To join in and contribute to this study you will need to complete and email back to me, a short (one side of A4 will be fine) case study by answering the following questions.

Q1. Is your case study one that will help other staff as individuals or course teams?
Q2. What is the title?
Q3. What are your contact details including your name, work address, telephone and email address
Q4. Which of the following types of strategy does your case study illustrate (you may choose more than one)?

4.1 Developing student appreciation of research/consultancy in the discipline
4.2 Development of research/consultancy skills (explicitly, in addition to other disciplinary and generic skills)
4.3 Using teaching and learning processes, which stimulate research processes (e.g. project based modules, dissertation modules, inquiry based learning etc.)
4.4 Using assignments which involve elements of research processes (e.g. literature reviews, bidding for grants, drafting bids or project outlines, analysing existing project data, presenting at a conference.)
4.5 Giving students first hand experience of research based consultancy (whether commercial or pro-bono) (e.g. through SSCs as work-based learning, as a consultant assistant, or as a laboratory assistant)
4.6 Bringing data/findings from staff research/consultancy into the curriculum

Q5. What does the teacher do? (e.g. content, teaching and learning methods, assessment etc.) Please ensure that this section is written such that staff elsewhere can take the central elements from your practice. There is no minimum of maximum length to this section, but for entry to the prize draw (see question 6) it needs to be a minimum of 500 words. In preparing this section you might also like to consider such questions as:
5.1 What is the key advice you would give someone who has decided to adopt this method?
5.2 What kind of evaluations have you done?
5.3 What problems/issues have arisen?
5.4 What extra information/references can you suggest?

However even the basic outline of the content, teaching and learning methods etc would be extremely valuable, so please don't feel obliged to elaborate on your outline if you don't have the time to do so.

Q6. Do you want to enter your case study in a Higher Education Academy prize draw being held by the SNAS team at Academy York, that can win you a £50 Amazon voucher? A prize draw will be held every time SNAS receive 25 new case studies? Please note however that the closing date for entry into the draw is the 31st March 06 so you will need to move fast if you want to avail yourself of this opportunity!

Developing explicit links between teaching and research is potentially a valuable strategy for enhancing the quality of teaching and learning and these case studies provide an opportunity to share good practice in this area. If you have expertise and ideas of how to approach this, I do hope you will be able to contribute a case study. Please email your responses directly to me.

Best wishes

Nigel

_______________________________________
Nigel Purcell
Senior Education Advisor
Higher Education Academy Subject Centre
for Medicine, Dentistry and Veterinary Medicine University of Newcastle
Email: nigel.purcell@ncl.ac.uk
tel: +44 191 222 5888
fax: +44 191 222 5016
http://www.medev.ac.uk/

direct line: 0191 246 4552
mobile: 07812 063320

Four trends

1. Dynamic knowledge creation and social computing tools and processes are becoming more widespread and accepted
2. Mobile and personal technology is increasingly being viewed as a delivery platform for services of all kinds
3. Consumers are increasingly expecting individualized services, tools, and experiences, and open access to media, knowledge, information, and learning.
4. Collaboration is increasingly seen as critical across the range of educational activities, including intra- and inter-institutional activities of any size or scope

Five challenges:

1. Peer review and other academic processes, such as promotion and tenure reviews increasingly do not reflect the ways scholarship actually is conducted.
2. Information literacy should not be considered a given, even among “net-gen” students.
3. Intellectual property concerns and the management of digital rights and assets continue to loom as largely unaddressed issues.
4. The typical approach of experimentally deploying new technologies on campuses does not include processes to quickly scale them up to broad usage when they work, and often creates its own obstacles to full deployment.
5. The phenomenon of technological “churn” is bringing new kinds of support challenges.

Six technologies to watch

1. Social Computing.
2. Personal Broadcasting.
3. The Phones in Their Pockets.
4. Educational Gaming.
5. Augmented Reality and Enhanced Visual­ization
6. Context-Aware Environments and Devices

PDA resources on Tom Roper's CiteULike: http://www.citeulike.org/user/tomroper/tag/pdas

PubMed search for handhelds in medical education (("Computers, Handheld"[MeSH] OR "Cellular Phone"[MeSH]) AND "Education, Medical"[MeSH]):

BSMS http://www.bsms.ac.uk/news/newspages/06_05bsmsfirstpda.htm

RAMBLE project
http://ramble.oucs.ox.ac.uk/

Trafford, Paul Mobile Blogs, Personal Reflections and Learning Environments
http://www.ariadne.ac.uk/issue44/trafford/