Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030005
J. Hordern
Abstract The nature of student involvement in research project activity in higher education can be influenced by the extent to which student and institutional researchers hold mutual interests in common and the political and socio-cultural characteristics of the environment in which the research project is located. Productive systems models could provide a useful means of identifying different opportunities for students to engage in producing knowledge, particularly when combined with an analysis of the character of knowledge in production within different project contexts and activities.
{"title":"The student as producer within a productive system","authors":"J. Hordern","doi":"10.11120/elss.2012.04030005","DOIUrl":"https://doi.org/10.11120/elss.2012.04030005","url":null,"abstract":"Abstract The nature of student involvement in research project activity in higher education can be influenced by the extent to which student and institutional researchers hold mutual interests in common and the political and socio-cultural characteristics of the environment in which the research project is located. Productive systems models could provide a useful means of identifying different opportunities for students to engage in producing knowledge, particularly when combined with an analysis of the character of knowledge in production within different project contexts and activities.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122227097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/ELSS.2012.04030020
Rebecca J. Jones, Leanne Race, Chelsea Sawyer, Eleanor Slater, D. Simpson, Ian Mathews, Karin Crawford
Abstract This reflective practice paper sets out to explore the application of the student as producer ethos. In particular, it engages with the student voice by considering students’ experiences of working as equal members of a research team with academic staff. Drawing on the example of a research project funded by the Higher Education Academy, which set out to explore how student volunteering activity might influence employability, the paper highlights three themes emerging from students’ reflections of their experience: responsibilities and tasks of the student researcher; the benefits of being a student researcher; and working with students and staff from other disciplines.
{"title":"Being a student as producer — reflections on students co-researching with academic staff","authors":"Rebecca J. Jones, Leanne Race, Chelsea Sawyer, Eleanor Slater, D. Simpson, Ian Mathews, Karin Crawford","doi":"10.11120/ELSS.2012.04030020","DOIUrl":"https://doi.org/10.11120/ELSS.2012.04030020","url":null,"abstract":"Abstract This reflective practice paper sets out to explore the application of the student as producer ethos. In particular, it engages with the student voice by considering students’ experiences of working as equal members of a research team with academic staff. Drawing on the example of a research project funded by the Higher Education Academy, which set out to explore how student volunteering activity might influence employability, the paper highlights three themes emerging from students’ reflections of their experience: responsibilities and tasks of the student researcher; the benefits of being a student researcher; and working with students and staff from other disciplines.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"592 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116271740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030015
M. C. Brennan
Abstract The topic of language change has always interested me. There is little data on rhoticity in England and, as I originate from a village that employs this feature, I decided to conduct an experiment on this language variation for my dissertation. This paper reflects on the many processes I had to go through, as well my feelings before and after I completed my research. What I learned, what I struggled with and the value of my findings are also covered.
{"title":"Rhoticity in a rural dialect: undergraduate dissertation reflection","authors":"M. C. Brennan","doi":"10.11120/elss.2012.04030015","DOIUrl":"https://doi.org/10.11120/elss.2012.04030015","url":null,"abstract":"Abstract The topic of language change has always interested me. There is little data on rhoticity in England and, as I originate from a village that employs this feature, I decided to conduct an experiment on this language variation for my dissertation. This paper reflects on the many processes I had to go through, as well my feelings before and after I completed my research. What I learned, what I struggled with and the value of my findings are also covered.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121447249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030011
Hollinshead Ailsa, Emma McKendrick
Abstract This practice paper outlines the experience of a student as producer in relation to a final-year dissertation. The student-producer researched the perceptions and experiences of fellow students in relation to personal development tutors in a social sciences subject group. The authors argue that: 1) student research about academic staff is beneficial because it enables student interviewees to talk more openly; 2) presenting the findings to academic staff is an essential outcome; 3) research of this kind has more credibility owing to the more equal status between [student] interviewer and [student] interviewee. The paper concludes that students as producers could enhance institutional reflexivity.
{"title":"Seeing ourselves as our students see us: the personal development tutor experience through the lens of student as producer","authors":"Hollinshead Ailsa, Emma McKendrick","doi":"10.11120/elss.2012.04030011","DOIUrl":"https://doi.org/10.11120/elss.2012.04030011","url":null,"abstract":"Abstract This practice paper outlines the experience of a student as producer in relation to a final-year dissertation. The student-producer researched the perceptions and experiences of fellow students in relation to personal development tutors in a social sciences subject group. The authors argue that: 1) student research about academic staff is beneficial because it enables student interviewees to talk more openly; 2) presenting the findings to academic staff is an essential outcome; 3) research of this kind has more credibility owing to the more equal status between [student] interviewer and [student] interviewee. The paper concludes that students as producers could enhance institutional reflexivity.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133049475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/ELSS.2012.04030010
Lynn Greaves
Abstract A recently funded JISC project (2012) at the University of West London (UWL) explores the role of student as producer (SaP). A dynamic action research approach (Zubber-Skerrit 1992) focuses on the role of students in the production of materials for their own and others’ learning at point of entry to HE study. The JISC Feed-forward for Informed Learning (FfiL) project (JISC 2012) directly involves students in the creation, dissemination and evaluation of digital materials to support curriculum delivery and personalised learning. It also ensures involvement of learners in the promotion and uptake of open educational resources (OER) to support a variety of modes of learner engagement.
{"title":"Feed-forward for Informed Learning (FfIL): learner-generated materials for personalised learning","authors":"Lynn Greaves","doi":"10.11120/ELSS.2012.04030010","DOIUrl":"https://doi.org/10.11120/ELSS.2012.04030010","url":null,"abstract":"Abstract A recently funded JISC project (2012) at the University of West London (UWL) explores the role of student as producer (SaP). A dynamic action research approach (Zubber-Skerrit 1992) focuses on the role of students in the production of materials for their own and others’ learning at point of entry to HE study. The JISC Feed-forward for Informed Learning (FfiL) project (JISC 2012) directly involves students in the creation, dissemination and evaluation of digital materials to support curriculum delivery and personalised learning. It also ensures involvement of learners in the promotion and uptake of open educational resources (OER) to support a variety of modes of learner engagement.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"195 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133524272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/ELSS.2012.04030007
S. Obendorf, Claire Randerson
Abstract The authors of this paper introduced an assessed Model United Nations simulation as a core component of the undergraduate politics and international relations programmes at the University of Lincoln. The authors use their experience of creating and delivering this module to reflect upon the institutional implementation of a student as producer agenda to guide curriculum development and pedagogy. They conclude that many existing trends in the teaching and learning of politics and international relations are congruent with the emerging focus in British higher education on research-engaged teaching and learning and the development of students as producers of knowledge. They conclude by suggesting that these priorities are perhaps best implemented at degree programme level and that they should take greater account of a broad notion of internationalisation and the value of simulation-driven teaching and learning.
{"title":"The Model United Nations simulation and the student as producer agenda","authors":"S. Obendorf, Claire Randerson","doi":"10.11120/ELSS.2012.04030007","DOIUrl":"https://doi.org/10.11120/ELSS.2012.04030007","url":null,"abstract":"Abstract The authors of this paper introduced an assessed Model United Nations simulation as a core component of the undergraduate politics and international relations programmes at the University of Lincoln. The authors use their experience of creating and delivering this module to reflect upon the institutional implementation of a student as producer agenda to guide curriculum development and pedagogy. They conclude that many existing trends in the teaching and learning of politics and international relations are congruent with the emerging focus in British higher education on research-engaged teaching and learning and the development of students as producers of knowledge. They conclude by suggesting that these priorities are perhaps best implemented at degree programme level and that they should take greater account of a broad notion of internationalisation and the value of simulation-driven teaching and learning.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123485918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-05-01DOI: 10.11120/ELSS.2012.04020005
Sara P. Robinson, F. Johnson
Abstract This study investigates students’ personal information management (PIM) during the creation of coursework. In-depth interviews to elicit students’ narratives on their PIM were conducted specifically to understand the affective environment. The resulting descriptions depart from what might be considered ‘ideal’ behaviour, and analysis of the emotional response identify the ‘norm’, students’ assessment of their own behaviour against the ideal. Information management is integral to student learning and in a digital environment has become increasingly complex. This study suggests that well-placed instruction is needed to help students understand both the process and the affective environment of PIM.
{"title":"The process and affective environment of students’ personal information management","authors":"Sara P. Robinson, F. Johnson","doi":"10.11120/ELSS.2012.04020005","DOIUrl":"https://doi.org/10.11120/ELSS.2012.04020005","url":null,"abstract":"Abstract This study investigates students’ personal information management (PIM) during the creation of coursework. In-depth interviews to elicit students’ narratives on their PIM were conducted specifically to understand the affective environment. The resulting descriptions depart from what might be considered ‘ideal’ behaviour, and analysis of the emotional response identify the ‘norm’, students’ assessment of their own behaviour against the ideal. Information management is integral to student learning and in a digital environment has become increasingly complex. This study suggests that well-placed instruction is needed to help students understand both the process and the affective environment of PIM.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131689248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-05-01DOI: 10.11120/ELSS.2012.04020001
Helen Jones, Phil Johnson, A. Gruszczyńska
ISSN: (Print) 1756-848X (Online) Journal homepage: https://www.tandfonline.com/loi/rhep16 Institutional strategies for supporting learners in a digital age Dr Rhona Sharpe & Dr Greg Benfield To cite this article: Dr Rhona Sharpe & Dr Greg Benfield (2012) Institutional strategies for supporting learners in a digital age, Enhancing Learning in the Social Sciences, 4:2, 1-17, DOI: 10.11120/elss.2012.04020004 To link to this article: https://doi.org/10.11120/elss.2012.04020004
{"title":"Digital literacy: digital maturity or digital bravery?","authors":"Helen Jones, Phil Johnson, A. Gruszczyńska","doi":"10.11120/ELSS.2012.04020001","DOIUrl":"https://doi.org/10.11120/ELSS.2012.04020001","url":null,"abstract":"ISSN: (Print) 1756-848X (Online) Journal homepage: https://www.tandfonline.com/loi/rhep16 Institutional strategies for supporting learners in a digital age Dr Rhona Sharpe & Dr Greg Benfield To cite this article: Dr Rhona Sharpe & Dr Greg Benfield (2012) Institutional strategies for supporting learners in a digital age, Enhancing Learning in the Social Sciences, 4:2, 1-17, DOI: 10.11120/elss.2012.04020004 To link to this article: https://doi.org/10.11120/elss.2012.04020004","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"224 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122573988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-05-01DOI: 10.11120/ELSS.2012.04020006
P. Woodcock
Abstract This paper overviews and analyses a project to replace the oral presentation element of a political theory module with a video presentation created by students. Its aim is not to provide a practical guide for the educator but to discuss how video presentations address a number of concerns that students raise about oral presentations. In particular, this paper will focus on the role that bravery has on a student’s journey in education and how video presentations can help by moving the assessment of oral communication from a public to a private act. It will also look at how creating video presentations might stimulate digital literacy and suggest that it is the educator’s rather than the student’s literacy that is challenged by this process.
{"title":"Bravery, technological literacy and political philosophy: replacing oral presentations with student-created video presentations","authors":"P. Woodcock","doi":"10.11120/ELSS.2012.04020006","DOIUrl":"https://doi.org/10.11120/ELSS.2012.04020006","url":null,"abstract":"Abstract This paper overviews and analyses a project to replace the oral presentation element of a political theory module with a video presentation created by students. Its aim is not to provide a practical guide for the educator but to discuss how video presentations address a number of concerns that students raise about oral presentations. In particular, this paper will focus on the role that bravery has on a student’s journey in education and how video presentations can help by moving the assessment of oral communication from a public to a private act. It will also look at how creating video presentations might stimulate digital literacy and suggest that it is the educator’s rather than the student’s literacy that is challenged by this process.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115315888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-05-01DOI: 10.11120/elss.2012.04020002
R. Johnson, D. Edmundson-Bird, B. Keegan
Abstract This paper examines criteria for successfully developing digital literacy skills in an undergraduate module. We analyse students’ work using concepts from the digital literacy literature, the field of digital marketing and the concept of the filter bubble (Pariser 2011). We describe the rationale for the module, the assessment process and the outputs produced by students. We then undertake an analysis of reflective blogs and other student outputs. We review key criteria that appear to be critical to successful implementation and discuss the importance of assessing critically reflective practice in authentic, constructively aligned assessment tasks.
{"title":"Making digital literacy a success in taught marketing courses","authors":"R. Johnson, D. Edmundson-Bird, B. Keegan","doi":"10.11120/elss.2012.04020002","DOIUrl":"https://doi.org/10.11120/elss.2012.04020002","url":null,"abstract":"Abstract This paper examines criteria for successfully developing digital literacy skills in an undergraduate module. We analyse students’ work using concepts from the digital literacy literature, the field of digital marketing and the concept of the filter bubble (Pariser 2011). We describe the rationale for the module, the assessment process and the outputs produced by students. We then undertake an analysis of reflective blogs and other student outputs. We review key criteria that appear to be critical to successful implementation and discuss the importance of assessing critically reflective practice in authentic, constructively aligned assessment tasks.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126155291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：