Monday, 22 December 2008

Learning to be Professional through a Life-wide Curriculum

Learning to be Professional through a Life-wide Curriculum

Surrey Centre for Excellence in Professional Training and Education (SCEPTrE), University of Surrey, Guildford

Tuesday March 31st & Wednesday April 1st 2009

A life-wide curriculum
maximises opportunity for embracing the most inclusive concept of
learning (whole life learning) and for encouraging and valuing learning
and achievement from the widest range of experiences available to a
learner. In this conference we want to encourage exploration of the
concept in the context of enabling learners to develop the qualities,
skills and personal agency necessary to become a good professional.

Call for Papers

Practitioners and researchers
are invited to submit an abstract of up to 400 words using the template
provided in the Registration Form. Papers must address one and ideally
connect to more than one of the conference themes:

    • Learning to be professional: how
      learners gain insights to and experience of the professional world:
      their journeys and stories of learning to be a professional
    • Qualities, skills and personal
      agency needed to be a good professional and how these are developed
      through modules and programmes that seek to integrate learning from
      academic study, work, volunteering and other life experiences: the idea
      of a life-wide curriculum.
    • Influence of Professional and Statutory Regulatory Bodies in shaping what it means to learn to be professional
    • Value of career development learning in the process of learning to be professional
    • Role of PDP in helping learners develop the skills and habits of reflection that enable them to learn to be professional.
    • Use of technology to facilitate learning to be professional.

Deadline for Abstracts February 20th 2009

Cost £150 with overnight accommodation and entertainment

Further information and registration forms please visit.

Friday, 19 December 2008

Journal of Geography in Higher Education: Call for submissions

Journal of Geography in Higher
Education: Call for submissions

Research issues, methods and


The JGHE Editorial Board invites
proposals for submissions for short articles (up to c2000 words) examining
research issues, methods and techniques in geography in higher

The aim of these articles will be
to support and inform the building of educational research capacity within the
international geography community. 

Submitted articles will be
refereed.  Jointly written articles from geographers and educational
researchers are welcomed.

Symposium: Impact of student experience research on policy

Symposium: Impact of student experience research on policy

ELESIG ( is now organising its second ‘Impact

Symposium’ in collaboration with colleagues currently undertaking research

into selected areas of the student experience on Thursday, 29th January 2009

at the Knowledge Lab in London, UK.

This ELESIG event will consider the impact of learner experience research on

policy and attempt to identify examples of research that is having real

impact on policy.

There will be contributions from the Higher Education Academy e-Learning

Research Observatory and of course, as usual from ELESIG members.

Places on this event are limited and will be allocated to ELESIG members

only on a first come, first served basis. Membership of ELESIG is free and

available by registering yourself at the ELESIG Community Ning site:

Thursday, 11 December 2008

The Oxford Centre for Staff and Learning Development Spring 2009 course programme

The Oxford Centre for Staff and Learning Development 
Spring 2009 course programme

range of online courses are between four and six weeks long and have
been designed to give you time and space to think through complex
issues, identify how they impact on your own work, and make plans for
future developments. All the courses are activity-based, supported by
course texts and by specially developed online resources. Each week you
will work through some guided readings, record your thoughts, share
your work with others in your group, discuss your work and that of
other members of your group, and analyse and summarise your findings.

Leading educational change, 19 January - 27 February 2009
Developed for SEDA, for more information go to:

Online Tutoring, 28 January - 27 February 2009
An updated course to learn the skills required to be an online tutor, for more information go to:

Supporting educational change, 2 February - 13 March 2009
Developed for SEDA, for more information go to:

Reflective learning in higher education and professional development, 4 March - 3 April 2009
A broad introduction to this topic, for more information go to:

Internationalising the curriculum, 23 March - 1 May 2009
course is designed to introduce teachers in higher education to the
wide-ranging concept of an internationalised curriculum,for more
information go to:

you would like more information on these or any of our courses, or to
enquire about a bespoke course for your institution, please go to our
web site:

4th International Inquiring Pedagogies Conference

iPED 2009, the 4th International Inquiring Pedagogies Conference,
will take place 14 - 15 September 2009 in Coventry, UK . See:


Contributions are invited from the perspectives of
Leadership, Staff and Students against the over-arching theme of 'Researching
Beyond Boundaries' with particular interest in ‘Academic Communities without


The submission system will open in DECEMBER. The DEADLINE
for submissions is 5 APRIL 2009.


4th annual e-Learning Symposium, organised by the Subject Centre for Languages, Linguistics and Area Studies (LLAS)

Registration is open for the 4th annual e-Learning Symposium, organised
by the Subject Centre for Languages, Linguistics and Area Studies (LLAS)

Date: 29 January (pre Symposium workshops) / 30 January 2009 (Symposium)

Venue: University of Southampton, Southampton, UK

Full programme and registration:

Topics to be covered will include:

   * the changing role of the teacher and the learner in our new e-environment;

   * an exploration of whether there is need for an e-pedagogy in our teaching and assessment;

   * descriptions and analysis of the use of audio recording software to provide feedback and make podcasts

   * using Camtasia to provide feedback on written work

   * integrating online debating into Spanish content classes

   * innovative uses of eAssessment in languages

   * presentation of a newly-developed digital resource-storehouse with Web 2.0 features

Tuesday, 2 December 2008

Guadrian supplement - JISC press realease

Guardian supplement explores 'profound transformation' of education by technology

'Digital Student' highlights support for institutions as they 'respond to present challenges and predict future developments'

2nd December 2008. A Guardian supplement published today looks at the
way technology has transformed education over the last decade.
Sponsored by JISC to launch its 'Student experiences of technology'
campaign, the supplement - 'Digital Student' - explores the
achievements of institutions in this area and some of the future
challenges as universities and colleges look to exploit technology and
place the student experience at the heart of learning and teaching.

As Stephen Hoare reports in the opening article: 'Technology has
dramatically changed the way students experience university life, and
not just in terms of the number of gadgets they own. It has affected
where and how they study, helped them collaborate with each other and
broken down barriers between students and teachers, social life and
study. It has also given students a bigger voice in they way they

Podcasting, wikis, immersive worlds such as Second Life and texting are
just some of the technologies highlighted in the publication,
technologies that have placed technology at the heart of the learner
experience. How such technologies have impacted on assessment, the
management of intellectual property rights, student progression and
retention, the building of new and more flexible learning spaces, is
also a focus of the supplement.

The challenges faced by institutions during this period of change is a
further theme of the supplement. As Stephen Hoare continues, 'All this
presents major challenges for institutions, which are also learning to
cope with a larger, more demanding and more diverse student body.'

The supplement also highlights JISC's and others' work to support
institutions meet these challenges, through innovation projects and
through its support for the take-up and use of new technologies. Among
the JISC projects and services highlighted are 'learner experience'
projects such as LEaD and STROLL; Users and Innovation projects such as
APT Stairs, Sounds Good, Web2Rights; e-portfolio activities; the JISC
TechDis service which supports the use of technology for disabled
students and staff; the Regional Support Centres; market research into
students' expectations of technology, and much more.

The supplement also features an interview with Sir David Melville,
whose Committee of Inquiry is soon to report on the implications for
institutions of students' use of new technologies, and explores a
number of institutional initiatives, such as University College
Plymouth St Mark and St John's decision three years ago to offer a free
laptop to all undergraduates, the University of Leicester's Media Zoo,
and the University of Hertfordshire's scheme in which students mentor
lecturers in their use of technology.

To access the online version, please go to: Digital Student <>

For more on JISC's 'Student experiences of technology' campaign, please go to: Student experiences <>

If you would like to receive print copies of the Guardian supplement, please contact: