A list of externally-funded DMU ELT projects is listed below. Many of these have emerged from our networks of innovative practice. Examples of interesting and innovative practices using technology can be found on our interesting cases page. e-Learning Pathfinder Project investigating institutional Web 2.0 cultures, funded by the UK Higher Education Academy, during 2007-08. Principal Investigator: Richard Hall. Keywords: read/write web; Web 2.0; professional development; support staff; podcasting; social networking; student retention and progression; e-learning decision-making. Primary project themes

  • To build enhanced institutional knowledge of both Web 2.0 technologies and developmental strategies that support pedagogic and epistemological participation.
  • To implement professional development strategies for staff in Human Resources, Information Systems and Services (ISAS), and Library Services, for the integration of institutional and non-institutional virtual spaces.
  • To deliver differentiated strategies for extending virtual spaces through social networks and user-generated content that are aligned with our e-learning networks, in order to deliver improved retention and progression.
  • To scope professional development methodologies that utilise Web2.0 technologies.

You can read the DMU_Pathfinder_Final_Report. You can read the DMU_Pathfinder_Journey. Connecting Transitions and Independent Learning (CoTIL), funded by the HEA e-Learning Research Observatory during 2008-09, focused upon the social tools that can be used at Level 1 to enhance student transitions into HE. Principal Investigator: Richard Hall. Keywords: transition; mentors; social media; virtual learning environment; personal learning environment; politics; history. You can read the CoTIL Final Report. Mobilising Remote Students Engagement (MoRSE), funded by JISC in the Curriculum Delivery strand of the e-Learning Programme during 2008-10, focuses upon the use of mobile and social technologies to support students on fieldwork and placement. This is a joint venture with Kingston University. Principal Investigator: Richard Hall. Keywords: placement; fieldwork; mobile; virtual learning environment; personal learning environment; social media; GIS; Pharmaceutical and Cosmetic Sciences. You can read the Morse_Final_Report. You can read the More Implications for the Future. The Virtual Analytical Laboratory, is part of the UK Centre for Bioscience project, the goal of which is to release a series of open educational resources (OER) supporting science and laboratory work. Principal Investigator: Viv Rolfe. Keywords: OER; open education; biomedical sciences; simulation; animation; laboratory.  New Dimensions of Security in Europe project, funded by the Lifelong Learning Programme of the European Commission, was undertaken during 2009-10 by teachers and students from four European universities (Charles University Prague, De Montfort University Leicester, Technical University Dresden and the University of Wrocław). The project was intended to strengthen understanding of the link between theoretical analysis and practice in security studies. Principal Investigator: Chris Goldsmith. Keywords: simulation; politics; internationalisation; virtual learning environment; social media. You can read the NewSecEU evaluation report. You can read the NewSec website. Outstanding teaching and exceptional learning project, funded by DMU during 2010, investigated staff perceptions of curriculum design, delivery and assessment that impact pedagogic innovation. Keywords: learning; teaching; assessment; pedagogy; inclusion; transition; virtual learning environment; social media. You can read the evaluation report. Deliberative User Approach in a Living Lab, funded by JISC during 2010-11, focuses upon deliberative engagement to ‘engage’ users of the Queens Building in conversations around energy, sustainability and ICT. Principal Investigator: Richard Bull. Sickle Cell Open: Online Topics and Educational Resources, funded by the HEFCE, and both the HEA and JISC in the OER Phase 2 Programme during 2010-11. SCOOTER focuses upon producing educational resources on the topics of Sickle Cell Anaemia and Thalassemia, also known as Cooley’s disease in the US. Principal Investigator: Viv Rolfe. You can read the SCOOTER blog. Transforming Interprofessional Groups through Educational Resources, funded by the HEFCE , and both the HEA and JISC in the OER Phase 2 Programme during 2010-11. TIGER is a collaboration with the Universities of Northampton and Leicester, and is investigating curriculum innovation through collecting, developing and sharing reusable, customisable Open Educational Resources (OERs) designed for Interprofessional Education (IPE) in Health and Social Care. You can read the TIGER blog. Building capacity to impact on policy and practice project, funded by DMU during 2010-11, as partof the Revolving Investment Fund for Research Round 2. The project is a space for dialogue between researchers, policy makers and practitioners about the challenges we face as a society. The blog offers the opportunity for critique and discussion of contemporary political and social developments and the articulation of alternative visions and responses. Principal Investigator: Catherine Durose. Keywords: public policy; impact; social media; co-operative; big society; new mutualism. You can read the PolicyEx project blog. DMU’s Community Radio station utilizes a mix of social media, including wikis, blogs and facebook to supportits FM broadcasts, alongside its online and on web radio. The station is managed by the student executive team, who work with the Board of Directors. Station members democratically elect the executive team from students studying at De Montfort University. For more information see: http://www.demonfm.co.uk/ PITSTOP (Supporting Students on Placement). Funded by the HEA SWAP (Social Policy and Social Work) Subject Centre, this joint project led by the Division of Social Work & Health Studies and Library Services is investigating the impact of mediated asynchronous online discussion boards on social work student’s academic performance while on second year practice placements. A further area of focus is the use of this online medium to improve collaboration between professional placement providers and academics based at the University.