Items where Subject is "Education"

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Ainsworth, Patrick. (2015). Technology enhanced reflection and meta-reflection: Guiding learners through reflective processes. Dialogue , January 2015, 5, pp. 24-36

Almpanis, Timos. Embedding OER in the module 'Developing the Online Experience'. [Video]

Almpanis, Timos. (2013). Academic staff development in the area of technology enhanced learning in the UK HEIs. Dialogue, January 2013 (3), pp. 16-31

Almpanis, Timos. MOOCs: A first-hand experience on EDC MOOC and a speculation of their future impact in Higher Education. Dialogue: Journal of Solent Learning Community, (In Press)

Almpanis, Timos. (2015). Staff development and institutional support for technology enhanced learning in UK universities. Electronic Journal of E-Learning, October 2015, 13 (5), pp. 380-389

Almpanis, Timos. (2016). Using a mixed methods research design in a study investigating the Heads of e-Learning perspective towards technology enhanced learning. Electronic Journal of E-Learning, December 2016, 14 (5), pp. 301-311

Almpanis, Timos and Bruce-Low, Stewart. (2009). Learning on the go with an iPod Touch. ALT Newsletter, 17 June 2009,

Almpanis, Timos and Lee, Barbara. (2011). OER for Blended Learning. JISC, JISC website.

Almpanis, Timos and Miller, Eric and Ross, Maggie and Price, Daran and James, Richard. Evaluating the use of web conferencing software to enhance flexible curriculum delivery. In: Ireland International Conference on Education - IICE 2011, 3-5 Oct 2011, Dublin, Ireland.

Almpanis, Timos and Miller, Eric and Ross, Maggie and Price, Daran and James, Richard. (2010). Piloting Web Conferencing for flexible curriculum delivery. In: Association for learning technology conference - ALTC2010, 7-9 Sep 2010, Nottingham, UK.

Almpanis, Timos and Patrick, Susan and McLellan, Ruth and Dinsmore, Christina and Faustino, Andrea and Basuki, Whysnianti. (2010). Proposing a Framework for Blended and Flexible Course Design. In: Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA2010). IADIS Press - International Association for Development of the Information Society, pp. 263-267. ISBN 978-972-8939-28-1

Aluko, Ralph and Daniel, Emmanuel and Oshodi, Olalekan and Aigbavboa, Clinton. (2018). The efficacy of using data mining techniques in predicting academic performance of architecture students. Journal of Engineering, Design and Technology, 2018, 16 (2),

Anderton, Chris and James, Martin. (2015). Seven years of SMILEfest: a case study in innovation, collaboration and enterprise. In: 4th Solent Learning and Teaching Community Conference, 31 March 2015, Southampton Solent University. (Unpublished)

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Baker, Clive and Parry, Bryn. (2016). Commemorating and communicating contested narratives in a digital era - lessons from Dark Tourism. In: Business and Society Research & Innovation Hub workshop, Southampton Solent University.

Batten, John and Jessop, Tansy and Birch, Phil. (2018). Doing what it says on the tin? A psychometric evaluation of the Assessment Experience Questionnaire. Assessment and Evaluation in Higher Education, 4 November 2018, pp. 1-13

Bramley, Jonathan. (2011). L.I.F.E: The factors affecting the experience of mature students in higher education. Masters thesis, Southampton Solent University.

Briscoe, Sara and Wellington, Sean. (2010). Development of a Community of Learning: A Feasibility Study. Educational Developments, 2010, 11 (1), pp. 15-18

Briscoe, Sara and Hill, Anne and Macdonald, Lesley and Mills, Rob and Wellington, Sean and West, Lorry. (2009). Solent Community of Pedagogic Practice. Project Report. Southampton Solent University.

Briscoe, Sara and Hill, Anne and Macdonald, Lesley and Peberdy, Donna and West, Lawrie and Patterson, Chris and Arm, Karen. Dialogue: the journal of the Solent Learning Community. Solent Teaching and Learning Community; Southampton Solent University, Southampton.

Briscoe, Sara and Wellington, Sean. (2010). Utilising a community of practice approach to foster networks of pedagogic inquiry and enhance QL experiences across institutions. In: ICED 2010: Enhancing Strategies for Global Quality Learning in Higher Education, 28 - 30 June 2010, Barcelona, Spain.

Buckley, Carina. (2012). Learning strategies for student engagement and achievement. Dialogue, January 2012, 2, pp. 21-27

Buckley, Carina. (2014). Thinking outside the book: a point for departure for reflecting on learning. Journal of Learning Development in Higher Education, July 2014 (7),

Bulpitt, Helen. (2009). Creative pedagogy - learning to play? In: Manchester metropolitan University Learning and Teaching Conference, 2009, Manchester Metropolitan University.

Bulpitt, Helen and Deane, Mary. (2009). Connecting reflective learning, teaching and assessment. HigherEducation Academy, York.

Bulpitt, Helen and Martin, P.J.. (2005). Learning about reflection from the student. Active Learning in Higher Education, 2005, 6 (3), pp. 207-217

Bulpitt, Helen and Martin, P.J.. (2010). Who am I and what am I doing? Nurse Researcher, 2010, 17 (3), pp. 7-16

Bulpitt, Helen and McKimm, Judy. (2009). Effecting change through collaboration: the experience of the health-related FDTL4 projects. In: FDTL voices: drawing from learning and teaching projects. Higher Eduaction Academy, York, pp. 18-27.

Butt, Prins. (2016). Students' perceptions of game-based learning using CodinGame. In: International Conference on Information Communication Technologies in Education, 07-09 Jul 2016, Rhodes, Greece.

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Cain, Sandra and Maxwell, Michelle. (2001). The Total Volunteering Book. How To Books, Oxford.

Carmichael, Helen. (2011). Creative pedagogy - taking risks with learning. In: Celebrating the past-embracing teh future: problem based learning confernce, University of Central Lancashire, march 2011, Grange-over Sands. (Unpublished)

Carmichael, Helen. (2011). Supervision in mental health: a Foucauldian discourse analysis. PhD thesis, University of Essex.

Cox, Quentin. (2010). The perceptoion of the value of higher education amongst tanker officers. Working Paper. Southampton Solent University, Southampton. (Unpublished)

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Doig, Andrew and Pekcan, Claire. (2015). An online Master's degree: Teaching and learning strategy vs. managerial constraints. In: International Conference on Information and Communication Technologies in Education, 9-11 July 2015, Kos, Greece.

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Ellesmore, Susan. (2002). Teacher representations in popular films: reception and relevance to professional development and change. PhD thesis, Southampton Solent University [Validated by Nottingham Trent University].

Emery, Roger. (2009). Group assessment feedback: the good, the bad and the ugly. In: A Word in Your Ear Conference 2009 - Audio Feedback, 18 Dec 2009, Sheffield.

Emery, Roger and Atkinson, Accalia. (2010). Audio feedback - a dialogue not a monologue. In: 5th Plymouth E-Learning Conference 2010: Learning Without Limits - Facing the Challenges, 8-9 Apr 2010, Plymouth.

Emery, Roger and Moss, Samantha. (2010). Solent's Mahara journey. In: Mahara UK 2010, 16 July 2010, London.

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Forrester, Celia and Burnet, Scott. (2010). Formalising information skills training within the curriculum: a research project at Southampton Solent University. SCONUL Focus, 2010, 50, pp. 47-52

Fox, Matthew David Nicholas. (2000). Co-operative teaching and learning lifelines: critical information flows in a technology-mediated distance language course. PhD thesis, Southampton Solent University [Validated by Nottingham Trent University].

Fox, Simon. (2010). A force for change: evaluating 'authentic' assessment on undergraduate criminology programmes. Discussion Paper. Unpublished.

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Giordano, Aline and Wellington, Sean. (2011). Experiences of embedding an online system for ethical approval of research projects. In: SEDA Spring Teaching, Learning and Assessment Conference, 5-6 May 2011, Edinburgh, Scotland.

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Hanney, Roy. (2018). Doing, being, becoming: a historical appraisal of the modalities of project-based learning. Teaching in Higher Education, 2018, 23 (6), pp. 769-783

Hanney, Roy. (2018). Problem topology: using cartography to explore problem solving in student-led group projects. International Journal of Research & Method in Education, 2018, 41 (4), pp. 411-432

Hanney, Roy. (2016). Taking a stance: resistance, faking and Muddling Through. Journal of Media Practice, 2016, 17 (1), pp. 4-20

Hanney, Roy. (2017). Throwing away the textbook: a process drama approach to teaching ESL in China. Dialogue, 2017, 1 (1), pp. 3-11

Hanney, Roy. (2013). Towards a situated media practice: Reflections on the implementation of project-led problem-based learning. Journal of Media Practice, 2013, 14 (1), pp. 43-59

Harris, Ian and Reynolds, Deborah. (2010). The assessment game: does everyone have the same understanding of the rules? In: Teaching and Learning Swap-shop Conference, 2010, University of Chichester. (Unpublished)

Harris, Ian and Reynolds, Deborah. (2009). The assessment game: using assessment criteria and formative feedback as a tool for improving student performance. In: Hospitality, Leisure, Sport and Tourism Network Annual Conference, 2009, St Hugh’s College, University of Oxford. (Unpublished)

Harris, Kevin. Building capacity in Program Practitioner Realist Evaluation through application of CAE Principles. In: Field tests of CAE principles. Sage. (In Press)

Henderson, Steven and Coe, Don and Read, Ann and Wink, Brian. Identifying students at risk of committing academic misconduct. In: 4th International Plagiarism Conference, 21-23 Jun 2010, Northumbria, United Kingdom.

Hogg, Steve and Doig, Andrew. (2012). Engaging blended learning students: an evolving approach to engaging students through the VLE. Dialogue, January 2012, 2, pp. 5-10

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Jackson, Steve. (2011). Perceptions of female Southampton Solent University students of volunteering as a method to enhance employability skills. Dialogue: Journal of Solent Learning Community, January 2011, 1, pp. 26-32

Jan-Parker, Israr. (2013). Creating an integrated design for learning in the discipline; action research on retail management unit. Dialogue, January 2013 (3), pp. 39-59

Jessop, Tansy. (2017). Inspiring transformation through TESTA’s programme approach. In: Scaling up Assessment for Learning in Higher Education. The Enabling Power of Assessment, 5 . Springer, Singapore, pp. 49-64. ISBN 978-981-10-3043-7

Jessop, Tansy and Hughes, Gwyneth. (2018). Beyond winners and losers in assessment and feedback. In: Teaching and Learning in Higher Education: Perspectives from UCL. UCL IOE Press, London, pp. 64-83. ISBN 978-1-78277-255-2

Jessop, Tansy and Saunders, Claire and Pontin, Christel. (2018). The challenges of academic development as a first graduate job: ‘Am I doing it right?’. International Journal for Academic Development, 17 December 2018, pp. 1-14

Jessop, Tansy and Tomas, Carmen. (2016). The implications of programme assessment patterns for student learning. Assessment & Evaluation in Higher Education, 2 August 2016, iFirst, pp. 1-10

Jones, Rosy and Sant, Richard. (2013). The Solent Capital Compass Model of Employability. Documentation. N/A, Southampton. (Unpublished)

Joseph-Richard, Paul and Jessop, Tansy. (2018). A phenomenographic study of research informed teaching through the eyes of Masters’ students. Studies in Higher Education, 20 December 2018, pp. 1-15

Joseph-Richard, Paul and Jessop, Tansy and Okafor, Godwin and Almpanis, Timos and Price, Daran. (2018). Big brother or harbinger of best practice: Can lecture capture actually improve teaching? British Educational Research Journal, June 2018, 44 (3), pp. 377-392

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Kamau, Caroline. (2010). Can individualism enhance student task group performance? In: XXth Congress of the International Association for Cross-Cultural Psychology, 7-11 July 2010, Melbourne, Australia.

Kamau, Caroline and Spong, Abi. Group Contract for Student Task Groups. Southampton Solent University (portal). (Unpublished)

Kamau, Caroline and Spong, Abi. Group Log for Student Task Groups. Southampton Solent University (portal). (Unpublished)

Kamau, Caroline and Spong, Abigail. Making group-work work: An investigation into strategies for enhancing student task group performance. In: Solent eXchange, 15 September 2010, Sir James Mathews Building, Southampton Solent University. (Submitted)

Kamau, Caroline and Spong, Abigail. (2011). Applying managers' views on group work in organisations to group assignments in universities. Dialogue: Journal of Solent Learning Community, January 2011, 1,

Kemp, Simon and Kendal, Julia and Warren, Adam and Wright, Laurence and Canning, John and Grace, Marcus and Saunders, Clare. (2015). Global consensus is a dream, but Twitter is real: Simulating a sustainable development goals summit through interdisciplinary classroom politics and negotiation by social media. Integrative Approaches to Sustainable Development at University Level, 2015, pp. 551-566

Kingstone, Julie. Test document 2. Test Journal title, (Unpublished)

Kingstone, Julie. Test journal article. [Video] (Unpublished)

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Mair, Carolyn. (2009). Using meta-reflection to enhance performance. In: Linking teaching and research through reflexive methodologies: Reflective Practice: SIG, 9 February 2009, Kings College, London.

Mair, Carolyn. (2011). How technology can facilitate students' reflective practice. Dialogue: Journal of Solent Learning Community, January 2011, 1, pp. 1-4

Mair, Carolyn. (2010). How technology can facilitate students’ reflective practice. Dialogue, 2010, (Submitted)

Mair, Carolyn. (2010). Structured Reflection Facilitates Metacognitive Awareness and Learning. In: 35th Improving University Teaching Conference, 28th June-3rd July, Washington DC.

Mair, Carolyn. (2009). Using meta-reflection to enhance performance. In: 34th Improving University Teaching Conference, July 2009, Vancouver, Canada.

Mann, Lisa. Real life Second Life: contemporary learners & learning relationships. In: Designs on e-Learning, 9-10 September 2008, Penn State University. (Unpublished)

McClellan, Tim. (2013). Creative learning approaches for undergraduate self-development. PhD thesis, University of Southampton.

McKimm, J and Bulpitt, Helen. (2009). FDTL projects as a testing ground for models of educational leadership. In: FDTL voices: drawing from learning and teaching projects. HigherEducation Academy, York.

McLellan, Ruth. Reducing the gaps: how can we enable the white working class young male? In: FACE Annual Conference, 30th June - 2nd July 2010, Southampton Solent University. (Unpublished)

McLellan, Ruth and Patrick, Susan and Dinsmore, Christina and Faustino, Andrea and Almpanis, Timos. (2011). Working with e-champions to enhance flexible learning. Dialogue: Journal of Solent Learning Community, January 2011, 1, pp. 33-39

Monger, Al. (2013). Development of transnational work-based learning in the curriculum: an approach informed by the student experience. Dialogue, January 2013 (3), pp. 6-15

Moszkowicz, Julia. (2013). American Pragmatism and Graphic Design: Retrieving the Historical and Philosophical Constitutions of a ‘Non-Theoretical’ Approach. Design Journal, September 2013, 16 (3), pp. 315-338 (In Press)

Moxon, David. (2010). Looking to create a blended learning community of practice for all? Working Paper. Southampton Solent University, Southampton. (Unpublished)

Moxon, David and Lee, Barbara. Creating a community of practice in blended learning using the talents of all? In: 5th International Conference in Blended Learning, June 2010, University of Hertfordshire. (Unpublished)

Mytton, Elizabeth. (2012). Assessment: exploring a new discourse. Dialogue, January 2012, 2, pp. 11-20

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Norris-Reeves, Suzie. Exploring innovative pedagogy in a virtual world. In: Threading the Needle: the Future of Fashion Design, 3 Dec 2009, Virtual conference.

Norris-Reeves, Suzie and Mann, Lisa. Real life Second Life: blurring the teacher learner relationship. In: British Computer Society 14th Annual Inspire Conference, 8 April 2009, Southamton, United Kingdom.

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Oram, Denise and Ross, Maggie. Green IT and sustainability as part of socially responsible computing and professional issues teaching. In: 15th Annual Inspire Conference 2010, 29-31 March 2010, London.

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Parry, Bryn. (2017). BRIXMIS Story: Guest lectures, multimedia and research-informed-teaching-informed-research. In: Solent Learning and Teaching Community Conference 2017, 23rd June 2017, Southampton Solent University.

Parry, Bryn. (2014). Over The Fence: lessons from participating in the OED Appeals and WWI vocabulary initiatives. In: 2014 SSU Research and Enterprise Conference: Public Engagement, May 2014, Southampton Solent University.

Parry, Bryn. (2013). “Sector Analyses vs The Historical Record - the Solent Critical Thinking Method in action”. In: FBSE Research & Enterprise Conference, Southampton Solent University.

Parry, Bryn. (2015). The matrix and survivorship bias. In: SSBS Luchtime Research Seminars, January 2015, Southampton Solent University. (Unpublished)

Pettifer, Stephen James. (1992). Curriculum change: the introduction of a thinking skills course into an upper secondary school. PhD thesis, Southampton Solent University [Validated by Nottingham Trent University].

Power, Lisa and Edwards, Christopher and Baker, Clive and Parry, Bryn. (2012). “Researching Museum Experiences … Experiences of Museum Research”. In: FBSE Research & Enterprise Conference, Southampton Solent University.

Price, Daran and Almpanis, Timos. (2015). Student and staff perceptions on the impact of lecture capture. The Proceedings of the International Conference on Information Communication Technologies in Education 2015, 12 July 2015, pp. 215-225

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Race, Phil and Briscoe, Sara and Lee, Barbara and Peberdy, Donna. In at the deep end: starting to teach in higher education. Other. Southampton Solent University, Southampton.

Robinson, A and Chao, K-M and Laing, C. (2005). Managing the expectations of nontraditional students: a process of negotiation. Journal of Further and Higher Education., 1 May 2005, 29 (2), pp. 169-179

Robinson, A and Johnson, V and Laing, C. (2005). Managing the transition into higher education: an online spiral induction programme. Active Learning in Higher Education, 1 November 2005, 6 (3), pp. 243-255

Robinson, A and Laing, C. (2003). The withdrawal of non-traditional students: developing an explanatory model. Journal of Further Education, 1 May 2003, 27 (2), pp. 175-185

Robinson, A and Udall, M. (2006). Using formative assessment to improve student learning through critical reflection. Routledge for Taylor Francis, pp. 92-99. ISBN 0-415-35642-3

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Souppez, Jean-Baptiste. Innovative use of lecture capture technology in undergraduate yacht design and postgraduate ship design courses. RINA Education & Professional Development of Engineers in the Maritime Industry,

Souppez, Jean-Baptiste. Learning and teaching in yacht engineering education. RINA Education & Professional Development of Engineers in the Maritime Industry,

Strachan, Lesley and Wilman, Michael. When life gets in the way of learning. International Journal of Economics and Business Research, (Unpublished)

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TAYLOR, LESLEY. (2019). Teaching through real world learning: Using business to business consultancy to develop students’ research, mentoring and training skills. In: Advance HE - Teaching in the spotlight: Innovation for teaching excellence, 2nd-4th July 2019, Northumbria University. (In Press)

Taura, Nasiru. (2013). Geography, institutions, and resources matters for modelling reality but not always, not least when managers are systematically excluded from the modelling process or given a passive role. Faculty of Business Sport & Enterprise (FBSE) Conference, 17 June 2013, (Unpublished)

Taylor, Rachael. (2013). The fashion lounge: a brief report on creating a cross departmental myCourse page. Dialogue, January 2013 (3), pp. 32-38

Tomas, Carmen and Jessop, Tansy. (2018). Struggling and juggling: a comparison of assessment loads in research and teaching-intensive universities. Assessment and Evaluation in Higher Education, 18 April 2018, pp. 1-11

Tunney, Gill and Tuson, Jacqueline. Gaining academic value from extra-curricular work. In: HEA Annual Conference 2009.

Tuson, Jacqueline. (2009). Encouraging reflective writing with international students. Higher Education Academy, 1 September 2009,

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Udall, M and Collins, R. (2005). The student voice can change institutional practice - accomplishing complex change: making a difference to students’ experiences of higher education. In: QENet Conference 6th June 2005 Del Montfort University.

Udall, M and Robinson, A. (2004). Developing the independent learner: the Mexican Hat approach. LTSN Engineering. ISBN 9781904804178

Udall, M and Robinson, A. (2006). Using formative assessment to improve student learning through critical reflection. Taylor & Francis, London, pp. 92-99. ISBN 0-415-35642-3

Udall, M and Robinson, A. (2004). A framework for formative assessment: instigating quality learning conversations. Learning and Teaching in Higher Education, 1 September 2004, 1, pp. 112-115

Udall, Mark and Wright, Paul. What students value about feedback: a study using Q methodology. In: International Society for the Scholarship of Teaching and Learning Annual Conference (ISSOTL) 2009: Solid Foundations, Emerging Knowledge, Shared Futures, 22-25 Oct 2009, Bloomington.

Uhomoibhi, James and Ross, Maggie. Trends in the development of e-learning in engineering and computing education. In: International Conference on Engineering Education ICEE 2010: Engineering Education and Research for Society, 18-22 July 2010, Gliwice.

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Wellington, Sean. (2007). The financial security of UK HE institutions. Perspectives Policy and Practice in Higher Education, 1 October 2007, 11 (4), pp. 103-106

Wellington, Sean. (2007). Quality Enhancement: Implications for e-Learning Strategy. In: e-Learning Conference, High Wycombe, UK.

Wellington, Sean. (2007). Widening the Nexus: From T-R to T-T-R. In: International Colloquium - International policies and practices for academic enquiry, Winchester, UK.

Whistance, Jayne. (2015). Reflective case study. My ‘Pinteresting’ project: Using Pinterest to increase student engagement, promote inclusivity and develop employability skills. Dialogue, January 2015, 5, pp. 50-58

Wright, P. (2006). Applying the Mexican Hat approach to GEES subjects: an evaluation. Planet, 1 July 2006, 16, pp. 22-26

Wright, P. (2003). Problems, pollution, and pedagogy: linking teaching and research through a problem based learning exercise. Planet, 1 December 2003, 5, pp. 39-42

Wright, P. (2005). So what does make a good lecturer? Planet, 5 December 2005, 15, pp. 4-7

Wright, P and Walmesley, S. (2004). A review of organotin research since 2004. UNSPECIFIED. UNSPECIFIED.

Wright, Deborah. (2012). Report for Dialogue on Professor Graham Gibbs’ seminar; How to change assessment of degree programmes to improve student learning. Dialogue, January 2012 (2), pp. 28-30

Wright, Laurence A. and Sinistore, Julie and Levy, Mike and Flanagan, Bill. Standards in the classroom: a vehicle for sustainability education. In: The Sustainable Development: Knowledge and Education about Standardization. Springer International Publishing AG. (In Press)

Wu, Qi and Jessop, Tansy. (2018). Formative assessment: missing in action in both research-intensive and teaching-focused universities? Assessment and Evaluation in Higher Education, 15 January 2018, Online (N/A), pp. 1-13

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Young, Hannah. (2012). Reading lists and myReferences: integrating RefWorks and myCourse. Dialogue, January 2012, 2, pp. 31-38