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Enabling power: Teaching and Higher Education Act 1998, ss. 22 (2) (a), 42 (6). Issued: 11.09.2020. Sifted: -. Made: 28.08.2020 @9.20 am. Laid before Senedd Cymru: 28.08.2020 @3.00 pm. Coming into force: 01.09.2020. Effect: S.I. 2019/895 (W. 161) amended. Territorial extent & classification: W. General
Enabling power: Teaching and Higher Education Act 1998, ss. 22, 42 (6). Issued: 28.06.2019. Sifted: -. Made: 20.06.2019. Laid before the National Assembly for Wales: 24.06.2019. Coming into force: In accord. with reg. 1 (2). Effect: S.I. 2019/895 (W. 161) amended. Territorial extent & classification: W. General. EC note: These Regulations make amendments to the 2019 Regulations to reflect the withdrawal of the United Kingdom from the European Union and to ensure that students who would have been eligible for support immediately before exit day will continue to be eligible for support
Enabling power: Teaching and Higher Education Act 1998, ss. 22, 42 (6). Issued: 07.05.2019. Sifted: -. Made: 29.04.2019. Laid before the National Assembly for Wales: 30.04.2019. Coming into force: 27.05.2019. Effect: None. Territorial extent & classification: W. General
This text is an introduction to learning and teaching in the post compulsory sector. Those training to teach in the sector need to understand learning and learners in PCET. This text goes further than other texts in its exploration of the sector. It encourages readers to critically evaluate the context of PCET in the UK and opens up their learning through introducing some global profiles. The text explores learners in the sector, the diversity of the sector, the challenges and some topical contemporary themes. It covers a breadth of content and can thus be used as a general course text for all PGCE (PCET) courses as well as other education programmes. Through pedagogical features including critical questions, teacher and learner voices, links to practice and more, the text provides a resource for all those learning about PCET.
The book brings together diverse views from around the world and provides a comprehensive overview of the subject, beginning with different definitions of academic integrity through how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 10-20 years. New technologies that have made it easier than ever for students to ‘cut and paste’, coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is ‘on the rise’. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it, and how to address breaches appropriately. What may have seemed like a relatively easy topic to address – students copying sources without attribution – has in fact, turned out to be a very complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few. Despite or perhaps because of this broad interest and input, there has been no single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.​
Data science is emerging as a field that is revolutionizing science and industries alike. Work across nearly all domains is becoming more data driven, affecting both the jobs that are available and the skills that are required. As more data and ways of analyzing them become available, more aspects of the economy, society, and daily life will become dependent on data. It is imperative that educators, administrators, and students begin today to consider how to best prepare for and keep pace with this data-driven era of tomorrow. Undergraduate teaching, in particular, offers a critical link in offering more data science exposure to students and expanding the supply of data science talent. Data Science for Undergraduates: Opportunities and Options offers a vision for the emerging discipline of data science at the undergraduate level. This report outlines some considerations and approaches for academic institutions and others in the broader data science communities to help guide the ongoing transformation of this field.
The initial ‘idea’ for the book emerged during the seminar Sharing of Innovative Pedagogical Practices that occurred at the University of Coimbra (Portugal) in 2018. Like all ‘good ideas’, this one originated in a conversation between colleagues from the University of Coimbra and the University of West London in the United Kingdom. The ‘idea’ of this book was to move away from sharing experiences related to teaching and learning in higher education in just one or two countries, but instead to organise a more European view about the policy, research and teaching practices that are shaping the way our students learn, academics teach and do research. We have a total of 16 chapters from academics in Portugal, the United Kingdom, Ireland, Sweden, the Netherlands, Spain, Italy, and the Czech Republic. The book is organised in four interrelated themes: (1) policy and quality; (2) professionalisation of teaching and academic development; (3) research and teaching nexus; and (4) pedagogy and practice. Enjoy reading the book!