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An objective structured clinical examination (OSCE) has been recognised as a reliable but workload-intensive assessment method across health sciences studies. Though a variety of digital marking tools have been employed to improve marking and feedback provision for OSCEs, many of these require specialist software or maintenance. This pilot study examines the development and trialling of Microsoft Forms as a marking and feedback instrument for an OSCE within a Sport and Exercise Therapy module. This study aims to assess whether the use of a non-specialist digital tool, such as Microsoft Forms, might be able overcome limitations in current assessment procedures and ultimately provide a more effective method for marking and feedback provision for an OSCE. Results from OSCE examiners (N = 8) and students (N = 30) who participated in the pilot indicate that Microsoft Forms does have the potential to provide a more effective experience for examiners and ultimately improve upon feedback provision for students when compared with a paper-based marking tool. However, concerns around the form's ease-of-use may ultimately influence its adoption as a marking instrument above current paper-based methods.

This pilot study aims to assess the acceptability of Open University's training platform called Gamified Intelligent Cyber Aptitude and Skills Training course (GICAST), as a means of improving cybersecurity knowledge, attitudes, and behaviours in undergraduate students using both quantitative and qualitative methods. A mixed-methods, pre-post experimental design was employed. 43 self-selected participants were recruited via an online register and posters at the university (excluding IT related courses). Participants completed the Human Aspects of Information Security Questionnaire (HAIS-Q) and Fear of Missing Out (FoMO) Scale. They then completed all games and quizzes in the GICAST course before repeating the HAIS-Q and FoMO scales as well as several open-ended questions. Pre-training HAIS-Q Knowledge, Attitude and Behaviour all improved from 'reasonable' pre-training levels to become 'very high' following training with large effect sizes estimated. FoMO improved to a lesser degree but also predicted the degree of HAIS-Q improvement suggesting it is relevant to the impact of this training course. Qualitatively, five key themes were generated: enjoyment, engagement, usability of GICAST, content relevance, and perceived educational efficacy. Overall, sentiment towards training was very positive as an enjoyable engaging and usable course. GICAST was found to be a feasible course for a wide range of students at a UK university: overall the training improved cyber-security awareness on a well validated measure with outcomes comparable to information-security-trained employees of a secure workplace. Despite a diversity of views about content, the course appears to be well suited to the non-IT undergraduate sector and may suit wide uptake to enhance students' employability in a wide range of cybersecurity relevant contexts.

Tutors play an important role in effective Mathematics Learning Support, and ensuring good initial training and development is key. Typically, in the UK and Ireland, tutors do not gain any formal recognition for the training they receive. This paper details a four competences model of training for tutors and presents the analysis of feedback from 11 tutors and two staff involved in piloting the model at two institutions. The model, which is informed by professional development guidelines, consultation across the mathematical sciences community, and enabled by a national Mathematics Learning Support Network, provides immediate recognition of the professional development undertaken and is amenable to formal accreditation. A structure of four digital badges is used to assign immediate value to the training and development of tutors. To add further value for tutors, a capstone tutor badge has been established for those completing all four competences. Thematic analysis of feedback from the piloting of the model identifies three overarching themes: the importance of community, developing as a professional, and motivating and enabling professional development. Although primarily of interest to those involved in Mathematics Learning Support, the innovative structure of the model and the insights gained from its piloting are such that it offers potential for genuine transferability across other subject disciplines.

In this pilot study, we report on the feasibility, acceptability and potential impact of 'Who, When, How to Share', a new disclosure decision-making programme for autistic adults. We evaluated this programme using pre-post mixed-methods surveys that included questions about participants' experiences of the programme and four psychosocial outcome measures. While 32 autistic adults completed the pre-programme survey and enrolled into the programme, there was high attrition, with only 19 autistic adults completing the programme and post-programme survey. We found that it was feasible to deliver the programme in a guided self-help format, although a minority of participants (who completed the programme or provided reasons for withdrawing from the programme) found it challenging to work through the programme independently and within the study time frame. High levels of satisfaction and positive qualitative feedback also suggested that the programme was acceptable to autistic adults. Participants provided useful recommendations for improvement, such as more interactive elements to enhance engagement. The programme showed potential to improve decisional conflict, disclosure-related distress, stigma-related stress and internalised stigma among autistic adults, though further evaluation of the impact of the programme is needed.

There has been much interest in how to develop a sense of belonging to an academic institution over the last twenty years, given the evidence that this improves student retention, satisfaction and attainment. Fostering a sense of belonging involves both psychological and sociological aspects; students need to feel like they belong and are valued by their institution, and this is developed through interactions with staff and peers. Research carried out since 2020 into belonging online has focused primarily on course-based teaching initiatives. This article will describe our 18-month pilot on a fully online qualification developing a greater sense of belonging for our students based on qualification-wide online events and their impact on student engagement and sense of belonging. Qualification-wide events are events that are open to all students on a qualification or programme, such as a law degree, as compared to events which are only available to students on a specific course. It will highlight some of the barriers students perceive to building online community, including a lack of confidence, and discuss the students' views that the responsibility for developing community lies with the university.

This research explores the different types of motivation that inspired students to engage in an online peer-assisted learning (PAL) leader role. An interdisciplinary online PAL pilot programme at a university in the United Kingdom was reviewed to investigate the experience and perceptions of voluntary online PAL leaders. The purpose of the study was to address a paucity in knowledge about the motivations for this role, specifically from an online perspective, and to guide future online PAL leader recruitment. A thematic analysis of in-depth qualitative semi-structured interviews was used to determine emerging and relevant themes. Three research questions guided the interviews, and findings are presented in response to these questions. Findings indicate that different types of intrinsic and extrinsic motivation were key reasons for engaging in the online PAL leader role. The participants expressed an altruistic and empathic approach towards volunteering. Potential personal benefits motivated their participation, including improved study skills, transferable skills, and the possibility of an award. These motivations fell into two significant themes: the awareness of personal gain and the emergence of a desired version of self. Recommendations are made for the recruitment and training of online PAL leaders and the logistics of the scheme to ensure it is well advertised, accessible, endorsed by academic staff, and combines synchronous and asynchronous modes. It is hoped that this research will be valuable given the shift to online study and blended learning in response to and as an outcome of the COVID-19 pandemic and the value placed on interactive virtual spaces to minimise isolation.

Product Design in the modern world is a complex multifaceted discipline comprising of many skills and applications. It also operates in broader cross-disciplinary contexts within direct teams, while also contributing to the strategic business processes of commercial enterprises, government/councils and not for profit organizations. It is no longer a purely creative problem-solving activity where a good idea or innovation is enough to push forward a new product. For the majority of the design profession the days of design on the back of an envelope are gone. Today design is a structured activity with recognizable and repeatable methodologies and processes. Within this the profession is acknowledging and aligning with the principles of business management. A consequence of this is that designers are being asked to undertake increasingly complex challenges where the consequences of making good or bad decisions have far reaching implications for the future of an organization. Education needs to train designers to recognize and operate in these complex situations. As a response Universities now include project or design management within curriculum. "The new program should equip the students with not only the ability to design, manufacture and test design solutions; but also with a firm knowledge of business strategy" (Guo, 2015). However the authors have recognized a gap within the profession and education for a more structured and validated approach to decision making within the design process (Norman, 2010). This paper outlines a pilot study within a student project whereby professional decision making tools are introduced to final year students and used to validate selection of appropriate designs from initial feasibility concepts against a hierarchy of criteria. Would designers see the value or would they perceive it as an intrusive addition to what they believe should be an intuitive process?

It is recognized that the value of entrepreneurship education and the recruitment of practising entrepreneurs for such learning programmes can be problematic. This raises an important and challenging issue for universities when they are increasingly being asked to develop the leadership and management capabilities of entrepreneurs. In this account of practice, the authors explore the role for business simulation in the development of existing entrepreneurs' and small business leaders' strategic decision-making skills. The article describes and reflects on a pilot business simulation course, considering the challenges in the planning, the engagement of entrepreneurs and the delivery of the programme. It provides insights into the value of introducing this form of learning experience and exposes the significant challenges associated with engaging small business leaders.

This article confirms the reliability of a protean and boundaryless career attitudes scale, tested in a pilot study. Additionally, it summarises the results of this study into the career attitudes of professional staff in Australian and UK universities. A mixed methods approach was taken using a survey consisting of both closed questions on a 5-point Likert type scale, and an open text question that asked for respondents' career stories. The convenience sample consisted of 19 staff from Australia and 12 from the UK. The findings suggest that professional staff create a hybrid approach to managing their career, showing aspects of protean, boundaryless and traditional career attitudes and that there are no significant differences between the career attitudes of these staff in Australia and the UK. There is a clear need for further research to test these results, which could be used to inform universities' human resource strategies.

Supervisors play a crucial role in helping doctoral students to successfully complete their degree. Current practice in the development of doctoral supervisors is mostly focused on regulatory issues rather than on pedagogical topics. Existing research suggests a range of successful strategies for supervisor training including the development of professional and personal skills. This paper discusses the design and piloting of a blended research-based development programme for supervisors, which aimed to expand the institutional capacity and engage supervisors in developing their skills. The evaluation of the programme showed that although participants felt that the modules did not offer 'new content', the discussion of case studies, the sharing of experiences with peers and more experienced supervisors, and the reflection on practice were regarded as their most valuable components. Additionally, the modules influenced their practice and perspectives, offering developers an effective strategy on how to support supervisors.

This study focuses on interactive multimedia e-learning aims to improve our understanding about the dynamics of e-learning. The objective is to critical evaluate and better understand the interrelationships in the proposed framework between internal, external and the pedagogy dimensions in adoption of interactive multimedia and e-learning. It develops a tool to measure creative user adoption of interactive multimedia and e-learning services by using Partial Least Squares algorithm as the method of estimation and the major analytical tool in this study. Finding of a small scale data sampling of students in United Kingdom indicate that the proposed measurement framework is an acceptable fit with the data. Overall, the findings supply a precise tool for measuring creative user adoption of interactive multimedia and e-learning services, providing further insights for researchers and may provide to guide research and practice in interactive multimedia and e-learning by using communication media.

There has been a growth in online distance learning programmes in Higher Education. This has led to an increased interest in different approaches to the assessment of online distance learners, including how to enhance student authentication and reduce the potential for cheating in online tests. One potential solution for this is the use of remote live invigilation. This work reports on a small scale pilot study where a group of 17 online distance learning Computer Science students from 7 different countries (Egypt, Kenya, Saudi Arabia, Slovakia, Trinidad & Tobago, United Kingdom, Zambia) took part in an online test using remote live invigilation. Some examinees expressed concerns about data security and privacy. Furthermore, some examinees expressed concerns about the extent to which the remote live invigilation process would be intrusive, and impact negatively on their online assessment experience. Overall, findings from this study suggest that the remote live invigilation did not affect the assessment experience of the examinees in any way, with some examinees reporting that knowing that a live proctor was present gave them "peace of mind" in case technical problems occurred during the online test. Additionally, examinees suggested that remote live invigilation should be used more widely in online distance learning programmes as a means to enhance credibility.

When new students arrive at university to commence their undergraduate training they bring with them a host of prior experiences, expectations and beliefs. For students whose course of study includes mathematics these experiences, expectations and beliefs can be very strongly held and somewhat negative towards mathematics. In such cases they can become a barrier to further learning in mathematics. This paper reports on a small pilot study exploring the mathematical experiences, expectations and beliefs of accounting students with a view to improving their engagement with mathematics. The results of a student survey allow the identification of students whose self-assessments and expectations are not congruent with their observed performance with a consequent risk of disengagement from mathematics.

Students often struggle with learning about statistics, which encompass a large proportion of a psychology degree. This pilot study explored how first- and final-year students reflected on their experiences of being taught this topic, in order to identify needs that could be addressed in a project to improve their learning. First-year students reported that they initially found their module challenging but that it became easier towards the end.Third-year students recognised the importance of the topic but were not confident in their abilities. Most students reported anxiety about statistics. Although students were positive about practical classes, many felt that they could not easily remember the materials. The findings suggested three areas of focus to improve student learning. Firstly, diverse needs and levels of ability should be catered for. Secondly, students need help to go beyond surface learning and button clicking. Finally, low levels of engagement should be addressed. This work has informed a project to develop an online resource to address the above identified needs to enhance teaching of this important topic.

In England, some children have not reached what are considered to be expected levels in literacy and maths by the time they move from primary to secondary school. This is more likely for children living in disadvantaged areas. One proposal to address this is the provision of summer holiday schools for potentially disadvantaged pupils who are reaching the end of their primary schooling. Future Foundations ran a pilot summer school in 2012. This 4-week programme was intended to reduce summer learning loss, develop children's skills and confidence and perhaps increase parental engagement in their children's learning as they prepare for school transition. The programme provided targeted small-group academic tuition focusing on literacy and numeracy, using a scheme of work written by external experts in consultation with local schools, and a diverse programme of enrichment activities. The children involved were at Years 5 and 6 in the summer of 2012 (Years 6 and 7 in autumn of 2012). This pilot has been successful in demonstrating that the concept is feasible, with some suggested improvements, but it has not yet demonstrated that summer schools are effective in improving the educational outcomes of disadvantaged children.

Background and Context: Vygotsky's sociocultural theory emphasises the importance of language, mediation, and the transfer of skills and knowledge from the social into the cognitive plane. This perspective has influenced the development of PRIMM (Predict, Run, Investigate, Modify, Make), a structured approach to teaching programming. Objective: The objective of the study was to find out if using PRIMM to teach programming had an impact on learner attainment in secondary school, and the extent to which it was valuable for teachers. Method: We evaluated the use of PRIMM in 13 schools with 493 students aged 11-14 alongside a control group, using a mixed-methods approach. Teachers delivered programming lessons using the PRIMM approach for 8-12 weeks. Data were collected via a combination of a baseline test, a post-test to compare control and experimental groups, and teacher interviews. Findings: Learners performed better in the post test than the control group. Teachers reported several benefits of the PRIMM approach, including that PRIMM helped them to teach effectively in mixed-ability classes, enabling all learners to make progress. Implications: PRIMM makes a contribution to programming education research by building on previous work in effective pedagogy for teachers, and encouraging the use of language and dialogue to facilitate understanding.

The field of Social Research Methods is shared not only by the social sciences, but by many other disciplines. There is therefore enormous scope for the creation and re-use of open educational resources (OERs) in this area. However, our work with social scientists on a number of recent projects suggests that barriers exist to OER creation and use in social research methods teaching. Although there are now a number of national and institutional projects creating learning resources in research methods and making them openly available for teachers and students to use, many still use licences that restrict re-use and, in particular, modification. We refer to these as grey OERs. We also found that, in contrast to the well-developed practice of citation in research work, academics and teachers had a narrow notion of licensing and copyright of teaching materials, consistent with a limited experience of sharing teaching materials. Academics saw potential users as mainly other academics who were subject experts like themselves. That meant that they gave little weight to the role of broad description and metadata in making resources findable. At the same time, when academics looked for resources, the provenance, quality and relevance of those resources and the ability to judge that quickly were paramount. We discuss two approaches that attempt to tackle these issues: first, the development of a mapping tool that supports those creating OERs to identify a range of classificatory and metadata in a way that gives those looking for resources a much wider range of ways of finding them; second, the development of a website, based on Web 2.0 technology, that exploits the contributions of academics using and reviewing research methods OERs. We suggest that the activities on a blog-based website create a cultural context which constitutes an element of a community of practice of social science academics. Users can find resources by quality, pedagogy, and other metadata as well as content and through vicarious learning about the use and reviewing of resources by other academics, they may develop better practices in their own re-use and attribution of OERs. (Contains 5 endnotes.)

Design for sustainable behaviour is an emerging activity under the banner of sustainable design which aims to reduce the environmental and social impacts of products by moderating users' interaction with them. The intended outcome of design for sustainable behaviour is to reduce negative environmental and societal impacts. However, designers' ability to passively or actively influence user behaviour and the resulting tension between choice and control raises some interesting ethical issues. Whilst several viable strategies for designing sustainable behaviour have been developed, the criterion for selecting appropriate strategies has yet to be defined and there is not, as yet, a clear consensus as to what is an acceptable level of intervention, or how to rate the severity of consequences enacted by different behaviours. Exploration of the ethical dimensions of influencing behaviour through design is limited and as such few Industrial Design programmes implicitly teach the ethics of design for sustainable behaviour as part of the curriculum. The study reported on in this paper sought to address this gap through the development and delivery of an educational pilot study to test new teaching materials concerning ethics in design. Having outlined the key processes which led to material selection and the identification of appropriate techniques, a "best-in-class" student case study is presented to illustrate the outcomes of one student project emerging from the pilot study. The paper concludes by reflecting on the appropriateness of the teaching and learning methods, the suitability of the content based on the evaluation which was carried out; and considers the challenges for lecturers in delivering content of this nature. (Contains 2 tables and 4 figures.)

The world faces a number of complex challenges that are sometimes referred to as "wicked problems." Universities have been relatively poor at preparing graduates for such challenges, yet it will be the future professionals who need to tackle the problems. This essay looks at two related projects that have attempted to advance the skills training of graduates for a complex world, in the context of educating engineers and scientists in sustainable development. A Delphi study conducted in the UK suggested that systemic, student-centred approaches were vital to the appropriate development of undergraduates to become engineers with skills in sustainable development. A pilot project sponsored by the UK Royal Academy of Engineering developed an inter-disciplinary course unit, using student-centred principles, to embed the principles of sustainable development, in its broadest sense, in the curricula of engineers and scientists. The essay includes an evaluation of this approach.

This article describes a usability evaluation that was conducted among student users of improved learning areas (sites) designed as part of the WebLearn Improved Student Experience (WISE) project conducted at Oxford University (UK). WebLearn is the university's internal brand for the Sakai open source virtual learning environment (VLE). The project benefited from central university funding to support 19 departments, faculties and other academic units to fast-track the development and improvement of their WebLearn presence in order to enhance the student learning experience. This was the first time in the Technology-Enhanced Learning (TEL) team that formal usability testing had been carried out on the VLE used by staff and students for both full distance and blended learning study programmes. The WISE team members devised a methodology to assess certain usability criteria that would be helpful in the context of the project. The methodology included various techniques generally used in usability testing such as first-click testing, scenarios, focus group discussion and memory tasks. The methods and tasks presented in this paper could be further refined and used as guidelines for usability testing on other systems or VLE-related projects.

This article outlines the rationale for adopting a mixed methods approach within randomized controlled trials (RCTs) and explores challenges associated in doing so. Taking the example of the EASE Back feasibility and pilot study (Evaluating Acupuncture and Standard care for pregnant womEn with "BACK" pain: ISRCTN49955124), we detail why and how we operationalized a concurrent-sequential mixed methods research design. We present key findings from the exploratory research (focus groups and interviews) and explain how these were integrated with descriptive findings (a national survey of physical therapists) in order to inform and refine the design of the explanatory phase (the pilot RCT). We conclude with a discussion of lessons learned and implications for future research design and conduct.

This paper describes the mixed methodology evaluation of the Own-Voice Intensive Phonics (OVIP) programme with 33 secondary students with persistent literacy difficulties. The evaluation involved a quasi-experimental evaluation in which 33 students in years 7-9 in four schools used OVIP over an 8 week period and were monitored at three times for their word reading, phonic decoding and phonological skills. Students, teaching assistants and teachers involved were also interviewed about the use of OVIP, the perceived processes and outcomes. Assessment results showed that OVIP was associated with greater gains in word reading than these students' usual teaching/intervention approaches. Those interviewed also experienced benefits associated with using OVIP. It was further found that word reading gains were not related to a measure of being at risk of significant literacy difficulties. Participants identified the use of their own voice, the student's agency and working at their own pace as key factors relevant to how OVIP worked. These factors aligned with a working OVIP programme theory. The findings are discussed in terms of further development and research related to an own voice approach to addressing persistent literacy difficulties.

This paper provides a commentary on a significant collaborative international project to set up an effective system for promoting innovation in the Australian higher education sector. This project was the pilot Transforming Practice Programme (TPP), which was run in Australia in 2014. A sophisticated knowledge translation methodology, the TPP was influenced by the UK's Higher Education Academy's (HEA's) thematic change programmes and focused on enhancing the reward and recognition of quality teaching in Australian higher education. The paper explains the intentions of the TPP and how it was run in conjunction with the HEA in both Australia and the UK. Thirteen Australian universities took part in the pilot, and nine UK universities took part in the UK version of the programme. Having detailed the content and process of the pilot TPP, this article also presents details of feedback received via surveys and interviews with participants, and closes with some evidence-informed conclusions on what worked in the pilot and why. Alongside these conclusions, recommendations are outlined regarding what people in other higher education sectors might learn from the pilot TPP.

Background: Dysphagia is common after stroke, affecting up to 50% of patients initially. It can lead to post-stroke pneumonia, which causes 30% of stroke-related deaths, a longer hospital stay and poorer health outcomes. Dysphagia care post-stroke generally focuses on the management of symptoms, via modified oral intake textures and adapted posture, rather than direct physical rehabilitation of the swallowing function. Transcutaneous neuromuscular electrical stimulation (NMES) is a promising rehabilitation technology that can be used to stimulate swallowing; however, findings regarding efficacy have been conflicting. Aims: This pilot randomized controlled study involving three UK sites compared the efficacy of the Ampcare Effective Swallowing Protocol (ESP), combining NMES with swallow-strengthening exercises, with usual care in order to clarify evidence on NMES in the treatment of dysphagia post-stroke. A further objective was to pilot recruitment procedures and outcome measures in order to inform the design of a full-scale trial. Methods & Procedures: Thirty patients were recruited and randomized into either (1) usual speech and language therapy dysphagia care; or (2) Ampcare ESP, receiving treatment 5 days/week for 4 weeks. Outcome measures included: the Functional Oral Intake Scale (FOIS), the Rosenbek Penetration-Aspiration Scale (PAS) and patient-reported outcomes (Swallow Related Quality of Life--SWAL-QOL). Outcomes & Results: Thirty patients were recruited; 15 were randomized to the Ampcare ESP intervention arm and 15 to usual care. A greater proportion (75%, or 9/12) of patients receiving Ampcare ESP improved compared with 57% (or 8/14) of the usual-care group. Patients receiving Ampcare ESP also made clinically meaningful change (a comparative benefit of 1.5 on the FOIS, and on the PAS: 1.35 for diet and 0.3 for fluids) compared with usual care. The intervention group also reported much better outcome satisfaction. Conclusions & Implications: The pilot demonstrated successful recruitment, treatment safety and tolerability and clinically meaningful outcome improvements, justifying progression to a fully powered study. It also showed clinically meaningful treatment trends for the Ampcare ESP intervention.

The authors' lived experience of devising a professional development programme for research supervisors and securing SEDA (Staff and Educational Development Association) accreditation informs this paper. Our first purpose is to outline the programme and discuss its uniqueness in using a community of practice model in conjunction with practitioner inquiry for developmental and for assessment processes simultaneously. The second purpose is to discuss the challenges and benefits in securing SEDA accreditation for the programme, and how we managed to do this whilst retaining the richness of the conversations that colleagues find rewarding and useful. In sharing our model, we aim to encourage others to think about how dialogic and community of practice approaches might be embedded in professional development and accreditation opportunities in their own institutions.

Involving students in state-of-the-art research from an early age eliminates the idea that science is only for the scientists and empowers young people to explore STEM (Science, Technology, Engineering and Maths) subjects. It is also a great opportunity to dispel harmful stereotypes about who is suitable for STEM careers, while leaving students feeling engaged in modern science and the scientific method. As part of the Twinkle Space Mission's educational programme, EduTwinkle, students between the ages of 15 and 18 have been performing original research associated with the exploration of space since January 2016. The student groups have each been led by junior researchers--PhD and post-doctoral scientists--who themselves benefit substantially from the opportunity to supervise and manage a research project. This research aims to meet a standard for publication in peer-reviewed journals. At present the research of two ORBYTS teams have been published, one in the Astrophysical Journal Supplement Series and another in JQSRT; we expect more papers to follow. Here we outline the necessary steps for a productive scientific collaboration with school children, generalising from the successes and downfalls of the pilot ORBYTS projects.

This school-based reflective narrative explores how one inner London primary school raised their awareness of the language needs of Advanced Bilingual Learners (ABL) through an emphasis on developing and celebrating pupils' first language skills alongside English. It stresses the central role of the teacher in planning language learning environments which empower pupils to talk confidently in their first language without feeling marginalised. In this setting, no one language is viewed as being of a lower status than the other. This paper outlines the teacher's role in crafting this process by building on pupils' social and cultural experiences. It further highlights the role of senior management in developing a whole-school ethos which promotes linguistic and cultural diversity, where the identities of multilingual pupils are nurtured. Evidence was collected through participant observation work conducted over a one-year period. The study was predominantly focused within a Year Six classroom (pupils aged between 10-11 years) in a multicultural school where the majority of pupils had Punjabi as their first language. At the time of the study, the school operated within the support framework and principles of a DfES (Department for Education and Skills) National Pilot Project within the UK (2004-2006). The national project was designed to promote a heightened awareness of strategies to support ABL at Key Stage Two (pupils between 7-11 years). (Contains 2 figures.)

This paper attempts to compare the availability, quality, similarities and differences of students' support services in United Kingdom Open University (UKOU) and Sri Lanka Open University (SLOU) and also to identify and enlist the deficiencies that SLOU students are facing in the student support services. To get the desired end four hundred students (two hundred from each university) were taken as sample and a thirty eight items questionnaire on (Likert Scale) was constructed and pilot tested, the reliability of the research tool was 0.957 (Cronbach's Alpha) after getting the data independent sample t-test was run by using SPSS XII. The study found out that student support services of SLOU are quantitatively developing rapidly on teh lines of UKOU. Though the media support services of both the institutions have almost the same status in the provision of student support services, yet the UKOU students have better services in general services, regional office services, tutorial services, guidance and counselling services and overall student support services. The conclusions lead to the recommendations that SLOU should improve student support services in all the parameters, but more emphasis should be given on guidance and counselling; library and modern communication facilities like toll free, auto answer may be provided at SLOU regional campuses.

The purpose of this study is to adapt, deliver, and pilot test the Self-discovery Programme (SDP) for teachers in mainstream school. The study used a pre-test post-test design. Quantitative data were collected by self-administered questionnaires given to teachers at two points in time: baseline (immediately pre-SDP) and immediately post-SDP. Qualitative data were collected via open questions at baseline and post-SDP to gain more in-depth information about teacher's experience of the SDP. In addition, observations were conducted at four points in time: sessions 1, 2, 6, and 10. Results suggest that overall the SDP-Teachers had been an enjoyable experience. The results of this study will add to the sparse literature and evidence base concerning interventions for teachers in mainstream schools, particularly interventions that consist of complementary and alternative medicine. (Contains 2 tables.)

As part of a national e-learning benchmarking initiative of the UK Higher Education Academy, the University of Manchester is carrying out a pilot study of a method to benchmark e-learning in an institution. The pilot was designed to evaluate the operational viability of a method based on the e-Learning Maturity Model developed at the University of Wellington, New Zealand, which, in turn was derived from Carnegie Mellon's widely accepted Capability Maturity Model. The method is based on gathering evidence about the many and interdependent processes in the e-learning and student lifecycles and takes a holistic view of maturity, addressing multiple aspects. This paper deals with the rationale for the selected method and explains the adoption of a process based approach. It describes the iterative refinement of the questionnaire used to elicit evidence for measures of five aspects of maturity in a range of e-learning processes, in five process areas. The pilot study will produce a map of evidence of e-learning practice across the processes matrix and a measure of the degree of embedding in a sample of faculties within the institution expressed as capability and maturity. To provide a useful measure of where an organisation is with respect to a particular aspect of e-learning, it needs to be able to act on that measure, finding any new activities required or modifying current activities to improve its processes. The pilot study aims to evaluate the potential for improvement inherent in the capability maturity model and to examine the resource implications of obtaining useful evidence. A successful benchmarking effort should be able to inform an institution's planning and resourcing processes and the outcomes of this pilot should lead to an informed decision about a method for benchmarking the embedding of e-learning, both for the particular institution and for the sector, which in turn can lead to operational suggestions for improvement.

Psychology undergraduates need to produce good quality essays in order to succeed at university. Students find the transition to university writing difficult. Using a rubric, a profile of student weakness in psychology essay writing was described. The students were generally poor at the structural organisation of their essays. A pilot intervention to improve essay structure was designed based on the profile of student weakness. The intervention was trialled with a group of 23 psychology undergraduate students. Those students who took part in the intervention programme had higher exam essay marks with longer and more clearly structured essays after the programme than a matched group of controls. The intervention group students produced essays that linked evidence more clearly to topics and provided better conclusion sections. Psychology tutors were able to show improvement in student writing with a short explicit lesson based on a discipline-specific profile of writing. However, there was no improvement in vocabulary for linking topics and the structure of the introductions remained poor. Ideas for the further development of this intervention are discussed. (Contains 4 tables.)