The CEL team have awarded one of the prestigious Vice-Chancellor’s PhD scholarships at Bournemouth University, with the project “Immersive worlds, AR & tools for learning innovation: an empirical investigation in the UK HE context”. Debbie Holley, Jacqueline Priego and Liz Falconer comprise the supervisory team at CEL. This new project seeks to elucidate the connections between immersive worlds, augmented reality and… Read more » about Introducing Heidi Singleton, our new PhD student on Immersive Worlds, Augmented reality and Tools for Learning Innovation
UofA25
FAR Think Piece One: All of us put other people first
A series of short, reflective pieces about widening participation projects is being published from within the Fair Access Research (FAR) initiative, which aim to share ideas and experiences on widening participation projects from across the university, to provoke thought and to inspire. Think Piece One is written by Dr Jacqueline Priego, postdoctoral research fellow in CEL, about a co-production… Read more » about FAR Think Piece One: All of us put other people first
My voice, my story: the lived experience of being a non-traditional student at university
The Fair Access Research (FAR) team have been working with students to explore what it means to be a non-traditional student at university through the student voice, using photovoice, a participatory photographic and story technique. The undergraduates involved in the research, who were from widening participation (WP) backgrounds, became research co-creators. They took photographs to represent their experiences… Read more » about My voice, my story: the lived experience of being a non-traditional student at university
Project: The co-creation of unit assessments based on the principles of ‘backward design’
by Richard Wallis & Ashley Woodfall (joint-PIs) In this exploratory workshop, students and staff from three faculties are coming together to explore innovative approaches to assessment based upon the principles of ‘backward design’ and co-creation. The unexpected mid-semester departure from the University of one of our original Faculty partners proved to be only a temporary… Read more » about Project: The co-creation of unit assessments based on the principles of ‘backward design’
New CEL Innovation Awards Funded Projects
We were delighted to receive so many high quality bids, congratulations to successful proposals: James Gavin Kelly Goodwin Sarah Muir Peter Phillips Ashley Woodfall & Richard Wallis The bids were assessed by an internal panel. Unsuccessful applicants have received feedback on their applications. Staff interested in developing ideas for the next CEL Innovation Awards cycle… Read more » about New CEL Innovation Awards Funded Projects
What does research-informed teaching look like?
The HEA together with the University Alliance have issued a paper – a collection of case studies -which might help explain this. Given the REF’s new broader definition of impact and the TEF which has research-informed teaching as an indicator of quality this is certainly a useful and timely read.
Best paper award for CEL
Dr Debbie Holley and David Biggins presented a paper, co-authored with Dr Marketa Zezulkova and George Evangelinos, at the 3rd EAI International Conference on e-Learning e-Education and Online Training (eLEOT) in Dublin between 31st August and 2nd September 2016. The paper was entitled Digital Competence and Capability Frameworks in the Context of Learning, Self-Development and… Read more » about Best paper award for CEL
Lord Stern’s REF Review- the outcome
Thanks to Emma Banbury-Whitton; apologies for cross posting The outcome of Lord Stern’s independent review of the REF has been published. You can view the report here. The recommendations from the report are as follows. 1. All research active staff should be returned in the REF (and allocated to a unit of assessment). 2. Outputs should be… Read more » about Lord Stern’s REF Review- the outcome
On audio-recorders…or introducing ‘Tales from the field’
In this post, Jacqueline Priego introduces the new blog feature ‘Tales from the field’. One of the main thrusts of CEL is driving pedagogic research, leading up to the next REF submission in Unit of Assessment 25. As part of this effort, I started working here as a research fellow a year ago. In this… Read more » about On audio-recorders…or introducing ‘Tales from the field’
Forging a university-aided indigenous community education policy
The UoA25 Research Development Funding recently supported a pilot study in Cameroon on the subject “Forging a university-aided Indigenous community education policy: Village elders, informal education and social development in Cameroon”. The rationale for this study hinges on the fact that state-building in the horn of Africa requires a rethink and striking a balance between traditional… Read more » about Forging a university-aided indigenous community education policy
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