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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). Towards reliable prediction of academic performance of architecture students using data mining techniques. Journal of Engineering, Design and Technology, 2018, 16 (3), pp. 385-397
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)
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.
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)
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.
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.
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.
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.
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
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
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)
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)
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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)
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Phillips, Benjamin. (2020). Critically analyse the approaches to GDPR and DPA2018 compliance within the UK Further Education sector. Masters thesis, Solent Univerity.
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