Tünde Varga-Atkins
| Tünde Varga-Atkins | |
|---|---|
 TUNDEVA.jpg Varga-Atkins in 2017 | |
| Native name | SFHEA |
| Born | |
| 🏳️ Nationality | Hungarian / British |
| Other names | Tunde Varga-Atkins |
| 🎓 Alma mater | Debrecen University (BA, BSc), Liverpool John Moores University (MA), University of Manchester (MSc), Lancaster University (PhD) |
| 💼 Occupation | |
| Known for | technology enhanced learning, curriculum design and evaluation, pedagogic research, digital capabilities, digital assessment |
Tunde Varga-Atkins (alternative spelling: Tünde Varga-Atkins), SFHEA, is a Senior Educational Developer at the Centre for Innovation in Education at the University of Liverpool.[1] She specializes in digital education and the scholarship of learning and teaching with technologies.
Education
Varga-Atkins[2] received her PhD from Lancaster University in e-Research and Technology-Enhanced Learning in 2019. Her thesis was titled Designing curricula to develop digitally capable professionals in engineering and management: the case in two universities.[3]
Career and research
Varga-Atkins worked as a Learning Technologist at the University of Liverpool since 2007 and was appointed Senior Educational Developer at the Centre for Innovation in Education in 2018. Tunde was Chair of ALT ELESIG, a special interest group (Evaluation of Learners' Experiences of e-learning Special Interest Group) between 2018-2020 and has been the regional NorthWest co-lead since 2014 of the Group.[1] She is also one of the editors of Research in Learning Technology and associate editor of the Developing Academic Practice journals.
Varga-Atkins has also developed the nominal group technique, now widely used in political and social decision making, as well as for educational development.[4] Her research on the medical student's use of wikis [5] and her findings on information handling by learners and educators has been applied across music and computer based learning.[6][7][8] The comparative study on the ability of information handling by business studies students was cited as a concern for future employers.[9]
During the 2019–2021 coronavirus pandemic some millions of young people have been experiencing 'home schooling' and distance learning, with an impact on education, a decade ago Varga-Atkins compared (then) digital TV or internet learning.[10]
Publications (selected)
She has published on digital capabilities, educational technology, curriculum design and development, focus groups, nominal group technique, multimodal research methods including drawings and diagrams in higher education and professional learning:
- Varga-Atkins, T. (2020) Beyond description: in search of disciplinary digital capabilities through signature pedagogies. Research in Learning Technology, 28: 2467 - http://dx.doi.org/10.25304/rlt.v28.2467
- Turner, J., Mason, A., Varga-Atkins, T, & Harrison, R. (2020) “Culture Club”: Experiences of running a journal club for continuing professional development in higher education. Journal of Perspectives in Applied Academic Practice, 8(2), 81–89. https://doi.org/10.14297/jpaap.v8i2.404
- Voelkel, S., Varga-Atkins, T., & Mello, L. V. (2020). Students tell us what good written feedback looks like. FEBS Open Bio, 1-15. Published online March 2020.
- Voelkel, S., Mello, L. V., & Varga-Atkins, T. (2018). Supporting students during their undergraduate research projects using audio recordings. Innovations in Education and Teaching International, 55(4) 433–440.
- Varga-Atkins, T., McIsaac, J., & Willis, I. (2017). Focus Group meets Nominal Group Technique: an effective combination for student evaluation? Innovations in Education and Teaching International, 54(1) 289–300.
- Varga-Atkins, T. (2016). A study of the role of a technology-enhanced learning implementation group in mediating an institutional VLE minimum standards policy. Research in Learning Technology, 24(1), 32815.
- Umoquit, M. J., Tso, P., O’Brien, M., & Varga-Atkins, T. (2013). Diagrammatic elicitation: defining the use of diagrams in data collection. The Qualitative Report. 18, article 60, pp1–12.
- Varga-Atkins, T., Dangerfield, P., & Brigden, D. (2010). Developing professionalism through the use of wikis: A study with first-year undergraduate medical students. Medical Teacher, 32(10), 824–829.
- Varga-Atkins T., O’Brien, M., Burton, D., Campbell, A. and Qualter, A. (2009) The importance of interplay between school-based and networked professional development: School professionals’ experiences of inter-school collaborations in learning networks. Journal of Educational Change, 11(3), 241–272.
- Varga-Atkins T, Qualter A and O’Brien M. (2009) School professionals’ attitudes to professional development in a networked context: developing the model of ‘believers, seekers and sceptics’. Professional Development in Education. Vol. 35(3), Sep, 321–340.
- Varga-Atkins, T and O'Brien M. (2009) From drawings to diagrams: maintaining researcher control during graphic elicitation in qualitative interviews. International Journal of Research and Method in Education, vol. 32(1), April, 53–67.
- Varga-Atkins, T; Ashcroft, L (2004) Information skills of undergraduate business students. Library Management, vol. 25(1), pp 39–55.
References
- ↑ "Centre for Innovation in Education - Dr Tunde Varga-Atkins". University of Liverpool. Retrieved 11 March 2021.
- ↑ Tunde Varga-Atkins publications indexed by Google Scholar
- ↑ Varga-Atkins, Tunde (2018) Designing curricula to develop digitally capable professionals in engineering and management: the case in two universities. PhD thesis. Lancaster University.
- ↑ Karlsson, Jan (2017). Methods for social theory : analytical tools for theorizing and writing. Ann Bergman. Abingdon, Oxon. pp. 18, 21, 40. ISBN 978-1-317-09700-6. OCLC 965196632. Search this book on
- ↑ Zheng, Yan (2012-03-31). Encyclopedia of Cyber Behavior. IGI Global. p. 172. ISBN 978-1-4666-0316-5. Search this book on
- ↑ Varga-Atkins, Tünde; McIsaac, Jaye; Willis, Ian (2017-07-04). "Focus Group meets Nominal Group Technique: an effective combination for student evaluation?". Innovations in Education and Teaching International. 54 (4): 289–300. doi:10.1080/14703297.2015.1058721. ISSN 1470-3297.
- ↑ Abromeit, Kathleen A. (2018). Ideas, Strategies, and Scenarios in Music Information Literacy. A-R Editions, Inc. p. 113. ISBN 978-0-89579-860-2. Search this book on
- ↑ O'Malley, Claire (2009-01-01). Computer Support Collaborative Learining Practices: CSCL2009 Conference Prceedings. Lulu.com. p. 241. ISBN 978-1-61584-137-0. Search this book on
- ↑ Bergart, Robin (2007). Sudden selector's guide to business resources. Vivian Lewis. Chicago: Collection Management and Development Section of the Association for Library Collections & Technical Services. p. 4. ISBN 978-0-8389-8414-7. OCLC 77573031. Search this book on
- ↑ Morales, Arelene V. (2007). Distance Education Issues and Challenges. Nova Science Publishers. p. 198. ISBN 978-1-60021-829-3. Search this book on
External links
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