Resources: Learning

77 resources found for "Learning"
Access student perceptions of factors that impact upon their learning journey
This is an ESCalate student grant awarded to Laura Mears of the University of Wales Institute, Cardiff. The aim of this project will be to discover the motivations and barriers experienced by adult learners returning to study, in order to further develop both institutional and individual understanding. This topic is particularly relevant due to the prominence of lifelong learning in the current political and socio-economic landscape
Anxious learners? How the wisdom of those that have gone before and have become the successful senior academics of today can help transform the current student learning experience in Higher Education
Julie Anderson of ESCalate presented a paper: Anxious learners? How the wisdom of those that have gone before and have become the successful senior academics of today can help transform the current student learning experience in Higher Education at the Society for Research into Higher Education (SRHE) Conference 2010. The slides are available for download
Assessment as a driver for transformational change in HE
This article from the ESCalate Newsletter no. 10, Spring 2008 was written by Prof. David Nicol and looks at the REAP project. It outlines how re-engineering assessment practices can help overcome major challenges in higher education today. The REAP (Re-engineering Assessment Practices) project is funded by the Scottish Funding Council under its e-Learning Transformation Programme. The redesigns involved different disciplines and combinations of...
BioEthics Education Project (BEEP)
BEEP, the bioethics education project's website is dedicated to helping teachers to cover the difficult topics in biology where science and ethics overlap. The website aims to: * Provide up to date and balanced information that students can use to develop their arguments when debating or discussing ethical issues in science. * Raise science teachers' confidence in dealing with 'difficult' topics, uncertainty and debate. * Facilitate...
CETL
This resource outlines the work of ESCalate, the Higher Education Academy Subject Centre for Education with CETLs (Centres for Excellence in Teaching and Learning) in various institutions. This work includes: helping CETLs to become established and embedded in their institutions; supporting the creation of coherent and effective teams; supporting the sharing of subject knowledge and pedagogy among CETLs, Subject Centres, institutions and CETL...
Conceptualising learning and teaching for the ‘new lifelong learning sector’
This is an ESCalate research grant awarded to Andrew Holmes of the University of Hull in 2008. The project will help develop work-based learning provision within higher education institutions within the YHELLN network. The project has three aims: 1 Develop a new conceptual model based of learning in a business context based on a case study of successful inter-company learning (the Greater Economic Success group or GES) 2 Identify practical...
Conference report from the Teacher Training Resource Bank
This is a review of the 5th ESCalate ITE conference - Initial Teacher Education - Towards a new era, held at Glyndwr University, Wrexham on May 15th 2009. This review has been written by the TTRB (Teacher Training Resource Bank). It includes brief overviews of some of the sessions, as well as details the TTRB presentation on Using research and evidence to improve teaching and learning
Continuum : Developing electronic resources
This is a piece of ESCalate commissioned work led by Professor John Storan of the University of East London. The project explores the use of wiki technology to disseminate pre-course information to initial teacher trainees and on-course collaboration between tutors, learners and support staff. Wikis: disseminate key information to intending students effectively and efficiently; facilitate collaboration and up to date information and...
Developing a Critical Professional Learning CPD Framework and Network for the Children’s Workforce at Postgraduate Level
ESCalate grant-funded project sought to answer the question “who are the new professionals that operate across the Children’s Workforce, such that we might serve their common interests for CPD”? The UCET CPD committee recently restated its core purpose as adding value to all forms of postgraduate accredited professional learning by invoking the academic notion of criticality as situated in the workplace of professionals, which has been strongly...
Developing early algebraic reasoning in primary classrooms : student and teacher perspectives
This is an ESCalate student grant awarded to Jodie Hunter of the University of Plymouth in 2009. Significant changes have been proposed for mathematics classrooms of the 21st century in order to meet the needs of a “knowledge society”. Both internationally and within the United Kingdom, the necessity to strengthen the teaching and learning of algebra has been recognised. Recent research (Kaput, 2008; Mason, 2008) advocates teaching number and...
Developing learning opportunities for teacher educators
Jean Murray writes for the ESCalate Newsletter June 2010 on developing learning opportunities for teacher educators. She highlights the importance of supporting teacher educators in the development of their research capacities and access to professional learning
DRAFT - Working professionally with the unexpected
Education programmes use a wide range of strategies to develop reflexive engagement with the experience of learning. This paper focuses on one particular strategy - group work - and the challenges it presents for teachers and undergraduate students. Students and tutors often bring 'unfinished personal business' into teaching and learning environments. Group work experiences and education courses which focus on personal development are...
E-Learning in professional contexts
This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Aileen McGuigan of the University of Dundee. It looks at the ESCalate funded "Sharing Ideas" project that examines how e-learning is being used across a number of institutions. The project funding led to an event at the University of Dundee, where Julie Hughes from ESCalate gave a talk on how blogs can support learning and other speakers gave presentations on their...
Editorial : Towards a new psychology of student learning
This is the editorial for the ESCalate newsletter issue 11, summer 2008 Towards a new psychology of student learning, written by Tony Brown, Director of ESCalate. It explores how psychodynamic theory offers an exploration of relational experience and the defences we use to cope with relations: with self and other and the ego's attempts at self-protection from stress and anxiety in the face of the unfamiliar. Arguing that with a wealth of...
Education for Sustainable Development and Global Citizenship (Website)
Ideas and guidance in an educational context and how to incorporate education for sustainable development in the curriculum. This website from the ESCalate team is a useful starting point in providing ideas and guidance in an educational context of how to implement appropriate mechanisms for integrating 'sustainable development' into teaching and learning. It includes information on concepts, curriculum and case studies, as well as links to...
Enhancing the student learning experience in HE education programmes across the UK
Jocelyn Wishart of ESCalate prepared a poster presentation of ESCalate's work for the August 2010 European Conference on Educational Research (ECER) in Helsinki. It details the process and findings of a recent evaluation of ESCalate, looking at the impact of grants and events, as well as the degree of engagement with institutions
Enquiry-based learning : a resource for higher education
This is a project report The Learning to Learn through Supported Enquiry Project team, based at University of Surrey. The project, which began in early 2005, has promoted innovation in educational practice through supported enquiry-based learning (EBL). It was based on established postgraduate practices at the University of Surrey and sought to support related developments in undergraduate programmes. It used an enquiry-based approach to change,...
ESCalate - an important commmunity of practice
This is an article from the ESCalate newsletter, summer 2010. Sheena Banks praises the way in which ESCalate allows education professionals to share effective practice, new ideas, knowledge and resources. It is available as a PDF download of 2 pages
ESCalate and the University of Exeter's Students as Change Agents project
This is a set of practitioner resources for those wanting to set up student-based research projects in their institutions. the University of Exeter, ESCalate and the HEA have produced a booklet called Students as Change Agents (which is downloadable in PDF) or available in limited numbers in print. There is also a review of current literature on student engagement, some short case studies and practical resources available here
ESCalate newsletter, autumn 2010, issue 18
This is the ESCalate newsletter, issue 18, autumn 2010. It contains a collection of varied stories from across the education research community. Articles range from developments involving students directly in research, to project updates from various teams and details of innovations using online resource databases
ESCalate newsletter, issue 11, summer 2008
This is the ESCalate newsletter, issue 11 published in summer 2008, with the theme - towards a new psychology of student learning. In the last edition for the 2008 academic year, Tony Brown explores the psychology behind the student experience of Higher Education. This edition looks at many contemporary issues in Education. 1. Towards a new psychology of student learning - Dr Tony Brown (editorial) 2. Bringing life to the material - Doug Parkin...
ESCalate newsletter, issue 16, spring 2010
This is the ESCalate newsletter, issue 16, spring 2010 with contributions from across the education sector, this edition seeks to show ESCalate's involvement with a range of different organisations and people
ESCalate newsletter, issue 17, summer 2010
This edition of the ESCalate newsletter celebrates 10 years of the subject centre and contains a collection of articles from our community - from past and present staff, award holders and outside agencies, all of whom have been involved with ESCalate and its range of activity in the last ten years
ESCalate seeks to focus its work on maintaining useful links between teaching, research and learning
This is the editorial column from the ESCalate Newsletter, Autumn 2008 written by ESCalate Director Dr Tony Brown. This is just as difficult for an organisation as it is for individual teachers, many of whom are expected to balance a heavy teaching load with pedagogic and other research in their area of expertise. There are challenges for education researchers too in finding practical ways to make research findings accessible to teachers and...
ESCalate: Education for Sustainable Development and Global Citizenship website
Ideas and guidance in an educational context and how to incorporate education for sustainable development in the curriculum. This website from the ESCalate team is a useful starting point in providing ideas and guidance in an educational context of how to implement appropriate mechanisms for integrating 'sustainable development' into teaching and learning. It includes information on concepts, curriculum and case studies, as well as links to...
Expanding the capacity to learn of student teachers in Initial Teacher Education
This is a resource from the ESCalate Academic Papers Online series written by Linda Rush and Annie Fisher. The paper starts by providing an overview of the L2L (learning to learn) agenda, including drivers and definitions. Attention is then paid to the theoretical perspectives and pedagogy associated with the family of learning practices associated with L2L. Drawing on a range of practitioner voices, the challenge of embedding these practices...
Exploring the rules of engagement via exemplars : enhancing staff and student dialogue about assessment and learning practice
This is an ESCalate Developing Pedagogy and Practice grant awarded to Kay Sambell of Northumbria University in 2009. This project develops a bank of activities and resources to enable Education staff to use concrete exemplars of student work as a means of enabling their students to approach assessment effectively. There will be two inter-related phases, one targeted on staff, one focused on their students. Both phases seek to promote dialogue...
Feeling stupid : a survey of university students’ experience of social anxiety in learning situations
Social anxiety is an important area impacting upon student learning in HE and we would like to bring your attention to a new piece of research. In this study, 300 university students at UWE Bristol reported on their experiences of social anxiety in learning situations
Fundamental Movement Skills
This is an ESCalate Hot Topic grant awarded to Rachael Jefferson-Buchanan of Bath Spa University. Fundamental Movement Skills' (STEPS PD), has helped me to find my way through the initiative maze in ITE. Accordingly, I have developed a level 6 Education Studies module entitled ‘Health and Movement in Young Children’ around this 12 hour professional development opportunity, which promotes holistic, play-based, child-centred educational values. My...
Guide to innovation in teaching and learning
This guide is held in the Resources Database on the Higher Education Academy Web site. It summarises the results of an ESRC-funded study of innovations in teaching and learning in higher education
In conversation with ... Alastair Robertson and Gabriel Jezierski
This is an article from the ESCalate newsletter, issue 15, autumn 2009. Alastair and Gabriel made time to answer a few questions for ESCalate Newsletter readers, to help us understand their role within the Higher Education Academy. Their title has changed from that of ‘Senior Advisor’ to ‘Head of Policy and Partnerships (HoPP)’ reflecting the importance the Academy attaches to informing and influencing policy in HE through partnerships with...
In conversation with ... Danny Saunders
This is an article from the ESCalate newsletter, spring 2010. Danny Saunders the Chair of the ESCalate Advisory Board answers some of questions about his work, his recent OBE and the future for ESCalate
In conversation with ... Jocelyn Wishart
This is an article from the ESCalate newsletter, issue 18, autumn 2010. Here Jocelyn Wishart, ESCalate's Acting Director, talks about some of the issues surrounding Higher Education today and about her "other" job and how this supports the work she does for the Subject Centre
In conversation with ... Rosemary Deem and Julie Anderson
In conversation is a regular feature in the ESCalate newsletter. The summer 2010 edition features Rosemary Deem and Julie Anderson as two past members of the ESCalate team. Here they talk about the things they enjoyed and the things they didn't and what they are doing now
In the beginning .
This is an article from the ESCalate newsletter, summer 2010 by Roger Murphy of the University of Nottingham. Roger was ESCalate’s first Director and has always kept a keen eye on developments both within the Subject Centre and in the wider Education community. The article is available as a 2 page PDF download
Inclusive Presenting using Microsoft PowerPoint
A major part of the student’s learning experience can centre on presentation and lecture scenarios. Ensuring a basic understanding of accessible presenting techniques can greatly enhance the learning experience for a large number of students exhibiting a wide range of needs
ISSOTL 2010 Conference
Julie Anderson of ESCalate presented a paper "A Classroom of anxious students" at the ISSOTL conference 2010, "Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations" 19-22 October 2010, in Liverpool. In the current climate where we may be increasingly time poor, are there nevertheless more interventions the concerned lecturer could adopt to lessen student anxiety and further support effective learning?...
Keeping you informed ..
This is the editorial from the ESCalate newsletter, issue 18, autumn 2010. Fiona Hyland gives a flavour of what readers can see in this edition of the newsletter
LearnHigher
The main area of activity of this Centre for Excellence in Teaching and Learning is: sharing materials and expertise and building a research evidence base about student experience in 20 learning areas such as PDP, group work, assessment, etc. Includes all academic disciplines
Learning dialogues
This is an article from the ESCalate newsletter, issue 18, autumn 2010 by John Butcher of the University of Northampton. It reports on the third University of Northampton learning and teaching conference. The theme of the conference was to share ideas around the importance of learning dialogues in Higher Education
Let’s hear it for the student voice!
This is an article from the ESCalate newsletter, summer 2010, celebrating 10 years of the education subject centre. Fiona Campbell argues passionately for the inclusion of the student voice in all aspects of higher education and provides an overview of the two projects that ESCalate supported as a way of mainstreaming this once marginal area
M-level PGDE at the University of Glasgow
Beth Dickson, Associate Dean of ITE from the University of Glasgow, presented this talk on her vision and reality of the M level PGDE at Glasgow to delegates at the ESCalate Masters colloquium, held at the University of Cumbria on June 5th 2009. It covers topics such as the Scottish teacher qualifications regime, teacher identities, evaluating learning and teaching, assessment and supporting learning processes
Making room for scholarly activity and research within HE in FE
This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Steve Rose. For a long time there has been support for the Further Education sector in delivering Higher Education courses. The article calls for continued support of scholarly activity within colleges
Mediated Support for Learning Enhancement (ELLI) (Effective Lifelong Learning Inventory)
This is a paper from the ESCalate Academic Papers Online series, written by Margery McMahon, David Morrison-Love and Ruth Deakin-Crick in 2006. MacELLI is a learning enhancement project undertaken by the University of Glasgow and the University of Bristol. This paper explores an initiative offering students an opportunity for learning enhancement at a third level institution. The authors outline the nature of the initiative and discuss the...
Memories of the early years of ESCalate ..
This is an article from the ESCalate newsletter, summer 2010, celebrating 10 years of the subject centre for education. Arlene Gilpin the first ESCalate manager, talks about a role she describes as encompassing ‘associate directorship with executive manager, academic manager and any other job that needed doing!’
Mental Health in Higher Education
Mental Health in Higher Education (mhhe) is a project of the Higher Education Academy (HEA). It is a collaboration between the HEA subject centres for Education (ESCalate), Health Sciences and Practice (HSaP), Medicine, Dentistry and Veterinary Medicine (MEDEV), Psychology and Social Policy and Social Work (SWAP). mhhe aims to increase networking and the sharing of approaches to learning and teaching about mental health across the disciplines in...
Mobile learning : towards a research agenda
Mobile learning: towards a research agenda has been edited by Norbert Pachler of the Centre for Excellence in Work-Based Learning for Education Professionals (WLE Centre) at the Institute of Education. This online publication discusses the research agenda that is emerging around mobile technologies. Several contributors including eminent names in the field offer a range of perspectives. Topics covered include mobile gaming, learning contexts,...
New horizons: ESCalate and the Mental Health in Higher Education project
This is an article from the ESCalate newsletter, summer 2010, celebrating 10 years of the subject centre. Jill Anderson writes about what happens when a well-established subject centre supports the work of an interdisciplinary project to achieve remarkable results. It details the work of ESCalate in supporting the Mental Health in Higher Education project
Nothing ventured, nothing gained
This is an article from the ESCalate newsletter, spring 2010. Charlotte Young, a new researcher, received an ESCalate award to attend the FACE Conference 2009. Here she tells us about her research and the impact that going to the conference has had on her work
PGCE survival guide
Mike Lamb studied a PGCE at the University of Sussex in 2007/8. Despite a huge amount of information available to support students throughout the course, he identified a lack of information provided directly by students for students. Then with the support of the University of Sussex and ESCalate he carried out a small research project to highlight the key pieces of advice that this year's students thought essential information for future...
PILS - Personalised Integrated Learning Support
PILS will create a holistic model of learner support, derived from exisiting excellence, to enable the individual student to manage their own learning more effectively
Poster Presentations from 2nd Annual ESCalate Student Conference Students as Stakeholders: take an active part in your own learning
Poster Presentations from 2nd Annual ESCalate Student Conference Students as Stakeholders: take an active part in your own learning, 16 April 2010. Each poster presentation has a brief abstract, with links to poster / presentation files
Putting the I into Identity and other stories
This publication reports on the work of HELP CETL Award Holders who have undertaken research projects and/or continuing professional development activities to support the teaching and learning of HE in FE. Award Holders who had completed these activities between 2005 and 2008 were invited to participate in a writing group to reflect on their experiences. Between July 2008 and March 2009 the Award Holders attended a planning event, writing...
Putting the ‘Professional’ Into Practice: Using student action research projects to enhance employer engagement
Lynn McCann writes about how action research projects at Liverpool Hope University give benefits to both the student and the employer. Small action research projects are carried out by third year Education Studies students, as work placements. Examples are: research on community-based respite care, benefits of volunteering and the history of a law firm. These equip students with a wide range of transferable skills and approaches, which are...
Research informed pedagogy for the 21st century teacher
This is an ESCalate Developing Pedagogy and Practice grant awarded to Simon Hoult of Canterbury Christ Church University. We wish to develop our pedagogic and curriculum approaches to our initial teacher education programmes in order to develop student learning that is underpinned by research informed teaching and learning. This will enable us to initially respond (by modelling) and then provide a scholarly critical underpinning to a range of...
Research on student mentoring schemes
This is a presentation detailing an ESCalate research project undertaken by Ginny Saich of the University of Stirling into first year mentoring of education students in UK Higher Education. Research on student mentoring schemes by Ginny Saich of the University of Stirling, details the outcomes of an ESCalate research project as presented at the BERA Conference, September 2008. The paper looked at First year mentoring of education students in UK...
Researching beginning science, maths and English teachers' pedagogies. Applying learning theory to inform enriched planning and practice
This is an ESCalate Developing Pedagogy and Practice grant awarded to Debra McGregor of the University of Wolverhampton in 2009. How do beginning science, maths and English trainees conceptualise their pedagogy? The researchers will apply learning theory lenses to analyze planning intentions and actual practice. The project explores contrasting ways novice teachers understand teaching and organise for learning in their particular subject...
Resources from Listening to Learners: Partnership in Action
Resources from the ESCalate event Listening to Learners: Partnership in Action, 22 April 2009. The ‘Student Voice’ agenda provides students and young people the opportunity to have a say in their world, to contribute to their community, and to better inform decisions that are made on their behalf. Students will ‘become more active participants in their education, including the evaluation of their own learning’ and this will impact positively on...
Resources from Reflecting on reflection: to develop and extend our understanding of reflection
Resources from the ESCalate event Reflecting on Reflection: to develop and extend our understanding of reflection, 16 January 2009. Is reflection something that just comes naturally? Can anyone do it? Can it be taught? How can it be learnt? What is the role of the teacher educator? How can we enhance and encourage reflection amongst our student teachers? This workshop focusses on how Teacher educators will: Focus sharply on their own practice,...
Resources from UK ITE Network for Education Sustainable Development / Global Citizenship Third Annual Conference
These resources from the ESCalate event UK ITE Network for Education Sustainable Development / Global Citizenship Third Annual Conference, 15 July 2010, include a conference report, links to presentations, conference papers and the keynote address from David Hicks
Resources from University of Northampton Learning and Teaching Conference
Resources from the ESCalate event University of Northampton Learning and Teaching Conference, 13 May 2010 on the theme of learning dialogues. Better understanding of learning dialogues is an important element in the scholarship of Learning and Teaching. The conference was designed to provide a forum in which effective, evidence-informed practice can be shared and debated. The learning dialogues conference was organised around four themes:...
Resources from Using e-portfolios in teacher education (lifelong learning sector)
Resources from the ESCalate event Using e-portfolios in Teacher Education (Lifelong Learning Sector), 26 February 2010. It includes presentations offering an Introduction to ESCalate, an Introduction to CETT and IfL, Online Resources from JISC-RSC, Using portfolios in Teacher Education in a Skills for Life setting and Teaching and Teacher Education in a Digital Age
Resources from Using e-portfolios in teacher education (LLS)
Resources from the ESCalate event Using e-portfolios in teacher education (LLS), 28 May 2010. It includes presentations offering anIntroduction to ESCalate and Teaching and Teacher Education in a Digital Age. Plus e-portfolio resources IfL Webfolio and an overview document of REfLECT asset types
Schooltoons - animation and creativity in education
Britta Pollmuller writes for the ESCalate Newsletter June 2010 about how animation work is a proven way to build self confidence in the learner's creative abilities. She believes strongly in the power of animation projects to support the development of literacy, numeracy and social skills in secondary school pupils. Here she details an ESCalate-funded project that enabled her to research into the role that animation can play in the curriculum
Student and tutor reflections on how they have engaged with Inquiry Based Learning in a business school
A paper that reflects on some of the key themes that have emerged from research into student and staff experiences of Inquiry Based Learning, by Margaret Page et al. and published by ESCalate. This paper sets out to introduce the supporting practices developed this approach and how they are evolving in hybrid forms in these three different module contexts. It then reflects on some of the key themes that have emerged from research into the...
Teachers as learners
Teachers as learners is a film that tells the story of a collaborative project between the Qualifications and Curriculum Authority and University of Cumbria. Working with student teachers, trainers and partner schools, they wanted to release the energy of student teachers and let them work as agents of change, reflecting on research and their own practice using a new, more flexible curriculum model, based on the idea of making young people...
Teaching and learning : the international higher education landscape : some theories and working practices
This discussion paper has been written in order to encourage academic staff to reflect on those dimensions of working with cultural diversity that are often uncomfortable and contentious. This is part of the ESCalate Discussions in Education Series and was written by Dr Sheila Trahar of the University of Bristol. This discussion paper is written in two parts. Part One provides an overview of the international higher education context in the UK:...
The advantages of bilingualism
This is an article from the ESCalate newsletter, issue 15, Autumn 2009. Stephan Hurford follows Catrin Rednap's analysis of bilingualism in Welsh schools with a presentation of the advantages of going through such a system. It is available as PDF download
The Fund for the Development of Teaching and Learning (FDTL)
The Fund for the Development of Teaching and Learning (FDTL) was established in 1995 to support projects aimed at stimulating developments in teaching and learning in higher education and to encourage the dissemination of good teaching and learning practice across the higher education sector. FDTL is funded by the Higher Education Funding Council for England (HEFCE) and the Department for Employment and Learning (DEL). Bids for FDTL funding were...
The Higher Education Academy: EvidenceNet
This is an article from the ESCalate newsletter issue 14, summer 2009 by Heather Fotheringham and Rachel Segal. This article talks about the launch of EvidenceNet: a Higher Education Academy initiative. The authors write about the need to promote evidence based practice for Teaching and Learning. How this new resource from the Academy will give colleagues access to the evidence base and to have the space and opportunity to discuss and explore how...
The use of “videopapers” in professional learning and assessment
PGCE student teachers (or for that matter new university tutors engaged in professional education in HE) often find it difficult to “see” what is going on in their classrooms. They can further experience difficulties in linking theory with observations of experienced teachers and tutors and their own practice. Assessment in the past has often entailed traditional submissions such as essays, observation tasks, portfolios and analogue video...
Tipping out the Boot Grit: the use of on-going feedback devices to enhance feedback dialogue
This is an ESCalate Pedagogy and Practice grant awarded in June 2010 to Jan McArthur of the University of Edinburgh. In order to promote good feedback, dialogue between students and lecturers should be encouraged. With modern pressures affecting Higher Education, this can be difficult to achieve. By introducing feedback devices at multiple points throughout the 'Feedback Loop', students can be encouraged to engage in a two-way dialogue which...
Troublesome encounters
This is an article from the ESCalate newsletter, issue 18, autumn 2010 by Gina Wisker and Charlotte Morris of the University of Brighton. It details an ESCalate funded project that is investigating factors in the learning of masters and doctoral students in education which impact on wellbeing
Troublesome encounters : strategies for managing the wellbeing of postgraduate education students during their learning processes
This is an ESCalate themed funding project in the area of student well-being, led by Gina Wisker of the University of Brighton. This project investigates factors which impact on the wellbeing of masters and doctoral students in Education. Postgraduate learning often involves transformation, yet encounters with new concepts and ways of being can trigger anxiety and uncertainty. Exploring these troublesome encounters, we aim to identify...
University of East London (UEL) Continuum
This is an ESCalate Commissioned Work project led by Professor John Storan, Dr Petula Peters and Kathy Wright of the University of East London. The project proposal carried out in the year 2008/9 focused on four areas of activity. These were: 1) Survey - New Learning Professionals Online survey of “New learning professionals” Focus groups (6-8 respondents per group) conducted with survey respondents 2) Listening to Learners – Student Voice The...
Using video for the identification and assessment of learning in initial teacher education
This is an ESCalate research grant awarded to John McCullagh of Stranmillis University College in 2008-9.It considers how post lesson evaluation and reflection can play a crucial role in the development of student teachers and seeks to develop video based methodologies to enhance this process. It also uses video to make specific module learning intentions more explicit and support student self-assessment. The wide availability of video recording...
Work-related learning : a matter of principle/s?
This is an article from the ESCalate newsletter, issue no.15, autumn 2009. Sabine McKinnon looks at a topic of widespread interest to today’s students: “what exactly is work-related learning, and what will it do for me?” The principles she developed with colleagues at Galsgow Caledonian University, embedded as they are in fundamental pedagogic theory, are applicable to all disciplines and offer a helpful guide for those of us involved in course...