Outputs (229)

Avoiding dialogues of non-discovery through promoting dialogues of discovery. (2015)
Journal Article
Richards, K., & Pilcher, N. (2015). Avoiding dialogues of non-discovery through promoting dialogues of discovery. Dialogic Pedagogy, 3, 43-64. https://doi.org/10.5195/dpj.2015.101

International students and direct entrants—those entering a higher year of a degree—often come from socio-economic or cultural backgrounds different from traditional students, and have different educational backgrounds. It is assumed such students ne... Read More about Avoiding dialogues of non-discovery through promoting dialogues of discovery..

Strategic positioning of IT business Incubators within Universities - a comparative study of the United Kingdom and India. (2015)
Presentation / Conference Contribution
Smith, S., Kannabiran, G., & Laing, S. (2015, November). Strategic positioning of IT business Incubators within Universities - a comparative study of the United Kingdom and India. Paper presented at Institute for Small Business and Entrepreneurship

Advances in Information Technology (IT) offers various innovation opportunities. Incubation of IT innovation, with a focus on promoting entrepreneurship, has been a strategic priority of many leading universities across the world. Incubation of IT in... Read More about Strategic positioning of IT business Incubators within Universities - a comparative study of the United Kingdom and India..

Is There Theory Behind Practice? Theorising University Teaching With Digital Technologies (2015)
Presentation / Conference Contribution
Drumm, L. (2015, October). Is There Theory Behind Practice? Theorising University Teaching With Digital Technologies. Presented at European Conference on e-Learning, Kidmore End

This ongoing doctoral research project is concerned with theoretical understandings of university teaching using digital technologies. Lecturers are adopting a range of tools, both in-house and external, for the purposes of teaching and learning but... Read More about Is There Theory Behind Practice? Theorising University Teaching With Digital Technologies.

The future of professionalising informatics: a university education perspective. (2015)
Presentation / Conference Contribution
Smith, S., & Phillips, I. (2015, October). The future of professionalising informatics: a university education perspective. Paper presented at 11th European Computer Science Summit

In March 2015, the Shadbolt Review group was established in the UK to review course accreditation of computer science university courses. The Council of Professors and Heads of Computing is represented on the review group alongside industry, funding... Read More about The future of professionalising informatics: a university education perspective..

Women in ICT: exploring professional Identity on an executive masters program (2015)
Presentation / Conference Contribution
Smith, S., Smith, C. F., & Varey, A. (2015, October). Women in ICT: exploring professional Identity on an executive masters program. Paper presented at 6th Annual Conference on Computer Science Education: Innovation and Technology (CSEIT 2015), Singapore

Despite years of purposeful activity there is still a shortfall in the numbers of women enrolling onto computing courses in the UK and elsewhere, while many who join the profession then leave. This ‘leaky-pipeline’ phenomenon is a concern for employe... Read More about Women in ICT: exploring professional Identity on an executive masters program.

Building confidence during transition from college to university (2015)
Presentation / Conference Contribution
Meharg, D., Tizard, J., Varey, A., & Cairncross, S. (2015, September). Building confidence during transition from college to university. Paper presented at British Educational Research Association, Belfast

Making co-op work for you: a comparative exploration of student attitudes to co-op programs in the United States and the United Kingdom (2015)
Presentation / Conference Contribution
Ramirez, N., Smith, S., Smith, C., Berg, T., Strubel, B., Ohland, M., & Main, J. (2015, August). Making co-op work for you: a comparative exploration of student attitudes to co-op programs in the United States and the United Kingdom. Paper presented at World Conference on Co-op and Work Integrated Learning (WACE 19th), Kyoto Sangyo University, Kyoto, Japan

University engineering and computing courses have a long tradition of co-operative education that plays a vital role in developing students' applied skills and giving confidence to students and potential employers. Nevertheless, not all students choo... Read More about Making co-op work for you: a comparative exploration of student attitudes to co-op programs in the United States and the United Kingdom.

Supporting student transitions to placement: developing a new self-identity. (2015)
Presentation / Conference Contribution
Smith, S., & Smith, C. F. (2015, June). Supporting student transitions to placement: developing a new self-identity. Presented at Enhancement and Innovation in Higher Education

Employer expectations of graduates, as evidenced by the job descriptions of graduate vacancies, often include relevant work experience; however meeting student demand for placements remains a challenge for universities. In practice there is generally... Read More about Supporting student transitions to placement: developing a new self-identity..

Student voice and peer support during transition (2015)
Presentation / Conference Contribution
Meharg, D., Tizard, J., & Varey, A. (2015, June). Student voice and peer support during transition. Paper presented at QAA Enhancement Themes, Glasgow

Despite increased investment in transition between further education and higher education during the last 10 years, direct entrants remain less likely to take an active part in class, less likely to feel part of the academic community, and also less... Read More about Student voice and peer support during transition.

Can pay, should pay? Exploring employer and student perceptions of paid and unpaid placements (2015)
Journal Article
Smith, S., Smith, C., & Caddell, M. (2015). Can pay, should pay? Exploring employer and student perceptions of paid and unpaid placements. Active learning in higher education, 16(2), 149-164. https://doi.org/10.1177/1469787415574049

Students can benefit from applying their emerging skillsets through a work placement, both in terms of consolidating their learning and in gaining a better appreciation of their subject area. However, the main motivation for students in completing a... Read More about Can pay, should pay? Exploring employer and student perceptions of paid and unpaid placements.

Widening access through transition from college to university (2015)
Presentation / Conference Contribution
Meharg, D., & Tizard, J. (2015, February). Widening access through transition from college to university. Presented at The Social Dimension in European Higher Education, Vienna, Austria

Widening access through transition from College to University In Scotland, one strategy for increasing participation at university for people from deprived socio-economic areas is to provide academic pathways from vocational courses at college to uni... Read More about Widening access through transition from college to university.

Evaluation of the lasting impacts on employability of co-operative serious game-playing by first year Computing students: An exploratory analysis (2015)
Presentation / Conference Contribution
Bhardwaj, J. (2014, October). Evaluation of the lasting impacts on employability of co-operative serious game-playing by first year Computing students: An exploratory analysis. Presented at IEEE Frontiers in Education

This paper reports a case study of cooperative , small-group, game-based learning by a cohort of undergraduates on a range of computing programmes, during the first trimester of their first year. Game-based learning in the form of a total-enterprise... Read More about Evaluation of the lasting impacts on employability of co-operative serious game-playing by first year Computing students: An exploratory analysis.

Adaptive learning in computing for non-native speakers. (2014)
Presentation / Conference Contribution
Rimbaud, Y., McEwan, T., Lawson, A., & Cairncross, S. (2014, October). Adaptive learning in computing for non-native speakers

A significant proportion of e-Learning resources for engineering and computing education appear to be exclusively in English, requiring many learners to adapt themselves to learning within an English language context. Adaptive learning has a role to... Read More about Adaptive learning in computing for non-native speakers..

From employability attributes to professional identity: students transitioning to the workplace. (2014)
Presentation / Conference Contribution
Smith, S., Sobolewska, E., & Smith, I. (2014, October). From employability attributes to professional identity: students transitioning to the workplace

In order to realize the employment ambitions of graduates we can work with students to facilitate the construction of their identity as members of a global engineering profession. Of particular interest is whether (and, if so, how) students reconstru... Read More about From employability attributes to professional identity: students transitioning to the workplace..

Computer Science: Driving Entrepreneurship. (2014)
Presentation / Conference Contribution
Smith, S. (2014, October). Computer Science: Driving Entrepreneurship. Paper presented at 10th European Computer Science Summit

No abstract available.

What’s in it for me? Making the case for paid student placements in computer science. (2014)
Presentation / Conference Contribution
Smith, S., & Smith, C. F. (2014, July). What’s in it for me? Making the case for paid student placements in computer science. Paper presented at STEM 2014

Recognising the need for skilled computer science graduates, the university funding body in Scotland, the Scottish Funding Council (SFC) is supporting a Scotland-wide student placement project, e-Placement Scotland, to create 750 new paid student pla... Read More about What’s in it for me? Making the case for paid student placements in computer science..

IS Degrees: Sociotechnical or Technosocial? - A Reflective Analysis. (2013)
Presentation / Conference Contribution
Coady, J., Berg, T., & Pooley, R. (2012, August). IS Degrees: Sociotechnical or Technosocial? - A Reflective Analysis. Presented at ISD Conference

This paper describes a reflective and empirical investigation by staff involved in delivery of the Heriot-Watt University Information Systems undergraduate degree. It looks particularly at the practical relevance of the IS 2010 model curriculum, aski... Read More about IS Degrees: Sociotechnical or Technosocial? - A Reflective Analysis..

Effects of real-time visual feedback on pre-service teachers' singing: Effect of real-time visual feedback (2013)
Journal Article
Leong, S., & Cheng, L. (2014). Effects of real-time visual feedback on pre-service teachers' singing: Effect of real-time visual feedback. Journal of Computer Assisted Learning, 30(3), 285-296. https://doi.org/10.1111/jcal.12046

This pilot study focuses on the use real-time visual feedback technology (VFT) in vocal training. The empirical research has two aims: to ascertain the effectiveness of the real-time visual feedback software ‘Sing & See’ in the vocal training of pre-... Read More about Effects of real-time visual feedback on pre-service teachers' singing: Effect of real-time visual feedback.

A model of sustainable ecosystem for software development, software business and music education (2013)
Thesis
Cheng, L. A model of sustainable ecosystem for software development, software business and music education. (Thesis). The Education University of Hong Kong. http://researchrepository.napier.ac.uk/Output/2792659

This interdisciplinary study addresses the issue of creating a sustainable ecosystem consisting of the ecologies of software development, software business and music education. These are three key areas contributing to the end users’ applications of... Read More about A model of sustainable ecosystem for software development, software business and music education.

Contextualising higher education assessment task words with an ‘anti-glossary’ approach (2013)
Journal Article
Richards, K., & Pilcher, N. (2014). Contextualising higher education assessment task words with an ‘anti-glossary’ approach. International Journal of Qualitative Studies in Education, 27(5), 604-625. https://doi.org/10.1080/09518398.2013.805443

Key ‘generic’ assessment task words such as ‘discuss’ and ‘critically evaluate’ are integral to higher education assessment. Although sources such as study skills guides give generic decontextualised glossaries of these words, much research rightly a... Read More about Contextualising higher education assessment task words with an ‘anti-glossary’ approach.