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Tünde Varga-Atkins
Dr Tünde Varga-Atkins (alternative spelling: Tunde Varga-Atkins), SFHEA, is a Senior Educational Developer at the Centre for Innovation in Education at the University of Liverpool. She specializes in digital education and the scholarship of learning and teaching with technologies.

Education
Tünde Varga-Atkins 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’.

Career and research
Tünde 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. She is also one of the editors of Research in Learning Technology and associate editor of the Developing Academic Practice journals.

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.