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People
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Colleagues who have collaborated, influenced and led my practice
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Portfolio
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Personalized Learning and the Ultraversity Experience
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This paper describes a model of personalised work-integrated learning that is collaborative in nature, uses emerging Internet technologies and is accessed fully online. The Ultraversity project was set up by Ultralab at Anglia Ruskin University to develop a fully online, three-year duration, undergraduate degree programme with an emphasis on action inquiry in the workplace. The course design aimed to provide a highly personalised and collaborative experience. Students engage in the processes of inquiry together as a cohort, making it possible to collaborate and support each other in the online communities. The focus of this paper is on three aspects of personalisation: students’ use of technological infrastructure to develop online communities; integration of study in the workplace; and the work-study-life balance. Students were surveyed and interviewed after completion through questionnaire, telephone and face-to-face meeting. Transcripts were analysed using interpretive phenomenological analysis. This grounded approach provided evidence of impact of the design on personalised learning. The course design made the assumption that blended learning was not necessary to ensure a rich learning experience and would be a barrier to those who could not attend, and this decision is vindicated by the accounts of participants. It was also confirmed that facilitated online communities can be used to support deep learning that is focussed on action inquiry in diverse and individual workplaces. The course was designed to impact on both the work practices of the individual and the wider institution. Participants reported this as a strength. Overall, the evidence presented shows that a course design that emphasises a high degree of trust in students' ability to self-manage learning can lead to a challenging, personalised and rewarding online student experience. Students demonstrated high levels of competence in managing work study and life. This assertion is further borne out by the high degree of success achieved in terms of outcomes, judged by the degree results obtained by the cohort studied.
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References
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PhD Application
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The application is to establish my suitability to enrol on the PhD course, not to be confused with registration (R1) which is a supervised process, that begins as soon as application is approved, to establish that my proposal has potential.
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Timeline
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Education
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Phd awarded
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The Phd was finally awarded by the Board of Studies for Research Degrees after the corrections were approved by my examiners.
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Timeline
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Education
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PhD corrections submitted
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My corrections were submitted late in the evening before my interview for the post of Assistant Professor and Course Director for the MSc in Technology and Learning at Trinity College Dublin.
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Timeline
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PhD flow diagram
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This diagram indicates the procedure for applying and then registering for a PhD by practice or publication at the University of Bolton.
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Introduction
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Procedures
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PhD R1 approved
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The University of Bolton Board of Studies for Research Degrees approved my R1 (registration) application, after some changes were made.
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Timeline
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Education
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PhD R1 Submission
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The document outlining my research which has to be approved by the University's Research Commmittee
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Timeline
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Education
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PhD submission
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The date to supply the Research Office with copies of my thesis.
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Timeline
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Education
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PhD Supervision 1
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My target for this meeting: Complete portfolio entries for employment, professional activities, research and development, publications, conference contributions, teaching and in each case describe what, why, when and reflect on doctoral contribution, adding references to relevant literature where possible, prioritising those in the R1
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Timeline
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Education
