W:
www.universitybusiness.co.uk | T: @UB_UK For more edtech news click here om Partners will adapt the mobile
programming environment ‘Pocket Code’ – which allows users to create games, animations and interactive music videos directly on their phone or tablet – for academic curricula. “Imagine students being challenged to
design a game which involves gathering evidence and building arguments to fight their own campaign for the abolition of the British slave trade in the late 1770s,” said David Brown, Professor of Interactive Systems for Social Inclusion in NTU’s School of Science and Technology. He added: “Children will author these
types of games, taking responsibility for the programming, coding, design and graphics, and everything will be carefully tuned into curriculum delivery. We want all students to realise their full potential by making gaming an integral part of the primary and secondary curriculum.” The project will initially be
piloted in five schools – and by 600 pupils across up to 12 subjects – in the UK, Austria and Spain, before being rolled out more widely. Notingham Trent University’s School
of Science and Technology and School of Education are involved, as well as GameCity, the annual video game festival run in partnership with the University.
Belfast leads security research
A new initiative to explore the growing area of cyber security and to examine the knock-on effects on society is to be established at Queen’s University Belfast. The Leverhulme Interdisciplinary
Network on Cybersecurity and Society (LINCS) will bring together researchers from two of Queen’s centres of excellence: the Centre for Secure Information Technologies (CSIT) and the Institute for the Study of Conflict Transformation and Social Justice (ISCTSJ). A grant of over £1m from the
Leverhulme Doctoral Scholarships scheme, matched by funding from Queen’s, will provide 30 doctoral students with three- year scholarships for LINCS, over the next eight years, in a clear
demonstration of how Queen’s research impacts on society. The first cohort of researchers
will look at 10 different areas of study; including how increasingly stringent border controls and information-sharing between different jurisdictions may impact on people’s mobility, the use of surveillance such as drones and authentication threats posed by the ‘internet of things’. CSIT is the
UK’s Innovation and Knowledge Centre for secure information
technologies and is housed within the Institute of Electronics, Communications and Information Technology at Queen’s University. The first cohort of LINCS researchers will begin work in September 2015.
eLearning as good as traditional training
eLearning for undergraduate health professional education. They conducted separate
more than a month and the University will stage a series of roadshows this week to explain how staff and students can sign up for the app. The app works within designated zones covering Heslington West, Heslington East, the King’s Manor and the University Boathouse. Denis Fowler, the University’s
Director of Health and Safety, said: “Our campus is already very safe but this app gives students and staff extra reassurance that assistance is no more than the touch of a buton away. “Previously, in the event of
an emergency, many students automatically called 999 but SafeZone provides a more targeted method of summoning assistance on campus.” The University has worked
with the developers of SafeZone, Australian company CriticalArc, to introduce the system.
analyses looking at online learning, requiring an internet connection, and offline learning, delivered using CD-ROMs or USB sticks, for example. The findings, drawn from a
A review commissioned by the World Health Organisation (WHO) and carried out by Imperial College London researchers has found that eLearning is likely to be as effective as traditional methods for training health professionals. Wider use of eLearning might
help to address the need to train more health workers across the globe. According to a recent WHO report, the world is short of 7.2 million healthcare professionals, and the figure is growing. The Imperial team, led by Dr
Josip Car, carried out a systematic review of the scientific literature to evaluate the effectiveness of
total of 108 studies, showed that students acquire knowledge and skills through online and offline eLearning as well as or beter than they do through traditional teaching. The authors suggest that
combining eLearning with traditional teaching might be more suitable for healthcare training than courses that rely fully on eLearning because of the need to acquire practical skills. “eLearning for undergraduate
health professional education: A systematic review informing a radical transformation of health workforce development,” is available here: htp://
whoeducationguidelines.org/
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