UCLan Journal of Pedagogic Research https://pops.uclan.ac.uk/index.php/ujpr <p style="user-select: auto;"><span style="font-size: 10.5pt; font-family: Montserrat; color: black;"><span style="font-size: 10.5pt; font-family: Montserrat;"><strong style="user-select: auto;"><img style="float: left;" src="https://pops.uclan.ac.uk/public/site/images/siteadmin/slide3.png" alt="" width="75" height="108" hspace="40" vspace="10" /></strong></span></span></p> <p style="user-select: auto;"> </p> <p style="user-select: auto;"><span style="font-size: 10.5pt; font-family: Montserrat; color: black;"><span style="font-size: 10.5pt; font-family: Montserrat;"><strong style="user-select: auto;">UCLan Journal of Pedagogic Research</strong> provides an opportunity to raise the profile of research into your learning and teaching practice and processes. It aims to enhance the theoretical understanding of teaching and learning at UCLan.</span></span></p> en-US Authors who publish with this journal agree to the following terms:<br /> <ol type="a"><br /><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><br /><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li><br /><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li><br /><li>A copy of all published submissions will be archived on the University of Cnetral Lancashire Research Repository - CLoK, preserved, managed and disseminated according to CLoK policies (See <a href="http://clok.uclan.ac.uk/policies.html" target="_new">CLoK policies</a>) </li></ol> HHewertson@uclan.ac.uk (Helen Hewertson) pharrison1@uclan.ac.uk (Paul Harrison) Tue, 23 Aug 2016 09:37:49 +0000 OJS http://blogs.law.harvard.edu/tech/rss 60 Editorial https://pops.uclan.ac.uk/index.php/ujpr/article/view/324 Gavin Sim, Michael Thomas Copyright (c) https://pops.uclan.ac.uk/index.php/ujpr/article/view/324 Fri, 16 Oct 2015 00:00:00 +0000 The Benefits of Delivering Formative Feedback via Video-Casts https://pops.uclan.ac.uk/index.php/ujpr/article/view/326 <p>Universities face the challenge of offering high quality feedback in a time- and cost-efficient manner. In this context, the use of eLearning technologies offers a number of potential advantages to both the tutor and student. For example, eLearning technologies may allow students to fully engage with their studies whilst maintaining other responsibilities (such as childcare or paid employment). The mixed methods study explored both student and tutor experiences of using video-casts (via the eLearning technology, Adobe Connect) for personalised formative feedback. Twenty four final-year students were offered the opportunity to receive video-cast feedback on their project drafts alongside more traditional written and face-to-face feedback. The experiences of eighteen students and the reflections of their tutors are reported here. In summary, students found video-cast feedback to be easy to access, clear, and motivational. Tutors reported that the video-cast feedback was easy to record, and reduced workload. Specifically, subsequent meetings were more focused and further follow-up meetings were unnecessary.</p> Sarita Robinson, Luna Centifanti, Gayle Brewer, Lynda Holyoak Copyright (c) https://pops.uclan.ac.uk/index.php/ujpr/article/view/326 Fri, 23 Oct 2015 00:00:00 +0000 “Who Cares if I Care?” Facilitating Learning in Higher Education https://pops.uclan.ac.uk/index.php/ujpr/article/view/328 <p>Being an academic practitioner for almost three decades, I am continuously enhancing my self-awareness, and developing strategies for addressing my, and student behaviour in order to eliminate the barriers to learning. By leveraging this awareness, I have focused on the facilitation of student engagement and learning, in order to create a caring and respectful learning environment.</p> <p>The paper explores the literature related to the “caring” individual and behaviours which can either enhance or hinder student engagement during student/teacher interactions. By unpacking the inherent complexities in order to identify strategies that promote pedagogical care, a reflective narrative is provided on the personal learning gained while investigating this integral aspect of the student experience.</p> <p>Finally, and, in an attempt to bridge the perceived gap, concluding thoughts and implications provide a synthesis between the analysis and the UK., Professional Standards Framework.</p> Panayiotis Constanti Copyright (c) https://pops.uclan.ac.uk/index.php/ujpr/article/view/328 Fri, 23 Oct 2015 00:00:00 +0000 Retention in Mathematics students: problems and possible approaches https://pops.uclan.ac.uk/index.php/ujpr/article/view/329 <p>This article describes and analyses the approach adopted by the Mathematics course team in UCLan to improve retention in the first year mathematics students. After introducing the key aspects of the skills required by a mathematics student and the teaching methods considered in the past to improve such skills, the UCLan method is outlined. Such method is based on a mixture of formative and summative assignments, spread throughout the year. A case study allows to statistically confirm the effectiveness of such method. We conclude the article outlining possible improvements and drawbacks.</p> Davide Penazzi Copyright (c) https://pops.uclan.ac.uk/index.php/ujpr/article/view/329 Fri, 23 Oct 2015 00:00:00 +0000 Nostalgia as truth, self preservation or identity formation? – Initial accounts from professional footballers in education. https://pops.uclan.ac.uk/index.php/ujpr/article/view/330 This paper provides an update on research being undertaking as part of a Professional Doctorate in Education at UCLan. In particular, it discusses a potential theme that may be emerging from the early phases of data analysis. Primarily, the aim of the research is to explore attitudes towards, and perceptions of learning that players aged 16-18 in a Premier League football club display. The first phase of the research focussed on players’ experiences at high school and an initial thematic analysis of one of four focus groups highlighted the emergence of a potential area of interest. Specifically, there appears to be evidence of strong nostalgic recollections from some of the players based upon their past experiences of school. Consequently, it is suggested that this may be due to players becoming anxious as a result of being embedded in the notoriously uncertain and ambiguous environment of professional football. At the time of the focus group the players were waiting on the club to make to a decision about whether they would be offered contract extensions. It is also inferred that the players’ nostalgia could be an attempt to form a shared social identity based upon the machismo stereotypes apparent in elite football. The potential consequences of such a phenomenon are discussed. Clint Godfrey Copyright (c) https://pops.uclan.ac.uk/index.php/ujpr/article/view/330 Wed, 27 Jan 2016 00:00:00 +0000 An Integrated Coaching Model for the Student and Graduate Entrepreneurial Learning Environment https://pops.uclan.ac.uk/index.php/ujpr/article/view/331 <p>This empirical research project was undertaken following a period of study on a Post Graduate Certificate in Education ‘Coaching for Organisational Performance’ at the University of Central Lancashire. The purpose was to establish the most appropriate and effective combination of coaching and mentoring for use with student and graduate nascent entrepreneurs at the University of Central Lancashire (UCLan). Firstly, a literature review was undertaken to identify whether there is a common understanding of key differences between coaching and mentoring and how they are used by entrepreneurial support organisations. Secondly, written records including scripts, reflections and mind maps from a sample of individual coaching/mentoring sessions with students and graduates were reviewed. Thirdly, the development of diagrams and visual models aided a combination of intensive problem solving and reflection on research findings, previous mentoring and coaching experience with student nascent entrepreneurs. The main outcomes included generation of a number of innovative ideas for extra-curricular enterprise programme development and an Integrated Coaching Model for the UCLan student and graduate entrepreneurial learning environment. A proposal for integration of the model into entrepreneurial teaching and learning activities and a shift of emphasis from a content-driven to a more process-driven programme was prepared.</p> Judith Anne Newman Copyright (c) https://pops.uclan.ac.uk/index.php/ujpr/article/view/331 Fri, 23 Oct 2015 00:00:00 +0000 Innovation: Can it be an on-the-spot idea or must it be pre-planned? https://pops.uclan.ac.uk/index.php/ujpr/article/view/394 <p>This research investigates the value of innovation; why we do it and, most significantly, how we do it. Research and teaching practice would inevitably suggest that a lesson must be planned – and this is not something with which we disagree. However, what this research aims to discover is, whether we can be innovative within a session without it having been fully pre-planned. Can an ‘on the spot’ idea be as successful as something which is planned days or weeks before the session?</p> <p>Our research was carried out within UCLan. The pre-planned innovation was utilised in the Lancashire Law School (LLS) where students were required to ‘peer mark’ for a mock assignment at foundation level. This innovation asked students to engage with the marking criteria and apply it effectively to their colleague’s presentations. The reaction by students from this ‘experiment’ was encouraging. Feedback suggested that the students had a better understanding of the assessment criteria and, perhaps more importantly, although unintentional, an increased level of trust between student and tutor.</p> <p>We used what we shall term an ‘on the spot’ innovation in the Lancashire Business School (LBS). This asked students of systems’ development to engage with the diagramming techniques often used by systems’ analysts. The innovation took place on the whiteboard at the front of the room and students were invited to add one relationship (connection) at a time. The tutor photographed each step and a PowerPoint presentation was made using each relationship to build the finished diagram. This was annotated and circulated to all students.</p> <p>Both innovative teaching techniques were effective in terms of the outcomes experienced by all participants. This research will identify that innovative teaching techniques do not need to be a wholly and succinctly pre-planned activity. Innovation within teaching strategies can be both a thought out process, and a more ad-hoc idea.</p> Janet Furness, Barry Marshall-Kalina Copyright (c) https://pops.uclan.ac.uk/index.php/ujpr/article/view/394 Tue, 23 Aug 2016 00:00:00 +0000