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Health E-Learning and Media (HELM) Team
 

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Richard Windle

Professor of Digital Learning, Faculty of Medicine & Health Sciences

Contact

Expertise Summary

  • The pedagogical qualities of multi-media e-learning resources
  • Evaluation of the impact and effectiveness of e-learning resources
  • Reuse of Open Educational Resources
  • Student-generated content
  • E-learning as a health intervention
  • Community based development of e-learning
  • E-learning resources in relation to learning disabilities

Teaching Summary

As well as the teaching listed below, my main interests and activity in this area are in teaching, innovation, leadership and scholarship. This has included:

  • Leadership of the Centre for Excellence in Teaching and Learning for reusable learning objects (2006-2010)
  • Co-Lead of the School's E-learning group
  • The facilitation of 100 high quality multimedia learning resources which are released as open education resources, and currently being used world wide by many thousands of students in over 50 institutions in 20 countries
  • Development of over 30 hours of web-based learning resources
  • Formation of a range of national and international partnerships in e-learning
  • Successful application for over 拢350,000 of research and development funding for learning and teaching
  • Leadership of staff development in e-learning including approximately 100 staff e-learning development workshops internationally
  • Research and evaluation initiatives that enrich the evidence-base in the areas of e-learning pedagogy
  • Innovative scholarship associated with student generated content
  • Research and Development associated with e-learning as a health intervention

My teaching constitutes the following modules:

B73 AH2 Applied Physiology and Pharmacology- I am module leader for this is a 20 credit level 3 module that runs once yearly as part of the School's Learning Beyond Registration programme. I have responsibility for the planning, development, delivery, resources and assessment of this module. The module contains approximately 30 hours of e-learning content

B71 PO4 Biological Sciences as Applied to Nursing - I am part of the module team for this level 1 module with the following teaching during the period:

Evidence Based Practice I B72S07 at level 2 - I am part of the module team for this largely self directed module. Teaching involves facilitation, individual tutorial work and marking final assignments for the students within my learning group.

Evidence Based Practice II B73S14 - I am part of the module team for this largely self directed module, supervising students through the completion of the research proposal

Masters in Advanced Nursing Practice - I am part of the module team for this module. As well as providing specialist lectures I have supervise students as they have undertaken their portfolio which forms the majority of the modular activity.

B73/4 RCR Contemporary Practice in Adult Critical Care: Respiratory, Cardiac and Renal Disorders - I moderate and assess the online activity of students undertaking this module. In addition I developed and implemented web-based activities for the including the development of a blog-based learning activity and the accreditation of an assessment tool to support this activity.

Postgraduate Diploma in Nursing - I developed, led, taught and assessed the majority of the biological sciences component of this programme. This was divided between 4, 10 credit level 4 modules. The course had a strong blended e-learning component which I created, maintained and moderated.

BSc (Hons) Healthcare Studies - I was module leader for a 20 credit level 2/3 module I pioneered assessment tools associated with the online learning activities. The creation of the modules included the development of a suite of web-based resources and assessments on aspects of anatomy and physiology. lectures, e-moderating, tutorials and assessment.

Diploma in Nursing (Biological Sciences) - I was module leader for 2, 10 credit level 1 modules.

Research Summary

My research is focused on applied e-learning pedagogy and the development of evaluative methods that allow an evidence-base for the impact and effectiveness of e-learning interventions to be… read more

Recent Publications

  • ALSALEH, E.A., WINDLE, R and BLAKE, H, 2016. BMC Public Health. 16, 643.
  • STUART ROBERTS and RICHARD WINDLE, 2016. The development of an online LO to improve the knowledge and enhance engagement of pre-registration nursing students around pre-operative fasting: an evaluation research study. Journal of Learning Development in Higher Education. (In Press.)
  • ASAM LATIF, RICHARD WINDLE and HEATHER WHARRAD, 2016. Research in Learning Technology. 24,
  • JULIA WILLIAMS, MORNA O'CONNOR, HEATHER WHARRAD and RICHARD WINDLE, 2015. Using reusable learning objects (rlos) in injection skills teaching: Evaluations from multiple user types Nurse Education Today. 35, 1275鈥�1282

As co-lead for the Health E-learning and Media group (HELM), I have responsibility for curriculum development and staff development in the areas of e-learning. I am currently leading the blended learning strategy for the new graduate nursing curriculum that begins in September 2012. This includes the implementation of an e-portfolio system and curriculum map. It also involves advising course unit leads and teams about the creation of pedagogically appropriate blended learning solutions and promoting their adoption and implementation in the creation of a student-centered learning programme.

  • Member of the GNC development group
  • Member of the IS committee
  • Member of the Community Learning disability PLT

Other responsibilities

  • Local academic coordinator for the RLO-CETL within Nottingham and a member of the management group for this initiative
  • Responsible for the development, evaluation and dissemination of reusable learning objects in various health care related subjects. This involves working with colleagues in multidisciplinary teams to author and produce learning objects. It also involves working with colleagues from across the partner institutions in developing communities of practice.

Current Research

My research is focused on applied e-learning pedagogy and the development of evaluative methods that allow an evidence-base for the impact and effectiveness of e-learning interventions to be assessed. Particular areas include:

  • The understanding of the pedagogical attributes of multi-media learning resources and their impact on learning and reuse and the nature and impact of student-generated content.
  • The potential and impact of open educational resources (OER) in health
  • Community involvement in OER/e-learning development
  • Student generated content
  • E-learning as a health intervention

This work builds directly on the experience I have developed of quantitative research methods and analysis in the field of neurosciences. I am developing methods that apply the same quantitative analyses to my e-learning research and combining these with qualitative methods to bring new perspectives to the field.

I am currently completing a research study investigating the impact of the CETL-based resources over a two year period across three institutions, involving 12 separate projects, 200 learning resources, 2500 students and 50 teachers. Initial reports of this work have been published (Windle et al, 2010, ALT-C).

I am a SCORE Fellow (Support Centre for Open Resources in Education) with the Open University working on a project that is investigating the impact of reuse of health related resources, both within HE and within the wider community.

I am a collaborator on a project known as "Microsites" that is seeking to identify and organise OER content in two areas: "Ready2Research" - resources for international students who wish to study at post graduate level in the UK, and "Digital Literacy" that is aimed at all UK undergraduate students.

I am PI on a project that is evaluating the effectiveness of a novel online nursing programme at the University of Stavanger, Norway.

I continue to have an interest in stress physiology and currently have PhD students working in areas such as the role of stress in the progression of Alzheimer's disease.

Whilst my research background is in quantitative methods, I have developed expertise in mixed quantitative and qualitative methods. I currently have students working with methods including Q-methodology, quantitative data collection and qualitative evaluations.

Past Research

Central neuroendocrine control of the hypothalamo-pituitary-adrenal (stress) axis in health and disease, particularly central peptidergic neurotransmitters as "antistress" or anxiolytic agents. The contribution of abnormal glucocorticoid production to the aetiology and severity of conditions such as peripartum psychoses and cardiovascular disease. Genetic or developmental programming of the axis and the underlying susceptibility to such conditions in later life.

  • STUART ROBERTS and RICHARD WINDLE, 2016. The development of an online LO to improve the knowledge and enhance engagement of pre-registration nursing students around pre-operative fasting: an evaluation research study. Journal of Learning Development in Higher Education. (In Press.)
  • ASAM LATIF, RICHARD WINDLE and HEATHER WHARRAD, 2016. Research in Learning Technology. 24,
  • ALSALEH, E.A., WINDLE, R and BLAKE, H, 2016. BMC Public Health. 16, 643.
  • JULIA WILLIAMS, MORNA O'CONNOR, HEATHER WHARRAD and RICHARD WINDLE, 2015. Using reusable learning objects (rlos) in injection skills teaching: Evaluations from multiple user types Nurse Education Today. 35, 1275鈥�1282
  • JACQUELINE RANDLE, ANTONY ARTHUR, NATALIE VAUGHAN, HEATHER WHARRAD and RICHARD WINDLE, 2014. Journal of Infection Prevention. 15(4), 142-147
  • ODESSA PETIT-DIT-DARIEL, HEATHER WHARRAD and RICHARD WINDLE, 2014. Using Bourdieu's theory of practice to understand ICT use amongst nurse educators Nurse Education Today. 34(11), 1368-1374
  • PETIT DIT DARIEL O . , and WHARRAD H., 2013. Journal of Advanced Nursing. 69(6),
  • RICHARD WINDLE, SUSAN A. WOOD,, YVONNE M. KERSHAW, and STAFFORD L. LIGHTMAN, 2013. Endocrinology. 154(2), 749-761
  • SHNEERSON, C., and WINDLE, R.J., 2012. Patient Education and Counseling. 90(1), 111-117
  • RANKIN, J., WALKER, J.J., WINDLE, R., LIGHTMAN, S.L. and TERRY, J.R., 2012. PLoS ONE. 7(2), e30978
  • ANDREWS, M.H., WOOD, S.A., WINDLE, R.J., LIGHTMAN, S.L. and INGRAM, C.D., 2011. Endocrinology. 153(1), 200-211
  • WINDLE, R.J., WOOD, S.A., KERSHAW, Y.M., LIGHTMAN, S.L. and INGRAM, C.D., 2010. Brain Research. 1358, 102-109
  • WINDLE, R. J., WHARRAD, H., MCCORMICK, D., LAVERTY, H. and TAYLOR, M., 2010. Journal of Interactive Media in Education. 4,
  • PETIT DIT DARIEL O, WHARRAD H and WINDLE R, 2010. Developing Q-Methodology To Explore Staff Views Toward The Use Of Technology In Nurse Education. Nurse Researcher. 18(1), 58-71
  • WINDLE, R. J., LAVERTY, H., HALLAWELL, B., HERMAN, L. and WHARRAD, H., 2010. SHOULD: learning disability nursing students teach their peers. Learning Disability and Practice. 11, 26-29
  • WINDLE, R.J., MCCORMICK, D., DANDREA, J. and WHARRAD, H., 2010. British Journal of Educational Technology. 42(5), 811-823
  • LOWRY, C.A., HALE, M.W., PLANT, A., WINDLE, R.J., SHANKS, N., WOOD, S.A., INGRAM, C.D., RENNER, K.J., LIGHTMAN, S.L. and SUMMERS, C.H., 2009. Stress. 12(3), 225-239
  • WHARRAD, H., BRADLEY, C., MORALES, R. and WINDLE, R., 2008. A toolkit for multilayered, cross institutional evaluation strategy In: ED-MEDIA Abstract 2008.
  • MITCHELL, A, HOLLEY, D, COOK, J, WINDLE, R AND MORALES, R, 2008. 360 degree rotations 鈥� a kaleidoscope of voices from the RLO-CETL In: ", HE Academy Annual Conference, July 1-3, Harrogate.
  • COOK J, WHARRAD HJ, MORALES R, WINDLE R, LEEDER D, BOYLE T, & ALTON, R, 2007. Implementations, change management and evaluation: A case study of the Centre for Excellence in Teaching and Learning in Reusable Learning Objects Journal of Organisational Transformation and Social Change. 4(1), 47-63 (In Press.)
  • WINDLE, R J, WHARRAD, H, COUPER, K, CURTIS, S, COOK, J, MITCHELL, A, LEEDER, D AND MORALES, R, 2007. Students in control: social networks of learners in e-learning development In: ALT-C 2007.
  • WINDLE, R J, WHARRAD, H, LEEDER, D AND MORALES, R, 2007. Analysis of the Pedagogical Attributes of Learning Objects in an attempt to identify Reusable Designs In: Association for the Advancement of Computing in Education EdMedia Proceedings vol 15, 2676-2685.
  • MORALES, R, CARMICHAEL, P, LEEDER, D, WHARRAD, H AND WINDLE, R, 2007. Wolfson reward programme: A boundary zone for development of activity systems in the RLO-CETL through dialogue In: CAL 2007.
  • TAYLOR, M, WINDLE, R, WHARRAD, H, RAI, H, LJUBOJEVIC, D, BOYLE, T, TENNEY, J AND BEGGAN, A, 2007. Supporting The Development Of Flexible Learning Object Development To Support Reuse In Health Science Education INTED2008 Proceedings Edited by L. G贸mez Chova, D. Mart铆 Belenguer, I. Candel Torres.
  • WINDLE, R, WHARRAD, H, LEEDER, D AND MORALES, R, 2007. Sharing the LOAD: the future of learning object designs? In: Online Educa 2007, Berlin, November 28-30 2007..
  • BOYLE,T, COOK, J, WINDLE, R, WHARRAD, H J, LEEDER, D & ALTON, R, 2007. An agile method for developing learning objects: Peer reviewed research paper in Markauskaite, L., Goodyear, P. & Reimann. P. (Eds.) In: Proceedings of the 23rd annual conference of the Australasian Society for Computers in Learning in Tertiary Education: Who鈥檚 learning? Whose technology?.
  • WHARRAD, H, BATH-HEXTALL, F AND WINDLE, R, 2007. A community approach to the development of Reusable Learning Objects in Evidence Based Practice In: 4th International Conference of Evidence-Based Health Care Teachers & Developers.
  • WINDLE, R J, WHARRAD, H, MCCORMICK, D, DANDREA, J, BATH-HEXTALL, L F J, LEIGHTON, B, BENTLEY, E, LACEY, J, COOK, J AND HOLLEY, D, 2007. Does A Community Of Practice Approach To The Development of Learning Objects Support Reuse of E-Learning Materials In Health Science Education INTED2008 Proceedings Edited by L. G贸mez Chova, D. Mart铆 Belenguer, I. Candel Torres.
  • BOYLE, T, COOK, J, WINDLE, R, WHARRAD, H, LEEDER, D and AND ALTON, R. (2006).ASCILITE, SIDNEY, AUSTRALIA, ., 2007. Markauskaite, L., Goodyear, P. & Reimann. P. (Eds.) (2006). Proceedings of the 23rd annual conference of the Australasian Society for Computers in Learning in Tertiary Education: Who鈥檚 learn. Available at: <http://papaya.edfac.usyd.edu.au/ascilite_papers/p64.pdf>
  • MORALES, R, CARMICHAEL, P, WHARRAD, H, BRADLEY, C AND WINDLE, R, 2006. Developing a Multi-Method Evaluation Strategy for Reusable Learning Objects: an approach informed by Cultural-Historical Activity Theory In: presented at the 1st European Practice-based and Practitioner Research Conference - Improving quality in teaching and learning: Developmental work and Implementation challenges, University of Leuven, Belgium, October 19-21, 2006..
  • BATH-HEXTALL, F, JUSTHAM, J, WHARRAD, H AND WINDLE, R, 2006. RLOs in Evidence Based Practice In: 1st national conference on Evidence Based Practice Education, London..
  • WHARRAD, H, WINDLE, R, DANDREA, J, GARRUD, P, COOK, J, MORALES, R, LEEDER, D AND BOYLE, T, 2006. Collaborative development of learning objects for evidence-based practice in healthcare In: The Ist International Conference of Nurse Education, Vancouver, 14-16 May 2006.
  • WINDLE, R J, MCCORMICK, D, WHARRAD, H, LAWRIE, A, FORD, T, DANDREA, J AND PALMER, C, 2006. Using e-learning activities to release the potential of peer-peer learning in vocational nurse training In: ALT-C 2006.
  • WINDLE, R.J., GAMBLE, L.E., KERSHAW, Y.M., WOOD, S.A., LIGHTMAN, S.L. and INGRAM, C.D., 2006. Endocrinology. 147(5), 2423-2431
  • WINDLE, R.J., KERSHAW, Y.M., SHANKS, N., WOOD, S.A., LIGHTMAN, S.L. and INGRAM, C.D., 2004. Journal of Neuroscience. 24(12), 2974-2982
  • LIGHTMAN, S. L., WINDLE, R. J., MA, X.-M., HARBUZ, M. S., SHANKS, N. M., JULIAN, M. D., WOOD, S. A., KERSHAW, Y. M. and INGRAM, C. D., 2002. Archives of Physiology and Biochemistry. VOL 110(NO 1-2), 90-93
  • RUSSELL, J., INGRAM, C., WINDLE, R.J. and DOUGLAS, A., eds., 2001. The Maternal Brain: Neurobiological and Neuroendocrine adaptation and disorders in pregnancy and Post-partum Elsevier Science Ltd, Oxford.
  • INGRAM, C., JULIAN, M. and WINDLE, R., 2001. The Hypothalamo-pituitary-adrenal (HPA) axis in the aged rat: Loss of diurnal rhythm but no evidence of stress-induced hypersecretion Society for Neuroscience. Abstracts. 2001,
  • NOLAN, L.A., HART, E.J., WINDLE, R.J., WOOD, S.A., HU, X.W., LEVI, A.J., INGRAM, C.D. and LEVY, A., 2001. Endocrinology. 142(7), 2996-3005
  • WINDLE, R.J., WOOD, S.A., KERSHAW, Y.M., LIGHTMAN, S.L., INGRAM, C.D. and HARBUZ, M.S., 2001. Journal of Neuroendocrinology. 13(10), 905-911
  • LIGHTMAN, S. L., WINDLE, R. J., WOOD, S. A., KERSHAW, Y. M., SHANKS, N. and INGRAM, C. D., 2001. Peripartum plasticity within the hypothalamo-pituitary-adrenal axis PROGRESS IN BRAIN RESEARCH. VOL 133, 111-130
  • SHANKS, N., WINDLE, R. J., PERKS, P., WOOD, S., INGRAM, C. D. and LIGHTMAN, S. L., 1999. Journal of Neuroendocrinology. VOL 11(NUMBER 11), 857-866
  • WINDLE, R. J., WOOD, S. A., LIGHTMAN, S. L. and INGRAM, C. D., 1998. Endocrinology. VOL 139(NUMBER 10), 4044-4052
  • WINDLE, R. J., WOOD, S. A., SHANKS, N., LIGHTMAN, S. L. and INGRAM, C. D., 1998. Endocrinology. VOL 139(NUMBER 2), 443-450
  • FORSLING, M. L., MONTGOMERY, H., HALPIN, D., WINDLE, R. J. and TREACHER, D. F., 1998. Experimental Physiology. VOL 83(NUMBER 3), 409-418
  • WINDLE, R. J. and FORSLING, M. L., 1997. Journal of Endocrinology. VOL 154(NUMBER 2), 347-353
  • WINDLE, R. J., BRADY, M. M., KUNANANDAM, T., DA COSTA, A. P. C., WILSON, B. C., HARBUZ, M., LIGHTMAN, S. L. and INGRAM, C. D., 1997. Endocrinology. VOL 138(NUMBER 9), 3741-3748
  • WINDLE, R. J., SHANKS, N., LIGHTMAN, S. L. and INGRAM, C. D., 1997. Endocrinology. VOL 138(NUMBER 7), 2829-2834
  • FORSLING, M.L., JUDAH, J.M. and WINDLE, R.J., 1997. Journal of Endocrinology. 152, 257-264
  • WINDLE, R. J., WOOD, S., SHANKS, N., PERKS, P., CONDE, G. L., DA COSTA, A. P. C., INGRAM, C. D. and LIGHTMAN, S. L., 1997. Journal of Neuroendocrinology. VOL 9(NUMBER 6), 407-414
  • WINDLE, R. J., LUCKMAN, S. M., STOUGHTON, R. P. and FORSLING, M. L., 1996. Journal of Neuroendocrinology. VOL 8(NUMBER 10), 747-754

Health E-Learning and Media Team

School of Health Sciences
B310, B Floor, South Block Link
Queen's Medical Centre
Nottingham, NG7 2UH

email: helm@nottingham.ac.uk