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[edit]
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[edit]
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)[edit]
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[edit]
- ↑ "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[edit]
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