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

2003 ◽  
Vol 3 (3-4) ◽  
pp. 177-178
Author(s):  
Ann Priestley

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.

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 132-136 ◽  
Author(s):  
JUNE THOMPSON

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.


Religions ◽  
2021 ◽  
Vol 12 (10) ◽  
pp. 812
Author(s):  
David Savage

In UK society today, over half of the adult population identify as ‘non-religious’. Of those, about three quarters describe themselves as very or extremely non-religious. The ‘non-religious’ can be seen not merely as those without religion but as people with seriously and sincerely held non-religious beliefs. Responding to this situation, Humanists UK set up the Non-Religious Pastoral Support Network to meet the need for non-religious pastoral care. In healthcare and prisons, they have trained hundreds of volunteers to offer an active listening service based on a humanistic Carl Rogers approach, conduct ceremonies, improve education, and provide advocacy, all grounded in non-religious worldviews. Those completing an appropriate Master’s degree have been successfully recruited by the National Health Service into paid professional roles. However, the Prison Service and Armed Forces still restrict such recruitment to people with religious beliefs. Further progress will be enhanced by using more respectful and inclusive language (rather than ‘nones’ and ‘chaplaincy’), promoting equality in recruitment, and adopting a person-centred approach where service users determine their pastoral and spiritual care priorities.


Author(s):  
Gareth J Price

This project, funded by LTSN Physical Sciences (Learning and Teaching Support Network - now superseded by the Higher Education Academy Physical Sciences Centre) and FAST (Formative Assessment in Science Teaching) was primarily concerned with the production and evaluation of computer assisted assessment (CAA) materials to support students in the first year of chemistry programmes. A number of short assessment packages, designed to offer students formative feedback, have been written and incorporated into WebCT. Questions were chosen to exemplify a range of styles and were made available to students over the University computer network. The most important aspect of the work was the feedback offered to students within the quizzes, which was written in conjunction with undergraduate students to ensure its usefulness.The effectiveness of the approach was evaluated by asking students to complete a questionnaire and by targeted interviews. The vast majority of the cohort (> 80%) used the quizzes, most to gain formative feedback and some as a revision aid prior to end-ofunit examinations. This communication will summarise our findings and highlight some of the advantages and drawbacks in using electronic feedback.Although there was a very significant set-up time involved as well as an on-going need for student support in using the packages, student reaction was positive and examination performance was enhanced over previous years. Although firm conclusions cannot be drawn from one year’s data, these results together with the very positive reaction from the students encourage us to further develop the approach.


BMJ Leader ◽  
2020 ◽  
Vol 4 (4) ◽  
pp. 189-195
Author(s):  
Scott Deacon ◽  
Emma Dodd ◽  
David Wynne-Jones

BackgroundAt Bristol Dental Hospital, we received almost 5000 calls per week, and we were not answering over 60% of these. This led to numerous informal complaints from frustrated patients and families to clinicians and administrative staff, reducing patient experience and affecting staff morale.MethodWe set up a Task and Finish group with clinical and managerial leadership using staff engagement and a clear message to improve our performance. We agreed metrics and feedback to administrative teams about weekly performance.ResultsCalls received fell from nearly 5000 calls per week to under 3000. Calls answered when available; we term ‘when available’ to indicate during standard operating hours when the line is not already occupied. During core hours call answering improved significantly from around 35% to over 75%. Complaints have dropped significantly in the same time period.ReflectionsEffective leadership with staff engagement has improved telephony at a dental hospital in the UK significantly. This initiative has been adopted by other areas in the Trust and helped inform good practice around the Trust.


2009 ◽  
Vol 25 (81) ◽  
pp. 12-16
Author(s):  
Alan Brine

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.


2014 ◽  
Vol 7 ◽  
pp. 29 ◽  
Author(s):  
James Marson ◽  
Adam Wilson ◽  
Mark Van Hoorebeek

This paper proposes that the expansion and subsequent unbridling of the provision of a law clinic in the sector will provide the students with the skills necessary of graduates in the increasingly corporate, commercially motivated, UK university sector. Secondly, it provides a basis for the rationale of a movement in funding bands, a study which is being undertaken by the Higher Education Funding Council for England over the proceeding three years, in consequence to the increasing costs involved to the institutions. This increase in funding, coupled with a determination from the institution and case study evidence as presented in this paper, will hopefully propel clinical legal education to the forefront of undergraduate legal studies in the UK. Clinical legal education is a method of improving the student experience and offers various advantages if integrated fully into the university administrative set up. Such views have been given rigorous academic coverage, however this paper further analyses the academic benefits passed on to the student populace, in relation to the potential advantages to UK universities.


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