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All Outputs (43)

Poetry as a device to distil science (2023)
Book Chapter
Illingworth, S. (2023). Poetry as a device to distil science. In S. Rowland, & L. Kuchel (Eds.), Teaching Science Students to Communicate: A Practical Guide (193-197). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-91628-2_23

Poetry is a powerful way of communicating scientific information and opening up debate about scientific research. By writing poetry about specific scientific topics, students can learn how to communicate their work in an engaging and accessible manne... Read More about Poetry as a device to distil science.

Using Poetry to Actively Target the Incubation Period (2023)
Book Chapter
Illingworth, S. (2023). Using Poetry to Actively Target the Incubation Period. In O. Varsou (Ed.), Teaching, Research, Innovation and Public Engagement (109-119). Cham: Springer. https://doi.org/10.1007/978-3-031-22452-2_9

The incubation period is a stage in the problem-solving process where attention is distracted from the problem in question and is instead focused on something else. Engaging with this incubation period has been shown to foster creativity in problem s... Read More about Using Poetry to Actively Target the Incubation Period.

David Foster Wallace’s Mathematics of the Infinite (2022)
Book Chapter
Taylor, S. J. (2022). David Foster Wallace’s Mathematics of the Infinite. In C. Hayes-Brady (Ed.), David Foster Wallace in Context (169-180). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781009064545.019

Thematically, formally and structurally, Wallace’s writing concerned itself with the infinite, from the antinomies of set theory and the obese Bombardini in The Broom of the System to the featureless horizon of Peoria in The Pale King, by way of the... Read More about David Foster Wallace’s Mathematics of the Infinite.

Leading Learning and Teaching in a Crisis (2022)
Book Chapter
Guccione, K., & Cunningham, C. (2022). Leading Learning and Teaching in a Crisis. In S. Nolan, & S. Hutchinson (Eds.), Leading Innovation and Creativity in University Teaching (154-165). Routledge. https://doi.org/10.4324/9781003190745-15

In this chapter, the authors present a narrative-centred approach to identifying and leading in crises; using the experiences of Teaching and Learning staff during the Covid-19 pandemic as context. Through three stories – rooted in the realities of U... Read More about Leading Learning and Teaching in a Crisis.

Teaching Across Time and Space: How University Educators Relate With, and Through, Technology (2020)
Book Chapter
Drumm, L. (2020). Teaching Across Time and Space: How University Educators Relate With, and Through, Technology. In F. Soares, A. P. Lopes, K. Brown, & A. Uukkivi (Eds.), Developing Technology Mediation in Learning Environments (23-42). IGI Global. https://doi.org/10.4018/978-1-7998-1591-4.ch002

Technology can be used to bring people closer together yet can also come between them and push them apart. In an age where discourse around our relationship with technology is becoming more widely discussed as problematic, what are the experiences of... Read More about Teaching Across Time and Space: How University Educators Relate With, and Through, Technology.

Feedback, Feedforward, or Dialogue?: Defining a Model for Self-Regulated Learning (2017)
Book Chapter
Carver, M. (2017). Feedback, Feedforward, or Dialogue?: Defining a Model for Self-Regulated Learning. In Innovative Practices for Higher Education Assessment and Measurement; Advances in Higher Education and Professional Development (1-18). IGI Global. https://doi.org/10.4018/978-1-5225-0531-0.ch001

Better feedback is commonly demanded by students and institutions as a way of improving student satisfaction, encouraging more scholarly approaches to assessment, and building students' capacity for self-regulated learning. Student responses to surve... Read More about Feedback, Feedforward, or Dialogue?: Defining a Model for Self-Regulated Learning.

Personal reflections. (2016)
Book Chapter
Webster-Henderson, B., & Taylor, R. (2016). Personal reflections. In R. Taylor, & B. Webster (Eds.), The essentials of nursing leadership. SAGE Publications

The coaching leader. (2016)
Book Chapter
Webster-Henderson, B., McCready, G., & Cairncross, S. (2016). The coaching leader. In R. Taylor, & B. Webster (Eds.), The essentials of nursing leadership. SAGE Publications

Foreword (2016)
Book Chapter
Webster-Henderson, B. (2016). Foreword. In C. Penman, & M. Foster (Eds.), Innovations in learning and teaching: showcasing new approaches to higher education. Merchiston Publishing

Modelling pedagogic innovation in a Postgraduate Certificate in Learning and Teaching: risks and vulnerabilities (2016)
Book Chapter
Fotheringham, J., & James, K. (2016). Modelling pedagogic innovation in a Postgraduate Certificate in Learning and Teaching: risks and vulnerabilities. In C. Penman, & M. Foster (Eds.), Innovations in Learning and TeachingMerchiston Publishing

This chapter explores the choices and decisions made during the redevelopment of a new Postgraduate Certificate in Learning and Teaching, aimed at new higher education academic staff. Drawing from two models of blended and online curriculum design (S... Read More about Modelling pedagogic innovation in a Postgraduate Certificate in Learning and Teaching: risks and vulnerabilities.

Assessment for learning environments: a student-centred perspective (2014)
Book Chapter
McDowell, L., & Sambell, K. (2014). Assessment for learning environments: a student-centred perspective. In C. Kreber, . C. Anderson, N. Entwistle, & . J. McArthur (Eds.), Advances and innovations in university assessment and feedback (56-72). Edinburgh University Press. https://doi.org/10.3366/edinburgh/9780748694549.003.0004

Liz McDowell and Say Sambell focus on the importance of assessment for learning. Rather than simply adding new assessment techniques to existing entrenched practices that are seen to encourage learner dependence on their teachers and assign learners... Read More about Assessment for learning environments: a student-centred perspective.

The importance of evidence-based professional nursing practice. (2014)
Book Chapter
Reading, S., & Webster-Henderson, B. (2014). The importance of evidence-based professional nursing practice. In S. Reading, & B. Webster (Eds.), Achieving competencies for nursing practice: a handbook for student nurses (5-18). Open University Press

The concept of evidence-based practice underpins contemporary health care. Throughout your programme of nursing study you will develop the skills to demonstrate the application of evidence-based nursing practice. You will learn to think critically ab... Read More about The importance of evidence-based professional nursing practice..

Engaging students through assessment (2013)
Book Chapter
Sambell, K. (2013). Engaging students through assessment. In E. Dunne, & D. Owen (Eds.), The student engagement handbook : practice in higher education (379-396). Emerald

No abstract available.