Large classes present a number of challenges for HE academic staff. Students typically sit in vast tiered lecture theatres whilst a lone figure patrols the stage in front of them, seeking to impart knowledge and enthusiasm of the lecture topic. It can be very difficult to actively engage students in such an environment and to gauge whether the students are actually learning anything. One approach that a number of academics in the School of Mechanical, Aerospace and Civil Engineering (MACE) have tried is to experiment with different lecture response systems. Such was the level of interest that we made this topic the subject of our School of MACE eLearning Community of Practice meeting in Sept 2015.
We discussed four different lecture response systems during the meeting: Mentimeter, mbclick, Twitter and electronic handset based systems (commonly known as clickers) Continue reading Lecture Response Systems
Over the last 7 years I have learned to live with large class sizes. Its not my preferred way of teaching as getting involvement and interaction from serried ranks of learners can be difficult, especially when many come from very different academic cultures and are not native English speakers.
So, I rely heavily on the Virtual Learning Environment (VLE) to support my teaching.
Here is why I do this.
1. I want students to view the face to face lectures as only the start of the learning process and so I would like students to be able to access a range of additional resources to help their learning. For example I have written a traditional module workbook that contains the core unit content for those students that prefer this approach, but have supplemented this with links to case studies, videos and narrated slide presentations to help students who learn differently. Continue reading Using the VLE to support large class postgraduate teaching
My School of MACE colleague and Director of the Project Management Professional Development Programme, Callum Kidd has written this guest post on how context is embedded within the DNA of good professional development programmes. He argues that
“Professional Learning differs from traditional approaches to learning in that it encourages us to reflect on what we already know and understand, framed in a given context. It is the context itself that will determine whether or not our actions are successful, not the ideas or theory. Once we understand the context, we are better placed to critically evaluate those ideas and determine appropriate actions. However context is an ever-changing framework. We need to develop PM professionals that not only understand the context of today, but can plan ahead for the changing context of tomorrow “ Continue reading Context – The DNA of Professional Learning
In safety-critical organisations such as civil-nuclear and aerospace, managing uncertainty is of particular importance as the consequences of failure can be potentially catastrophic. The challenge facing project managers in these complex, socio-technical environments is how to better understand the sources of project uncertainty and how to navigate a path through them in pursuit of successful project outcomes.
My Exploratory Study, just published in the International Journal of Project Management (Feb 2015), drew on interviews with project management practitioners from several large-scale projects in civil-nuclear and aerospace companies in the United Kingdom to identify four conceptual approaches that may be adopted by project managers to manage project uncertainty.
The first conceptual approach was a structural one: Continue reading Conceptual and practical approaches to managing project uncertainty