Students as digital partners – empowering staff and students together

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Fiona Harvey
Keyword(s):  
Good Practice ◽  
Authentic Learning ◽  
Evidence Base ◽  
Development Programme ◽  
Rich Source ◽  
Research Activities ◽  
Digital Skills ◽  
Working Together ◽  
The University

Over the last four years, students from across the University of Southampton have been working in partnership with academic teams to support the development of digital skills for both staff and students. The ethos of everything that they do is ‘working together’ and they understand that they must evidence their activities, using open badges combined with a portfolio. This combination supports their online presence as well as providing an evidence base for impact, providing the University with a rich source of good practice and authentic learning.  Students are working on a range of projects in education and some research activities have also been supported, including eBooks, blogs, the creation of resources and engagement with new tools.  This case study explains the process of setting up and managing a cross-university digital literacies development programme, including plans for expansion to cover pathways for students and, potentially, staff, as they work together to become engaged and empowered learners.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

scholarly journals University and Practice – Cooperation in Research and Science: Case study of the Slovak University of Agriculture in Nitra

2019 ◽  
Vol 23 (1) ◽  
pp. 136
Author(s):  
Jana Jarábková ◽  
Marcela Chrenekova ◽  
Oľga Roháčiková
Keyword(s):  
Slovak Republic ◽  
Point Of View ◽  
Spatial Proximity ◽  
University Environment ◽  
Research Activities ◽  
Central Register ◽  
Practical Life ◽  
The University ◽  
Science And Research

<p><strong>Purpose:</strong> Besides their educational and research functions, universities are currently essential for dissemination of knowledge in innovation processes, thus affecting the economic and social development of their environments. The formalized cooperation of the Slovak University of Agriculture (SUA) in Nitra and its partners in research and science was examined in this context.</p><p><strong>Methodology/Approach:</strong> Formal cooperation of the university with working life partners in terms of their sectoral and geographic affiliation was analyzed in the paper. The Central Register of Contracts and the SUA Internal Register of Contracts were used as principal sources of data. Based on interviews and selected studies conducted in the Slovak Republic we further focused on identification of barriers to the transfer of the results of research into practice.</p><p><strong>Findings:</strong> The paper confirmed cognitive and spatial proximity between SUA and its partners. The sectoral focus of the partners is closely related to the profile of the university. From the spatial point of view, more significant concentration of SUA partners in the region of Western Slovakia was confirmed. We identified several barriers to the transfer of the results of scientific research activities from the university environment into practical life.</p><p><strong>Research Limitation/implication:</strong> We conducted research on the example of one university, thus it is not possible to generalize the results.</p><strong>Originality/Value of paper:</strong> The paper analyzes the collaboration of the University in science and research with partners in practical life and identifies weaknesses and barriers to this cooperation.

scholarly journals Interlibrary Loan of Special Collections Materials: An Overview and Case Study

2015 ◽  
Vol 16 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Blynne Olivieri ◽  
Angela M. Mehaffey
Keyword(s):  
Working Group ◽  
Good Practice ◽  
Interlibrary Loan ◽  
Special Collections ◽  
The University

When the Annie Belle Weaver Special Collections, in partnership with the Interlibrary Loan department at the University of West Georgia's Irvine Sullivan Ingram Library, embarked on loaning original materials to other libraries, we did so with a lack of consensus from the special collections world at large, about whether lending special collections materials was a good practice or not, what to lend, and to whom to lend.The only consensus about loaning special collections materials is that there is no consensus, to rephrase the finding of the 2010 OCLC Sharing Special Collections Working Group survey.1 That survey, along with another . . .

scholarly journals A Case Study of the Use of ICT in Face-To-Face, Third-Level English for Specific Purposes (ESP) Courses

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1332
Author(s):  
Carlos Menéndez-Otero ◽  
Raquel Serrano-González ◽  
Isabel Gil-Naveira
Keyword(s):  
Student Motivation ◽  
English For Specific Purposes ◽  
Computer Assisted ◽  
Ict In Education ◽  
Security Measures ◽  
Face To Face ◽  
Digital Skills ◽  
The University ◽  
Computer Labs

The paper looks at an experience of use of ICT in a face-to-face ESP required course in the curriculum of the BA in Commerce and Marketing currently taught at the University of Oviedo, Spain. The main aims were (1) to update the contents and methods of the course so that they allowed for significant, collaborative and autonomous learning; (2) to substantially reduce the time devoted to preparing, grading and reviewing tests, as well as handling student complaints, and (3) to ensure uniformity of content and assessment across sections. The results show that aims (1) and (3) were fully met. As regards aim (2), even though ICT did reduce the time spent reviewing tests and handling complaints, the preparation of computer-assisted, on-site exams took longer than expected, mainly because strict security measures had to be implemented to prevent cheating and the permission to use the computer labs at the Faculty involved a considerable amount of paperwork. Whereas the literature on the use of ICT in education mainly focuses on student motivation and engagement, the experience bears out that ICT can be effectively used to combat student unhappiness by ensuring uniformity of content and assessment in multi-section courses. It also shows that many digital native students do not have strong digital skills.

scholarly journals Co-producing a Community University Knowledge Strategy

2021 ◽  
Vol 2 ◽  
Author(s):  
Sarah Bell ◽  
Richard Lee ◽  
Daniel Fitzpatrick ◽  
Sona Mahtani
Keyword(s):  
Citizen Participation ◽  
Community Organization ◽  
Good Practice ◽  
Curriculum Evaluation ◽  
Relationship Building ◽  
Community Groups ◽  
Knowledge Strategy ◽  
Working Together ◽  
History Of

This community case study describes the process of developing a strategy for community-university engagement, as an example of co-production, and presents the strategy and early outcomes of the work. Based in London, the strategy and the process of co-production are of international relevance in supporting more productive relationships between universities and their cities, as a foundation for repurposing universities for sustainable human progress. The case study is presented in the context of literature related to community engagement with universities and co-production, an area of growing concern as universities seek to strengthen relationships and contribution to sustainable human progress in their home cities. London is one of the world's great university cities, with more than 40 higher education institutions contributing ground-breaking research and educating students from across the globe. London is also home to vibrant local communities, with a strong tradition of grassroots action, community organization and citizen participation. Community groups and universities have a strong history of working together, often without formal recognition or resources. The Community university Knowledge Strategy for London, known as Collaborate!, was a collaboration between universities and grassroots community groups in London, co-convened by Just Space and University College London (UCL). A series of workshops, guided by two steering committees of community and university members, explored principles for working together, cultural and institutional barriers, decolonization, industrial strategies, community spaces and case studies of good practice. The final conference outlined the basis for a London-wide strategy to enable better engagement between universities and grassroots community groups. The strategy addresses core principles, curriculum, evaluation and evidence, resources, relationship building, governance and structures to support collaboration. Co-production ensured high levels of trust between participants and commitment to the outcomes. Implementation of the strategy actions requires ongoing resources to support intermediary structures to overcome misalignment between universities as large, hierarchical institutions and community groups as dynamic, informal, social organizations.

scholarly journals Learning how to read? the value of lectures in the context of HE English Literature

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Katarina Stenke
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
English Literature ◽  
Evidence Base ◽  
Teaching Methodology ◽  
Passive Learning ◽  
Reflective Study ◽  
The University

The increasing pace of change in today’s teaching and learning, the challenging employability environments and the plethora of new technologies now at the disposal of teachers may seem to render obsolete the older teaching and learning methodologies. However, this reflective case study suggests that one of the oldest delivery modes of all, the lecture, remains a relevant and potentially valuable way of connecting with and supporting students in their learning, particularly in subjects where students are expected to read at length or otherwise to engage with extended and complex discursive modes. This case study offers evidence and arguments for reconsidering the role of lectures in teaching and learning higher education English Literature, taking as its evidence base levels 4 and 6 undergraduate English Literature modules delivered in 2017-18 and 2018-19 at the University of Greenwich. Rather than dismissing – as does much recent research – lectures as encouraging ‘passive’ learning, this reflective study proposes lecturing as a teaching methodology with unique potential.

scholarly journals Universities for sustainability – new challenges from the perspective of the University of Warsaw

2015 ◽  
Vol 3 (1) ◽  
pp. 26-34 ◽  
Author(s):  
Anna Kalinowska ◽  
Anna Batorczak
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Good Practice ◽  
Critical Role ◽  
Decision Makers ◽  
Leading Role ◽  
The Status ◽  
Development Goals ◽  
The University

AbstractThe documents adopted by the international community during the UN Conference on the Environment and Development convened in Rio de Janeiro in 1992 make clear the leading role institutions in higher education are to play in transforming contemporary civilisation in the direction of sustainable development. It is beyond dispute that higher education has a critical role to play in developing tomorrow’s decision makers, professionals and citizens. Universities can help with the accomplishment of sustainable development goals if they transform education in this direction, extend their support to interdisciplinary scientific research and ensure the appropriate evolution of the means by which they themselves are managed. However, ensuring that a higher education establishment heads in the direction of sustainability in all academic areas of activity is a difficult process requiring much effort. The article thus presents current international initiatives of the UN in this regard, as well as Higher Education initiatives, alliances and treaties in support of the process, and the objectives and activities of the network of cooperative links between universities that is now taking shape. Also the status of education for sustainable development (ESD) in higher education and existing ESD professional development opportunities for university educators is discussed. In this context, examples of good practice characterising the activity of the University Centre for Environmental Studies and Sustainable Development will serve as a case study.

scholarly journals How improvisation techniques can support researchers with the development of public speaking skills

2020 ◽  
Author(s):  
Nicola Grayson ◽  
Jessica Napthine-Hodgkinson
Keyword(s):  
Peer Support ◽  
Public Speaking ◽  
Subject Area ◽  
Development Programme ◽  
New Approach ◽  
Researcher Development ◽  
The University ◽  
University Of Manchester ◽  
Speaking Skills

Through the presentation of a workshop entitled ‘Enhancing public speaking skills using improvisation techniques’ this case study will argue that improvisational techniques can disrupt the seriousness of researcher development training to release stress and provide a cathartic space for researchers to develop skills and support one another. The landscape of researcher support is traditionally a serious terrain, and the impacts of the pressures faced by researchers are well documented (Evans et al., 2018). Opportunities for researchers to work together and support one another are relatively rare, yet research has shown that peer-to-peer support benefits them immensely (Boud and Lee, 2007). In 2018, the University of Manchester Library reviewed its researcher development programme and adopted a new approach that emphasises the value of researchers working in a community with peers both within and outside of their subject area. The workshop exemplifies this approach, as it encourages researchers to support one another to develop public speaking skills in a way that is innovative, fun and enjoyable. Attendees work together in a space where the freedom to fail offers them a cathartic release from the pressures of perfection. As a result, researchers can reframe their worries into opportunities to connect with one another and grow and this empowers them to build confidence in their ability to engage with others in dialogue about their research.

Using Open Badges to support student engagement and evidence based practice

2017 ◽  
Vol 3 (1) ◽  
pp. 234
Author(s):  
Fiona Harvey
Keyword(s):  
Student Engagement ◽  
Support Staff ◽  
Digital Tools ◽  
First Year ◽  
Evidence Based ◽  
Digital Literacies ◽  
Digital Skills ◽  
Academic Units ◽  
The University

The use of Open Badges as a scaffold for developing digital skills with staff and students has been part of the student engagement work at the University of Southampton. The Innovation and Digital Literacies Champions (iChamps) have been working with staff and students across a range of disciplines to formulate projects, deliver workshops to other students and support staff in developing their digital skills. This model has now been adopted by other academic units and this case study will focus on Geography. This paper introduces how open badges and e-portfolios have been used to support the development of digital literacies skills and enhance student engagement. Although the model had been in use for some time with the iChamps, it has only been during the REACT project that we extended the use of these digital tools for a particular cohort of students. In this case study, we report on our initial findings of the experiences of implementation with a first-year undergraduate cohort of Geography students and compare this to our very engaged iChamps. We also include successes of and challenges to this approach, in an attempt to encourage other institutions to develop Open Badges and evidence-based learning for themselves.

International University Education

2015 ◽  
Vol 4 (1) ◽  
pp. 68-90
Author(s):  
Gethin Wyn Roberts
Keyword(s):  
Mainland China ◽  
University Education ◽  
Science And Engineering ◽  
Postgraduate Students ◽  
The United Kingdom ◽  
Research Activities ◽  
China Today ◽  
The University ◽  
Stringent Quality

In 2004, The University of Nottingham was the first Sino-Foreign University to open a campus in mainland China. Today, the University of Nottingham Ningbo, China (unnc) campus holds approximately 6,600 students and 500 staff from 40 different countries. Science and Engineering subjects are relatively new on the campus, but are all based on the long standing pedigree at the University of Nottingham in the United Kingdom. In 2012, a newmsc course in Engineering Surveying and Geodesy started atunnc, which was the same as the course in theuk. All the courses atunncare the same in learning outcomes as those on theukcampus, all the teaching is carried out in the medium of English and undergo the same stringent Quality Assurance. The University of Nottingham also has a campus in Malaysia, which makes the university truly global. Students attending any of these campuses have the opportunities of exchange at any of the other two, as well as many other international universities.unncaspires to grow to 8,000 students by 2020, consisting of 20% international students and 15-20% postgraduate students, approximately 40% of which will be within the Faculty of Science and Engineering.This paper details the model used by the University of Nottingham in establishing and operating themsc course and research activities in Engineering Surveying and Geodesy atunnc, and gives a case study of this parallel course.

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