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"Calder, Colin"
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Islamic jurisprudence in the classical era
\"Ten years after his untimely death, Norman Calder is still considered a luminary in the field of Islamic law. At the time he was one among a handful of scholars from the West who were beginning to engage with the subject. In the intervening years, much has changed, and Islamic law is now understood as fundamental to any engagement with the study of Islam, its history, and its society, and Dr. Calder's work is integral to that engagement. In this book, Colin Imber has put together and edited four essays by Norman Calder that have never been previously published. Typically incisive, they categorize and analyze the different genres of Islamic juristic literature that was produced between the tenth and fourteenth centuries, showing what function they served both in the preservation of Muslim legal and religious traditions and in the day-to-day lives of their communities. The essays also examine the status and role of the jurists themselves and are to be particularly welcomed for giving clear answers to the controversial questions of how far Islamic law and juristic thinking changed over the centuries, and how far it was able to adapt to new circumstances. In his introduction to the volume, Robert Gleave assesses the place and importance of Norman Calder's work in the field of Islamic legal studies. This is a groundbreaking book from one of the most important scholars of his generation\"--Provided by publisher.
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Understanding learner engagement on a blended course including a MOOC
The use of Massive Open Online Courses (MOOCs) in blended learning contexts is becoming increasingly common, but relatively little is known about the experiences of on-campus learners taking MOOCs. This article reports research that explored the experiences of on-campus learners taking a blended course which included a MOOC. Use of the UK Engagement Survey provided a focus on engagement and permitted comparisons with a wider cohort of on-campus learners. Findings show that there were no differences between learners on the blended course and the wider cohort of on-campus learners for some aspects of engagement. However, learners on the blended course were more engaged than on-campus learners on specific aspects measured by the UKES survey including those which appear related to social learning. Evidence from a small number of interviews is used to explore issues raised, and informed by the Community of Inquiry framework, factors which influence blended learners’ engagement with the MOOC are discussed. Some of the findings support the call for amendments to the community of inquiry framework for MOOC contexts and provide evidence of issues related to social and teaching presence that may need additional consideration.
Journal Article
Turn up, tune in, don't drop out
Lecture capture tends to polarise the views of academic staff. Some view it as encouraging non-attendance at lectures. Others view it as a valuable adjunct, allowing students to revisit the lecture experience and providing opportunities for clarification and repetition of key points. However, data supporting either of these stances remains scarce. Irrespective of these views, a more pertinent question pertains to the impact of lecture attendance and the use of recordings on student achievement. Findings remain unclear due to methodological issues, inconsistent findings, and a lack of differentiation of students by year of study. This paper investigated the impact of attendance, lecture recording, and student attainment across four years of an undergraduate programme. For first year students, attendance and recording use were positive predictors of performance. For weaker students, supplementary recording use was beneficial but only better students use of the recordings helped overcome the impact of low attendance. For second year students, attendance and recording use were positively correlated with, but no longer predictive of, achievement. There was no relationship for honours year students. We found no compelling evidence for a negative effect of recording use, or that attendance and recording use were related. We suggest focusing on improving lecture attendance through monitoring whilst also providing recordings for supplementary use, particularly in first year. Finally, our findings highlight the need to consider third variables such as year of study and first language when conducting and comparing lecture capture research.
Journal Article
Scottish Widows defies credit crunch with half-year pre-tax profits of GBP16.4m
Trade Publication Article
Bank losses have set Scottish financial sector back two years, claims SFE head
Trade Publication Article