Papers by Rachel Fitzgerald
University development and administration, Dec 31, 2022
Journal of university teaching and learning practice, Oct 31, 2023
The explosion of generative artificial intelligence into the mainstream of society some twelve mo... more The explosion of generative artificial intelligence into the mainstream of society some twelve months ago has seriously challenged learning and teaching practice. Since then, AI companies such as OpenAI are constantly improving their language models and releasing new features to make them more capable and useful. So, given there have been many disruptors in the past and emerging disruptions in the present, what can we learn in this situation, where Generative AI stands poised to challenge the purpose and relevance of assessment models? From our examples, disruptive technologies only have a major impact when they positively transform practice and are informed by pedagogic models and learning theory. GenAI as a disruptor is only likely to have this positive impact when it informs quality learning and teaching practice. We should be focused on the opportunities that GenAI now presents to higher education. It is argued here and elsewhere that the relative weakness of GenAI is that it creates poor quality output, delivering uninformed, incorrect, biased and bland responses. In itself, this offers opportunities for 'teachable moments' (Newell et al, 2023) and gives us room to support students with their capabilities in an AI informed world. Historically, these opportunities enable higher education to grow and progress. What we have learned so far would appears to be that for research to contribute to the literature, they needed to be informed by it. Likewise, need to ensure that pedagogy, andragogy, and heutagogy come first. We also need to remember that people processes happen, artificial intelligence happens around them, and that artificial intelligence comes after human intelligence.
University development and administration, 2023
As the online component of university business continues to increase, particularly in the area of... more As the online component of university business continues to increase, particularly in the area of learning and teaching, the "virtual learning environment" has
ASCILITE Publications, Nov 18, 2022
The author(s) assign a Creative Commons by attribution licence enabling others to distribute, rem... more The author(s) assign a Creative Commons by attribution licence enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the author(s) for the original creation.
University development and administration, 2023
Technology-Enhanced Learning and the Virtual University, 2023
As the online component of university business continues to increase, particularly in the area of... more As the online component of university business continues to increase, particularly in the area of learning and teaching, the "virtual learning environment" has
Technology-Enhanced Learning and the Virtual University, 2023
The virtual university is not a figment of one's imagination; it actually exists in many forms al... more The virtual university is not a figment of one's imagination; it actually exists in many forms already. What this chapter does, however, is pull together all the thoughts and ideas of multiple scholars from around the world, to provide a cohesive suite of options one should consider if looking to establish a virtual university from scratch. This is doable because of the breath of experience that resides within the body of authors contributing to this volume.
This chapter clearly demonstrates the imperative nature of the virtual univer- sity in a world that has been through substantial change over recent years, and where many ideas that where seen as fundamental to the successful application of higher education have been challenged. That is not to say that higher education itself have been left wanting, rather that the option to conduct higher education has been shown to not just survive, but to flourish in the virtual space.
Throughout this chapter, the lessons that have been learned by some 54 scholars will be summarized and placed into a solid agenda for consideration. It will not hold all the answers, but it will provide the reader with a fantastic place from which to start their journey when looking to establish a virtual university that takes the affordance of technology-enhanced learning and makes this vision not just doable, but desirable.
University development and administration, 2023
Interactive Technology and Smart Education
Purpose The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile le... more Purpose The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges. Design/methodology/approach This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia desi...
Technology-Enhanced Learning and the Virtual University
European Conference on e-Learning
In a higher education environment massively disrupted by the pandemic, the importance of explorin... more In a higher education environment massively disrupted by the pandemic, the importance of exploring the efficacy of purposeful, flexible, online learning is essential. Research shows that blended approaches to learning can be active, flexible, and student-centred. However, this research suggests that without human intervention or a bespoke context, there can also be very poor engagement. As such, this study presents the successes and challenges of introducing a personalised mobile-learning resource in a supported, personalized environment. The resource was designed and developed in 2019 and integrated in 2020 and 2021 into a large (n=200+) communication design class at an Australian university. This paper evaluates the effectiveness of the app using measures drawn from Abdullah & Ward’s (2016) take on the Technology Acceptance Model. Their model, GETAMEL (general extended technology acceptance model for e-learning) measures technology acceptance factors in eLearning such as enthusias...
For the past decade the University of Northampton has worked to nurture a culture of academic int... more For the past decade the University of Northampton has worked to nurture a culture of academic integrity throughout the institution. As a result of research undertaken at the University of Northampton in 2004, the need to provide a holistic strategy to address academic misconduct was identified, and a three-strand approach was developed comprising institutional, staff and student activit
Proceedings of the 10th European Conference on e-Learning:ECEL 2011, 2011
The UK National Student Survey (NSS) regularly highlights student dissatisfaction with feedback, ... more The UK National Student Survey (NSS) regularly highlights student dissatisfaction with feedback, identifying factors such as timeliness; personalisation; specific information on how to improve in a clear and understandable manner and the level of detail given to students related to learning outcomes. For a large cohort, achieving these targets can be difficult and students are more likely to be at risk of receiving rushed and vague feedback as lecturers strive to return results as quickly as possible. In his research into the use of digital audio for feedback in the JISC Sounds Good Project, Bob Rotherham suggests that audio may be a way to assist “lecturers looking for a way of giving students good quality feedback on their work whilst saving time” Rotherham (2008, p1). Saunders et al (2005) suggests that a good teacher is one will take advantage of ICT opportunities in order to enrich the students experience, and this research evaluates the potential to provide meaningful, quality feedback to a large group of first year students on a Information Management module at Northampton Business School, via digital audio files. Using an action research methodology, this first cycle of research evaluates the process from the creation of the digital audio files right through to the personalised approach of returning the files to the students via the virtual learning environment. This paper analyses the effect of the experience on the lecturers involved and through subsequent group discussion and questionnaires, this research also evaluates the thoughts of the students involved and considers the overall impact on both home and international students. Initial results indicate that for large cohorts there is no simple answer but electronic feedback is certainly seen as more personal, more beneficial and digital audio may have some unexpected benefits for stakeholders. This paper will identify how this method will be reviewed for a further action research cycle
ASCILITE 2021: Back to the Future – ASCILITE ‘21 Proceedings ASCILITE 2021 in Armidale, 2021
This paper explores industry-university partnerships in the creation of short courses and microcr... more This paper explores industry-university partnerships in the creation of short courses and microcredentials. It is a position paper that precedes a pilot study. We scan the higher education environment for current practices and begin to explore the notion of a more consistent and strategic approach. Partnerships refer to both industry as partners in course development, and industry as partners in developing meaningful learning experiences in the context of professional and career development. The pilot study that this paper is connected to aligns with national and international frameworks and explores university-industry partnerships, to ensure such partnerships can be leveraged to offer better value to learners with regards to workplace and lifelong learning.
Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), 2020
This chapter outlines the multiple ways in which Scholarship of Teaching and Learning (SoTL) acti... more This chapter outlines the multiple ways in which Scholarship of Teaching and Learning (SoTL) activities might be activated and/or realized through the processes of curriculum and learning design of a degree program. Key dual enablers for these activities are an underpinning curriculum framework, bringing a series of defined developmental steps each underpinned by SoTL, and the Curriculum Design Studio construct as a vehicle for collaborative ways of working between staff, including academics and curriculum designers and students. Drawing on evidence from the practices of four curriculum designers, examples are presented across a wide range of disciplinary areas. In many instances, SoTL not only brings an evidence base to the work, but also the potential for research outputs, thus becoming a useful lever for academic staff to engage in ongoing curriculum design discussions and evidence-informed practice. Such activities serve to mitigate against acknowledged challenges faced by acade...
International Journal for Academic Development, 2019
ABSTRACT Sector-wide research has shown the benefits of student-staff partnerships in course desi... more ABSTRACT Sector-wide research has shown the benefits of student-staff partnerships in course design whilst highlighting the complexity of this work, and the difficulties in gaining traction to create sustained ways of working. Reflections by academic developers on the roles and partnerships in course design at one Australian university reveal the critical three-way partnership among academic developers, students, and academics. The benefits brought by a Course Design Studio model in providing a liminal space to sustain positive three-way collaborations are outlined. This paper offers a conceptual argument that addresses areas of concern often encountered in traditional course design student-staff partnership relationships.
Australasian Journal of Educational Technology, 2020
This special issue is about partnerships for scaled online learning and the unbundling of the tra... more This special issue is about partnerships for scaled online learning and the unbundling of the traditional university. We are excited by the emerging models that are showcased; they are more diverse than we had originally envisaged. We hope this issue will be considered by readers as a valuable and timely contribution to a wider conversation about partnership and unbundling. There are clearly opportunities for creative and transformational thinking and practice as we move towards a more digitally integrated future for higher education. In this editorial, we outline the varied contributions and place them in the context of a wider discussion about higher education, for now and for a post-COVID world.
Abstract: Evidence suggests that MOOCs are being used as a strategic tool to explore alternative ... more Abstract: Evidence suggests that MOOCs are being used as a strategic tool to explore alternative models of course delivery (Allen & Seaman, 2013) and this paper shares insight into an example of such innovation for Business School Education. Gateway MBA draws on examples of open learning worldwide to create a MOOC to extend the MBA distance learning programme for Northampton Business School. The Gateway MOOC offers open online access to MBA education to develop recruitment to the MBA internationally and to raise the profile of the university. While there are risks in this strategy, the Gateway project team see potential to introduce and market the MBA to a global audience through open online learning, raising the university brand profile and expanding the eLearning horizons of those involved in the project and beyond.This paper will consider recurring themes in the literature in the context of the design and delivery of the Gateway MBA. It is clear that reconciling MOOC values and a...
A range of issues have emerged through the design of a MOOC project known as Gateway MBA. The Gat... more A range of issues have emerged through the design of a MOOC project known as Gateway MBA. The Gateway MBA Project aims to extend the MBA Programme at Northampton Business School and this MOOC has a number of intentions. From a pedagogical perspective the MOOC was created to give the student insight into the demands of postgraduate study while introducing a core area of the MBA, Critical Issues in Business. Evidence suggests that MOOCs are being used as a strategic tool to explore alternative models of course delivery (Allen & Seaman, 2013) and in this instance the MOOC aims to increase recruitment to the MBA internationally and to raise the profile of the university. While there are risks in this strategy, the Gateway project team see a potential to introduce and market the MBA to a global audience through open online learning, raising the university brand profile and expanding the eLearning horizons of those involved in the project and beyond. This paper will consider recurring the...
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Papers by Rachel Fitzgerald
This chapter clearly demonstrates the imperative nature of the virtual univer- sity in a world that has been through substantial change over recent years, and where many ideas that where seen as fundamental to the successful application of higher education have been challenged. That is not to say that higher education itself have been left wanting, rather that the option to conduct higher education has been shown to not just survive, but to flourish in the virtual space.
Throughout this chapter, the lessons that have been learned by some 54 scholars will be summarized and placed into a solid agenda for consideration. It will not hold all the answers, but it will provide the reader with a fantastic place from which to start their journey when looking to establish a virtual university that takes the affordance of technology-enhanced learning and makes this vision not just doable, but desirable.
This chapter clearly demonstrates the imperative nature of the virtual univer- sity in a world that has been through substantial change over recent years, and where many ideas that where seen as fundamental to the successful application of higher education have been challenged. That is not to say that higher education itself have been left wanting, rather that the option to conduct higher education has been shown to not just survive, but to flourish in the virtual space.
Throughout this chapter, the lessons that have been learned by some 54 scholars will be summarized and placed into a solid agenda for consideration. It will not hold all the answers, but it will provide the reader with a fantastic place from which to start their journey when looking to establish a virtual university that takes the affordance of technology-enhanced learning and makes this vision not just doable, but desirable.