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Prof Claire Garden's Outputs (44)

Structured Biomedical Sciences Honours Projects: A Protocol for Resilience and Preparedness for the World of Work During the Pandemic? (2021)
Presentation / Conference Contribution
Garden, C. (2021, May). Structured Biomedical Sciences Honours Projects: A Protocol for Resilience and Preparedness for the World of Work During the Pandemic?. Poster presented at Horizons in STEM Higher Education, Online

For the past four years, undergraduate students studying on the Royal Society of Biology accredited Biomedical Sciences honours degree at Edinburgh Napier University have been undertaking structured, timetabled honours projects co-supervised by a gro... Read More about Structured Biomedical Sciences Honours Projects: A Protocol for Resilience and Preparedness for the World of Work During the Pandemic?.

Why do you do what you do to me? How the pandemic is changing the focus from 'what' we teach and assess to 'how' (2021)
Other
Garden, C. (2021). Why do you do what you do to me? How the pandemic is changing the focus from 'what' we teach and assess to 'how'. https://edinburghnapieruniversity.newsweaver.com/rg15q74uj5/1aj5ut6ivy31byryw4zao8?lang=en&a=1&p=3082871&t=319963

Claire reflects on the past year and shares her thoughts on how the focus of teaching and assessment has changed, and how it might develop for the good going forward.

Gamification for student engagement: a framework (2021)
Journal Article
Rivera, E. S., & Garden, C. L. P. (2021). Gamification for student engagement: a framework. Journal of Further and Higher Education, 45(7), 999-1012. https://doi.org/10.1080/0309877x.2021.1875201

Gamification, the application of game elements to non-game situations, has gained traction in education as a mechanism for improving motivation and/or learning outcomes. Although it is widely accepted that gamification enhances these aspects of engag... Read More about Gamification for student engagement: a framework.

Gamifying Formative Assessments for Student Engagement: The First Real How-To (2019)
Presentation / Conference Contribution
Rivera, E., & Garden, C. (2019, November). Gamifying Formative Assessments for Student Engagement: The First Real How-To. Presented at SEDA Autumn Conference 2019, Leeds, UK

Over the past three years, Edinburgh Napier University has invested significant resources
in supporting a programme-focused approach to learning. Vital to this is the effectiveness
of highquality formative assessments in its modules. However, forma... Read More about Gamifying Formative Assessments for Student Engagement: The First Real How-To.

A biomechanical investigation of a spinal mobilisation intervention with Multiple Sclerosis patients (2019)
Presentation / Conference Contribution
Hamilton, R., Brown, S., & Garden, C. (2019, October). A biomechanical investigation of a spinal mobilisation intervention with Multiple Sclerosis patients. Poster presented at Rehabilitation in Multiple Sclerosis, Special Interest Group on Mobility, Glasgow, UK

Final PhD results with comparisons over 3 studies investigating a biomechanical analysis of a spinal mobilisation therapy analysing muscle tissue quality, functional balance and movement measures, self-reported pain and self-reported fatigue.

Using Lego to Construct Active Learning Experiences (2019)
Presentation / Conference Contribution
Ennis, L., & Garden, C. (2019, July). Using Lego to Construct Active Learning Experiences. Presented at Enhancing Student Learning Through Innovative Scholarship, Edinburgh

This workshop will explore some of the different ways to use Lego construction toys as a mechanism for encouraging Active Learning. As a learning tool Lego has many uses and offers a low barrier for understanding. From building literal models to cons... Read More about Using Lego to Construct Active Learning Experiences.

No Alarms and No Surprises (2019)
Presentation / Conference Contribution
Garden, C. (2019, June). No Alarms and No Surprises. Presented at Learning and Teaching Conference, Edinburgh

In this presentation I will outline a number of case studies where I have learned from working with students from different learning backgrounds to develop my teaching ethos of ‘no alarms and no surprises’. I address the accessibility of ‘surprise’ t... Read More about No Alarms and No Surprises.

Gamification for Engagement: A Framework to Study and Apply Gamification (2019)
Presentation / Conference Contribution
Garden, C., & Rivera, E. (2019, June). Gamification for Engagement: A Framework to Study and Apply Gamification. Presented at ENU Research Conference 2019, Edinburgh

We will showcase research currently underway through a PhD studentship entitled ‘Does Gamification improve engagement with, and effectiveness of formative assessment?’. We first define gamification and explain the theoretical basis of the new Gamific... Read More about Gamification for Engagement: A Framework to Study and Apply Gamification.

Putting theory into practice: gamification for student engagement (2018)
Presentation / Conference Contribution
Garden, C., & Rivera, E. (2018, July). Putting theory into practice: gamification for student engagement. Presented at Edulearn 18: 10th International Conference on Education and New Learning Technologies, Palma, Spain

Gamification is the use of game design elements in a non-game contexts [1]. It is an intervention that has been used in a business setting for a number of years and is now becoming more and more applied in higher education [2]. We present the practic... Read More about Putting theory into practice: gamification for student engagement.

Theory and Games: Developing a method for gamifying Higher Education (2018)
Presentation / Conference Contribution
Rivera, E. S., & Garden, C. L. P. (2018, July). Theory and Games: Developing a method for gamifying Higher Education. Presented at Edulearn18, Palma, Spain

Gamification, the use of game attributes in non-game context, is used in the private sector as well as education[1]. Research into Gamified Learning (GL) often focuses on case studies of impact or value [2], and can suffer from a lack of parsimony. T... Read More about Theory and Games: Developing a method for gamifying Higher Education.

The investigation of a spinal mobilisation intervention in people with Multiple Sclerosis (2018)
Presentation / Conference Contribution
Hamilton, R., Brown, S., & Garden, C. (2018, September). The investigation of a spinal mobilisation intervention in people with Multiple Sclerosis. Poster presented at Rehabilitation in Multiple Sclerosis, Special Interest Group on Mobility

Preliminary results of a spinal mobilisation intervention in people with multiple sclerosis, a randomised cross-over trial.

Constructing Active Learning Experiences (2018)
Presentation / Conference Contribution
Garden, C., & Ennis, L. (2018, January). Constructing Active Learning Experiences. Presented at ALIEN (Active Learning In Edinburgh Napier) Staff Conference

There are many methods for stimulating Active Learning in the Higher Education classroom. Active Learning occurs when higher-order thinking is invoked during learning events, prompting spontaneous analysis, synthesis, and evaluation in participants (... Read More about Constructing Active Learning Experiences.

Weaker control of the electrical properties of cerebellar granule cells by tonically active GABAA receptors in the Ts65Dn mouse model of Down's syndrome. (2013)
Journal Article
Szemes, M., Davies, R. L., Garden, C. L. P., & Usowicz, M. M. (2013). Weaker control of the electrical properties of cerebellar granule cells by tonically active GABAA receptors in the Ts65Dn mouse model of Down's syndrome. Molecular Brain, 6, 33

BACKGROUND

Down's syndrome (DS) is caused by triplication of all or part of human chromosome 21 and is characterized by a decrease in the overall size of the brain. One of the brain regions most affected is the cerebellum, in which the number of g... Read More about Weaker control of the electrical properties of cerebellar granule cells by tonically active GABAA receptors in the Ts65Dn mouse model of Down's syndrome..

Increased excitability and altered action potential waveform in cerebellar granule neurons of the Ts65Dn mouse model of Down syndrome (2012)
Journal Article
Usowicz, M. M., & Garden, C. L. P. (2012). Increased excitability and altered action potential waveform in cerebellar granule neurons of the Ts65Dn mouse model of Down syndrome. Brain Research, 1465, 10-17. https://doi.org/10.1016/j.brainres.2012.05.027

Down syndrome (DS) is characterized by intellectual disability and impaired motor control. Lack of coordinated movement, poor balance, and unclear speech imply dysfunction of the cerebellum, which is known to be reduced in volume in DS. The principal... Read More about Increased excitability and altered action potential waveform in cerebellar granule neurons of the Ts65Dn mouse model of Down syndrome.

Alternative Assessment for a Visually Impaired Student (2010)
Digital Artefact
Garden, C., Chalmers, C., Orwat, M., & Booth, S. (2010). Alternative Assessment for a Visually Impaired Student. [http://staff.napier.ac.uk/services/dlte/LTA/resources/Pages/Details.aspx?ItemID=48&Section=CS]

Essay writing in a scientific style is considered to be a key skill for students studying Biological Sciences and Sport and Exercise science. An assessment in the core first year module “Introductory Physiology” therefore includes an essay on one of... Read More about Alternative Assessment for a Visually Impaired Student.