Please click on the relevant tab below for further details of resources available. Note that clicking on any links under the tabs may take you to other sections of the university website or external web pages.
- How the University of Groningen support the digital student experience through..- Dr Lisette Bakalis, University of Groningen, Netherlands
- Enhancing the Student Experience- Kevin Campbell, Chris Daisley (Student’s Association)
Assessment and Feedback
- A1- GCU Digital Assessment Strategy - Linda Creanor (AQD)
- A2 - Assessing the Use of Rubrics in GCU-Gillian Gibson (SHLS), Ken Garner (GSBS), James Paterson (SEBE)
- A5 - Feedback on feedback; A Student’s Perspective- Margaret McCann (GSBS)
- E1 - Digital Collaborative Writing as a Group Assessment- Jane Guiller(SHLS)
- E2 - Dev online practical activities & automated assess for prog. with Cordio- James Paterson (SEBE
- J1 -Enhancing the Student Journey through Matrix-based Feedback for Academic Adv- Thomas Peschken (GCU London)
- B1 - Teaching and Learning in the multilingual, multicultural classroom– Dr Jeanine Gregersen-Hermans (PVC International)
- F1 - HEEAPs of Support @GCU (Higher Education, English for Academic Purposes)- Kim Williams, Frances MacInnes, Calum Nielsen (SHLS)
- F2 - Crime Scene Simulation in Forensic Science Education at GCU- Mahesh Uttamlal, John Smylie, Ken Rice (SEBE) and Elizabeth Simpson, Gayle Mackie (SHLS)
- D4 - Reflections on online delivery of a 1 Year MSc Programme- Colin Raeburn (SEBE)
- D5 -Who is inhibiting a blended learning approach? Reflections on the experienc - Elaine Ritch (GSBS)
- D6 - When is Collaborate Ultra the right tool to engage students Laura Sweeney (SHLS)
- G1 - Pre ICT Induction - Lina Petrakieva/David McArthur and Margaret Brown (GSBS)
- G2 - The Induction App- Kirsty MacInnes (Student Life)
- G3 - The rationale behind the implementation of the GOOD2CU online pre4-induct..- Vic Boyd (SWBE), Daniela Zahn (SWBE), Mandy Sheridan (GSBS)
- K1 -Embedding and scaffolding students’ digital capability development - Lina Petrakieva, Heather Gray (SHLS)
- K2 -Partnering for Success: Can module leaders and ADTs collaborate...... - Chris Smith, Linda Proudfoot, Vic Boyd, Colin Wilson (SWBE)
- L1 - Mentoring, role models, and female finance students – a pilot - Claire MacRae, Patrick Ring (GSBS)
- L2 - Triple E Spine: Rationale and fit with GCU Strategy, Priorities and CGC- Declan Jones, Anne Smith, Bernadette Scott (GSBS)
- O1 -Common Good/University –Community Partnerships to support Academic Modules- Larissa Kempenaar (SHLS)
- O2 - The Common Good Award: Pilot Year Overview- Frank Brown, Angela MacIntyre (Careers)
- M1 - Cross School Digital Health Collaboration- John David Moore (SEBE), Liz Simpson, Wendy Smith (SHLS), Claire Stirling, Cameron Scott (Students)
- P1 -Supporting Students With Disabilities From Pre-entry To Graduation at GCU - Angela Shapiro, Marjory Jones, Margaret McShane (SEBE)
- Q1 - Evidence for enhancement: linking the new QAA Enhancement Theme to the ... - Nicky Andrew, Colin Milligan (AQD)
The Caledonian Academy (CA) at Glasgow Caledonian University (GCU) operated from 2007 to 2016. This research unit conducted a range of projects on workplace learning, learning in MOOCs, learning from incidents, digital literacy, learning design, open educational resources and personal learning. A selection of projects are described below, demonstrating the range of research undertaken.
- PL-MOOC This Gates Foundation-funded study explored professional learning in Massive Open Online Courses (MOOC). A summary of the project and its outputs is provided here.
- LFI Seminars An ESRC-funded seminar series to critically evaluate and advance the theory, methodology, organisational practice and policy of learning from incidents in the workplace (LFI). A summary of the seminar series can be found in this LFI Seminar Series Summary
- Work and Learning at the Boundaries of Knowledge This project explored Self-Regulated Learning (SRL) behaviours within a group of finance industry professionals. A summary of the project and its outputs is provided here.
- LLiDA This JISC-funded study explored an expanded range of literacies relevant in the digital age both for effective learning and for the updated provisions of UK Higher Education institutions. At the end of the project the outputs moved to a new website.
- LFI-Engage The LFI-Engage project explored how the effectiveness of learning from incidents (LFI) could be improved and was funded by The Energy Institute and Shell.
- UKOER Funded by the Higher Education Funding Council for England (HEFCE) and JISC, this project aimed to synthesise and evaluate the effectiveness of the JISC HEA UKOER Programme to encourage academics and UK HE institutions to create and release OERs: Open Educational Resources. The project web site is at https://oersynth.pbworks.com/w/page/53072550/HEFCE-OER-Review
- SRL-MOOC This project explored Self-Regulated Learning (SRL) behaviours within 'Change11' - a connectivist Massive Open Online Course (MOOC). A summary of the prject is available: SRL-MOOC Summary.
- OER4Adults This EC-funded study investigated work and learning practices evolving through the use of open educational resources (OERs) - freely accessible, openly licensed documents and media used in teaching, learning and research. The final report is avaiolable form: http://ftp.jrc.es/EURdoc/JRC85471.pdf
- CD-LOR This project - Community Dimensions of Learning Object Repositories (CD-LOR) - was funded by the UK JISC to identify and analyse factors influencing the practical uptake and implementation of learning object repositories within a wide range of diverse learning communities.
- CalShell was an action research partnership with Shell to investigate innovative and dynamic approaches to self-directed technology-enhanced learning, particularly focused on the transition from classroom to workplace.
- Learning from Incidents The original Learning from Incidents (LFI) project from investigated and developed new approaches to enhancing learning from health and safety incidents in the industrial workplace, and led to the LFI-Engage.
- Narrating Your Work A joint project of the Caledonian Academy and Shell Learning in the Netherlands, this project applied and tested a methodology to explore how case study members used a microblogging tool to broadcast work in progress and share both accomplishments and issues faced.
- MOD4L Mod4L was a JISC-funded project in 2006. It aimed to develop models of teaching practice that would be easy for educators to understand and apply.
- Learning from Digital Natives This project from 2006-2007 was funded by the UK Higher Education Academy to explore university students' use of digital tools (such as mobile devices and social media) to support their learning and socialisation.
- SELScope Funded by the UK Higher Education Academy, this scoping study synthesised current approaches to sustainable e-learning and highlight areas for further research.
- LiDU This project was a partnership of five UK universities researching literacies in higher education: the Open University (lead), Glasgow Caledonian University, Lancaster University, Edinburgh University, and the Institute for Education.
- Charting This project developed tools to support goal articulation and sharing. 'Charting' is the process whereby an individual monitors and optimises their interaction with the people and resources who contribute to their learning and development.
The Centre for Research in Lifelong Learning (CRLL) at Glasgow Caledonian University (GCU) operated from 1999 to 2016. A selection of CRLL’s materials and outputs have been archived and can be accessed using the links below.
CRLL Conference 2015: http://www.crll.org.uk/crllconference2015/
Leading university teaching: exploring the uses of higher education research -This research examined the leadership of teaching from the perspective of senior and mid-level leadership and those responsible for supporting and carrying out research http://www.srhe.ac.uk/downloads/Jones_Anna_Report.pdf
Developing a National Framework for RPL in Scottish Universities - QAA Scotland funded the development of a National Framework for RPL for Scotland's Universities.You can find the framework at http://www.enhancementthemes.ac.uk/docs/publications/recognition-of-prior-learning---national-framework-for-scottish-higher-education.pdf?sfvrsn=6
Work-based and work-related learning in Higher National Certificates and Diplomas in Scotland and Foundation Degrees in England: A Comparative Study - The study of Differing National Models of Short-cycle work related to Higher Education provision in Scotland and England. For the full report go to, http://www.crll.org.uk/media/crll/content/publications/Final%20Report.pdf and the Summary report here: http://www.crll.org.uk/media/crll/content/publications/HNs%20and%20FDs%20Study%20Summary%20%20REPORT.2009.Word%20doc.pdf
Motivation and Attainment in the Learner Experience (MALE) - The MALE project was funded for one year from August 2006 to July 2007 by the West of Scotland Wider Access Forum, focused on issues of male and female participation rates in further education, and issues of transition from community based learning into main college campuses http://www.crll.org.uk/media/crll/content/publications/MaleExecutive2Summary.pdf
Lone Parents in Further Education Colleges - The aim of this research project was to identify good practice within Further Education (FE) colleges in terms of recruiting and retaining lone parent students. The research comprised case studies of three FE colleges in Scotland. The findings provide some lessons of good practice likely to enhance the participation of lone parents in Further Education http://www.gov.scot/Resource/Doc/76169/0019324.pdf summary research briefing can be found here: http://www.gov.scot/Publications/2005/11/17154824/48250
Research on Approaches to Public Funding and Development of Tertiary Education Within Selected OECD Nations - The aim of this project was to provide international comparisons of modes of operation of FE/HE funding bodies. http://www.gov.scot/Publications/2005/02/20530/50018
Evaluation of Individual Learning Accounts (ILA Scotland) – Learning Providers and Intermediary Agency Studies -The evaluation examined impact on widening participation; prioritising needs of certain groups of learners; supporting the development of a quality learning provider base in Scotland http://www.gov.scot/Publications/2007/12/13151715/0
Evaluation of the Impact of the Scottish Credit and Qualifications Framework (SCQF) - The SCQF is a comprehensive framework which includes higher education, academic and vocational qualifications, and aims to include informal learning. This research was a small scale qualitative study looking at the initial impact of the SCQF. http://www.gov.scot/Publications/2005/11/30173432/34323
Learners Perceptions of Information, Advice and Guidance: A Review of Research - Commissioned research on what information, advice and guidance learners want - particularly on the costs and funding available to them http://www.gov.scot/Publications/2005/03/3093525/35268
South Ayrshire Assisted Self Build: An evaluation - An evaluation of the first six months of a year long assisted self-build project has been completed. The project aims to assist 12 young people who are homeless or who have experienced homelessness to gain employment related skills as well as support with housing issues. http://www.crll.org.uk/media/crll/content/publications/South%20Ayrshire.pdf
Fast-Trac: Evaluation and Issues of Tranferability - An evaluation of FAST-TRAC against its objectives and an assessment of the transferability of the FAST-TRAC model, or aspects of it, to other areas of Scotland, and the issues that this would raise. http://www.gov.scot/Publications/2002/02/10668/File-1
Education for All? - Further Education, Social Inclusion and Widening Access project funded by the SOEID and later by the Enterprise and Lifelong Learning Dept of the Scottish Executive, to look at factors influencing participation/non-participation in FE provision in Scotland