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Ms Julie Hughes

National Teaching Fellow 2005 Julie Hughes, Principal Lecturer and Academic Consultant for ESCalate (Subject Centre for Education). Julie has worked in the School of Education at the University of Wolverhampton since 2002. Prior to this she worked in Teacher Education in FE. Julie's work and research focuses upon the use of e-portfolios and blogging to support the transitions into and out of the university, the development of reflective collaborative learning cultures and the role of dialogic feedback to support the personal and professional development of learners.
Year
2005
Institution
University of Wolverhampton
Job Title
Principal Lecturer PCE
National Teaching Fellow 2005 Julie Hughes, Principal Lecturer and Academic Consultant for ESCalate (Subject Centre for Education). Julie has worked in the School of Education at the University of Wolverhampton since 2002. Prior to this she worked in Teacher Education in FE. Julie's work and research focuses upon the use of e-portfolios and blogging to support the transitions into and out of the university, the development of reflective collaborative learning cultures and the role of dialogic feedback to support the personal and professional development of learners. Julie and her students have featured in the JISC publications The Learners' Voice and, In their own words (2007), 'Tangible Benefits of E-learning' (2007) 'Effective practice with e-portfolios' (2008) and Goodfellow and Lea (2007) 'Challenging E-learning in the University'. Julie's most recent focus (2008-10) is upon working with teams to support curriculum redesign and delivery with e-portfolio-based learning as a central core. This work is being undertaken as part of the University of Wolverhampton's CETL (CIEL). Julie is currently working with HE, HE in FE colleagues and students on Foundation Degrees and in-service Initial Teacher Education for the Learning and Skills Sector.

Advance HE recognises there are different views and approaches to teaching and learning, as such we encourage sharing of practice, without advocating or prescribing specific approaches. NTF and CATE awards recognise teaching excellence in a particular context. The profiles featured are self-submitted by award winners.