancing Learning in Legal Education

2003 ◽  
Vol 3 (3-4) ◽  
pp. 177-178
Author(s):  
Ann Priestley
Keyword(s):  
Good Practice ◽  
Legal Education ◽  
Support Network ◽  
High Quality ◽  
Learning And Teaching ◽  
Teaching Support ◽  
Set Up ◽  
The Uk ◽  
Quality Learning

The UK Centre for Legal Education (UKCLE) is the LTSN subject centre for law. LTSN, the Learning and Teaching Support Network, was set up by the Joint Funding Councils in January 2000 to promote high quality learning and teaching and transfer good practice across disciplines. It is made up a generic centre and 24 subject centres.

MANAGEMENT OF THE SUCCESS OF STUDENT’S LEARNING BASED ON THE MARKOV MODEL

2018 ◽  
pp. 4-11
Author(s):  
M. V. Noskov ◽  
M. V. Somova ◽  
I. M. Fedotova
Keyword(s):  
Information System ◽  
Markov Process ◽  
Continuous Time ◽  
Information Technologies ◽  
Educational Process ◽  
Automated Information System ◽  
The Subject ◽  
The University ◽  
Independent Work ◽  
Near Future

The article proposes a model for forecasting the success of student’s learning. The model is a Markov process with continuous time, such as the process of “death and reproduction”. As the parameters of the process, the intensities of the processes of obtaining and assimilating information are offered, and the intensity of the process of assimilating information takes into account the attitude of the student to the subject being studied. As a result of applying the model, it is possible for each student to determine the probability of a given formation of ownership of the material being studied in the near future. Thus, in the presence of an automated information system of the university, the implementation of the model is an element of the decision support system by all participants in the educational process. The examples given in the article are the results of an experiment conducted at the Institute of Space and Information Technologies of Siberian Federal University under conditions of blended learning, that is, under conditions when classroom work is accompanied by independent work with electronic resources.

scholarly journals Unwaged Posts in UK Universities: Controversies and Campaigns

2015 ◽  
Vol 13 (2) ◽  
pp. 533-553 ◽  
Author(s):  
Kirsten Forkert ◽  
Ana Lopes
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Trade Unions ◽  
Creative Industries ◽  
Early Career ◽  
Higher Education System ◽  
Use Of Social Media ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

This article examines unwaged posts at UK universities, using recent examples of advertised job posts. While unpaid work is common in the UK higher education system, unwaged posts are not. The posts under scrutiny in this article differ from traditional honorary titles as they target early career academics, who are unlikely to have a paid position elsewhere, rather than established scholars. The article contextualizes the appearance of these posts in a climate of increasing marketization of higher education, entrenching managerialism in higher education institutions, and the casualization of academic work. We also discuss resistance to the posts, arguing that the controversy surrounding unpaid internships in the creative industries created a receptive environment for resisting unwaged posts in academia. We analyze the campaigns that were fought against the advertisement of the posts, mostly through social media and the University and College Union. We explore the tactics used and discuss the advantages and limitations of the use of social media, as well as the role of trade unions in the campaigns against these posts, and we reflect on what future campaigns can learn from these experiences.

scholarly journals The Real-Time REF Review: A Pilot Study to Examine the Feasibility of a Longitudinal Evaluation of Perceptions and Attitudes Towards REF 2021

2019 ◽  
Author(s):  
Netta Weinstein ◽  
James Wilsdon ◽  
Jennifer Chubb ◽  
Geoff Haddock
Keyword(s):  
Pilot Study ◽  
Real Time ◽  
Research Assessment ◽  
Research Assessment Exercise ◽  
Perceptions And Attitudes ◽  
Education Community ◽  
Stern Review ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

The UK first introduced a national research assessment exercise in 1986, and methods of assessment continue to evolve. Following the 2016 Stern Review and further rounds of technical consultation, the UK higher education community is now preparing for the next Research Excellence Framework – REF 2021.Despite its importance in shaping UK research cultures, there is limited systematic and nuanced evidence about how academics across the sector view the REF, and which aspects are viewed favourably or unfavourably. The aims of this pilot study were twofold: first, it was designed to gather initial data to address this evidence gap; second, it was aimed at testing the feasibility of conducting a longitudinal study into academic and managerial attitudes towards the REF. We argue that further research to better understand the effects of the REF on research cultures, institutions, and individuals should be part of the evidence used to inform the development of future iterations of the exerciseThe Real Time REF Review Pilot Study was developed and delivered by a research team from Cardiff University and the University of Sheffield, in collaboration with Research England.

A Case for Integration

Gamification ◽  
2015 ◽  
pp. 1865-1880
Author(s):  
Alex Moseley
Keyword(s):  
Game Design ◽  
Integrated Approach ◽  
Assessment Method ◽  
Assessment Practice ◽  
Full Study ◽  
Assessment Of Student Learning ◽  
The Uk ◽  
Intended Learning Outcomes ◽  
The University ◽  
Uk Higher Education

There is growing interest in assessment of student learning within education, not least because assessment practice within some sectors (the UK higher education sector for example) is stagnant: many courses designed independently to the assessment method and assessed through a small number of traditional methods. Games-based learning has shown little deviation from this pattern – games themselves often removed from assessment of the skills they are designed to teach, and in the worst cases from the intended learning outcomes: gamification being a particularly formulaic example. This chapter makes the case for an integrated approach to assessment within learning games and the wider curriculum, drawing on elements within game design that provide natural opportunity for such integration. To demonstrate and evaluate such an approach, integrated assessment case studies (including a full study from the University of Leicester) are presented and discussed.

The subject that won't go away But perhaps we are ahead of the game. Design as research

2002 ◽  
Vol 6 (2) ◽  
pp. 109-114 ◽  
Author(s):  
Bryan Lawson
Keyword(s):  
Game Design ◽  
Design Processes ◽  
Robert Venturi ◽  
The Subject ◽  
The Uk ◽  
The University ◽  
Denise Scott Brown

Design is central to the discipline of architecture. Despite this, the question as to whether design constitutes a form of research seems to raise more questions and strong feelings than any other aspect of the UK Government's research assessments of university architecture schools (arq 6/1, p5). No one is better fitted to set out the arguments than Bryan Lawson: an architect and psychologist, he has acted as an assessor for the last two exercises, has extensive knowledge of the university sector and has undertaken research on the design processes of such influential designers as Robert Venturi and Denise Scott Brown, Herman Hertzberger and Ken Yeang. (See also leader, p99, and letters, pp101–106 in this issue.)

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