Caruana, V 2007, Innovative learning in action (ILIA) issue seven: New academics engaging with action research 2 , Education Development Unit, University of Salford, Salford, UK.
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Welcome to this seventh issue of Innovative Learning and Action (ILIA) which celebrates and disseminates some of the work produced by recent cohorts on the Postgraduate Certificate in Higher Education Practice and Research programme. As part of their assessment in the second module, Learning Design and Enquiry participants engage in action research completing a planned, first cycle of what is essentially an iterative process. Participants inevitably confront action research from different perspectives largely based on past research experience. Some perceive themselves as ‘novice’ researchers generally, when they encounter this paradigm, whilst others are seasoned researchers steeped in more traditional approaches. Part of the assessment therefore addresses evaluation and reflection on action research processes as they have been experienced and this is included in the work presented. The insights generated are the product of genuine concern, interest and enthusiasm in responding to the challenges of teaching and learning that pervade Higher Education today. This small sample of papers demonstrates a heightened awareness of issues; the student voice is apparent but it is reinforced in conversation with academics. The papers show how action research builds on the authors’ willingness to collaborate with their students and indeed, other stakeholders in seeking mutual understanding of complexity and in formulating ideas to enhance the quality of the student learning experience. Each of the contributions has direct relevance to both policy and practice encouraging readers to reflect on key issues in the context of Widening Participation. The transition to HE is clearly a fundamental concern. Authors explore support systems for both students and their workplace managers in the challenging context of secondment to study in pursuit of CPD; the potential of FE/HE teaching exchange as a form of professional development to enable lecturers and teachers to facilitate their students’ journey across the sectors and the possibilities for enhancing the academic writing skills of students. One common theme is the complexity encountered in negotiating cultural boundaries in different contexts – the boundaries between workplace and place of study, between one educational sector and another and between one style of communication and another. A final contribution prompts us to consider the complexities of teaching and learning across international boundaries in exploring the potential for enhancing learning through the use of video-clips in a distance learning programme. I hope you will enjoy these papers which I feel provide much food for thought. I am also sure that the authors would welcome approaches from colleagues either within or outside their respective disciplines who are interested in similar areas of practice.
|Additional Information:||Contributions: Can teaching exchange between HE and FE offer an effective model of professional development for lecturers and teachers?, by Kathryn Allan; Exploring the ‘ups’ and ‘downs’ of seconded students’ experiences of workplace support, by Jacqui McKenna; Teaching at a distance using new video technology: investigating viability, attitudes and impact on teaching and learning through action research, by Joanne Taylor; Pre-course material to develop academic writing skills of first year diploma (HE) nursing students: is there an appetite?, by Claire Williams.|
|Themes:||Subjects / Themes > L Education > LB Theory and practice of education
Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education
Subjects outside of the University Themes
|Schools:||Schools > No Research Centre|
|Publisher:||Education Development Unit, University of Salford|
|Depositing User:||Institutional Repository|
|Date Deposited:||03 Apr 2009 13:06|
|Last Modified:||28 Oct 2015 23:32|
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