124,237 research outputs found
Lancaster Postgraduate Statistics Centre – creating enterprise and innovation in teaching statistics across disciplines.
No full textThe Lancaster Postgraduate Statistics Centre (PSC) encompasses all aspects of Postgraduate Teaching and Learning within the Mathematics and Statistics department. It is the only UK HEFCE-funded Centre for Excellence in Teaching and Learning that uniquely specialises in postgraduate statistics, and rewards the research and teaching excellence of the Statistics Group. The award-winning purpose-built PSC building opened in February 2008, and features many modern state of the art facilities. Our popular MSc courses and short course programme provide excellent training for those wishing to further their knowledge of statistics. We hold regular Teaching and Learning Seminars that focus on innovative teaching methods and technologies, and offer a visiting fellow scheme as well as specialist training at all levels through master classes and workshops run by experts in the field. This article describes the work of the PSC as we proceed past the third year of grant funding. For more information about activities in the Postgraduate Statistics Centre please see our website at http://www.maths.lancs.ac.uk/psc
SME leaders’ learning in networked learning : an actor-network theory and communities of practice theory informed analysis
No full textThis thesis brings a Communities of Practice perspective together with Actor-network theory to provide a rich understanding of the social learning processes of SME leaders within a networked learning programme. Networked learning as an educational approach is a growing area in higher education. The networked learning programme under investigation forms part of the knowledge exchange initiatives at Lancaster university management school. The research explores the learning process through a qualitative, inductive approach underpinned by an (online and offline) ethnography and is supported by qualitative interviews, the researcher‟s own reflections and other secondary data. The study focuses on three main issues. Firstly, it provides an in-depth understanding of the way a learning community comes together. Secondly, it shows how delegates learn through co-constructing knowledge and the practices within the learning community. It is proposed that the learning community constructs, learns and challenges the situated curriculum. This takes place through the process of legitimate peripheral participation. Gaining fuller participation leads to an increased identification with that of „leader‟. Thirdly, the study theorises four conceptual learning spaces to show where the delegates learn. They are conceived of as an effect of the delegates‟ engagement with the integrated learning model underpinning the networked learning programme. The thesis concludes with a discussion presenting a set of learning and design principles. These can be used to inform the design and thinking around networked learning and knowledge exchange. Combining the theoretical frameworks of Actor-network theory and Communities of Practice theory is unique in the context of exploring the learning processes within networked learning. This combination stretches aspects of the main tenets of each theory and offers contributions to all three theoretical frameworks
Assumptions about American Nationalism, Civil Rights and Current Realities Dr. Richard T. Hughes
No full textAn open session class lecture and virtual conference featuring Professor Richard T. Hughes, Lipscomb University and Bishop Nathan Baxter. A recording of a webinar presented on December 3, 2020. Digital video recording (mp4). Duration: 1 hour, 1 minute, 33 seconds
Why do students miss lectures? : An exploratory study of a faculty at a post 1992 university
No full textA large number of factors are known to be influential on student absenteeism, but little work has been undertaken into understanding this behaviour at a more conceptualised level. In the UK, it appears that only one small scale study has been undertaken into reasons for absenteeism specifically from lectures, despite the growing concerns about this behaviour. This thesis attempts to both improve understanding of why students miss lectures in a Faculty at a post 1992 university, and to explain this behaviour in a more conceptualised way. Nine attributions categorised using three headings: 'student', `lecture' and `context' are first proposed from which three broad constructs are derived that, it is argued, give meaning to the experience of missing lectures for many students in the Faculty. The three constructs are disinterest, disquiet, and disengagement. Disinterest is about an approach to study and learning in the context of missing lectures and is understood as the 'Can't be bothered' attitude to attending lectures; disquiet is about the affective meaning of students missing lectures and is a 'Don't like it! response to the lecture experience; and disengagement is a rational assessment of lectures as having a low expected gain to the student as a 'What's the point? ' deduction in relation to attending lectures. It is possible that these three constructs allow for a reconstruction of the empirical data within a holistic framework interpreting the behaviour of missing lectures from either an etiological perspective, or from an individual psychoanalytical perspective. Low immediacy, instrumentalism, expectations, isolation, discomfort and goal ambiguity, are argued to be the important influences on disinterest, disquiet and disengagement. This thesis presents empirical evidence supporting disinterest, disquiet and disengagement as important constructs in the student's attendance behaviour, and considers how these constructs might be used to guide future research. The thesis concludes with a discussion of the issues for the Faculty raised by the research
Recommendations for changes in UK National Recovery Guidance (NRG) and associated guidance from the perspective of Lancaster University's Hull Flood Studies
No full textThis report was commissioned by the Civil Contingencies Secretariat (CCS) following the publication of Lancaster University‟s Hull Flood Project and Hull Children‟s Flood Project. Its principal purpose is to identify how findings made as a result of the two research projects could be integrated into the Cabinet Office‟s National Recovery Guidance (NRG), as a means to improve affected communities‟ ability to recover from emergency events.
The report, in effect, details a desktop analysis of UK Civil Protection (CP) guidance, from a bottom-up perspective (i.e. using as its critical lens, the lived experiences of members of the public who were tested by the Hull flooding of 2007 and its aftermath)
Thomas Swalwell: A Monastic Life in Books
No full textAddress delivered at the 199th Convocation of Lancaster Theological Seminary by Dr. Anne T. Thayer, Paul and Minnie Diefenderfer Professor of Mercersburg and Ecumenical Theology, Professor of Church History and Director of the Doctor of Ministry Program. Digital video recording (mp4). Duration: 35 minutes, 14 seconds
Intelligent student systems : an application of viewpoints to intelligent learning environments
No full textIntelligent Student Systems are a class of Intelligent Learning Environments that place the learner in the role of a tutor rather than a student. In an analogy with the educational practice of peer tutoring users learn by teaching the computer -- inverting the predominant `computer as tutor' metaphor. Intelligent Student Systems emphasize the learner's viewpoint in educational interactions in preference to the system's conception of the domain. These systems are considered to be less complex than Intelligent Tutoring Systems and to have the potential to generate novel human-computer educational interactions. Viewpoints also have an integral part in knowledge representation in Intelligent Learning Environments and they are utilised in the design and implementation of an Intelligent Student System in economics. Testing of the system produced insights into the future application of Intelligent Student Systems
Final implementation and process evaluation report Lancaster University : Lancaster Success Programe (LSP)
No full textThis report offers a summary of the findings of the Implementation and Process Evaluation (IPE) of the Lancaster Success Programme (LSP). The Lancaster Success Programme is a targeted widening participation (WP) intervention, which supports undergraduate students from key WP backgrounds to achieve success in their degrees
Espresso education : evidence of impacts of digital resources on learning
No full textThe purpose of this report is to provide an overview of the evidence base for Espresso Education digital resources impacting on the learning of pupils in primary schools
Geography and the Enterprise in Higher Education initiative: problems and potential.
No full textThe book includes all twelve papers given at a conference held in Lancaster in 1991 on the Enterprise in Higher Education Initiative. This chapter evaluates the EHE Initiative as it was constructed and implemented in the Department of Geography at Lancaster University using "enterprise dissertations". These were placement-based undergraduate research dissertations, somewhat ahead of their time for geography
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