Skip to main content

Research Repository

Advanced Search

Outputs (14)

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.

An alternative to the peer review workshop (2019)
Presentation / Conference Contribution
Bishop, D. (2019, November). An alternative to the peer review workshop. Paper presented at National Association of Writers in Education 2019 Conference, York, United Kingdom

The peer review workshop has been called ‘the signature pedagogy’ of creative writing as an academic discipline. This presentation offers an alternative to that model. David Bishop reveals how the Edinburgh Napier University MA, a genre fiction-focus... Read More about An alternative to the peer review workshop.

The Importance of Authenticity in Cyber Security Training and Education (2019)
Presentation / Conference Contribution
Macfarlane, R., & Mata de Acuna, J. (2019, November). The Importance of Authenticity in Cyber Security Training and Education. Presented at JISC Security Conference, Newcastle, England

The knowledge gap between academy and industry is a challenging issue that educators face every day. In the field of cyber security, it is important that students understand the need of adapting and acquiring new skills that allow them to put their t... Read More about The Importance of Authenticity in Cyber Security Training and Education.

Dramatic Effect - enhancing nurse education through performance (2019)
Presentation / Conference Contribution
Mahoney, C., Bastow, F., & Harper-McDonald, B. (2019, September). Dramatic Effect - enhancing nurse education through performance. Paper presented at RAISE Annual Conference, Newcastle Upon Tyne

Health and social care integration (HCI) is an important policy priority across the United Kingdom. HCI is a complex process, not least because it results in blurring and redefinition of professional roles. Because nurses are at the forefront of HCI... Read More about Dramatic Effect - enhancing nurse education through performance.

A book to bind us together: Staff–student collaboration on a new model of publication (2019)
Presentation / Conference Contribution
Gray, A. (2019, July). A book to bind us together: Staff–student collaboration on a new model of publication. Paper presented at Advance HE Learning & Teaching Annual Conference, 2019, Northumbria University

This presentation provides insights into a ground-breaking initiative in which academics worked with students to produce a new book, entitled “Innovation in Learning and Teaching”. The book has now been published in print and is available on Amazon (... Read More about A book to bind us together: Staff–student collaboration on a new model of publication.

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.

Building on Intent – a Framework for Developing Vocal Musicianship (2019)
Presentation / Conference Contribution
Stefanie, R. (2019, June). Building on Intent – a Framework for Developing Vocal Musicianship. Paper presented at Association for Popular Music Education Annual Conference, New York, USA

Voice can be an awkward instrument to teach. The research of pioneers such as MeriBeth Bunch, Ingo Titze, and Jo Estill has provided us with illuminating scientific insight in to the mechanics of vocal production. The science helps us understand what... Read More about Building on Intent – a Framework for Developing Vocal Musicianship.

Responding, Reframing, and Revising – Utilising Improvisation Principles in Critique and Problem Solving (2019)
Presentation / Conference Contribution
Stefanie, R. (2019, June). Responding, Reframing, and Revising – Utilising Improvisation Principles in Critique and Problem Solving. Paper presented at Association for Popular Music Education Annual Conference, New York, USA

In comedic and dramatic performance improvisation is underpinned by the principle “yes… and”. The goal of an improviser is to accept and respond to an idea then adapt and develop a scene. To make the narrative work and performers look good an improvi... Read More about Responding, Reframing, and Revising – Utilising Improvisation Principles in Critique and Problem Solving.

Assessment as a locus for engagement: priorities and practicalities (2019)
Journal Article
Sambell, K., Brown, S., & Race, P. (2019). Assessment as a locus for engagement: priorities and practicalities. Giornale Italiano della Recerca Educativa, https://doi.org/10.7346/SIRD-1S2019-P45

This paper considers how assessment can productively act as a locus for engagement. It focuses on the important case being made by diverse global assessment experts who argue that we would do well to rethink assessment such that learning, rather than... Read More about Assessment as a locus for engagement: priorities and practicalities.

What’s in a word? Practices associated with ‘feedforward’ in higher education. (2019)
Journal Article
Reimann, N., Sadler, I., & Sambell, K. (2019). What’s in a word? Practices associated with ‘feedforward’ in higher education. Assessment and Evaluation in Higher Education, 44(8), 1279-1290. https://doi.org/10.1080/02602938.2019.1600655

The term ‘feedforward’ is increasingly employed in higher education, and this paper focuses on the way in which it fits into contemporary debates about feedback and its impact on practitioners. Semi-structured interviews were used to investigate the... Read More about What’s in a word? Practices associated with ‘feedforward’ in higher education..

How do I get the grades creativity and conflicts of motivation risk and reward. (2019)
Book Chapter
Stefanie, R. (2019). How do I get the grades creativity and conflicts of motivation risk and reward. In Z. Moir, B. Powell, & G. D. Smith (Eds.), The Bloomsbury Handbook of Popular Music Education: Perspectives and Practices (395-413). Bloomsbury Publishing

This chapter discusses the thought processes behind learning, teaching, and assessment (LTA) of creativity as a set of skills and processes. I utilize the work I have done in designing and delivering a module (course) that specifically tackles creati... Read More about How do I get the grades creativity and conflicts of motivation risk and reward..