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ADM-HEA BULLETIN - week ending 18 September 2009

Date posted: 19/09/2009

in this bulletin:



ADM-HEA would welcome your input and, in particular, your thoughts in relation to the following questions:

1.     What do you think are the main issues relating to academic integrity? These might relate to promoting good academic practices, helping students develop skills in critical thinking or writing, or identifying strategies to help address plagiarism or collusion.

2.     What are your main concerns relating to academic integrity?

3.     What do you think are the particular challenges for some students (e.g. those who have English as an additional language)?

4.     What about subject-specific issues or disciplinary perspectives relating to academic integrity – are there any particular issues here?

5.     Do you think there's a place for generic resources that are designed to support students, or do you think that good academic practice should be ‘promoted’ within the discipline (or subject area)?

6.     What kind of resources relating to academic integrity do you think are helpful? These might be designed to be used by lecturers, or by students.

7.     Do you think there are any specific areas for which resources would be particularly helpful (e.g. where there is a lack of, or limited information, advice and guidance at present for students, or staff?)

Please send your responses to Debbie Flint by Friday 2 October.  Many thanks for your help.



Familiarity Breeds Contentment: enabling student transitions into HE through taking a holistic approach to programme delivery
Canterbury Christ Church University
14 October 2009
The Higher Education Academy and Canterbury Christ Church University would like to invite you to the above research seminar, which is part of Research Seminar Series 2009: Access and Success for All.  Details of the Series are available at:

Details of the above seminar including abstract, speakers and bookings are available at:

This focus of this seminar is an initiative in which sociological insights were used to develop holistic first year undergraduate learning and teaching practices. The aim was to promote retention and success through integrating induction into curriculum delivery. The seminar will include an outline of the intervention and the thinking behind it, and will provide participants with extensive opportunity to discuss: contemporary challenges facing HEIs in relation to transitions; the usefulness of both the sociological and teaching and learning literatures; and their own initiatives and experiences. As such the seminar provides a forum to exchange good practice.
Speakers:      Dr Peter Watts (Senior Lecturer in Sociology)
Sarah Cant (Principal Lecturer in Sociology)

30 free places are available on a first-come, first-served basis. To book a place, please email directly.


Shaping Academic Work: The Next Ten Years
University of Kent, Canterbury
Friday 27 November 2009

Discussion will focus upon: the moral, economic and social obligations upon academics, the nature of academic work into the next decade and preparing new entrants to the profession for an academic role.  This develops the 2009 theme of the Society for Educational Studies: An Academic Life.  Debate will be supported by presentations from some key thinkers in the area of academic practice.  

Contributors include:

Yvonne Hillier, Professor of Education, University of Brighton
Janice Malcolm, Senior Lecturer in Higher Education and Academic Practice, University of Kent
Lynn McAlpine, Professor of Higher Education Development, University of Oxford
David Mills, Lecturer in Pedagogy and the Social Sciences, University of Oxford
Louise Morley, Professor of Education, University of Sussex
Ted Tapper, Emeritus Professor of Politics, University of Sussex

The day will run from 10:00am - 3:00pm with lunch provided.  There is no fee for this conference but registration is a requirement as places are strictly limited.  To reserve a place please contact Joanna Williams on 01227 827137 or email


Learning from the Data  Using institutional data to develop an audit tool to enhance student success
University of Bradford
15 October 2009
The Higher Education Academy and University of Bradford would like to invite you to the above research seminar, which is part of Research Seminar Series 2009: Access and Success for All.  Details of the Series are available at:

Details of the above seminar including abstract, speakers and bookings are available at:

This seminar will describe research in progress that explores what we can learn from programmes that have excellent rates of retention and how what we learn from this research can be applied in practice through the use of an audit tool for programmes.
This interactive session will provide an opportunity for discussion about our research and the effectiveness of and applicability of the audit tool.  Participants will have the opportunity to engage with the tool, interact with the methodology and provide feedback.
Natalie Bates, Research Assistant, Bournemouth University
Becka Currant, Dean of Students, University of Bradford
Ed Foster, Study Support Co-ordinator, Nottingham Trent University
Christine Keenan, Learning and Teaching Fellow, Bournemouth University
Sarah Lawther, Learning and Teaching Officer, Nottingham Trent University
Ruth Lefever, Research Associate, University of Bradford

50 free places are available on a first-come, first-served basis. To book a place, please email Vicki Elliott ( directly. __________________________________________________________________________________________

University of Loughborough
Thursday, 8 October 2009
Learning Landscapes in Higher Education is a research project looking at the ways in which academics work with key stakeholders to develop and manage innovation in the design of teaching and learning spaces in Higher Education. This project has been funded by HEFCE as part of the Leadership, Governance and Management fund and by the SFC and the HEFCW. The rationale for this project is the necessity for academics to work with estates and other key stakeholders to develop and manage academic space effectively in Higher Education, in the provision of modern and appropriate spaces that support the individual learning needs of students.  

The research has been carried out as a series of case studies in twelve universities throughout the UK.  The research was done by the Centre for Educational Research and Development at the University of Lincoln in collaboration with DEGW, an international design company. These case studies have been used to develop a set of change management tools that can be used to facilitate innovation and the development of teaching and learning spaces elsewhere in the HE sector.
The purpose of this workshop is to critically evaluate these tools before they are trialed in real-life academic situations in early 2010. Participants need only to have an interest in the relationship between pedagogy and the development of teaching and learning spaces, and/or a working knowledge of their own HEI’s estate.
Tools to be reviewed include:
Campus Maps: Vision and Estate profiling tool
This tool is designed to help decision makers set priorities when considering interventions in their Estate. The tool brings together information from a variety of sources to provide a map of the university campus in the context of the university’s own vision and mission statement. The tool should ideally be used by mixed teams of those in leadership roles, including those from Estates and academics. The output is a strong visual impression of the estates performance, identifying areas for potential intervention.
Teaching with space in mind
Based on a research informed awareness of what constitutes effective teaching and learning in Higher education, this tool provides a framework through which academics can create an educational brief for a teaching and learning space in a form that can be presented to space planners and architects to inform the design process.
The Idea of the University – an Exercise in Reverse Imagineering
This tool provides a framework for  academics and key stakeholders to look backwards into the history of ‘the idea of the university’ when planning the development of new teaching and learning spaces. This looking backward is referred to as a process of reverse imagineering (Holmes 2008).[2] <#_ftn2>
The workshops will be interactive and practice based.
The workshop will be facilitated by Professor Mike Neary, Dean of Teaching and Learning at the University of Lincoln, Sam Williams, the Space Planning Manager at the University of Lincoln, and by Giles Crellin and Nayan Parekh from DEGW.
If you wish to attend this event, or require any further information, please contact Jill Hubbard at the University of Lincoln -  01522 837017



Porto, Portugal, 19 to 21 March 2010

Deadline for submissions: 30 October 2009

Mobile Learning, a Retrospective Outlook  
Since its inauguration in 2005, the IADIS Mobile Learning conference series has provided a forum to present, discuss and promote international mobile learning research.
Past conference themes have focused on pedagogical approaches most suited for mobile learning such as collaborative, contextual, and constructivist which support data collection, context & location awareness and distributed activities. Five years on, the IADIS Mobile Learning 2010 International Conference seeks to provide a forum for the presentation and discussion of mobile learning research which provides a retrospective outlook of the field. We seek contributions under the topics below which illustrate developments in the field.

The conference will comprise of invited talks and oral presentations. Types of submissions:
Full and Short Papers, Reflection Papers, Posters/Demonstrations, Tutorials, Panels and Doctoral Consortium. All submissions are subject to a blind refereeing process.

They invite researchers, practitioners, developers and all those working in the mobile learning arena to submit work under the following topics:
• Pedagogical approaches and theories for mLearning
• mLearning in formal educational institutions
• Integrating mLearning with broader educational scenarios
• Informal and lifelong mLearning
• Learner mobility & transitions across physical, conceptual, social space and technologies
• User Studies in mLearning
• Mobile social media & user generated content
• Enabling mLearning technologies, applications & uses
• Evaluation and evaluation methodologies for mLearning
• Tools, technologies and platforms for mLearning
• Mobile Web 2.0 applications for mLearning
• Mobile game-based learning

Web site:

Journal of Gaming and Virtual Worlds
(ISSN: 1757191X; print on demand and online) is seeking contributions to its 2(1) issue (spring 2010).

Papers from all areas associated with video/computer games and virtual environments are welcome.

Deadlines: 30th November 2009 for long articles; 15th December 2009 for short articles, conference/project reports, poster abstracts, interviews and reviews.

The following (new) word limits apply:
Long articles: 5000-8000 words
Short articles: 3000-5000 words
Conference and other reports: 1000-2000 words
Reviews (books, websites, games), poster abstracts and interviews: 1500-2000 words.

Please send your submissions in anonymised form to Astrid Ensslin at
Reviews should be submitted to the Reviews Editor, Matthew S.S. Johnson, at

For informal enquiries and styleguide, contact Astrid Ensslin at or Eben Muse at

For more information about the journal's remit and board of editors, visit,id=164/view,page=2/


Journal of Screenwriting  
Call for Papers Volume 1 Number 2                                      

Deadline for submissions: 28 September 2009

They invite researchers, educators and practitioners to contribute to the second issue of the Journal of Screenwriting, a new peer-reviewed journal set up to focus on this important aspect of moving image pre-production and conceptualisation.  Contributions are sought on the history, theory and practice of screenwriting and related topics, covering a wide range of practices from film and television to animation, new media and computer

The Journal of Screenwriting brings together research and reflection on pedagogy, professionalism and practice in an area which has until now been rather overlooked in academic discourse.  New work has conventionally been scattered throughout journals devoted to specific aspects of media theory or practice, and this is the first UK academic journal to bring together serious screenwriting-related work under one title.  The Journal is international in scope, and seeks wide-ranging work which is critical, rigorous and original in its contribution to this developing area of study.  They expect to include work which employs a diverse range of methodological approaches, including textual analysis, production analysis, practice as research and historical investigation.

Articles should be between 4000 and 7000 words in length.  

They also welcome articles suggesting new approaches to the study of screenwriting, and articles presenting new approaches to the teaching of screenwriting.

Articles, to include a 250 word abstract, should be sent as soon as possible or by  Monday 28 September 2009 to the Principal Editor Jill Nelmes, and to the Co-Editor Jule Selbo , to either of whom any queries about suitability of subject or other requirements should be sent.

Volume 1 Number 1 free online:,id=1717/


Work-based Learning and Assessment for the Next Decade
16 – 17 March 2010

Assessment and Learning in Practice Settings (ALPS) is hosting an international conference next spring. The conference 'Work-based Learning and Assessment for the Next Decade' will take place at Weetwood Hall in Leeds, U.K. on 16th - 17th March 2010.

Deadline for submissions: 2 November 2009

Speakers will review current and up-and-coming learning technologies, and presentations and workshops will highlight the main factors affecting the employability of graduating students.

Abstracts are invited for oral presentations, workshops, poster presentations and roundtable discussion sessions within the Conference themes.

For more information please visit:    


SEDA Spring Teaching, Learning and Assessment Conference 2010

Deadline for submissions: 25 September 2009

You are invited to contribute to the SEDA Spring Conference 2010 by leading a discussion, running a workshop or presenting a poster on an aspect of your work. This could be developmental activities or research or evaluation that informs practice. This year they are exploring teaching and learning through themes linked to communities of learning.

They welcome proposals which address the conference themes through:

Evaluative reports of initiatives created in response to an aim to develop communities of learning
Exploring or critiquing research which examines communities of practice concerning teaching and learning
Reflecting upon attempts and opportunities to develop communities of learning
Exploring the tensions and challenges in creating communities of learning
Showcasing new approaches
Discussing theoretical underpinnings of practical applications
Considering impact
Sharing experiences of innovation and implementation
Hearing students’ voices
Exploring research, scholarship and the evidence base.
The sessions enable reflection, exploration and evaluation of activities rather than merely describing what is happening. It is also a long-standing tradition at SEDA conferences to hold sessions which involve delegates in active participation and discussion, and consequently this is a key requirement of all proposals.

They are designing the programme around interactive sessions (either 45 or 90 minutes) and posters:

Proposals should be submitted using the proposal form. All proposals should be submitted electronically to SEDA at by Friday 25th September 2009.

For more information


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