jisc delivery bid v4

8/6/2019 JISC Delivery Bid v4

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Cover Sheet for Proposals(All sections must be completed)

e-LearningProgramme

Name of Call Area Bidding For (tick ONE only):Call I: Transforming Curriculum Delivery Through Technology (JISC funded) X

Call I: Transforming Curriculum Delivery Through Technology (Becta funded)

Call II: Assessment demonstrators

Call III: Course description and discovery

Name of Lead Institution: University of Westminster

Name of Proposed Project: Making Assessment Count

Name(s) of Project Partner(s): N/A

Full Contact Details for Primary Contact:

Name: Professor Gunter Saunders

Position: Director of Online Learning Development

Email: [email protected]

Address: 115 New Cavendish Street, London W1W 6UW

Tel: 0207 911 5803

Fax: 0207 911 5056

Length of Project: 2 years

Project Start Date: 1/10/2008 Project End

Date: 31/09/2010

Total Funding Requested from JISC:

200,000

Funding Broken Down over Financial Years (April - March):

April 08 March 09 April 09 March 10 April 10 March 11

50000 100000 50000

Total Institutional Contributions: 85,689

Outline Project Description: This project will enhance curriculum delivery through thedevelopment of an innovative assessment feedback system. Existing e-based technologies

(currently available through the existing VLE) will be used in an innovative way to develop anintegrated process which will collate feedback, guide student reflections and facilitate their useof feedback to improve performance and inform their ensuing aspirations. The emphasis onreflection will enhance the student learning process. The process will also provide a centralisedtransparent system for staff to share feedback in order to provide better overall guidance tostudents.

I have looked at the example FOI form atAppendix B and included an FOI form inthe attached bid (Tick Box)

YES NO

I have read the Circular and associatedTerms and Conditions of Grant atAppendix D (Tick Box)

YES NO

FOI Withheld Information Form


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We would like JISC to consider withholding the following sections or paragraphs fromdisclosure, should the contents of this proposal be requested under the Freedom ofInformation Act, or if we are successful in our bid for funding and our project proposal is madeavailable on JISCs website.

We acknowledge that the FOI Withheld Information Form is of indicative value only and thatJISC may nevertheless be obliged to disclose this information in accordance with therequirements of the Act. We acknowledge that the final decision on disclosure rests withJISC.

Section / Paragraph No. Relevant exemption fromdisclosure under FOI

Justification

There is nothing which wewish to withhold

Please see http://www.ico.gov.uk for further information on the Freedom of Information Actand the exemptions to disclosure it contains.
http://opt/scribd/conversion/tmp/scratch6171/www.ico.gov.ukhttp://opt/scribd/conversion/tmp/scratch6171/www.ico.gov.uk


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1. Fit to programme objectives and overall value to the wider community

1.1 Institutional Background

The University of Westminster has invested for the last 7 years in developing systems and infrastructure

to support technology enhanced learning (TEL). The institution has a single virtual learning environment(VLE), used by all academic Schools, and an established permanent staff team who assist teachers andlearners in its effective use. The VLE is integrated with our student record system, indicative of thestrategy for developing an effective managed learning environment.Westminster recently participated in the national e-learning benchmarking exercise. In common withmost of the institutions encountered through the benchmarking, the majority of our staff use the VLEprimarily for information distribution. However it was evident that we compared well, if not exceeded,activity levels at other institutions in value added utilisation around online community building, use ofonline testing, student creation of e-portfolios, the use of web 2.0 tools (blogs and wikis) and crucially, forthis proposal, forms of e-assessment incorporating the creation and return of feedback using onlinetools. Across the institution we have excellent examples of the use of technology to enhance aspects ofthe assessment of student assignments (see case study videos at http://www.wmin.ac.uk/page-14890).

Following the benchmarking exercise, and with wider consideration of learning and teaching with a newVice-Chancellor, a new Technology Enhanced Learning Strategy has been approved by the AcademicCouncil (June 2008). This strategy is closely allied to the new Learning and Teaching Vision for theUniversity (early 2008). Key within these strategies are two University wide goals;1. To increase the use of technology to directly engage students in activities2. To increase the use of forms of e-assessment and e-feedback.1.2 The Issue/Challenge to be Addressed

The School of Bioscience has 50 academic staff, 900 undergraduates across 12 courses, 250postgraduates across eight courses and 42 PhD students. An important aspect of its fulltime courses isthe undergraduate Bioscience Academic Tutoring System (BATS). This provision entails students

meeting weekly with personal academic tutors and is recognised as best practice throughout theUniversity. In 2006/7, following University policy and due to concerns over poor undergraduateperceptions of assessment processes, we conducted a full review of School assessment and feedbackpractices. The outcomes of this sought to address several aspects of assessment and feedback;particularly issues around staff marking workloads, timely return of effective feedback, ensuring studentsidentify assessment feedback when it occurs and increasing formative assessment for students. Theseoutcomes were initiated for the academic year 2007/8 but with little improvement, as reported by ourfinal year undergraduates in the 2007/8 National Student Survey (NSS). It was determined thatadditional emphasis should be placed on increasing formative assessment, promoting automated andsemi-automated feedback procedures and encouraging students engagement with their feedback.

Although from Table 1 it may be concluded that students value feedback on assessment, we areconcerned at the disappointing collection rates of work by our students (e.g. 36% uncollected at the

return event and 21% never collected in 2006/7). In addition, when the data in table 1 was collected, itwas clear in discussion with those students that claimed to have a strategy for action on feedback thatthis amounted to little more than simply remembering staffs comments on their work, rather thandeploying active strategies for using the feedback to improve their future performance.

The School management and staff have recently made a commitment to enhancing our studentsengagement with their feedback on assessment in 2008/9. Through opportunities provided by BATS,academic staff can encourage students to reflect on their feedback, and can explain it more fully whenneeded. We also recognise that students compartmentalise the feedback they receive and do not drawcomparisons from across the range of modules they study. Personal tutors are also disadvantaged inthat they do not have access to the students full range of feedback and therefore are limited in terms ofthe holistic advice for improvement that they can offer.

To address the issues above, we propose to use existing e-based technologies (currently availablethrough the existing VLE) in an innovative way to develop an integrated system which will collate their

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feedback, guide their reflections and facilitate their use of feedback to improve performance and inform

Question Responses (By UG year 1, 2, 3 & mean)

In general, is the feedback that you aregiven on your assessments . . . .

Toolittle?

Aboutright?

Toomuch?

Unsure

1 59%2 82%

3 81%74%

1 34%2 18%

3 15%23%

1 4%2 0 %

3 0%1%

1 3%2 0%

3 4%2%

How important do you consider feedbackon assessments should be to youroverall efforts to improve as a student?

None Little Some Massive Unsure

1 0%2 0%3 10%3%

1 4%2 0%3 13%6%

1 24%2 17%3 39%27%

1 71%2 83%3 34%63%

1 1%2 0%3 4%2%

Do you have a definite strategy for actionon any assessment-feedback that youreceive, or do you just read it withinterest and probably forget it?

Dont have a strategy Do have a strategy Unsure

1 43%2 30%3 45%39%

1 46%2 62%3 35%48%

1 11%2 8%3 20%13%

Table 1. Responses (by year of study and mean) from groups of Westminster Bioscienceundergraduates (n = 146) to selected questions on assessment & feedback.

their ensuing aspirations. The emphasis on reflection will enhance their learning process. The systemwill also provide a centralised transparent system for staff involved in supporting student learning toshare feedback . This proposal will enhance the curriculum delivery through increasing the effective useof existing feedback systems and will not require any time-consuming alterations of existing curriculumdocumentation. Biosciences has already approved a paper-based system to encourage studentreflection on feedback and this project would provide the resources to develop a technology-enhancedsolution to improving this process. We expect that through this process students will receive enhancedguidance on their performance and advice on how to address both skills and academic subject relatedissues using existing resources available internally and externally.1.3 How the work proposed will address aspects of all 3 themes of the vision for curriculumdelivery.

Learning and teaching practice: The interventions proposed in the work plan will support students inlearning more from their assessed work and will help them become more effective learners, usingfeedback to contribute to their individual development within the context of their academic discipline. Themore formal collated record of feedback will provide learners with a better overview of their progress.Students will gain access to a range of diagnostic and formative assessments, many of which they willtake as a consequence of reflective action on the feedback they receive. The combined provision ofmore timely feedback (through e-feedback systems) and enabling personal tutors to see the 'global'feedback their tutees receive will better meet the needs of learners in this critical aspect of learning. Thestudents will also develop skills in reflection and better understand their own learning approaches, henceequipping them for future lifelong learning within employment. In addition staff will also benefit by beingable to get information on learners needs and adapt teaching practice based on this.

Technology and standards: Existing technologies will be used toestablish the process of studentreflection on their collated and captured feedback, and will ensure the student can develop an ongoingrecord of their reflection of their strengths and weaknesses and the action they have take to developtheir learning further. The use of technology (specifically online diagnostic and formative tests, e-feedback mechanisms and reflective blogs) will enable learners to engage with making feedback countfrom any suitable location. This flexibility will enable students to access to this material online at timesand locations which suit their personal needs. This will be coupled to staff access to the overall feedbackfor individual tutees which will help them track the students progress. This will help in the identification oflearners in need of extra help with specific aspects of their academic programme and skills. Staff willbuild a greater understanding of students perceptions of their assessment and feedback and will lead to

modification and quality enhancement of these of assessment processes.

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Strategy and policy: The project will be conducted in the context of planned and published Universityapproaches (e.g. Learning, Teaching and Assessment Policy, Technology Enhanced Learning Strategy,Information Strategy) and in close collaboration with key central services (Information and LibraryServices, Online Learning Development, Academic Registrar's Department, Educational InitiativeCentre). Thus we can ensure that developments are linked to the wider University vision and thereforesustainable beyond the life of the project and that the project outcomes contribute fully to future

policy/strategy development. Overall we expect to see evidence that the technological interventionsproposed will support better student learning without increasing loading on staff. The University iscommitted to integrated systems which will better support the learner experience; to using student-centred learning to engender students who develop as independent learners who can monitor andmanage their own progress; and to improved mechanisms for assessment and feedback. This project, inmaking feedback an integral part of the managed learning environment, will entirely support thesestrategic objectives, enabling us in turn to meet the needs of a diverse range of students including thoselearning from and within the workplace.1.4 Contribution to the OutcomesSuccessful outcomes from this project will be:

Students taking responsibility for their learning by reflecting and acting on their feedback to

improve their performance and achievement of the learning outcomes, with staff support.

Improved student perceptions of the value of feedback; as they become more reflective they willhave a greater understanding of how to achieve the learning outcomes.

Enhanced staff satisfaction from seeing the hard work they put into generating constructivefeedback being realised in better student performance and achievement.

Technology used to facilitate a process that is ordered, manageable, efficient and effective. Themodel will transfer to a wide range of other courses.

Stakeholders across the university will, through the dissemination activities, see how themethods for e-feedback and formative assessment can impact positively on student performance.

Effective dissemination will also support the leaning from the project to be transferred from

Bioscience to other subject areas

1.5 Value to the wider HE and FE CommunityThe primary benefit to the wider HE/FE community will be a model of using technology to enhance theprovision and subsequent use of feedback by students on a primarily face to face degree course. Theproject will, through its careful evaluation approach (see 2.2 and 3.2), produce a practical understandingof what works and doesnt work in seeking to ensure feedback has an impact on student performanceand retention, from both the staff and student perspective. A secondary key benefit will be anunderstanding of the value to staff (e.g. personal tutors, module teaching teams) having access tostudent generated reflection on the feedback that they progressively receive as they work through thecurriculum and its associated assessments. Although the project will initially focus on the Biosciencescurriculum, the approach to be taken in making feedback count should be adaptable across the fullrange of academic disciplines. Therefore, success in this project will, through successful dissemination,

deliver benefits to an even broader audience across the HE and FE communities.

The project will make a valuable contribution to the aim of this call for proposals by demonstratingdelivery of several aspects of the vision. It will also make use of the outcomes of some JISC projects andbuild on the findings of others. For example it will make use of several of the findings of the CAMELproject in designing effective online learning activities that encourage reflection by students on theirfeedback. The project will build on the findings of the JISC project Effective Practice with e-assessment(and case studies presented therein e.g. the Open Universitys Ensuring the Quality of Feedback) byfocusing specifically on ways to ensure that students take account of both positive and negativefeedback so that the loop between assessment, feedback, reflection and further study of the subject isclosed. It will draw on the findings of the REAP project and will particularly seek to extend know howaround the feedback component of the REAP framework and ten principles for formative assessmentand feedback.

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2. Workplan

2.1 How feedback within the curriculum is delivered/supported currently

Curriculum delivery within Bioscience is based on a university-wide modular framework. Module leadersare responsible for delivering learning activities and aligned assessments to ensure students attainmodule/course learning outcomes and for providing feedback to student on their assessment; moduleteams provide individual feedback to the student using a variety of platforms. In most cases, studentwork is returned (within 2-3 weeks of submission) with handwritten constructive comments enablingstudents to improve their performance in future assessments.

Student coursework is generally returned to students during related teaching sessions however arecent survey revealed that a large proportion of scripts are uncollected (see section 1.2). The Schoolhas recently implemented a new system utilising the School Office to encourage students collection offeedback. Feedback is also delivered through general class discussions of assessment outcomes and

through one to one student discussions of academic performance with a BATS tutor.

2.2 Outline Workplan: Year 1 Pilot Phase

This project will use existing technology available within our VLE to help develop a process (termedeReflect) through which students will receive and reflect upon their feedback and identify ways ofimproving their performance, following up on additional support. These reflections will be directlyavailable to each students tutor, removing the module boundary and supporting better tutoring of thestudents. Furthermore, through the BATS tutors, the reflections will inform the annual monitoring processmaking a significant input to curriculum review. Figure 1 is a process map outlining the projectstakeholders, key deliverables and milestones.

Prior to the creation of eReflect process, an analysis of current feedback practices in Bioscience will beundertaken, establishing a baseline (top left of figure 1). This review will identify current issues andchallenges, develop specific solutions to these and design the most effective plan for the delivery ofeffective feedback, integrated into the curriculum. A set of precise targets will be specified. Concurrentlya set of criteria will be defined which will feed into the evaluation strategy (see 3.2). Having thus definedthe project scope and clarified any associated risks, the key stakeholders (project team, academics) willmove the project into the implementation stage.Initial actions will be to: Set up an outward facing blog forthe project, to be maintained by the project manager, to ensure clear transparency and information tocolleagues and other stakeholders, create the eReflect process, develop staff CPD and training materialand student promotional and engagement material.

The eReflect process will have as its focus a virtual space whereby reflection on feedback can becaptured and shared between students and tutors. It will comprise of both quantitative and qualitative

tools designed to: (1) help the student engage in, and record, the cognitive process of receivingfeedback and identify constructive measures for improvement; (2) help staff understand the studentresponse to feedback, to inform the delivery of assessment and feedback and to help meet the needs ofindividual students though our tutoring scheme. Each coursework will have a brief online questionnaireto determine: usefulness of feedback; perceived effort versus grade; areas of difficulty. Students willwrite a reflection (by blog) on their feedback, identifying key areas of difficulty and best performance, thiswill also feed into BATS to highlight any required remedial action.

Prior to the eReflect launch staff development will be provided, comprising demonstrations, seminars onproject aims and rationale, podcasts, a user handbook for the process, and one-on-one training. Withsuccessful staff engagement, student engagement will follow. Students will have podcasts on how to usethe tool, explanations of the value of the tool and demonstrations during selected lectures.

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Following the creation of the process and associated support information for staff and students, a pilot ofthe process will be undertaken. This will take place at the beginning of semester two and focus on two15-credit modules, with 150 students and 12 staff. These include 8 assessments comprising MCQs,essays, exams and a library exercise, spanning a good range of methods and hence providing greatpotential for reflective feedback. It is envisaged that the eReflect process will work as follows:

1. Students are set a piece of coursework and submit it in to the module team.

2. The coursework is graded and written feedback provided on the scripts.

3. After coursework return, students provide quantitative/qualitative feedback via eReflect, and

identify further action to improve their learning.

4. This reflection is accessed by the module team and used to identify common concerns, issues

that can be addresses in a following session.5. The reflection is used by the module team to provide further feedback to the students thus

contextualising the work and the reflection given.

6. Instead of feedback being confined to a module, the reflection is shared with students tutor,

who monitors progress, identifies areas of concern and helps the student address any problem.

7. Any key issues identified are reported to the course team for monitoring and review processes

for curriculum modification and enhancement.8. The tutor will be able to feedback any key issues back to the academic body.

This will be repeated for all 8 assignments providing a significant testing of the functionality of eReflectand its integration into the curriculum. The project and the effectiveness of the process will be evaluated

at the end of year 1. Any modifications will be identified and introduced during the period May 2009 October 2009.

Year 2 Full integration into level 4 & 5 (note level 4 is year 1 undergraduate)eReflect will be integrated into the entire level 4 teaching and will follow the previous cohort into level 5from the start of year 2. This will encompass 550 students, 50 academics and an average of 4courseworks per module and thus 2,200 reflective cycles. As in the pilot, students will be given guidanceon using the process outlining its simplicity and its benefits. The key milestones are detailed below:

The impact of the eReflect process will be seen during year 2 as it will be used by all staff and studentsinvolved with level 4 & 5. Evaluation will focus on the student experience and the impact on the teachingand learning cycle. Keys focus areas will be: (1) Uptake when introduced during Freshers week, (2)usage by students from level 4 to level 5 and (3) improvements in student performance. We will usequestionnaires, focus groups and 1:1 interviews where necessary, with both staff and students, to gatherfeedback throughout the project. Our wider dissemination activities will garner evaluative feedback fromexternal individual and organisations and our plan to use a consultant in the second year will boost the

external evaluation view.

2.3 Project Management

5

Date Milestone Deliverable

Nov 08 Project scope defined based on a detailedreview of current methodologies

Report of review and scope of projectdefined.

Dec08/Jan09 Creation ofeReflect Functioning eReflect process

May/June 09 Complete first cycle (pilot) of student-staff

using eReflect

Report on usage, feedback from

stakeholders.Sept 09 End of year one Project audit and 12-month review to Jisc.

Date Milestone Deliverable

Oct 09 Project launched to both level 4 & 5students

Modified eReflectprocess.

Jan 10 Complete second cycle (semester one) ofstudent-staff using eReflect

Report on usage, feedback from stakeholders.

June/July10

Completion of semester two and end ofyear two presentation of results at anexternal conference.

Full project audit and 24-month review to Jisc.Conference publications and widerdissemination.


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The project will be overseen by a Project Steering Group (PSG), chaired by the Pro-Vice Chancellor forLearning and Teaching, meeting at least 3 times per year. This will receive regular reports on the projectprogress (against targets); will revise targets as necessary; will oversee the risk analysis, will monitorthe evaluation and dissemination and will oversee the budget and expenditure. The Project SteeringGroup will include: Pro Vice-Chancellor Learning and Teaching (Chair), Dean of Biosciences, the Project

Manager, Director Online Learning Development (OLLD), Head of the Educational Initiative Centre, 2students, Biosciences project team members and 2 academic staff from outside the Biosciences.

Operational aspects will be led by a Project Manager working with the Project Team. This Team willmeet formally at least once a month, chaired by the Director of OLLD. It will work to a detailed timelinedeveloped by the Steering Group. The Project Team, their current roles and responsibilities in the projectwill comprise:

Project Manager, New post funded from project, 17.5 hours per week. Day to day operationalmanagement; coordination of evaluation, dissemination, support/training for staff.Gunter Saunders, Director of Online Learning Development, 3.5 hours per week. Chair operationalgroup; Line management of the Project Manager for the purposes of the project, provide online learningexpertise, facilitate sustainability via links with support/training for online learning. Proactive support forevaluation and dissemination activities.Ann Rumpus, Head, Educational Initiative Centre, 1 hour per week. Facilitate dissemination forimpact goals across the institution. Ensure impact on strategic development.Andy Bond, Principal Lecturer, Biosciences, 14 hours per week. Lead on engaging School staff withproject; contribute to development eReflect, lead on evaluation. Pilot eReflect in year 1.Mark Kerrigan, Senior Lecturer Biosciences , 7 hours per week. Contribute to development of theeReflect, and lead on evaluation. Pilot eReflect in year 1.Mark Clements, Senior Lecturer Biosciences, 7 hours per week. Contribute to development ofeReflect, lead on evaluation. Pilot eReflect in year 1.

Collectively the project team, and others associated with the project (e.g. Dean of Biosciences, PVCLearning and Teaching) will spend a minimum of 35 days in the first year and 20 days in the second year

on JISC Programme Co-ordination activities.

2.4 Risk Analysis low:1; high: 5.

Risk Prob.* Impact* Score Mitigation

Reluctance of some staffin Biosciences toparticipate in project.

1 4 4 Build on Bioscience commitment to improvefeedback to students. Ensure information onproject, benefits for staff are communicated tostaff early in the project, and throughout.

Inability to appoint projectmanager with requiredskill set and difficulty inreleasing key academicstaff from current duties.

3 4 12 Consider internal secondment with backfill for existing tasks; Start recruitment processes assoon as funding agreed. Spread expertise widelythrough project team. Advertise through on-linenetworks. Dean to take significant leadershipuntil Manager appointed.

Project management notcarried out effectively.

1 4 4 Employ/utilise appropriate staff and ensure thatthere is clear evaluation of outputs.

Key staff leave 3 3 9 Ensure full understanding of project across theProject Team. Document work undertakencarefully to build recovery resource.

Poor financialmanagement of project

1 4 4 Ensure Administrator has budgeting expertise.Regular reports to Steering Group, involvefinance dept. in the initial project scoping

Failure of University ITsystems at critical point inproject

2 5 10 Secure back up arrangements are already inplace. Evaluate the online system processes toestablish best practice guidance. Ensure trainingand feedback process includes risk analysis

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related to system failure/downtime .

Students do notparticipate

2 5 10 Use student representatives to engage wider student body, clear statement of advantages.

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8Figure 1


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2.5 Budget template

Directly Incurred Staff Aug08-Jul09 Aug09 Jul 10 TOTAL

Project Manager NG5 Sp30 19797 20391 40188

Total Directly Incurred Staff (A) 19797 20391 40188

Non-Staff Aug08-Jul09 Aug09 Jul 10 TOTAL Travel and Expenses, 10 meetings per yearave. 3 people travelling

5000 10000 15000

Hardware/Software 2500 0 2500

Dissemination 5000 12000 17000

Evaluation External consultant 0 5000 5000

Other Focus Groups, project conference 3000 7000 10000

Total Directly Incurred Non-Staff (B) 15500 34000 49500

Directly Incurred Total (C) A + B = C 35297 54391 89688

Directly Allocated Aug08-Jul09 Aug09 Jul 10 TOTAL

Staff - Andy Bond PL Sp50 0.25 FTE 16748 17251 33999

Staff - Mark Kerrigan SL Sp39 0.25 FTE 12249 12616 24865

Staff - Mark Clements SL Sp43 0.25 FTE 13719 14130 27849

Staff Gunter Saunders L3 0.1 FTE 7665 7895 15560

Staff Ann Rumpus Fixed 0.05 FTE 4132 4256 8388

Estates 1.4 FTE 4386 4518 8904

Directly Allocated Total (D) 58899 60666 119565

Indirect Costs (E) 37653 38783 76436

Total Project Cost (C + D + E) 131849 153840 285689

Amount Requested from JISC 100000 100000 200000

Institutional Contribution 31849 53840 85689

Percentage Contributions over the life ofthe project

JISC70%

Partners30%

Total100%

No. FTEs used to calculate indirect andestates charges and staff included

No FTE1.4

Which Staff: Project manager,Andy Bond, Mark Kerrigan, MarkClements, Gunter Saunders,Ann Rumpus

3. Engagement with the community

3.1 Stakeholder analysis

Stakeholder Needs/contributions Engagement

Academic staffin Biosciences

Input to initial scoping; support of e-feedback process; require training inuse of eReflect;

Focus groups/seminars and discussion atSchool meetings; lunch and learn events.Internal project blog.

Academic stafffrom otherSchools

Information about e-feedbackprocess and evaluation; will requiresupport for scoping application ofsystem to their own context.

Focus groups; internal blog; Learning andTeaching Symposium; University newsletter;invitations to lunch and learn sessions andother workshops.

Staff from

central services

Input to project; understanding longer

term support for e-feedback.

Participation in project management

meetings/seminars/workshops; internal blog;

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University andSchoolCommittees

Information on progress andimplications for strategic planning ofsystems (e.g. VLE development) andprocesses (e.g. QA).

Reporting to committees by members of themanagement group; specific formal agendaitems when appropriate.

Dean ofBiosciences

Input to project; inclusion in Schoolplans; evaluation; re-distribution of

resource to ensure sustainability.

Member of the project steering group;attendance at internal and external

dissemination events.Students Input to project; debate on feedback

needs; evaluation and assessment ofe-feedback tool/process.

Focus groups; module and course feedbackquestionnaires; course committees; Studentson Steering Group. Discussion at StudentForum (sub-group of L and T Committee).

PVC Learningand Teaching

Input to project; championing ofadoption of process across theUniversity.

Chair of the steering group; Chair of StudentForum and L & T Committee; attendance atinternal and external dissemination events;updating senior team.

PVC Quality Input to project; championing ofUniversity adoption of process.

Chair of Quality Enhancement Committee.

JISC Sharing of developing practices,

information and benchmarking withdevelopments elsewhere.

Input to JISC support and synthesis project;

regular reports to JISC; external project blog;contribution to dissemination events.

Wider academiccommunity

Information on project and evaluation;access to successful approaches andsupport.

Project blog (updated beyond life of project);JISC meetings; project conference; widerdissemination activities.

3.2 Evaluation Strategy

Evaluation will be continuous throughout the project (see also 2.2); major stages are indicated in thetable below. The Project steering group will assess actual against planned deliverables and projectoutputs as a regular part of their project management role. The end of the first year report and the finalproject report will be evaluated by a suitable external (to the University) advisor.

Timing Subject ofEvaluation

Key questions Methodology Success measures

Dec 2008 Report on projectrationale and scope

Are the reviews ofcurrent practice,understanding of thechallenge and planningcomplete and realistic?

Invite comment fromSchool staff, circulatereport to wideraudience,

Reviewers considerscope is valid andcomprehensive .

May-July 2009 Main outcomes ofthe pilot

Is the processmanageable/useful forstudents/staff?

Collection of datafrom staff andstudents.

Data indicates thatstaff and studentsbenefit.

Aug/Sept 2009 Revised eReflectprocess

What are theimplications of the

changes forstaff/students

Presentation ofchanges proposed to

wider audience forfeedback

General agreementthat changes made

will addressfeedback from pilot

Sept 09 Evaluations feed in to detailed end of first year report

Jan Feb2010

And

April/May 2010

Report on progressof the widerimplementation ofeReflect

Has wider use of theeReflect revealed anynew/additional issueseither for students orstaff?

Invite comment fromall staff in School andwider audience.University

Students and staffreporting favourablyon the applicationand value ofeReflect

July /Sept2010

Evaluations feed in to detailed end of project report

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3.3 Dissemination activities and plan

Internally dissemination will include existing newsletters, seminars, workshops, planned Departmentalawaydays and internal symposia. The project teams own reflection on the project processes andoutcomes will be presented to the wider HE community, with advice and help from the HigherEducation Academy and JISC External mechanisms for dissemination will include: Newsletters (e.g.ALT-N); contribution to specialist groups, e.g. SEDA.; presentation of materials to linked institutions,eg FE Associate Colleges, international partner institutions and relevant Professional Bodies; a blogestablished to promote the project and its work; presentations at conferences, national andinternational; publications in professional journals and refereed academic journals; liaison with JISC,HEA and ongoing relevant projects e.g REAP, ADDER so as to ensure synergy in terms of outputsand dissemination; a staff CPD course on e-feedback. Additionally, to further stimulate change we willestablish a virtual network of individuals involved in e-feedback across the sector. This will brokerchange events at other institutions.

3.4 Embedding and Sustainability Plan

The project will output methods for the generation and use of feedback by students and staff. Theproject team will develop a practical implementation handbook for use by other subject areas across

the University which will be used in conjunction with dissemination activities (e.g. workshops for otherSchools) towards the end of the project. Post project completion the handbook will be maintained bythe Educational Initiative Centre (EIC). The handbook will be made available to the wider communityvia the project blog which will be maintained beyond the life of the project by the EIC.

4. Previous experience of the project team

4.1 Andy BondPrincipal lecturer in L&T and Westminster Teaching Fellow. L&T Co-ordinator for the School ofBioscience. Member of the University and School L&T Committees and the Technology EnhancedLearning sub-group of the latter. Actively involved in the HEA Centre for Bioscience, especially theSpecial Interest Groups in 'Teaching Bioethics' and 'Numeracy'.4.2 Ann Rumpus

Head of the EIC, support for staff in learning and teaching through taught courses for colleagues (HEAaccredited), provides MA module on Assessment, project work, seminar activity and written guidance.Manages six Certificate in Education/PCGE courses in partner colleges and is Co-Director of theWestminster Partnership (the CETT with Oxford Brooks University). Has extensive experience inproject management.4.3 Gunter SaundersUniversitys Director of Online Learning Development with extensive direct experience of usingtechnology to enhance learning. Has led the development of the use of the institutional virtual learningenvironment to support and deliver courses. Has published widely on the use of technology in teachingand learning and in subject specialist area of genetics. Has led and managed many research projectsfunded by national and international grant awarding bodies including UK research councils, EuropeanCommunity, charities and UK and European Industries.4.4 Mark Clements

Senior Lecturer with extensive Bioscience research/project management including 23 peer reviewedpublications and complete supervision of two PhD students. Has experience of undergraduate andpostgraduate teaching with a keen interest in technology enhanced learning. Sits on the UniversityBlended Learning Group and has recent experience of embedding wiki and blog technologies inlearning and teaching which led to case study presentations at various University teaching fora.4.5 Mark KerriganSenior Lecturer & Teaching Fellow with extensive undergraduate and postgraduate teachingexperience. Mark has a research laboratory consisting of 3 PhD students and numerous MSc and BScstudents with a responsibility for both budgets and project management. Awarded two Universityprizes for his work in pedagogic research and development, Mark has been awarded numerous grantsfor the development of online tools to enhance teaching which he has present in numerous fora withinthe University. He sits on the School Teaching & Learning committee, University Teaching & LearningForum and the Campus Learning technologies and is therefore is fully aware, and part of, current and

future pedagogic directions for the School and University.

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JISC

Northavon HouseColdharbour LaneBristolBS16 1QD14th July 2008To Whom it May ConcernI am very pleased to write in support of the application Making Assessment Countbeing made to the call for proposals on Curriculum Delivery.This application for work to be conducted in the School of Bioscience on enhancingfeedback through online means, and improving processes for students to reflect onfeedback, is very much in line with recent strategic decisions to promote areas of e-

assessment across the institution. I believe that Biosciences, if successful in gainingfunding, will develop an exemplar system to make feedback worthwhile and of realvalue. I have no doubt, based on past experience, that any such exemplar will beadopted and adapted for use in other academic areas within the University andoutside.The key learning and teaching support areas of the University are represented in thebid and they are committed to working with all stakeholders to achieve the objectivesof the project. As Pro-Vice Chancellor for Learning and Teaching I will be an activemember of the steering group and look forward to taking part in the project and thedissemination and co-ordination activities that will happen through the support andsynthesis project to be organised by JISC.Yours sincerely,

Professor Rikki Morgan-TamosunasPro-Vice Chancellor Learning and Teaching

Cavendish Campus, 115 New Cavendish Street, London W1W 6UWTelephone 0207 911 5026

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Project Team CVs

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DR. ANDY BOND

Principal LecturerSchool of BiosciencesUniversity of Westminster

University Responsibilities

Westminster Teaching Fellow (2008 on)Member of University Learning & Teaching Committee (2007 to present)School of Bioscience Learning & Teaching Co-ordinator (2000 to present)School of Bioscience/EIC Professional Tutor (2004 to present)Member of School of Bioscience & Learning & Teaching Committee (1999 to present)School Representative for HE Academy Centre for Bioscience (2002 to present)Convenor of School of Bioscience Lunch n Learn Seminar series (2000 to present)

Member of Cavendish Campus T&L Group (2004 to 2007)Member of Cavendish Campus Learning Resources Group (2004 to 2007)Member of UofW T&L Forum (2004 to present)Member UofW Learning Policy Review Group (2005 to present)Member of UofW Blended Learning Group (2007 to present)Member of UofW Blackboard Users Group (2005 to 2007)

Qualifications

1990: Ph.D. (Cell Biology) London University School of Medicine1977: M.Sc. (Biomechanics) Surrey University School of Engineering1972: PGCE College of St. Mark and St.John, Chelsea1971: B.Sc. (General: Botany & Zoology) External London University

Teaching and Professional Experience

2002-Present Principal Lecturer (University of Westminster School of Bioscience)1990-02 Senior Lecturer (University of Westminster School of Bioscience)1983-90 Lecturer, Senior Lecturer (Harrow College of Higher Education)1978-83 Research Assistant1976-72 School Master

Major Teaching Areas

Haematology, Bioethics, Cell Biology, Skills for Bioscientists

External Activities

Steering Group member of HE Academy Centre for Bioscience Special Interest Group inTeaching Ethics and presenter & co-convenor at their annual workshops.Visiting lecturer, University College of Health and Caring Sciences, Uppsala, SwedenVisiting lecturer, British College of Osteopathic Medicine, LondonVisiting lecturer, University of Kentucky, Lexington, USALondon Open College Network Programme Recognition Panels memberCo-author of BioMathTutor e-learning resource. (HE Academy-funded project)

CPD Activities

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MembershipsFellow of HE AcademyMember Institute Biomedical ScienceMember UofW Centre for Research into EducationMember UofW Biosciences Education Research Group

EventsEnhancing Learning. 7th Annual Westminster T&L Symposium (June 08)London Regional Forum. HE Academy Centre for Bioscience. (June 08) [Presenter: Theadded-value of bioethics teaching]Maths for Chemists. HE Academy Centre for Physical Sciences. (June 08) [Presenter:Clickers in maths teaching to bioscientists]Making Assessemnt Count. 6th Annual Westminster T&L Symposium (June 07)[Presenter: On the Button Using clickers in teaching]Teaching ethics to bioscience students. HE Academy Centre for Bioscience. (Nov.06)[Presenter:Moral frameworks teaching]Priorities for learning. 5th Annual Westminster T&L Symposium (June 06)Promoting student centred learningCavendish Campus T&L Day (May 06)

Learning, teaching and assessing medical ethics. HE Academy Centre for Medicine,Denistry & Veterinary Medicine workshop (March 2006)Teaching ethics to bioscience students: Challenges old and new. HE Academy Centre forBioscience (Dec.05) [Presenter:Debates workshop)4th Annual Westminster T&L Symposium (June 05)Staying the course: Improving student retentionCavendish Campus T&L Day (Jan 05)Teaching ethics to bioscience students: Engaging with the issues. HE Academy Centre forBioscience (Dec.04)HE Academy Annual Conference (June 2004)Teaching counts and assessment matters. 3rd Annual Westminster T&L Symposium (June04)Assessment feedbackCavendish Campus T&L Day (May 04) [Presenter:Examfeedback feedback]

Preventing plagiarism and collusionCavendish Campus T&L Day (March 04)Ethics Teaching: One dilemma after another. HE Academy Centre for Bioscience (Feb 04)[Presenter:A debatable soultion)Enhancing student learning. 2nd Annual Westminster T&L Symposium (May 03)[Presenter: An early warning system for underachieving first year undergraduates]Teaching ethics to bioscience students. HE Academy Centre for Bioscience (Feb 03)[Presenter:Issues in Biomedical Sciences]Teaching and Learning: Transaction or Moral InteractionPeter Jarvis. CRE Seminar. (Jan03)Connecting Teacher and Student Learning through Personal Development Planning. JointCRA-LTSN Leading Edge Seminar for Experienced PDP Practitioners. (Jan 03)Eight Principles of Excellence in Teaching EIC Seminar. Morris Keeton. (Dec 02)LTSN Bioscience Departmental Contacts Conference. (Sept 02)Educating Students in Large ClassesSchool of Bioscience T&L Awayday. (Sept 02)Blackboard applications. EIC. (July02)Disabilities Workshop. EIC. (June 02)1st Annual Westminster T&L Symposium (June 02) [Presenter:Web-based learninglessons to learn: case Studies]The right and wrongs of teaching ethics to bioscience students. HE Academy Centre forBioscience (May 02) [Presenter:Case Study - Issues in Biomedical Sciences]Use of the intranet. EIC. (March 02)

Publications

Willmott CJ, Bond AN, Bryant JA, Maw SJ, Sears HS, Wilson HS (2004) Teaching ethics to

bioscience students: A survey of undergraduste provision Bioscience Education e-journal3: 3.9. Published by HE Academy Centre for Biosience. Available athttp://www.bioscience.heacademy.ac.uk

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Bond A, Bullen V and Elliott R (2002) Lessons learned from a bioscience ethics module.LTSN Bulletin 5: 4. Published by the LTSN Centre for Bioscience

Metabolism of ethanol by human bone marrow cells. SN Wickramasinghe, AN Bond, HASloviter, JE Saunders. Acta haemat 66:238-243 (1981)A new case of congenital dyserythropoietic anaemia, type III: studies of the cell cycle

distribution and ultrastructure of erythroblasts and of nucleic acid synthesis in marrowcells. SN Wickramasinghe, TE Parry, C Williams, AN Bond, Madeleine Hughes, Sally Crook.J Clin Pathol 35:1103-1109 (1982)

DNA chain elongation rates in marrow cells from vitamin B12-deficient patients andmethotrexate-treated mice.AN Bond, G Harris and SN Wickramasinghe. Br J Haematol50:299-307 (1982)

Investigations into the production of acetate from ethanol by human blood and bonemarrow cells in vitro.AN Bond, SN Wickramasinghe. Acta haemat 69:303-313 (1983)

Effects of ethanol on cell volume and protein synthesis in a human lymphoblastoid cell

line (Raji). CC Okany, AN Bond, SN Wickramasinghe. Acta haemat 70:24-34 (1983)

Investigations into some interactions between ethanol and human bone marrow cellswhich have the potential to cause macrocytosis.AN Bond. PhD thesis University ofLondon, Faculty of Medicine (April 1990)

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Mark Clements

Details:

Address: School of BioscienceUniversity of Westminster115 New Cavendish StreetLondon W1W 6UW

Tel: 0207 911 5800 ext 3544

E-mail: [email protected]

I was appointed as a Senior Lecturer in Biotechnology in 2005 and have since developed awide portfolio of undergraduate and postgraduate teaching. My multidisciplinary research

experience in a range of biological disciplines has led to the publication of 23 peer reviewedresearch papers and currently I coordinate the Cell Communication Research Group and siton the School Research committee. I have a keen interest in technology enhanced learningand I am a member of the University Blended Learning Group. Recent pedagogical researchhas focused the use of wiki and blog technologies within teaching which has been presentedas case studies at various University teaching fora.

Qualifications1988-1992 Bristol Polytechnic(University of the West of England) B.Sc. Applied

Biological Sciences. First class honours

1992-1995 University of SheffieldPh.D. Molecular study ofBacillus cereus sporegermination

Employment History:Oct. 2005- present Senior Lecturer. School of Bioscience, University of Westminster,

London.

Oct. 2001- Oct 2005 Senior Research Fellow. Wolfson Institute for BiomedicalResearch, University College London, London.

Nov. 1998-2001 Post-doctoral research assistant. Microbiology and TumorbiologyCenter (MTC). Karolinska Institute, Stockholm, Sweden.

Nov.1995- Oct. 1998 Post-doctoral research assistant: Department of MolecularBiology and Biotechnology, University of Sheffield, Sheffield.

Oct. 1992-Nov. 1995 Ph.D. research project: Department of Molecular Biology andBiotechnology, University of Sheffield, Sheffield.

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mailto:[email protected]:[email protected]


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Publications:Laurson, J., Selden, C., Clements, M., Mavri-Damelin, D., Coward, S., Lowdell, M. and H.J.F.Hodgson. 2007. Putative human liver progenitor cells in explanted liver. Cells Tissues Organs.186:180-91Funes, J.M., Quintero, M., Henderson, S., Martinez, D., Qureshi, U., Westwood, C., Clements, M.O.,

Bourboulia, D., Pedley, R.B., Moncada, S. and C. Boshoff. 2007. Transformation of humanmesenchymal stem cells increases their dependency on oxidative phosphorylation for energyproduction. PNAS.104:6223-8Westwood, C and M.O. Clements. 2007. The biology of mesenchymal stem cells. Stem Cell Repairand Regeneration Vol III. Eds. N Habib, N Levicar, M Gordon. Imperial College Press, London.In pressVujovic, S., Henderson, S., Flannagan, A., and M.O. Clements. 2007. Inhibition of -secretases altersboth proliferation and differentiation of mesenchymal stem cells. Cell Proliferation 40:185-95Clements, M.O., Godfrey, A., Crossley, J., Wilson, S.J., Takeuchi, Y. and C. Boshoff. 2006. Lentiviralmanipulation of Gene Expression in Human Adult and Embryonic Stem Cells. Tissue Engineering.12:1741-51Ygberg, S.E., Clements, M.O., Rytkonen, A., Thompson, A., Holden, D.W., Hinton, J.C., and M.Rhen. 2006. Polynucleotide phosphorylase negatively controls spvvirulence gene expression in

Salmonella enterica. Infect Immun. 74:1243-54Markusen, J.F., Mason, C., Hull, D.H., Town, M.A., Tabor, A.B., Clements, M.O., Boshoff, C and PDunnill. 2006. Characterisation of adult human mesenchymal stem cells entrapped in Alginate-GRGDY. Tissue Engineering 12:821-30

Oreffo, R.O.C., Cooper, C., Mason, C. and M.O. Clements. Mesenchymal stem cells- Lineage,plasticity and skeletal therapeutic potential. Stem Cell Reviews 1: 169-178.Review

Clements, M. 2004. Human Embryonic Stem Cells. Brit. J. Cancer90: 558-559. Book review

Rhen, M., Eriksson, S., Clements, M., Bergstrom, S. and S. J. Normark2003. The basis of persistentbacterial infections. Trends Microbiol. 11:80-86 Review

Clements, M. O., Eriksson, S., Thompson, A., Lucchini, S., Hinton, J.C.D., Normark, A. and M. Rhen2002. Polynucleotide phosphorylase is a global regulator of virulence and persistency in Salmonellaenterica. PNAS99:8784-8789

Barlass, P., Houston, C.W., Clements, M.O. and A. Moir. 2002. Germination of Bacillus cereusspores in response to L-alanine and to Inosine: the roles of gerL and gerQ operons. Microbiology148:2089-2095

Clements, M. O., Eriksson, S., Tezcan-Merdol, D., Hinton, J.C.D. and M. Rhen. 2001. Virulence generegulation in Salmonella enterica.Annals of Medicine. 33:178-185. Reivew

Horsburgh, M.J., Clements, M.O., Crossley, H., Ingham, E. and Foster, S.J. 2001. PerR controlsoxidative stress resistance, iron storage proteins and is required for virulence in Staphylococcusaureus.Infect. Immun. 69:3744-3754

Eriksson, S., Tezcan-Merdol, D., Koch-Nolte, F., Clements, M. & M. Rhen. 2000. Intracellular growth,virulence and the spvgenes of Salmonella enterica. The Infectious Disease Review. 2: 195-198

Clements, M. O. and S. J. Foster. 1999. Stress resistance in Staphylococcus aureus. TrendsMicrobiol. 7:458-462. Review

Clements, M.O., Watson, S.P. and S.J. Foster. 1999. Characterisation of the major superoxidedismutase of Staphylococcus aureus and its role in starvation survival, stress resistance, andpathogenicity. J. Bacteriol. 181:3898-3903

Clements, M. O., Watson, S.P. and S. J. Foster. 1999. CtaA ofStaphylococcus aureus is requiredfor starvation-survival, recovery, and cytochrome biosynthesis. J. Bacteriol. 181:501-507

Chan, P.F., Foster, S. J., Ingham, E. and M. O. Clements. 1998. The alternative sigma factor, B

controls the environmental stress response but not starvation survival or pathogenicity in a mouseabscess model, in Staphylococcus aureus. J. Bacteriol. 180: 6082-6089

Clements, M. O. and S. J. Foster. 1998. Recovery from starvation-survival ofStaphylococcus aureus8325-4. Microbiol. 144: 1755-1763

Watson, S. P., Clements, M.O. and S. J. Foster. 1998. Characterisation of the starvation-survivalresponse ofStaphylococcus aureus. J. Bacteriol. 180:1750-1758


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Clements, M.O. and A. Moir. 1998. The inosine and L-alanine germination responses of Bacilluscereus 569UM20.1: The identification and cloning of genes involved in the detection of inosine. J.Bacteriol. 180: 6729-6735

Armstrong, S.K. and M.O. Clements. 1993. Isolation and characterisation of Bordetellabronchiseptica mutants deficient in siderophore activity. J. Bacteriol. 174: 1144-1152

Oral Conference presentations:Clements (2007) The use of scaffolding polymers to control the growth and differentiation ofMesenchymal Stem Cells International Conference on Biodegradable Polymers. 10th December.Society of Chemical Industry, UK.

Clements (2006) Defining the multipotency of mesenchymal stem cells by transcriptional profiling.Symposium In Stem Cell Repair and Regeneration. 2-3rd October. Imperial College London, UK.

Clements (2006) Manipulation of Stem Cell Potential. UK Canada Stem Cell & RegenerativeMedicine. 3rd May Canadian Embassy London, UK.

Clements (2004) Human Embryonic Stem Cell culture and genetic manipulation. Frontiers in HumanEmbryonic Stem Cells 3-23rd May. Pittsburgh, USA.

Clements and Foster (1997) The starvation-survival and recovery from starvation responses of

Staphylococcus aureus. Euroconference: Microbial responses to stress: whats new and how can itbe applied? March 15-18th. Sesimra, Portugal.

Clements and Foster (1997) The starvation-survival and recovery from starvation responses ofStaphylococcus aureus. NATO Advanced Study Institute on Molecular Microbiology. April 7-17th.University of Birmingham, England, UK.


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Mark Kerrigan

Personal Statement

An enthusiastic and proactive individual with 12 years scientific and 7years educational experience, including cellular imaging & quantitativeanalysis, grant writing, conference presentation, project management, procurement all within academia. Confident and personable with anexcellent understanding of the academic environment, the interfacebetween science & education and the future direction of pedagogictechnologies.

Qualifications

1999-2003: PhD University Medical School, Edinburgh University, UK2003-2004: PG-Cert in Higher Education, University of Westminster, UK1996-1999: BSc Applied Biology, Leeds University, UK

Employment History

2006-present:

Senior Lecturer & Teaching Fellow, School of Biosciences,University of Westminster

2003-2006: Lecturer, School of Biosciences, University of Westminster2003-present:

Manager of the School Imaging Suite, University ofWestminster

2003-present:

Guest lecturer to the British College of Osteopathic Medicine

Professional Experience

Senior lecturer in Human Physiology & Anatomy, Biochemistry andCellular Biology. Course leader, module leader and personal tutor

Confocal Laser Scanning Microscopy (CLSM) Specialist (Leica & Zeiss)

Multi Excitation Fluorescent Microscopy (MEFM) Specialist 2D/3D/4D Quantification of fluorescent/confocal data (inc Leica, Zeiss,

Scion, Bitplane, Huygens, Image Pro, QEDInVivo & ImageMaster)

Organised the European tender and purchase of the School CLSM &MEFM

Online student-centred educational tool development - web design (incFlash/Fireworks/Photoshop/Podcasting/Dreamweaver)

Runs and manages a successful research laboratory and supervises 3PhD students (inc pastoral, budget & scientific guidance)

Held 4 educational grants to develop online support tools

Awarded two University of Westminster prizes for pedagogy

Organised two international advanced imaging symposia

Extremely involved with the scientific and educational communities

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Excellent communication skills (oral, written and interpersonal)

Curriculum vitaeProfessor Gunter Saunders

University of Westminster

Director of Online Learning Development115 New Cavendish StreetLondon W1W 6UW

Email: [email protected]: +4420 7911 5803

Qualifications/Titles

1978: BSc. Microbiology, Queen Elizabeth College, University of London (UpperSecond Class Honours).1983: PhD. Microbial Genetics, University of Westminster.1999: Professor of Microbiology and Biological Education

Teaching and Management Experience

15 years experience of teaching Microbial Genetics at both undergraduate andpostgraduate levels

have used a wide variety of teaching techniques (lecturing, group work, simulation,online learning approaches

for the past 8 years have developed a number of approaches to hybrid on-campusdelivery including the use of a range of e-learning techniques

for the past 5 years have had institution wide responsibility for online learningdevelopments and am now Head of the Department of Online Learning Development

a member of the Vice-Chancellors Academic Heads Group

Research Interests in E-learning

For many years I have been involved in the development of open and distance learningapproaches for the teaching of microbial and molecular genetics. In recent years myresearch has focused on the introduction of ICT into traditional degree courses and onapproaches to promoting change within institutions in relation to e-learning. I have published

2 books on aspects of on-line learning on campus (see below).

Selected E-Learning Research Publications

Saunders, G., Rumpus, A. and McShane, D. (1999) An evaluation of the use of theWWW for module delivery, In: P.Marquet, S. Mathey, A.Jailet and E. Nissen (Eds),Internet Based Teaching and Learning (IN-TELE) 98, pp545 550, Peter Lang, GmbH.

Saunders, G. (2000) Making Use of the Network An Institutional Approach. In:Proceedings of On-Line Learning Euro 2000, pp35-41, Cheltenham & Gloucester College.

Iacconi A. and Saunders, G (2000) Developing the Use of an Intranet - An InstitutionalApproach, Vine 119, 38-43.


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Saunders, G. (2000), Getting Started with On Line Learning, Learning Partners, ISBN1 899692 06 1Saunders, G. (2002) Introducing technology onto a traditional course: Turning theclassroom upside down. The new educational benefits of ICT in higher education;Proceedings, Eds. A.J.Kallenberg and M.J.J.M. van de Ven, pp 38-44, Erasmus Plus.Saunders, G. (2002) Integrating technology into the activities of a traditionaluniversity: Facing up to the problems. The new educational benefits of ICT in highereducation; Proceedings, Eds. A.J.Kallenberg and M.J.J.M. van de Ven, pp 159-165,Erasmus Plus.Saunders, G. and Klemmif, F. (2003) Integrating technology into a traditional learningenvironment; Reasons for and risks of success. Active learning in higher education,4(1),74-86.Saunders, G. and A. Pincas (2003) Learning On-line on Campus, Learning Partners, ISBN 1899692 16 9

A. Pincas and G. Saunders (2003) Getting started with ICT blended learning. AcademicExchange Quarterly, 7, issue 4 pp 225-228.

G. Saunders and A. Pincas (2004) Student attitudes towards ICT in teaching and learning inthe UK International Journal of Instructional Technology and Distance Learning Vol 1. No. 7http://www.itdl.org/Journal/Aug_04/article01.htm

Temmink, H. and G. Saunders (2007) An Active Blended Learning Module in theWestminster Business School.Flexible Learning Conference, From Grass Roots to BlueSkies, Educational Development Unit, Heriot Watt University.Newland, B., Papaefthimiou, M.C., Oradini, F. and G. Saunders (2007) Lessons Learnt fromImplementing the Blackboard Content System, BbWorld 07, Boston MassachusettsOradini, F. and Saunders, G. (2007) e-portfolios for PDP - An overview of studentperceptions across subject areas. Telling stories: real people, real e-Portfolios, Centre for

Excellence in Teaching and Learning, University of Wolverhampton.Oradini, F. and Saunders G. (2007) Introducing e-Portfolios across a paper dominateduniversity; student and staff views and attitudes to the value of change. HCSIT Summit -ePortfolio International Conference Maastricht, The NetherlandsOradini, F. and Saunders, G. (2007) Introducing e-Portfolios across a paper dominateduniversity.ALT-N Newsletter, October 2007.Saunders, G. and Oradini, F. (2008) An embarrassment of riches: how to choose, use andpresent learning materials to students.The Publishers Association Academic andProfessional Conference.Oradini, F. and Saunders, G. (2008) The use of social networking by students and staff in

higher education,iLearning Forum, Paris.
http://www.itdl.org/Journal/Aug_04/article01.htmhttp://www.hw.ac.uk/edu/flexible-learning/conference07/keynote-speakers-abstract-temmink-saunders.htmlhttp://www.hw.ac.uk/edu/flexible-learning/conference07/keynote-speakers-abstract-temmink-saunders.htmlhttp://www.hw.ac.uk/edu/flexible-learning/conference07/keynote-speakers-abstract-temmink-saunders.htmlhttp://www.bbworld07.com/bbw07/pag.asp?id=224003eaf76b6400349http://asp2.wlv.ac.uk/celt/tellingstories/programme.asphttp://asp2.wlv.ac.uk/celt/tellingstories/programme.asphttp://www.eife-l.org/publications/eportfolio/proceedings/ep2007/papers/eportfolio/introducing-eportfolios-across-a-paper-dominated-university-student-and-staff-views-and-attitudes-to-the-value-of-changehttp://www.eife-l.org/publications/eportfolio/proceedings/ep2007/papers/eportfolio/introducing-eportfolios-across-a-paper-dominated-university-student-and-staff-views-and-attitudes-to-the-value-of-changehttp://newsletter.alt.ac.uk/e_article000925026.cfm?x=b11,0,whttp://newsletter.alt.ac.uk/e_article000925026.cfm?x=b11,0,whttp://www.publishers.org.uk/en/academic/conference/http://www.publishers.org.uk/en/academic/conference/http://www.publishers.org.uk/en/academic/conference/http://www.eife-l.org/publications/proceedings/ilf08/contributions/improving-quality-of-learning-with-technologies/Oradini_Saunders.pdfhttp://www.eife-l.org/publications/proceedings/ilf08/contributions/improving-quality-of-learning-with-technologies/Oradini_Saunders.pdfhttp://www.itdl.org/Journal/Aug_04/article01.htmhttp://www.hw.ac.uk/edu/flexible-learning/conference07/keynote-speakers-abstract-temmink-saunders.htmlhttp://www.hw.ac.uk/edu/flexible-learning/conference07/keynote-speakers-abstract-temmink-saunders.htmlhttp://www.bbworld07.com/bbw07/pag.asp?id=224003eaf76b6400349http://asp2.wlv.ac.uk/celt/tellingstories/programme.asphttp://asp2.wlv.ac.uk/celt/tellingstories/programme.asphttp://www.eife-l.org/publications/eportfolio/proceedings/ep2007/papers/eportfolio/introducing-eportfolios-across-a-paper-dominated-university-student-and-staff-views-and-attitudes-to-the-value-of-changehttp://www.eife-l.org/publications/eportfolio/proceedings/ep2007/papers/eportfolio/introducing-eportfolios-across-a-paper-dominated-university-student-and-staff-views-and-attitudes-to-the-value-of-changehttp://newsletter.alt.ac.uk/e_article000925026.cfm?x=b11,0,whttp://www.publishers.org.uk/en/academic/conference/http://www.publishers.org.uk/en/academic/conference/http://www.eife-l.org/publications/proceedings/ilf08/contributions/improving-quality-of-learning-with-technologies/Oradini_Saunders.pdf


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ANN RUMPUS

Personal Details:Name: Ann Elizabeth RUMPUS

Address: Educational Initiative Centre

University of Westminster35, Marylebone RoadLONDON NW1 5LS

071 915 [email protected]

Education:Brighton and Hove High School 1955-1966Exeter University 1966-1972

Degrees:B.Sc. Hons. Zoology Class 1 1969Ph.D. Biological Sciences: The ecology of the parasites of 1973Gammarus pulex of the River Avon, Hampshire.

Other Qualifications:Chartered Association of Certified Accountants Level 2 1989

Employment:Bristol University Departmental Demonstrator 1972-1973University of Westminster (formally PCL)

Lecturer/Senior Lecturer in Biological Science 1973-1989


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Director of Academic Credit Systems 1989-1995Head, Educational Initiative Centre 1995-(with responsibility for the Disability Services)

Current roleAs Head of the EIC, I manage a central unit which facilitates educational development in thewidest sense. This includes promotion of good teaching, development of educational research(through a University-wide group, the Centre for Higher Education Research) and innovation indelivery. This involves managing the MA in Higher Education for staff (HEA accredited), the PGCert. in Special Study in Supporting Learning for research students and support staff, and thePg. Cert. in Special Study in Teaching and Learning, delivered by Westminster InternationalUniversity in Tashkent. I am responsible for a Certificate in Education/PGCE course deliveredthrough 6 partner Colleges, and heavily involved in managing the Westminster Partnership (theCentre for Excellence in Teacher Training with Oxford Brookes University and partnercolleges). I also run workshops, produce supportive materials and am involved in a range ofinternal and external project work.

I am Chair of the Learning Policy Review Group which has responsibility for the UniversitysTeaching, Learning and Assessment Policy and Strategy, and oversee the use of theassociated Teaching Quality Enhancement Fund. I sit on a range of internal committees (bothformal and informal) and contribute widely to the Universitys strategic developments. Currentdevelopmental work is strongly focused on studentcentred learning and effective assessmentpractices, the employability of students, the development of flexible delivery modes andrewards for staff for excellence in teaching and learning.

I run staff development sessions for University staff (and those in partner colleges, includingoverseas partners) on a range of educational topics, and represent the University on a numberof external bodies concerned with educational development in the broadest sense. I also play

an active role in the University quality assurance procedures, including chairing validation andreview panels.

In the past I developed a policy and guidelines for the accreditation of prior learning, andworked on the development of the University's modular credit-based scheme, the accreditationof short courses and in-company training and the development of work-based learning. I havebeen an active member of the Southern England Consortium for Credit Accumulation andTransfer (SEEC) and Chair from 1992-95.

I currently now also act as Senior Manager for the Universitys Disability Services Team. I aminterested in developing this service further and, in addition to complying with the latestlegislation, have supported wider staff development and addressing the needs of disabled

students through inclusive curriculum design.

Funded Project workExternal consultant for University College London on Employment Department funded projecton work-based learning 1994-95Project Director for SEEC project (DfEE funded) Guidelines for credit and consortium generalcredit rating 1994-96Steering group member for SEEC Project (ENB funded) An Investigation into the reliability,and validity of assessment strategies for the accreditation of prior learning of nurses, midwivesand health visitorsProject Director for University of Westminster project (DfEE funded) Using alumni to formulatestaff development for the design and delivery of a curriculum relevant to employment 1997


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Evaluator for UCL EPSRC funded pilot course Contract Researchers Career DevelopmentSchool 2000Coordinated successful University of Westminster bid to HEFCE for a Centre for Excellence inTeaching and Learning entitled Professional Learning from the Workplace funded from April2005 for five years.External Expert on TEMPUS project on Independent Learning in collaboration with theWestminster International University in Tashkent 2005-2006.Currently partner in ESCALATE funded project on Using the Student Voice with Universitiesof Napier, Leeds Metropolitan and Birmingham City.Currently Joint Director for Centre for Excellence in Teacher Training with Oxford BrookesUniversity and partner colleges, from April 2007 for three years.

Current Membership of Formal Committees:University of WestminsterAcademic CouncilInformation Strategy CommitteeLearning and Teaching Committee

Learning Policy Review Group (Chair)Research Strategy CommitteeSenior Management TeamUniversity APEL Board (Chair)

Other CommitteesOpen College Network London Region - Quality Assurance Committee (Chair of Board ofDirectors 1995-97)

External Academic Activities:External Examining

Institute of Biology 1980-1992Glasgow Caledonian University CAT Scheme 1991-1994Leeds Metropolitan University/Wakefield College CAT Scheme 1991-1994Wolverhampton University CATS Scheme 1994-1997Oxford Brookes University Modular Scheme, Chief Examiner 1994-1997Sheffield Hallam University Combined Studies 1998- 2004Exeter University Modular Degree 2000- 2004London Metropolitan University APEL Board 2004-University College MA in Education 2004-3 Doctoral and M.Phil. theses in APEL and Continuing Education

Other External Academic Activities

Westminster Education Action Zone Forum (Chair 2001 to 2005)Membership of validation panels for Credit-based Schemes at Glasgow Caledonian University,Anglia Polytechnic University, Wakefield District College/Leeds Metropolitan University,Strathclyde University, Sheffield Hallam University, Luton University, Science Foundationcourses at Kingston University, Science Foundation Degree at Brighton University and linkedcolleges, subject review for Dept. of Science and Mathematics at University of East London.QAA Subject Reviewer for Organismal Biosciences 1998-00Reader of CETL bids for HEFCE April 2004Presenter of workshops on various credit-related and APEL issues for SEEC and otherinstitutions and organisationsTutor on over 40 EPSRC Graduate Schools. These were residential 5-day courses organisedby Research Councils for post-graduate students in order to increase their awareness of careeropportunities. This is done by means of business games, public and private sector case studiesand consideration of job applications and interviews. The tutor plays an important role in


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motivating students and facilitating the group working format. Course Director for courses from1995 to 1999.

Teaching Experience:I currently teach on the following University courses:

MA in Higher Education, and PG Cert. in Special Study in Supporting learning, inparticular modules on Assessment, and Curriculum Design.UCL short programme for Contract Research staffA range of staff development sessions in teaching and learning

Previously I taught on a wide range of courses in Biosciences, at both undergraduate andMasters level. I also developed and delivered the Certificate in Continuing Education (CCE), aUniversity-wide associate student scheme, for mature students and the Honours Degrees andMasters in Interdisciplinary Studies, a flexible programme for adult students.Publications:Rumpus,A.E. and Kennedy,C.R. (1974) The effect of the acanthocephalan Pomphorhynchus

laevis upon the respiration of its intermediate host Gammarus pulex. Parasit. 68,271-

284Rumpus,A.E. (1975) The helminth parasites of the bullhead, Cottus gobio (L.) and thestone loach Neomacheilus barbatulus (L.) from the River Avon, Hampshire. J.Fish Biol.7, 469-483

Kennedy,C.R. and Rumpus, A.E. (1977) Long-term changes in the size of thePomphorhynchus laevis (Acanthocephala) population in the River Avon. J.Fish Biol.10,35-42

Knights,B., Foot,D.J. and Rumpus,A.E. (1980) The ecology of the River Cray at Foots Cray,Kent, and its recovery from pollution and dredging. Lond. Nat. 59, 2-4.

Gibbons,L.M.,Crawshaw,M.T.andRumpus,A.E.(1992) Molinacuaria indonesiensisn.sp.(Nematoda, Acuarioidea) from Rattus argentiventer in Indonesia. SystematicParasitology 23, 175-181

Rumpus, A.E. and Williams,A. (1993) An institutional approach to APEL. in Getting tothe Core of APEL. SEEC

Williams,A. and Rumpus, A.E. (1993) APEL and Learning Outcomes. in Getting tothe Core of APEL. SEEC

Rumpus,A.E. (1997) Part-Time Progress from Continuing Education to LifelongLearning: A review of UACE strategy and objectives. Universities Association ofContinuing Education, Occasional paper No.20

Saunders,G., Rumpus,A. and McShane,D. (1999) An evaluation of the use of WorldWide Web in module delivery. in: Marquet,P., Mathey,S., Jaillet,A. and Nissen,E.(eds.) (1999) Internet-based Teaching and Learning (IN-TELE) 98. pub. Peter Lang.

Cross, S. & Rumpus, A. (2000) Learning and work - Can the University resolve thetension for its own staff and find a way forward for the other employers. Proceedings of

the 19th EUCEN Conference, University of Bergen Death and Rebirth of UniversityEducation

Research supervision:K.L.Denham Ph.D. awarded 1983; Aspects of the ecology and histopathology of Myxosporeaparasitic in freshwater fish.T. Giagkoglou PhD awarded 2003; New information and communication technologies (ICTs) inSecondary Education.J. Sansom PhD awarded 2007: An investigation of Work Based Learning, its effectiveness andrelationship between education and social welfare.


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jisc delivery bid v4

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