- Teaching Development Awards
- Constructivism in VLEs in Biosciences, Institute of Education
- WEVL - Warwick Engineering Virtual Laboratory
The project will create a virtual laboratory environment to which allows users to access simulations and real scientific experiments via remote access. It also allows teachers to create and modify experiments and monitor the quality of access from the students. Users and teachers will access the virtual laboratory through a web interface. The project will assist eh University in delivering global remote education and training in Engineering and Sciences and users in better understanding of taught material and access to expensive experimental resources for research developments.
Daciana Udrea, Engineering
- Image Management System
The project aims to design and implement a software infrastructure to enable the History of Art collection of images (including slides, photographs and other media) to be catalogued and accessed through the web.
Antony Eastmond, History of Art
- ICT in Psychology
The project aims to enhance teaching an learning by the use of ICT and will create resources and skills. Although directed at fist-year lectures initially, if successful, similar resources will be created for other lecturers. It may also contribute a model for lecturers elsewhere in the University who wish to use ICT. The principal benefits will be better presentation, greater accessibility and transferable skills.
John Pickering, Psychology
- Developing a Distance Delivery Post Graduate Award in Teaching English to Young Learners
The project aims to develop and pilot print media materials that will form the core of a projected distance course based on the existing MA module on the Teaching of English to Young Learners.
Shelagh Rixon, CELTE.
Susan Barker, Institute of Education, University of Warwick
This article outlines a development study on the use of VLEs to provide text-based computer conference and online resources to support teaching on interdisciplinary bioscience courses. It compares traditional and constructivist approaches to sciences teaching, discusses the use of Gilly Salmon's five stage model of developing online activities to support increasingly large numbers and diverse backgrounds of students.
In CAL-laborate - Volume 8, June 2002
UniServe Science, The University of Sydney
CAL-laborate is a non-refereed journal that disseminates, in an international context, experiences and opinions about the use of Information Technology in university science teaching. Its primary aim is to foster linkages between academics all over the world, by the sharing of ideas, thoughts and experiences.
ARCHES (antiquity related collections harnessed for educational scenarios) is a collaborative project between the University of Warwick's School of Theatre Studies, Centre for Academic Practice and IT Services' e-lab together with City College Coventry. The project, which started in January this year, has been funded by the Joint Information Systems Committee (JISC) under the Exchange for Learning Programme (X4L).ARCHES will support and link institutions, departments, courses and modules as they introduce, evaluate and disseminate exemplary, transformative and innovative pedagogy through re-purposing new and existing collections of digital resources pertaining to ancient Greece and Rome.
Over a two year period, the ARCHES Project aims to imaginatively re-purpose an exciting range of materials on ancient Greece and Rome between three educational contexts (FE, HE, and an International Online Resource), three subject areas (Theatre Studies, Classics, VR Modelling) and seven modules. Using a variety of delivery modes in modules over a range of learning levels in FE, HE and beyond, creative use of these resources will transform aspects of traditional pedagogy and introduce innovative teaching practices.
One of the cornerstones of a degree is the contact students can have with professional companies, researchers and other practitioners in the field. Workshops are very effective, but an extended relationship between experts and students can be much more rewarding.
The focus of the ANNIE Project is on accessing and networking with national and international expertise. Using advanced technology as the means of delivery, departments are able to invite appropriate scholars or practitioners to contribute whole modules or one-off classes to their degree programmes from any remote location. Interacting with remote experts, the local tutor and their own peer groups provides students with a collaborative opportunity to acquire insights into the subject area through their own research and creative ideas, as well as learn how to use ICT- based techniques as tools for the investigation and interrogation of the subject material.
The ANNIE project has explored approaches to working with remote experts via distance technologies across a wide variety of educational and technological situations. Supported by the HEFCE's Fund for the Development of Teaching and Learning (FDTL) and led by the University of Warwick School of Theatre Studies and Centre for Academic Practice and the University of Kent at Canterbury's Drama Department, the project deals primarily with performing arts. However, the approaches are equally applicable to a range of other disciplines