Introducing Prof Scott Border

Virtual Placement Research Process - a Vodcast

This is a 'vodcast' (a conversation with visual clues) between Vicki Dale and Karen Thompson talking about virtual placement research process. It will link to an article recently published by Thompson and Dale (2022) which covers themes including self-regulated learning, thematic analysis and its shift to reflexive thematic analysis, working from home, taking a studio perspective online and lessons learned.

Thompson, K. and Dale, V., 2022. The role of virtual placements in promoting self-regulated learning: stakeholder experiences of an online learning community during the Covid pandemic. Journal of Perspectives in Applied Academic Practice, 10(1), pp.12-22.

Designing and delivering an ODL programme – Our Experiences

Craig Alexander @calexander_91, Colette Mair ,  Eilidh Jack @UoGSDAEG

Introduction

In this podcast, Colette, Craig and Eilidh discuss their experiences on designing and managing an online distance learning programme in Data Analytics. They share their findings on the characteristics of ODL learners, and how they differ from similar on-campus programmes. They also discuss some considerations at the design stage of an ODL programme and how materials and assessment can be delivered with the use of digital technology and the expertise of a learning technologist. Finally, they discuss some challenges during their time running the programme and suggestions for those interested in setting up their own ODL programme.

Widening Participation and Medical Schools

Dr Nana Sartania (University of Glasgow) and Dr Clare Ray (University of Birmingham) talk about widening participation and medical schools focussing on the following question:

1. Who do we regard the widening participation students? Is this categorisation adequate/justified? Are we missing any students who need help but are not targeted, based on the current criteria the universities use? –
2. As a society, do we need to try to widen access to traditionally elite University subjects such as Medicine, Law etc?
3. If pupils from disadvantaged backgrounds want to go and study Medicine, what barriers do they face? Is that different from pupils from privileged backgrounds?
4. What help is available to them to overcome the barriers? (from parents, schools, target medical schools)? The help they get from med schools - is that enough for them to do as well as their privileged peers?
5. Once the students gain a place on the course, are they on a level playing field?

Leap of Faith: Enhancing the Agency of Early Career Academics

This is an audio recording of the following paper, read by Mark Breslin. 

Enhancing the Agency of Early Career Academics 

Mark Breslin, Julie Harvie, Brian Leslie, Evelyn McLaren
University of Glasgow 

ABSTRACT This article explores the lived experiences of four early career academics (ECAs) transitioning from school educators (within the  primary and secondary sectors) to lecturers in initial teacher education in a United Kingdom Higher Education institution. These  ECAs were established teachers with strong practitioner identities within their field of education and experienced in reflective  practice. This study aims to gain a deeper understanding of how their agency was impacted in this transition. The concept of  agency is firstly explored, and an ecological model presented and used as a framework in this study. A collaborative  autoethnographic methodological approach is used to structure personal and professional reflections in order to gain an insight  into the evolving identities of the ECAs as they embrace and develop new careers within Higher Education (HE) as lecturers.  Factors emerge which have both hindered and enhanced agency and this paper sets out some recommendations for change. It is  hoped that HE establishments may find these findings useful to consider when inducting new staff and helping them develop and  flourish in the early stages of their academic careers. 

Keywords: Agency, identity, early career academic, academic scholarship, academic induction

For the full paper please follow here

Dr Anne Tierney: answers questions about SoTL

What is SoTL? How do you get started? Where will SoTL be and how did it begin? Are just some of the questions we are discussing in this episode.
Listen in for tips and advice about SoTL and here what colleagues from other institutions have to say.

Anne Tierney is an Assistant Professor in the Learning and Teaching Academy at Heriot-Watt University. She has a particular interest in the Scholarship of Teaching and Learning, especially how scientists engage with it. Anne led a QAA Scotland collaborative cluster in micro-credentials in 2021-22 and is currently deputy chair of The Scottish Tertiary Education Network for Micro-credentials. She is Assistant Director for Improving University Teaching, an annual, international teaching and learning conference, and is on the editorial team for the Journal of Perspectives on Applied Academic Practice, as well as reviewing for several other SoTL journals.

Have a nosey at Anne's latest papers for more SoTL learning: 

TIERNEY, A., AIDULIS, D., PARK, J. & CLARK, K. “Plotting a route through SoTL: From bioscientist to pedagogic researcher”, Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 15:1, 34-42, 2021. https://www.pestlhe.org/index.php/pestlhe/article/view/233

TIERNEY, A., AIDULIS, D., PARK, J. & CLARK, K. “Supporting SoTL Development Through Communities of Practice”, Teaching and Learning Inquiry, 8:2, 32-52, 2020. https://journalhosting.ucalgary.ca/index.php/TLI/article/view/67953

WEBB, A. S. & TIERNEY, A. M.  “Investigating support for Scholarship of Teaching and Learning; We need SoTL educational leaders”. Innovations in Education and Teaching International, 57:5, 613-624, 2020. https://www.tandfonline.com/doi/abs/10.1080/14703297.2019.1635905?journalCode=riie20

With a big "Thank you!" to Anne for sharing her time and expertise with us.