Supervision Tracking: Improving the student and staff experience for projects and dissertations

Authors

  • Ray Stoneham University of Greenwich
  • Aliyah Essop University of Greenwich

DOI:

https://doi.org/10.21100/compass.v5i9.109

Keywords:

Management of Learning, Projects, Dissertations

Abstract

An Supervision tracking system used for the management of projects is described and evaluated.  A proposed enhanced version with applicability accross a university, and for disserations as well as projects, is presented.  The benefits of the current and proposed systems are articulated.

Author Biographies

Ray Stoneham, University of Greenwich

Principal LecturerSchool of Computing and Mathematical Sciences

Aliyah Essop, University of Greenwich

LecturerSystems Engineering

References

de Quincey, E. and R. Stoneham (2013): "Learning Analytics and Dashboards: Identifying Potential Sources of Data and Metaphors", Presentation at APT Conference, University of Greenwich, July 2013

Essop, A. (2013): "Design and Development of a Project Support System for the University of Greenwich", MSc thesis, University of Greenwich

Jaldemarka, J, and J. Ola Lindberg (2013): "Technology-mediated Supervision of Undergraduate Students' Dissertations", Studies in Higher Education, vol. 38, pp.1382-1392

JISC (2013): "How can I use analytics to benefit my students?", JISC Inform, Issue 36, pp. 13-17 (Available from http://www.jisc.ac.uk/inform/inform36/QandA.html, accessed 14 Feb., 2014)

MacKeogh, K. (2008): "Using Moodle to Support Peer and Group Online Undergraduate Research Supervision", EdTech 2008, the Ninth Irish Educational Technology Users Conference, 23rd May 2008.

Stoneham, R. (2012): "Managed Learning Environments in Universities: Are they Achievable?", Compass (the Teaching and Learning Journal of the University of Greenwich), vol. 6, pp. 45-54.

Stoneham, R. (2014): “eTutoring”, work in progression

Compass: The Journal of Learning and Teaching

Downloads

Published

06/23/2014

Issue

Vol. 5 No. 9 (2014): Compass: Journal of Learning and Teaching

Section

Case Studies

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