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Blended Learning Landscapes

This paper is reflects current concerns about trends in learning and teaching and their implications for the development of university campuses, the design of buildings, and the use of space to support learning activities. It looks at current and likely future needs of learners, and reflects on developments at Brookes and at other universities and organizations which can help to inform our future planning.

Posted in Perspective

Perspectives on E-learning at Brookes

This paper presents a brief reflection from our own personal viewpoints on the immediate future of e-learning at Brookes. Starting with the observation that we are in the midst of a dramatic transformation in how people handle information and communications – characterised chiefly by simultaneous handling of multiple information and communication channels – we note that this necessarily impacts on teaching and learning. At the same time, the institution itself – its culture, strengths and aspirations – also affect the shape of e-learning at Brookes. By considering some current examples of e-learning applications, the paper suggests that at Brookes, e-learning is likely to emphasise affordances such as flexibility of mode, time and location of study; authenticity and professional relevance of the learning experience; and the building and support of vibrant learning communities.

Posted in Perspective

Handling student plagiarism: moving to mainstream

Oxford Brookes was the first institution in the UK to develop and implement a system of specialist officers to deal with students who did not comply with University regulations concerning academic conduct. The role of Academic Conduct Officers or ACOs was developed by a working group that revised University policies and procedures to deal with the rising number of incidences of student plagiarism and the concern that other misconduct was also not being dealt with fairly and consistently across the University. This paper discusses how the ACO-system has functioned over five years, in particular in the way punishments are selected and recorded. It identifies what has already been learned from using the ACO system and new issues that have emerged and identifies ways the University has developed a holistic approach to encouraging students’; academic integrity

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Realising teaching and research links in course redesign for delivery in semesters: mission statement rhetoric, mission impossible, or mission accomplished?

Richard Huggins and Alan Jenkins, with Howard Colley, Margaret Price and David Scurry The context ‘In view of the central nature of research and teaching in HE, and the almost universal assumption that R benefits T, and the importance of

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