Experience of working full time and undertaking a part-time Msc

In 2014 I made the decision of undertaking a two year part-time MSc in Occupational Psychology as I also wanted to stay in full time work. My lectures would usually be between 6-9pm, two days a week. I opted for a classroom based programme rather than the distance learning programme because I personally did not feel that I had the self-discipline required to keep up with the online classroom community for the full-two years, however, the classroom based course did have elements of blended learning which I felt provided a perfect balance for my capabilities at the time. Continue reading

Evaluating the impact of CTEL’s CPD workshops

The Centre for Technology Enhanced Learning currently run a series of Continuous Professional Development workshops designed to help colleagues use technology in ways that are both educationally effective and resource efficient. 2014/2015 is the second year that the workshops have been offered to staff. Workshop participants are given the option to complete an evaluation form after the workshop and so far, staff engagement and feedback has been exceptionally positive. These have also been helpful for CTEL to consolidate our offering and make improvements to the workshop content and delivery.

CTEL would now like to evaluate the CPD workshops in more depth using a qualitative time series design, as this will measure if the objectives of the workshops were met and transferred back to the organization. By interviewing a small selection of staff before they attend the workshop; immediately after the workshop; and then six months after the workshop, a more holistic view of the factors that affect the transfer process and impact the workshops have on the organization can be revealed.

Nabila Raji
Centre Manager and PA
Centre for Technology Enhanced Learning

Developing digital literacies for staff at King’s

One of the aims of the cross College benchmarking exercise, undertaken back in 2010, was to inform the development of information and digital literacies frameworks for different cohorts of staff and for learners. The concensus was that the College was far from having established excellent practice in this area, at least, according to the benchmarking criteria, to the level of:

 ‘all students have information literacy appropriately embedded within their curriculum and also in informal learning beyond the curriculum’.

The findings of the exercise were that in terms of these types of literacies (a) literacy is not consistently integrated with programme design and development and that (b) it is more likely to have a literacy component in large programmes rather than in small modularised courses. The review made recommendations to:

  • Develop an information literacy strategy and link development to encapsulated vision.
  • Establish a framework for embedding digital literacies.
  • Draw from examples of good practice from the College or externally.
  • Encourage Schools to think about how they would embed literacies, taking disciplinary differences into account
  • Include digital literacies in annual and periodic review of programmes and evaluate progress

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