Innovative learning in action (ILIA) issue seven: New academics engaging with action research 2

Caruana, V

Abstract

Welcome to this seventh issue of Innovative
Learning and Action (ILIA) which celebrates
and disseminates some of the work
produced by recent cohorts on the
Postgraduate Certificate in Higher Education
Practice and Research programme. As part of
their assessment in the second module,
Learning Design and Enquiry participants
engage in action research completing a
planned, first cycle of what is essentially an
iterative process. Participants inevitably
confront action research from different
perspectives largely based on past research
experience. Some perceive themselves as
‘novice’ researchers generally, when they
encounter this paradigm, whilst others are
seasoned researchers steeped in more
traditional approaches. Part of the
assessment therefore addresses evaluation
and reflection on action research processes
as they have been experienced and this is
included in the work presented.
The insights generated are the product of
genuine concern, interest and enthusiasm in
responding to the challenges of teaching
and learning that pervade Higher Education
today. This small sample of papers
demonstrates a heightened awareness of
issues; the student voice is apparent but it is
reinforced in conversation with academics.
The papers show how action research builds
on the authors’ willingness to collaborate
with their students and indeed, other
stakeholders in seeking mutual
understanding of complexity and in
formulating ideas to enhance the quality of
the student learning experience. Each of the contributions has direct
relevance to both policy and practice
encouraging readers to reflect on key issues
in the context of Widening Participation.
The transition to HE is clearly a fundamental
concern. Authors explore support systems
for both students and their workplace
managers in the challenging context of
secondment to study in pursuit of CPD; the
potential of FE/HE teaching exchange as a
form of professional development to enable
lecturers and teachers to facilitate their
students’ journey across the sectors and the
possibilities for enhancing the academic
writing skills of students.
One common theme is the complexity
encountered in negotiating cultural
boundaries in different contexts – the
boundaries between workplace and place of
study, between one educational sector and
another and between one style of
communication and another.
A final contribution prompts us to consider
the complexities of teaching and learning
across international boundaries in exploring
the potential for enhancing learning through
the use of video-clips in a distance
learning programme.
I hope you will enjoy these papers which I
feel provide much food for thought. I am
also sure that the authors would welcome
approaches from colleagues either within or
outside their respective disciplines who are
interested in similar areas of practice.

Citation

Caruana, V. (2007). Innovative learning in action (ILIA) issue seven: New academics engaging with action research 2. Salford, UK

• Other Type: Other
• Publication Date: Sep 1, 2007
• Deposit Date: Apr 3, 2009
• Publicly Available Date: Apr 3, 2009
• Related Public URLs: http://www.edu.salford.ac.uk/; http://www.edu.salford.ac.uk/scd/ltprac/05/; http://www.edu.salford.ac.uk/docs/ilia_issue7.pdf
• Additional Information: Additional Information : Contributions: Can teaching exchange between HE and FE offer an effective model of professional development for lecturers and teachers?, by Kathryn Allan; Exploring the ‘ups’ and ‘downs’ of seconded students’ experiences of workplace support, by Jacqui McKenna; Teaching at a distance using new video technology: investigating viability, attitudes and impact on teaching and learning through action research, by Joanne Taylor; Pre-course material to develop academic writing skills of first year diploma (HE) nursing students: is there an appetite?, by Claire Williams.