Wanwood rambles

Citations and the Reference List

2012-02-08T16:59:00.001Z

Advice to undergraduates:

There are two issues to consider in referencing: the main text and the reference list. The University web pages offer good guidance, but I have no short-cuts to offer - it is a matter of checking each of your references. Do them as you go along to avoid the stress of leaving it all to the last few days before handing in.

In the main text, give the name(s) of authors and the year of publication. There are good examples of citing references in the text available at http://libweb.anglia.ac.uk/referencing/harvard.htm

Avoid direct quotations (using the same or very similar words), as they have little value. A direct quotation tells me (as a marker) that you have read those words. What I need to see is that you have understood the words. When you read a book or an article, make notes - try a list, mind map or spider diagram. The notes are a reminder of the author's ideas, but the list/map/diagram is your own interpretation, where you can also link ideas from more than one source. If you have understood the points made in the literature, you will be able to turn those notes into an essay that avoids the perils of plagiarism.

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Supervising Undergraduate Projects

2012-02-07T11:17:00.001Z

Polishing working titles - focus, context, topic.

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Credibility Issues in qualitative research

2012-02-03T10:10:00.001Z

A reminder for undergraduate researchers.

credibility_issues.mov Watch on Posterous

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Writing an Undergraduate Project Report

2012-02-01T16:58:00.001Z

UMP_ReportStructure.ppt Download this file

How to structure a report for the Undergraduate Major Project module.

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National Student Survey - Findings and trends

2012-01-20T11:37:00.001Z

Further to the analysis carried out in HEFCE 2010/18, data on part-time respondents have been split into those on distance learning courses and those on other part-time courses. Both categories of part-time respondents were more satisfied than the global score for questions on Assessment and feedback, and both were less satisfied regarding Personal development. However, they differed in opinion for the areas Academic support and Organisation and management: those on part-time distance learning courses were more satisfied than the global score, and other part-time respondents were less satisfied.

via hefce.ac.uk

Distance learning appears to offer better overall student satisfaction for part time students. My students are designated as part time because they are fully online, so I'm not sure of the data interpretation. Many students would like blended, face-to-face or synchronous online sessions, but find that asynchronous online learning is more practical.

(Is that a little like preferring first class flights but having to settle for economy and having a better experience than expected?)

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How to judge the credibility of web sources

2012-01-13T15:07:00.001Z

BA (Hons) Learning Through Technology students (and others) need to be aware of issues with web sources. Anyone can put stuff on the web - some of it is very good, some not so good. Some sources are scholarly, others are commercial.

For assignments, use mainly academic sources - a good guide is whether the material (book, journal, other) is available from the university library. To be on the safe side, ask about the credibility of other material in the online discussions.

Read http://www.demos.co.uk/files/Truth_-_web.pdf

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Engaging undergraduates in research

2012-01-13T10:47:00.001Z

A report produced by the Higher Education Academy in 2009,Developing undergraduate research and inquiry, argued that "all undergraduate students in all higher education institutions should experience learning through, and about, research and inquiry."
Referencing what the report calls the "undergraduate research movement" in the United States, its authors, Mick Healey and Alan Jenkins, call for a "research-active curriculum", stating that: "such curricular experience should and can be mainstreamed for all or many students, and achieved through structured interventions at course team, departmental, institutional and national levels."
Fast forward two years and the call for undergraduates to engage in research has intensified, in part due to the need for universities to win students in a more competitive marketplace. Involving undergraduate students in research, adds value to the student experience and helps the institution stand out from the crowd.
So, for those universities interested in exploring this option, just how do they go about developing undergraduate research programmes, and ensuring they are a success?
On Friday 13 January, we bring together a panel from across HE to look at this growing trend, the range of engagement activities available, what makes for successful projects and lastly, explore the ways to ensure both academics and students can gain from the experience.
Join us online, post a question or comment now and follow the discussion on Twitter using the hashtag #HElivechat
Panel
Malcolm Gillies, vice-chancellor, London Metropolitan University
Malcolm is VC and chief executive of London Metropolitan University. Malcolm is a passionate advocate for higher education, especially in breadth of access, focus of curriculum, and impact of research. Malcolm is currently chair of the advocacy body for London's universities, London Higher
Stuart Hampton-Reeves, professor of research-informed teaching, University of Central Lancashire
Stuart is the director of the Centre for Research-informed Teaching. He is currently chair of the steering group of the British Conference for Undergraduate Research and speaks regularly at universities around the country about the development of undergraduate research. Twitter: @stuarthr
@bcur11
Neil Morris, senior lecturer, University of Leeds
Neil's research interests are in technology enhanced learning and he has won a number of awards for excellence in teaching. He has run innovative student internships to allow students to undertake educational research whilst studying for their degree. Neil is also the editor-in-chief of Bioscience Horizons, the national undergraduate bioscience research journal, published by Oxford University Press. Twitter: @bioscihor @lt_tech_he
Heather Hartwell, associate professor, Bournemouth University
Heather is a registered nutritionist whose aim is to provide a learning environment which is both academically stimulating and vocationally relevant. She has recently been involved in the PHORUS (Public Health Open Resources in the University Sector) project, an initiative designed to test practical benefits of providing Open Educational Resources in HE. Twitter: @bournemouthuni
John Joughin, deputy vice chancellor, University of East London
John is responsible for the development of UEL's academic core including strengthening its research base; quality assurance and enhancement; and the students learning & teaching experience. He is also responsible for managing the Schools of UEL and developing undergraduate and postgraduate provision. Twitter: @UEL_News
Andy Hagyard, learning & teaching co-ordinator, University of Lincoln
Andy works in the Centre for Educational Research and Development at the University of Lincoln, where he co-ordinates a range of educational development initiatives. He acts as co-ordinator for the Student as Producer project, which aims to establish research-engaged teaching and learning as the organising principle of theuUniversity. He is also on the executive committee of the Association for Learning Development in Higher Education (ALDinHE) Twitter: @ahagyard
Sue Beckingham , educational developer, Sheffield Hallam University
Sue's research interest is in the use of social media and technology in higher education. Worked closely with Dr Richard Hill to set up an online undergraduate student journal. Twitter: @suebecks
Richard Hill, head of subject, University of Derby
Richard is a senior academic in computer science, with a passion for academic staff and student development through the application of research processes. As a keen advocate of writing, Richard uses publication to get students and staff engaged in personal development and self-promotion. Twitter: @higherlearner
Pravin Jeyaraj, academic editor, Westminster Law Review, University of Westminster
I am a PhD Student in environmental law at University of Westminster and on the founding committee of the Westminster Law Review, a student-run law journal to be launched on January 23. Twitter: @notaphdthesis #WminLawReview
Mick Healey, HE Consultant and Researcher, Healey HE Consultants
Mick Healey is an emeritus professor at the University of Gloucestershire, UK. Until 2010 he was director of the Centre for Active Learning, a nationally funded centre for excellence in teaching and learning. Mick was one of the first people in the UK to be awarded a National Teaching Fellowship and has written, presented and advised extensively about engaging students in research and inquiry.
This content is brought to you by Guardian Professional. To get more articles like this direct to your inbox, become a member of the Higher Education Network.

via guardian.co.uk

Rather than joining the debate, I'll be preparing to take undergraduates on their next research project starting 23 January. First year undergraduates will be taking the module on Understanding Action Inquiry, which was first delivered in 2003. There are two groups of third year undergraduates this semester - one group starting their Work Based Major Projects, one group at the implementation stage.

It would be good to bring all the groups together to discuss proposals, methodology, ethics and literature reviews. However, this would mean using an alternative to the university VLE and I'm aware that some students find it confusing to work in several spaces. Google + might be the forum, as it "unites" the experience through email - all students would get key notices of joint discussions through the existing channel of their university email accounts.

One of the aspects of the degree course that students find most exciting (and challenging) is the research that they do, revisiting the research process in a spiral curriculum in each year of the degree course. One of the challenges for tutors is to avoid emphasising the research aspect, in order not to trigger university procedures designed for postgraduate research. Whatever it is officially titled, the modules are research - work-based projects planned and implemented using a research process.

In the first and second year modules, students are introduced to Action Inquiry for Professional Development. In the third year students can choose their methodology. They negotiate proposals with tutors and line managers, identifying areas of professional development that are appropriate both for their work contexts and for module requirements.

For most students, the research process is new, but it is basically adding rigour to the familiar idea of professional development.

Writing that thought has just surprised me! Perhaps I have allowed the process to dominate, when it may benefit first year students to turn the idea on its head. I'd better have a fresh look at the module before the idea gets lost in the detail.

I'm not sure if new students will be joining the course on 23 January, but if they do it will be even more important than usual to clarify the focus of Understanding Action inquiry, otherwise it might be a bit of a shock.

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How to do a Concept Map

2012-01-09T17:16:00.001Z

conceptualise.pdf Download this file

A poster rescued from one of my web sites due to popular demand :-)

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Kuoni Season's Greetings

2011-12-18T19:13:00.001Z

http://kuonimovie.ncag.ch/movies/kuoni-group_com/souvenirs_gl_en.flv"},"playlist":[{"url":"http://kuonimovie.ncag.ch/movies/kuoni-group_com/souvenirs_gl_en.flv"}]}" />

via kuoni.com

Seasonal and sustainable card.

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HTI Alumni Luncheon

2011-12-15T19:49:00.001Z

Event details

HTI Alumni Luncheon

Location: The House of Commons, Westminster.

Date and Time: Thursday 15th December 2011 (12:00)
AGENDA
12:15pm Guests arrive
12:30pm Welcome to the House of Commons
Baroness Morris of Yardley
Welcome and context
Anne Evans OBE, Chief Executive, HTI
The Early Days
Dr Bill Walsh, Founding Chairman
Starter and main course are served
The Impact of HTI
• Eileen Shaw (1991)
• John Martin (2002)
• Luke Burton (2004)
Dessert and coffee is served
Business and education today
Dr Noorzaman Rashid, Current Chairman
2:30pm Conclude and depart

via hti.org.uk

I had a wonderful time at the House of Commons, catching up with everyone and meeting new people.

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10 out of 10 for Ben

2011-12-15T19:37:00.001Z

via dl.dropbox.com

Vote for Ben's artwork at http://shontelleonline.com/2011/11/25/new-music-shontelle-10-to-1-glasses-up/

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Ducks in Action

2011-12-14T22:03:00.001Z

via youtube.com

Action Inquiry for Professional Development is about making a splash in your pond in order to improve an aspect of your work, using a reflective structure to evaluate and analyse your first splash and to decide how to splash better. You may not be the only duck in your pond, so be ethical about your inquiry.

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The Beatbox Nativity - switching genre

2011-12-14T15:30:00.001Z

via youtube.com

Under 4 minutes to tell the story - marvelous!

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Online Learning Survey

2011-12-08T13:41:00.001Z

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Rockin' around

2011-12-08T00:39:00.001Z

http://sendables.jibjab.com/view/dV6Sb5McCgSmzuZn

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Ethics in Undergraduate Projects

2011-11-23T13:12:00.001Z

ethics4undergrads.pdf Download this file

Students undertake work-based projects throughout the course, from Understanding Action Inquiry in the first year to the Work Based Major Project in the final year. Guidelines are available and understanding of the course requirements is developed through reading and online discussions. Course workshops have included PowerPoint presentations, but I decided today to develop an A4 poster showing key points from the presentations.

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Online Learning Portals - Changing the Education System

2011-11-23T10:59:00.001Z

The US Department of Education reported over 12.2 million enrollments in college-level credit-grating distance learning courses in 2006 – 2007. Of these 12.2 million enrollments, 77 reported online courses, 12 percent reported hybrid/blended on-line courses, and 10 percent reported in other types of distance education.

via avenuesocial.com

Other portals are also available, though none are complete solutions.

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Shock Room Window, by Hamish Scott-Brown

2011-11-21T13:42:00.001Z

via greenchair-gallery.co.uk

Amazing exhibition

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Spot the difference between Inquiry and Research

2011-11-18T18:32:00.001Z

Students who choose Action Inquiry as the methodology for their Major Projects need to be cautious and consistent in their use of terminology.

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#welshfilms

2011-11-17T18:06:00.001Z

Another flash of the occasional brilliance to be found on Twitter seen in the suggestions for Welsh film titles.

See the full gallery on Posterous

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Life of flowers

2011-11-16T21:42:00.001Z

via player.vimeo.com

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Square Spiral Softcover Photobook shared by PhotoBox member Shirley Pickford

2011-11-06T15:25:00.001Z

via photobox.co.uk

Thinking about how many photobooks to order.

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Derek's Blog » Online learning in the rise

2011-11-02T08:21:00.001Z

via blog.core-ed.org

I agree with Derek that retention rates in online learning are likely to be related to the quality of teaching and support, although that is not much of a surprise. Being a remote worker helps me to understand the need for good communication in the online environment.

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HTI Secondment Outcome

2011-11-01T11:27:00.001Z

My secondment through HTI from Hampstead School, where I taught A Level Maths and Computer Science, to the Tesco SchoolNet 2000 project, where I facilitated the development of pupil-generated web pages, was the fulcrum that shifted my career focus from the classroom to the Internet. Meeting many more people at the interface of business and education than had been possible when based in a school revealed exciting opportunities to explore the application of new technologies for learning during an explosive period of online activity. The choice of returning to teaching Maths or taking up an invitation to join Ultralab at Anglia Ruskin University in January 2000 was influenced by professional development in leadership during the secondment and inspired by the lure of the world wide web. The secondment with Tesco involved hours of driving to stores and schools to introduce teachers to the Internet; a decade later I use social media and online communities of practice to communicate around the world about professional development.

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Upgrade needed

2011-10-23T22:11:00.001+01:00

My work computer is 3 years old in November.

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Attendance, VLE messages and Learning Journal

2011-10-11T09:50:00.001+01:00

On a typical Monday, I check attendance in online modules and send the records to an administrator. That sounds straightforward - and it is when students have signed the online register, BUT...

setting up the register is a technical twiddle - create a new register from a template, edit permissions so that students can use the register (checking that all the students are in the module list), remove the previous register from the navigation, cross fingers for luck.
the register is not attendance - the course requirement is for students to contribute about 150 words of relevant discussion. However, the data from the register is an indicator.
manually updating the register from the Site Usage Report is another task on the technical side as this involves knowing that there is such a report and where to find it (in Modify All Site Settings). Some students who have not signed the register have accessed the site, and although usage is not attendance, it is another indicator. It would be possible to compile the weekly register from the Site Usage report, but that gives monthly or daily figures.
where students have not accessed the site for a week, a reminder is sent by email.
there remains the issue of attendance - whether students have contributed to module discussions.

A frequent concern for new students is what to post in the VLE. Some students are reasonably comfortable when they see the discussion boards. They seem more comfortable in social media than in the VLE; Google+ has been popular with some, many continue to send messages using Posterous, surprisingly few appear to use FaceBook and more than I expected use Twitter. All are familiar with email (a course requirement) and I think that automation of social media with email alerts is likely to be a factor in improving use of the VLE. That requires another technical touch, as few students set up their own VLE alerts and setting up alerts for them involves setting up a new alert for myself, then adding students manually (followed by resetting my own alerts each time).

Students are asked to keep a Learning Journal in a medium of their own choice - this could be more traditional study notes but as it is a Technology course students should experiment with web logs (blogs). Learning Journals can be private, shared with tutors or a limited list of people, or public. Some students make very good use of copying their own VLE messages to their journals (or vice versa) to create a useful personal record and fulfill the attendance requirements.

Wish List:

Site Usage weekly reports (7 days)
Administration to collect registers direct from (weekly) Site Usage Report
A Discussion Board Usage Report for users might be useful.
An easier navigation link for Site Usage (I might be able to set this one up for myself but that solves an individual rather than a team problem).
Students to have default daily summary email alerts for discussions that they can modify to instant or weekly alerts.
A VLE that looks more like good social media - the functionality is there but it is too complicated to set up for many academics.

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Dwelling on data

2011-10-07T11:49:00.001+01:00

Deep into explaining data collection techniques to undergraduates, I was (not too) amused to be asked to provide some data. I ignored the email because it didn't provide any explanation, hoping that there would be another email with further information on it, because we have all hit the send button before finishing an email.

Silence.

Then a repeat request (a reminder), but no explanation.

It felt wrong, so I started to ask questions: who wanted the data and why?

The answer was actually quite simple - the data is for HESA. I checked the web site at http://www.hesa.ac.uk and fifteen minutes later had unearthed the detail that I needed so I could send a useful reply. Whoever is organising the data collection probably knows what they need and could be disappointed if the responses do not easily translate to the required categories.

I sent feedback saying this is the info you wanted, and this is how it could have been collected more effectively. As a lecturer and researcher, experience of being on the receiving end of surveys is a sharp reminder of how important it is to encourage students to develop good data collection techniques.

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Introducing new students

2011-09-20T19:48:00.001+01:00

New students include:

a Primary School as a Teaching Assistant in Early Years Foundation Stage,
a Year 4 Learning Support Assistant,
a teaching assistant in a year 2 class,
a pupil support worker
a Project Lead working with potential Academy schools,
an IT Support Technician
a university administrator

What they have in common is a job, an interest in professional development, access to the internet and a great start on their degree studies.

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Learning Through Technology

2011-09-14T12:20:00.000+01:00

Integrating work/study

2011-09-06T19:39:00.001+01:00

ARU LTT 2pp (LR).pdf Download this file

Every year since 2003 it has been exciting to welcome new students and it is now one week to go before Induction, I'm developing a private group in Posterous for new students. We have used a Posterous blog for Induction before, but this time we are looking at a Group because of the focus on discussion. It would probably be more sensible to do what we did last time, and that may still happen if the Group doesn't look right by 12 September. My objective is to provide an easy but interesting way for new students to get the details that they need, to ask questions and raise any initial issues. Perhaps some will be inspired to try a Posterous blog for their learning journals.

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Albert Dock Reflections

2011-08-29T18:43:00.001+01:00

See the full gallery on Posterous

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Cousins: more Photos

2011-08-26T11:05:00.001+01:00

Dieter's photos

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Random pics

2011-08-25T00:56:00.001+01:00

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Glorious Food

2011-08-25T00:46:00.001+01:00

See the full gallery on Posterous

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Cousins - Watford and London pics

2011-08-25T00:05:00.001+01:00

More photos to follow, as I'm discovering the limits of sending by email.

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Investigating the Work Setting update

2011-08-01T11:42:00.001+01:00

Check out this website I found at wallwisher.com

Planning in progress - alignment of learning outcomes, tasks and assessment products.

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Liverpool humour

2011-07-30T00:14:00.001+01:00

via docs.google.com

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Gluten-Free Cherry Almond Muffins

2011-07-13T11:54:00.001+01:00

via glutenfreegoddess.blogspot.com

I haven't done any baking for years, but this recipe is very tempting.

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Kathy Schrock's Google Blooms Taxonomy

2011-07-13T11:44:00.001+01:00

via kathyschrock.net

Lovely use of images and links that might inspire Learning Through Technology students to analyse their personal use of online tools, perhaps in the Level 2 or Level 3 modules. As a tutor, I might find time to construct a model for course tools.

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Development Time

2011-07-01T23:10:00.001+01:00

How much time should you allow for creating an in-depth module, which includes Facilitator and Participant Guides with all the additional "stuff?" The industry standard, or a good rule of thumb, is forty hours of development for every one hour of instructor-led training. So, a four hour class can take as many as 160 hours or four weeks.

via training-modules.com

That's 400 hours (10 weeks) of development time for a new module with 10 hours of teacher-managed time, which feels about right. I've never measured the amount of time for developing or updating a module because I have been busy researching how to do it well, rather than how to do it quickly. At times there has been a need for a rapid approach due to circumstances beyond my control, such as a late change of platform. Shortage of time does not create a great learning experience, though I've been grateful for students who have been brilliant critical friends.

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Tribute to Magritte

2011-06-27T18:46:00.001+01:00

via picasaweb.google.com

Inspired by a visit to the Tate Liverpool exhibition, I used free photo editing tools.

http://www.tate.org.uk/liverpool/exhibitions/renemagritte/default.shtm

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YouTube Editor

2011-06-27T13:57:00.001+01:00

via youtube.com

My first experiment with the editor because although I could have tried it with work videos instead of waiting for holidays, having fun doesn't feel right at work these days. I collected the video clips to try out YouTube editing, made them all B&W to create a similar feel, tried but abandoned the music option and the result is much better than I had hoped.

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Papua New Guinea Story

2011-06-27T11:26:00.001+01:00

via youtube.com

The video tells a good story, though I agree with some of the comments that it is likely to have been set up. I travelled up the Highlands Highway in the 80s, fascinated by encountering people who had a stone-age culture until the first meetings with explorers in 1950s. A particularly fearsome man in traditional dress put on a great show of aggression when we met, until he realised the guy next to me was an old Canadian friend; acting is part of the culture.

Working in rural Nigeria as a VSO teacher in the 70s, I met some people who had never seen a white(ish) woman. As in the video, they were curious about my skin and hair. The babies, however, would cry with fear and children ran away.

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Sports Club Management Systems

2011-06-25T20:37:00.001+01:00

It is worth looking at

http://www.ezfacility.co.uk/Customers/Tennis-Club-Software.aspx (highly rated by software reviewers)

and

http://www.instinctive.co.uk/links.asp

It would be good to phone a couple of other clubs to speak to people involved in choosing their software. I guess that fits with the usual approach to buying anything - get three quotes, compare for quality and cost.

I found a great site that offers excellent free advice on choosing club software - a good sign, in my view, of a software company that is worth considering.

http://www.wildapricot.com/

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Revisiting West Kirby

2011-06-22T23:11:00.001+01:00

I forgot that many shops are closed on Wednesday afternoons in West Kirby, but the prom is always a good place for a fresh breeze. In the days of Lindisfarne, Deaf School, Nazareth and Magazine, it was my home town. I studied GCEs at West Kirby Grammar School, A-Levels at Carlett Park and Philosophy in Aberytswyth before leaving West Kirby for my first teaching job in Nigeria. As a teenager I was reprimanded by an older lady for wearing a bikini on the prom. The weather must have been better than today.

See the full gallery on Posterous

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Jean's song

2011-06-11T14:25:00.001+01:00

Chinese Opera 1A by Lai And Jean Listen on Posterous

Rescued from a recording made around 1960, when Jean was 15 years old.

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Black Sheep

2011-06-11T13:16:00.001+01:00

Baa Baa Black Sheep by Janet Listen on Posterous

Janet, 1960

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Dacw Dadi'N Mynd I'R Ffair

2011-06-10T00:13:00.001+01:00

Dacw Dadi'n Mynd I'r Ffair by Shirley Listen on Posterous

In 1960 I went to school in Kinmel Bay and learned a Welsh song.

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Why can't everyone telework?

2011-06-02T20:52:00.001+01:00

British Telecom was one of the pioneers. It began a telework scheme in 1986, and now has 15,000 homeworkers out of 92,000 employees. The company argues that homeworkers save it an average of £6,000 a year each, are 20% more productive and take fewer sick days.

via bbc.co.uk

The best thing for about working from home is that it can be any home, office or cafe with an internet connection - especially since gaining a neat little netbook.

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Editing the photo

2011-05-28T20:14:00.002+01:00

Two starters, three mains, one dessert,
For women who know how to flirt.

Dressed for Dinner

2011-05-26T20:58:00.001+01:00

Village St David's, Ewloe.

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Toby's Testimonial

2011-05-20T14:45:00.001+01:00

It has been one of the best journeys of my life and I have probably learnt more about myself and my own capabilities than the course content itself. That is not to say I have not learnt much, its just the personal gains have been so great, I feel that I could conquer the world!

via tobysba.wordpress.com

This makes it worth all the thought that has gone into the course.

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Food and Drink Awards 2011 - 2012 » Tropical Forest Products Ltd

2011-05-18T13:11:00.001+01:00

via truetaste.tv

Wonderful to see the continuing success of this brilliant project.

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Random

2011-05-13T18:24:00.001+01:00

Recent snaps

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Silent Doorbell

2011-05-13T18:16:00.001+01:00

Must find out how to make this bell ring again.

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Vertigo strikes again

2011-05-06T11:31:00.001+01:00

After flying him to hospital in Bangor the crew returned and flew four men off Snowdon after one suffered vertigo.

via bbc.co.uk

Having just dealt with a couple of weeks of vertigo episodes (at least, I hope they have gone away for now), I can imagine the problems of suddenly losing balance on Snowdon.

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Charter for online students

2011-05-05T13:54:00.001+01:00

via firstclass.ultraversity.net

This delightful draft from Ian stars a talking hen.

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DIY leather netbook sleeve

2011-04-30T14:37:00.001+01:00

The netbook I won as Microsoft Remote Worker 2010 is fun to put in a handbag, but needed a sleeve to protect it. I made one out of a leather offcut from http://www.abakhan.co.uk/

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News: Skimming the Surface

2011-04-11T18:47:00.001+01:00

An analysis of research papers written in first-year composition courses at 15 colleges reveals that many students simply copy chunks of text from the sources they cite without truly grasping the underlying argument, quality or context.

via insidehighered.com

The good news is that university students develop their skills from the start of the first module, using real-world tasks within a Patchwork Media approach.

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Spellbound: The John McGeoch Story

2011-04-10T19:47:00.001+01:00

Synopsis

Another chance to hear the story of John McGeoch, one of the most innovative and influential guitarists of the past thirty years.

Born in Scotland and raised in Manchester and London, John McGeoch was described as the "post-punk Jimmy Page", a man with an experimental, uncompromising and unique style.

He was a distinctive player who could conjure up dramatic riffs and sounds. He performed with no fewer than nine bands, including Magazine, Siouxsie and the Banshees and Public Image Ltd.

Pete Mitchell talks to Howard Devoto, Siouxsie Sioux and Johnny Marr among others, as he shines a light on the short life of this unsung guitar hero.

via bbc.co.uk

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Relaunch of Cinema - Connahs Quay Civic Hall

2011-03-25T16:33:00.001Z

Copy of TRON Legacy.pdf Download this file

http://www.flintshirechronicle.co.uk/flintshire-news/local-flintshire-news/2011/03/24/movie-magic-returns-to-connah-s-quay-with-community-cinema-relaunch-51352-28391634/

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Japan Devastation: TIME Photographer Nachtwey

2011-03-18T07:52:00.001Z

via lightbox.time.com

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Tutorial by limerick

2011-03-17T15:25:00.001Z

A student from Canvey declared,

"There is nothing of which I am scared,

Except finding a rhyme

For my home's something I'm

Unable to do" she despaired.

www.rhymezone.com

Is where I got rhyming words from.

I hope this might help

(that rhymes with yelp)

And you will compose with aplomb.

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Style Check

2011-03-16T15:48:00.001Z

Q: Is it important to check that I have used Harvard style correctly in my dissertation.

A: Yes

All my students doing Major Projects and dissertations have been advised about suitable text books. All the textbooks I have read mention that students are expected to follow the guidance on referencing style. I really could not give a different answer.

Checking the correct style is very tedious, but an easy win. Think of it as checking that

the doors are locked after leaving the house
fly zipped
teeth clear of lipstick/spinach

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Level 3 module activities

2011-03-14T12:16:00.001Z

Level 3 delivery schedule overview
Cohort 9

Here is a concise timeline based on the outline delivery for the level 3 modules. It sets out the suggested timing of the module activities. If you use the Google doc download option you can save your own copy and use this as a basis for planning your personalised approach to pacing your studies, taking into account your own commitments, at work and elsewhere, that might influence your planning.

Semester 1
Semester 2
Review & Planning (30 credits)

Technology for Dissemination (15 credits)

Work Based Major Project (equivalent to 15 credits, Literature and Methodology sections)
Work Based Major Project (equivalent to 30 credits, making a total of 45 credits for assessment)

Impact Review and Career Progression (30 credits)

Semester / week/Date
Technology for Dissemination(T4D)
Review and Planning (R&P)

Work Based Major Project (WBMP)
Overview of research activities
Semester 1 week 1
20 Sept 2010

T4D module starts.

Understanding the module.
R&P module starts.
Understanding the module.

x
Planning the proposal
Week 2
27 Sept 2010
LO 1. (2 weeks) Theoretical perspectives on dissemination strategies; sharing information and gathering feedback. (2 weeks)

x
Planning the proposal
Week 3
4 Oct 2010

x
Planning the proposal
Week 4
11 Oct 2010
LO2. (2 weeks)
Identify an audience and consider their needs.

x
Planning the proposal and dissemination to work colleagues
Week 5
18 Oct 2010
Submit research proposal. x Planning the dissemination to work colleagues
Week 6
25 Oct 2010
LO 3. (2 weeks)
Evaluate available technologies for workplace dissemination.

x
Planning the dissemination to work colleagues
Week 7
1 Nov 2010
.

WBMP module starts

Draft an outline project report.

Planning the dissemination to work colleagues
Week 8
8 Nov 2010
LO4. (3 weeks) Draft a plan that will ensure you are prepared for your dissemination event.

Begin the Literature Review.
Implementing the proposal - Literature section
Planning the dissemination to work colleagues
Week 9
15 Nov 2010
Create a cogent case for your approach.
1. A rationale for the plan justifying the approach you have taken.

Draft the Literature Review.
Implementing the proposal - Literature section
Planning the dissemination to work colleagues
Week 10
22 Nov 2010

2. Prepare prototypes of the media you will use to transfer information to your audience.

3. Prepare draft feedback forms.

Draft the Methodology section of the report.
Implementing the proposal - Methodology section
Planning the dissemination to work colleagues
Week 11
29 Nov 2010

Stitching. (1 week)

General guidance - no further individual formative feedback.
Complete the technology strategy for dissemination.

General guidance - no further individual formative feedback.
Draft the Methods section of the report.

Implementing the proposal - Methods section
Planning the dissemination to work colleagues
Week 12
6 Dec 2010

Review drafts and prepare for assessment. Upload final files.
Review drafts and prepare for assessment. Upload final files.
Draft the Ethics section of the report
Implementing the proposal - Ethics section
13 Dec 2010 Hand in 13 December (to be confirmed) Hand in 13 December (to be confirmed) Begin to implement the proposed project and collect data Project implementation
20 Dec 2010
Enjoy Christmas .
27 Dec 2010
Enjoy New Year.

3 Jan 2011

Project implementation
10 Jan 2011

Project implementation
17 Jan 2011

Project implementation

Semester / Week / Date
Impact Review & Career Progression
Work Based Major Project
Overview of research activities
Semester 2 week 1
24 January 2011
Understanding the module
compile GLO portfolio.
Implement the proposed project (cont.)
Project implementation
Week 2
31 January 2011

Project implementation
Week 3
7 February 2011
Create reflective account of strengths and weaknesses.
Complete data collection and analysis
Project implementation
Week 4
14 February 2011
Draft the Implementation Report Implementation Report
Week 5
21 February 2011
Where next for your investigation and for you at work? Disseminate findings to workplace audience. Dissemination to work colleagues using plan from Technology for Dissemination module.
Week 6
28 February 2011
(Cohort 10 starts WBMP) An account that examines future career progression and future development and learning.
Analyse impact of project
Week 7
7 March 2011
Create a ‘map’ of all the evidence of feedback sources, regarding your dissemination and inquiry.
Identify the impact of your project on yourself, work colleagues and others. Draft the Dissemination Report. Analyse impact of project
Week 8
14 March 2011 Create the Impact Study Start Project Evaluation Analyse impact of project
Week 9
21 March 2011
Share the Impact Study for peer review by course members. Provide peer review for others.

Disseminate the Impact Study to course members
Week 10
28 March 2011
Create defense-respond to Impact Study peer review.

Defence of the project findings (validity issues).
Week 11
4 April 2011

General guidance - no further individual formative feedback.
Stitching- recommendations and conclusions about learning.
Complete the Project Evaluation.
Project evaluation report
Week 12
11 April 2011
Review drafts and prepare for assessment.
Review drafts and prepare for assessment.

18 April 2011
Easter Vacation Easter Vacation
25 April Easter Vacation Easter Vacation
02 May 2011
03 May hand in WBMP Upload final files.
09 May 2011
11 May hand in
Upload final files.

via docs.google.com

A reminder of the schedule for Cohort 9.

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Alternative Media Guidance

2011-03-14T10:49:00.001Z

via docs.google.com

I have updated the course guidance on the use of alternative media after looking at a potentially good student artefact with a great audio track, but mostly borrowed images. It would be improved by using entirely original images - photos and graphics - and this requirement needed to be made clearer.

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Richard Branson - A day in the life

2011-03-13T16:43:00.001Z

via virgin.com

I'm always interested "day in the life" photo stories, as this is one of the first tasks given to my first year undergraduates. Richard's life is more glamorous than most, but the photos and brief captions capture the day wonderfully.

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Level 3 Dissemination

2011-03-11T18:13:00.001Z

via docs.google.com

The relationship between the module reports and the workplace dissemination is the presentation of the same ideas to two different audiences.

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Research - National Autistic Society

2011-03-11T13:33:00.001Z

via autism.org.uk

During a supervision tutorial, we discussed the credibility of research and other publications. The National Autistic Society is an example of credible source that is also likely to suggest the most recent expert information.

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Special needs in the news

2011-03-09T10:20:00.001Z

Michael Gove cuts special needs register for children by 170,000

By Kate Loveys
Last updated at 8:29 AM on 9th March 2011

Comments (10)

Add to My Stories

Just naughty: Last year an Ofsted report estimated 450,000 children had been wrongly diagnosed as 'special needs'

Michael Gove will today announce he is seeking to remove at least one in ten children - some 170,000 - from the special needs register.
The Education Secretary is to act on an official report which found schools have wrongly labelled too many pupils as 'special needs' to cover up poor teaching.
In a green paper Mr Gove will announce a nationwide scheme to reduce the number of youngsters branded ‘special needs’ - currently one in five - by at least 10 per cent.
Under the scheme, called Achievement for All, children identified as falling behind at school will no longer be labelled as special needs unless they have been diagnosed with specific disabilities such as autism or dyslexia.
In addition, Mr Gove has scrapped a league table performance measure, called contextual value added (CVA), which boosted the results of children with SEN.
He believes the two measures will prevent teachers hoping to massage unfavourable league table ratings from labelling youngsters as SEN when they simply have mild emotional or behavioural problems.
Instead, he says the move will encourage teachers to strive to help all children reach his required minimum standard of five GCSEs A*-C, including English and maths, rather than discounting them as beyond help.

More...

Mother's fury as son returns home from school with bad report stapled to his shirt

YouTube, social networking and computer games are leaving schoolchildren 'unfit for learning'

However, unions have accused the Government of using the measure to cut costs by axing the army of specialist service teachers.
The SEN label was introduced under legislation that decreed that any pupil with a ‘greater difficulty in learning’ than the majority of the same age had a ‘special educational need’.

Radical: Former education secretary Ed Balls (left) launched the Achievement for All scheme in 2009, and Michael Gove (right) wants to build on this to reduce the number of children being mistakenly labelled as having special needs

Currently a fifth of all children in England are identified as having SEN - 21 per cent or 1.7million out of a total school roll of 8.5million.
Last year an Ofsted report estimated 450,000 had been wrongly diagnosed as requiring special needs teaching. The Daily Mail was among a number of papers to incorrectly state that Ofsted put this figure at 750,000.
Ofsted found, in some cases, youngsters were branded special needs if their parents are serving in Afghanistan or even if they were born in the summer and were younger than their peer group.
And its inspectors discovered some local authorities appear to offer incentives to give such labels to children as some types of educational need bring in extra funds.
And exam results, under the CVA measure, have been adjusted to take into account of the number of pupils with special needs. This can have a ‘positive influence’ on schools’ league table rankings.
Radical scheme Achievement for All has been successfully piloted in some 500 schools across 10 local authorities since it was launched by former Labour Education Secretary Ed Balls in 2009.

On the naughty step: Some local authorities offer incentives to give labels to children to bring in extra funds (posed by model)

Director of the scheme Professor Sonia Blandford, said, that where piloted, it has reduced the number of SEN pupils by 10 per cent.
She said: ‘We’ve achieved a 10 per cent reduction across the board. And we’ve also dramatically improved exam results. These children are still getting support, it is just that it is more targeted.’
However, unions fear it will lead to cuts. Mary Bousted of ATL, said: ‘Savage cuts are already been made to many of the specialist services teachers rely on to help them support children with special educational needs.
‘Educational psychologists and speech and language therapists are being made redundant as local authorities cut their funding following budget cuts from government.
A spokeswoman for the Department for Education yesterday said it was axing the number of SEN children to reduce the number given a poor education as a result.
‘Working closely with parents, support staff and educational psychologists has led to some schools declassifying children previously identified as SEN in the School Action category, and has led to improvements in their overall results.’

Explore more:
People:
Mary Bousted,
Ed Balls
Places:
United Kingdom,
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Comments (10)

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I'm sure that when I went to school, in the days of caning and physical punishment - we had very few "special needs" children. But I'm sure that there is no correlation between the banning of corporal punishment and the rise of "special needs" children........

- Keith, Wales, 09/3/2011 09:47

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A child at school was classed as Attention Deficit Disorder, was expelled from one school after another despite being extremely bright. He want on to join gangs after school, got into all sorts of trouble, was known by police. His parents knew he was climbing out of the window at night and he was on the street till all hours getting up to mischief. He blatantly admitted that he thought my own child was more likely suffering from what they said he was and laughed about it. At the ripe age of 17, this child, who lacked proper discipline, and was labelled, was in a car crash after a few young teenage men decided to highjack a car for the fun of it. This child does not cause trouble any more because he is not here to do so. What a waste of a life - he had great potential but did not have discipline, pure and simple. How many more children ?- the army discipline being brought to schools, I believe, would have helped him, and young people who are 'lost'.

- tina, london, 09/3/2011 09:40

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This will need to be carefully monitored because, from my experience as a governor, the profession is welded rather than merely wedded to the system that conceals all manner of failures by the same teachers and educationalists who so vehemently oppose any quality control of their work by examinations!

- Nonsuch, Here England , 09/3/2011 09:38

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Not only Poor Teaching but mostly down to Poor Parenting with lack of discipline. The Kids misbehave because they know they can.

- John, Newbury, 09/3/2011 09:15

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The numbers cover up not only poor teaching, but incredibly poor parenting too.

- Jenny, Kent, UK, 09/3/2011 08:47

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The phrase "special needs" is now used for anything. My neighbour has a child who has now been classed as "special needs" because he gives the teachers a lot of lip. So what do they do ? send him to another school by taxi costing 529 quid a month, paid for by the council while the parents sit at home on benefits watching daytime tv. Why cant the teachers just discipline the kid instead ?

- Lee, Harlow UK, 09/3/2011 08:43

Click to rate Rating 23

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Add your comment

via dailymail.co.uk

What do you think of the proposed change to the identification of children with special needs?

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Pics we took together

2011-03-08T22:22:00.001Z

Connie's visit, December 2010.

See the full gallery on Posterous

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What's it made of?

2011-02-24T09:54:00.001Z

Entertainment in my mailbox today:

Makes you forget all about the snow, doesn't it?????

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Jungle to Essex

2011-02-16T14:22:00.001Z

A picture from the afternoon meeting - Chelmsford above, Anthony under a mosquito net below.

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Thai/Burma calling N Wales

2011-02-16T10:53:00.001Z

I made a picture of the first of today's meetings between remote lecturers, this one via Skype from Anthony in a refugeee camp on the Thailand/Burma border. We work as usual without geographical limitations.

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Prepare/Update your CV

2011-02-15T10:13:00.001Z

There is a lot of information available on how to prepare or update a CV, but it can be a challenge for an undergraduate to select sources. The link to the advice on creating a CV is also available via the university web site, but I also putting together a selection of videos that may be useful.

Videos

Prospects graduate careers http://www.prospects.ac.uk/cvs.htm

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The Man in the Coffee Beans

2011-02-15T09:46:00.001Z

The picture arrived in my mailbox this morning, prompting a second brew of Lavazza.

Posted via email from Shirley's posterous

NatWest Customer Charter

2011-02-10T19:55:00.001Z

4. We will help you to make the right choices for you and your money, providing a clear product range with simply explained features and charges

via natwest.com

Today I found out what happens if NatWest has not actually explained a charge clearly. They didn't say, "Yes, we can do that but there is a penalty for changing your mind because you found a better way to invest with us." After not managing to help make the right choice, they didn't say, "Sorry, but we won't charge you for not giving you the best advice."

Life's too short for faffing around with NatWest, who obviously don't care about savers, so the accounts will be closed.

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Ethics in work-based research

2011-02-09T11:55:00.001Z

Ethics is a very significant issue and is addressed throughout the Level 3 project (undergraduate dissertation). On first glance, students sometimes think this means repeating the same discussion in different modules, but that would not show development of understanding of the many issues in research ethics. The following strategies can be considered:

Introduce an aspect in one module, develop it further in other modules by exploring more literature on concepts and theories in Ethics.
Relate reading on Ethics to different aspects, developing understanding of the different module topics and learning outcomes.
Consider using different genres to explore Ethics from alternative positions. What would be the best way to explain the ethics of the project to a manager, colleague or other stakeholders?

Students are asked to demonstrate:

Wide reading: use sources that are academic and relevant to the project.
A critical approach: compare and contrast theories and come to conclusions having discussed them.

A video from Santa Clara University that introduces different aspects of ethics in work settings is available at:

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Numeracy as a graduate skill

2011-02-08T10:22:00.001Z

Numeracy is one of the graduate skills sought by employers, although the level and type of skill required depends upon the particular job. I studied Maths at university as part of my degree, but chose to use my skills as a Special Needs teacher for the first decade of my career until there was such a desperate shortage of Maths teachers that I was persuaded by a friend to teach A Level maths.

My current students are undergraduates and they are asked to find evidence of numeracy as a graduate skill, so my advice based on discussions with previous cohorts starts with what to avoid:

GCSE maths, because it is not a graduate level skill (it is a minimum requirement for some careers)
Simple statistical charts or analyses, because using these as evidence usually shows evidence of lack of understanding of numeracy at graduate level. There are occasional exceptions.

Evidence that might be sought should probably look at the whole area of skill: Produce output that is literate, numerate and coherent.

The obvious choice for my students would be an extract from the Methods section of the Work Based Major Project, which should have been drafted last semester. This is also an opportunity to redraft in order to show that the selection of data collection and analysis techniques is presented in a literate form (academic style, citing experts), demonstrating an appreciation of the limitations of quantitative data in a small-scale project (numeracy). Numeracy as work-based skill may also be shown by a brief discussion of the types of quantitative data are available for a specific project. The extract would be coherent because it is a well-constructed argument for the selected data collection and analysis techniques that shows alignment with the chosen methodology.

Another choice for those undertaking an Action Inquiry might be the data collection and analysis from Cycle 1.

Part of the requirement is to choose a short extract, so if this can be provided in one page (when printed - using Arial font size 12 and 1.5 line spacing - no cheating!), then it is on the right track.

The extract would probably provide evidence for other graduate skills.

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Jinshanling

2011-02-04T17:46:00.001Z

via picasaweb.google.com

The Great Wall is amazing, especially for someone with a fear of heights.

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Back to Galicia again

2011-02-04T17:35:00.001Z

via aviewfromvaldovino.blogspot.com

Ian's been on his travels again, though as ever we work together in cyberspace.

Posted via email from Shirley's posterous

Liz and her First Class journey

2011-02-04T17:32:00.001Z

The module has taught me a lot. I know what I will and will not do when I work towards completing the second module. I hope to be more organised and I want to follow my ILP and be realistic about when I will and will not meet deadlines. Forward thinking and planning ahead is key to my success!

via lizlearningthroughtechnology.blogspot.com

It is good to see news around the students' blogs. I hope everyone adapts the Individual Learning Plans until they become a really useful tool for managing work/life/studies.

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George Osborne and the new media revolution 2006

2011-02-02T13:14:00.001Z

via conservativehome.blogs.com

The rise of new media has been both the hare and the tortoise. Access to information, online networks, user-generated content and the wisdom of crowds have been part of the BA (Hons) Learning Through Technology/LTR degree since 2003, but in every cohort of students there are leaps in learning. It does not seem to be related to age - younger students are as likely to find the use of online tools a surprise as more mature students; there are also experts of all ages.

As the study of Technology in the Work Setting begins, it is again remarkable that the Real World experience remains a battle for acceptance of fast, efficient and effective online communications.

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Distance learning with Anglia Ruskin University

2011-01-27T15:24:00.001Z

Student case studies

Katherine Wright
BA (Hons) Learning Research and Technology (Graduation 2009)

I chose to study at Anglia Ruskin University as I was after a degree course that fitted around a busy professional and personal life. This course was relevant to the workplace and I would absolutely recommend it to others!

I found particular enjoyment conducting research on different aspects of current practice at a deep level. This has enabled me to further my career through an unconscious improvement in personal development. I also enjoyed the close friendships I made with other researchers and felt my personal development grew more rapidly due to this consistent liaison and support.

via distancelearning.anglia.ac.uk

The link has been revived, so it is lovely to see Katherine's report again.

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WWIII propaganda posters

2011-01-22T20:08:00.001Z

via guardian.co.uk

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Truth and Beautiful Equations

2011-01-20T23:28:00.001Z

via bbc.co.uk

Einstein, Picasso, Dirac, Hawking and Keats.

When old age shall this generation waste,
Thou shalt remain, in midst of other woe
Than ours, a friend to man, to whom thou say'st,
'Beauty is truth, truth beauty,—that is all
Ye know on earth, and all ye need to know.'

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Time, Space and Online Learning

2011-01-19T16:19:00.001Z

www.anglia.ac.uk/ultraversity

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Chinese New Year in Liverpool

2011-01-18T17:30:00.001Z

via visitliverpool.com

Sunday 6 February 2011

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Once upon a time

2011-01-16T18:37:00.001Z

4. Many years later, as he faced the firing squad, Colonel Aureliano Buendía was to remember that distant afternoon when his father took him to discover ice. —Gabriel García Márquez, One Hundred Years of Solitude (1967; trans. Gregory Rabassa)

via americanbookreview.org

First lines are so important that if they disappoint, I might not bother with taking the rest seriously.

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Julian's GTP Interview

2011-01-12T10:47:00.001Z

Having an in-depth knowledge of myself as a practitioner, through my work based inquiries, was also of great comfort due to the fact that I could discuss my workplace understandings and realisations confident in the knowledge that they were supported by literature and prior research.

Work life balance was also keenly discussed and I felt that the fact that I had been working fairly successfully as an online student for 3 years will work in my favour. Being able to recall specific examples of when it has worked and not worked helped add credibility to my claims I hope.

via samuelsbay.wordpress.com

The full review gives more details for others who are applying for Teacher Training, but the extract here is the bit I like because it reminds me what is valuable to my undergraduate students. As the course has developed since 2003, the team has tried to hold on firmly to the best bits despite any external pressures to let go.

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Marking

2011-01-11T21:41:00.001Z

But I have promises to keep, five marks to go before I sleep. Five marks to go before I sleep!

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Boston Matrix

2011-01-06T11:07:00.001Z

Although not specifically course related, nor my area of expertise, I produced the Boston Matrix diagram to show a student how the tools in Microsoft Office can be used to present a diagram. It is good to see some students make use of tools that they already have. I used PowerPoint to create the diagram, then exported the slide as an image that could then be inserted into a Word document. There may be other ways to use MS Office tools, but this works for me.

Posted via email from Shirley's posterous

Calendar updates

2011-01-05T13:44:00.000Z

1948

2010-12-28T10:50:00.001Z

Kwong Sai family

Posted via email from Shirley's posterous

Clifton Bridge with Pagoda

2010-12-17T12:39:00.001Z

via dailymail.co.uk

Posted via email from Shirley's posterous

Hallelujah!

2010-12-17T10:03:00.001Z

via youtube.com

Posted via email from Shirley's posterous

Graduateness Continuum

2010-12-17T09:47:00.001Z

via samuelsbay.wordpress.com

Posted via email from Shirley's posterous

A graduate's thoughts

2010-12-17T00:06:00.001Z

As a student at traditional university, most of my work was fact-finding and essay writing. I didn’t do too well with the “traditional” professors, and I loved learning, but not that much.
When I started my degree in Learning, Technology and Research, things were different. A work-based, online degree, with people from so many different backgrounds and in so many different occupations with so many different goals. All enrolled in the same degree. You would think it is difficult, but really, it was not. There were elements that were similar. Readings, for example, on reflection, learning and research. There were skills that we all had to develop, just like those enrolled in English and Science degrees. There was little “knowledge” that was part of it, but a lot of understanding of concepts, such as reflection! And as we moved through this degree, we all inquired into our own practice. 77 different action inquiries running at the same time, and yet we were able to support each other, give peer feedback and discuss the underlying concepts that were still there.

via rethinklearning.wordpress.com

Currently called the BA (Hons) Learning through Technology, Anglia Ruskin University continues to offer students the opportunity to study differently. It is a real pleasure to see the impact continuing after the end of the course.

Posted via email from Shirley's posterous

E-Learning Facilitators

2010-12-16T10:18:00.001Z

via elfyourself.jibjab.com

Posted via email from Shirley's posterous

Luck

2010-12-05T09:40:00.001Z

Posted via email from Shirley's posterous

Location:	The House of Commons, Westminster.
Date and Time:	Thursday 15th December 2011 (12:00)

Semester 1	Semester 2
Review & Planning (30 credits)
Technology for Dissemination (15 credits)
Work Based Major Project (equivalent to 15 credits, Literature and Methodology sections)	Work Based Major Project (equivalent to 30 credits, making a total of 45 credits for assessment)
	Impact Review and Career Progression (30 credits)

Semester / week/Date	Technology for Dissemination(T4D)	Review and Planning (R&P)	Work Based Major Project (WBMP)	Overview of research activities
Semester 1 week 1 20 Sept 2010	T4D module starts. Understanding the module.	R&P module starts. Understanding the module.	x	Planning the proposal
Week 2 27 Sept 2010	LO 1. (2 weeks) Theoretical perspectives on dissemination strategies; sharing information and gathering feedback. (2 weeks)		x	Planning the proposal
Week 3 4 Oct 2010			x	Planning the proposal
Week 4 11 Oct 2010	LO2. (2 weeks) Identify an audience and consider their needs.		x	Planning the proposal and dissemination to work colleagues
Week 5 18 Oct 2010		Submit research proposal.	x	Planning the dissemination to work colleagues
Week 6 25 Oct 2010	LO 3. (2 weeks) Evaluate available technologies for workplace dissemination.		x	Planning the dissemination to work colleagues
Week 7 1 Nov 2010	.		WBMP module starts Draft an outline project report.	Planning the dissemination to work colleagues
Week 8 8 Nov 2010	LO4. (3 weeks) Draft a plan that will ensure you are prepared for your dissemination event.		Begin the Literature Review.	Implementing the proposal - Literature section Planning the dissemination to work colleagues
Week 9 15 Nov 2010	Create a cogent case for your approach. 1. A rationale for the plan justifying the approach you have taken.		Draft the Literature Review.	Implementing the proposal - Literature section Planning the dissemination to work colleagues
Week 10 22 Nov 2010	2. Prepare prototypes of the media you will use to transfer information to your audience. 3. Prepare draft feedback forms.		Draft the Methodology section of the report.	Implementing the proposal - Methodology section Planning the dissemination to work colleagues
Week 11 29 Nov 2010	Stitching. (1 week) General guidance - no further individual formative feedback.	Complete the technology strategy for dissemination. General guidance - no further individual formative feedback.	Draft the Methods section of the report.	Implementing the proposal - Methods section Planning the dissemination to work colleagues
Week 12 6 Dec 2010	Review drafts and prepare for assessment. Upload final files.	Review drafts and prepare for assessment. Upload final files.	Draft the Ethics section of the report	Implementing the proposal - Ethics section
13 Dec 2010	Hand in 13 December (to be confirmed)	Hand in 13 December (to be confirmed)	Begin to implement the proposed project and collect data	Project implementation
20 Dec 2010		Enjoy Christmas	.
27 Dec 2010		Enjoy New Year.
3 Jan 2011				Project implementation
10 Jan 2011				Project implementation
17 Jan 2011				Project implementation

Semester / Week / Date	Impact Review & Career Progression	Work Based Major Project	Overview of research activities
Semester 2 week 1 24 January 2011	Understanding the module compile GLO portfolio.	Implement the proposed project (cont.)	Project implementation
Week 2 31 January 2011			Project implementation
Week 3 7 February 2011	Create reflective account of strengths and weaknesses.	Complete data collection and analysis	Project implementation
Week 4 14 February 2011		Draft the Implementation Report	Implementation Report
Week 5 21 February 2011	Where next for your investigation and for you at work?	Disseminate findings to workplace audience.	Dissemination to work colleagues using plan from Technology for Dissemination module.
Week 6 28 February 2011 (Cohort 10 starts WBMP)	An account that examines future career progression and future development and learning.		Analyse impact of project
Week 7 7 March 2011	Create a ‘map’ of all the evidence of feedback sources, regarding your dissemination and inquiry. Identify the impact of your project on yourself, work colleagues and others.	Draft the Dissemination Report.	Analyse impact of project
Week 8 14 March 2011	Create the Impact Study	Start Project Evaluation	Analyse impact of project
Week 9 21 March 2011	Share the Impact Study for peer review by course members. Provide peer review for others.		Disseminate the Impact Study to course members
Week 10 28 March 2011	Create defense-respond to Impact Study peer review.		Defence of the project findings (validity issues).
Week 11 4 April 2011 General guidance - no further individual formative feedback.	Stitching- recommendations and conclusions about learning.	Complete the Project Evaluation.	Project evaluation report
Week 12 11 April 2011	Review drafts and prepare for assessment.	Review drafts and prepare for assessment.
18 April 2011	Easter Vacation	Easter Vacation
25 April	Easter Vacation	Easter Vacation
02 May 2011		03 May hand in WBMP	Upload final files.
09 May 2011	11 May hand in		Upload final files.