CMALT application, January 2007 |
Archive for: January 2007January 29, 2007 1.0 Background InformationBackground information for assessors In 2003, I lead the validation team for a new pathway at Anglia Ruskin University, the BA (Hons), Learning, Technology, and Research (BALTR). It was my responsibility to synthesise input from the development team … 2.1 Operational Issues: Constraints & Benefits of Different TechnologyInternet technologies The Nesta Futurelab publication on Personalisation and Digital Technologies (2005), argues that there is a high degree of personalisation in the experience of lifewide learners, however in the formal context this is still largely unrecognised. Downes (2006) observes … 2.2 Operational Issues: Technical Knowledge and Ability in the Use of Learning TechnologyDevelopment of Ultraversity online environment The screen grab below illustrates the environment developed for Ultraversity using the Plone content management system introduced in section 2.1. The online learning environment was developed through collaboration between the Ultraversity technical team and myself … 2.3 Operational issues: Supporting the Deployment of Learning TechnologiesIn 2006, the Ultraversity Project had an FTE of 19.1 learning facilitators, 3 technical researchers / support staff, and 2 administrative researchers. The Ultraversity degree programme is delivered by a team of learning facilitators (lecturers) and is supported through online … 3.1 Teaching, Learning, Assesment: Understanding of processesThe BALTR pathway uses levelled assessment criteria in the form of a rubric that is based on ARU generic criteria. The rubric describes what would be expected of students achieving different levels against the assessment criteria (… 3.2 Teaching, Learning, Assesment: Understanding of learnersEvaluation of my learning and teaching activities occurs through the performance appraisal process in place at Anglia Ruskin and includes periodic meetings with my line manager and pathway leader. Discussions are informed through feedback on the design and delivery … 4.0 Wider Context: Legislation, policies and standardsI have broken this section into two parts. The first concentrating on accessibility considerations, and the second on the direction in which Jisc are pushing e-Learning in the UK. The Disability Discrimination Act 1995 (DDA) sets the legal … 5.0 Communication: Working with othersWorking collaboratively was integral to my 7 years employment at Ultralab. This included both working with co-located colleagues and, perhaps more significantly, in a team of distributed workers which brought together a practitioner community of around 40. As a member … 6.0 Specialist Option: Online and Workbased LearningIn 2003, I lead the validation team for a new pathway at Anglia Ruskin University, the BA (Hons), Learning, Technology, and Research (BALTR - appendix 5 validation). In this role, I … 7.0 Future PlansCurrently I am unemployed and am taking a couple of months out of formal work to reflect on where I want to be in a few years time. However, I am certain that I wish to take forward the … |
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