EASiHE presentation to HE-Research Group 22-01-10

EASiHE presentation to HE-Research Group 22-01-10

HE Academy Centre for Bioscience ImageBank

This resource consists of freely available images contributed by academics, researchers, Learned Societies, industry and individuals with rights cleared for educational purposes. Users are able to search for images based on keywords or browse within a wide range of bioscience subject areas. Images are then 'downloadable' along with informative descriptive text provided by the contributor. All images undergo a validation process by Centre for Bioscience staff with good subject knowledge. ImageBank also offers reviews of, and links to existing bioscience image databases.

Linked Data Infrastructures and HE Challenges

ECSS Talk

Nurturing Talent HE STEM Project Report

This is the final report outlining the findings of our evaluation of a Widening Participation initiative involving young members of the Somali community in Brent, London.

Research plan discussion: The socio-technical construction of MOOCs and educator practices in HE

In this seminar slot, we will discuss Steve's research aims and plan. Massive open online courses (MOOCs) have received substantial coverage in mainstream sources, academic media, and scholarly journals, both negative and positive. Numerous articles have addressed their potential impact on Higher Education systems in general, and some have highlighted problems with the instructional quality of MOOCs, and the lack of attention to research from online learning and distance education literature in MOOC design. However, few studies have looked at the relationship between social change and the construction of MOOCs within higher education, particularly in terms of educator and learning designer practices. This study aims to use the analytical strategy of Socio-Technical Interaction Networks (STIN) to explore the extent to which MOOCs are socially shaped and their relationship to educator and learning designer practices. The study involves a multi-site case study of 3 UK MOOC-producing universities and aims to capture an empirically based, nuanced understanding of the extent to which MOOCs are socially constructed in particular contexts, and the social implications of MOOCs, especially among educators and learning designers.