EDUCAUSE Quarterly Magazine, Volume 32, Number 1, 2009 By Elizabeth J. Aspden and Louise P. Thorpe Learning environment development has been a key part of the Academic Innovation Team’s remit for a number of years at Sheffield Hallam University (see About Us). Beginning with our research into the impact of e-learning on the student experience in 2002 — and recognizing the way e-learning influenced students’ views of physical spaces — we started to look more closely at the ways in which our students and faculty use on-campus spaces, and at ways in which our environments needed to evolve. A recurring theme that emerged was the importance of serendipitous meetings and the ad hoc use of those "in between" times: in between taught sessions, in between focused study, in between study and home.
Mashable write up of our Twitter article: Alan Cann, Jo Badge, Stuart Johnson, Alex Moseley. Twittering the student experience. ALT-N, Vol. 17, October 2009. http://newsletter.alt.ac.uk/xrctg5ovlfkimsphpsy77s
A friend just sent me an e-mail asking for writing tips. Her question is a common one -- I get this question every month from one of my doctoral students, one of my former students, or someone outside of the university where I teach. As a result, I thought that I might summarize some of the 10 suggestions I gave my friend, as well as 10 additional ones that I thought of while writing this up -- and then 10 more later on. It is now 30 ideas! Perhaps more people can benefit from the list or add to these ideas.
Heriot-Watt University, Edinburgh 16-17 June 2009 The aim of this national conference is to bring together practitioners in the teaching of science disciplines in HE to share their experiences, identify common challenges and an opportunity to share effective practice. The programme will include keynote lectures; short oral presentations; hands on workshops; posters and exhibitions.
In exploring new ways of teaching students how to use Medical Subject Headings (MeSH), librarians at Boston University's Alumni Medical Library (AML) integrated social tagging into their instruction. These activities were incorporated into the two-credit graduate course, “GMS MS 640: Introduction to Biomedical Information,” required for all students in the graduate medical science program. Hands-on assignments and in-class exercises enabled librarians to present MeSH and the concept of a controlled vocabulary in a familiar and relevant context for the course's Generation Y student population and provided students the opportunity to actively participate in creating their education. At the conclusion of these activities, students were surveyed regarding the clarity of the presentation of the MeSH vocabulary. Analysis of survey responses indicated that 46% found the concept of MeSH to be the clearest concept presented in the in-class intervention.
A critical review of the use of the concept of reflection in Higher Education. David Andrew, Miriam Green, Gary Pheiffer, Debbie Holley. BEST conference, April 2002. Reflection as a concept should be abandoned in management educational practice because of: Lack of consistent definition Lack of operational value - we can't tell students how to do it Some minor, but potential dangers if we could tell students how to do it Lack of necessity - we do not see how such an ill-defined concept is necessary for helping students to learn.
A. Rovai. The Internet and Higher Education, 10 (1):
77 - 88(2007)Special Section of the AERA Education and World Wide Web special Interest Group (EdWeb/SIG).