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Dr Who and the Curriculum Planners: early observations from a longitudinal study of Associate Students’ transition to University (2015)
Presentation / Conference Contribution
Fotheringham, J., & Stupart, A. (2015, June). Dr Who and the Curriculum Planners: early observations from a longitudinal study of Associate Students’ transition to University. Presented at 12th International Conference on Enhancement and Innovation in Higher Education

This paper explores early observations from a longitudinal study of second year Associate Students studying HNs in colleges prior to making their way to university for third and final year of engineering degree programmes. We consider assumptions abo... Read More about Dr Who and the Curriculum Planners: early observations from a longitudinal study of Associate Students’ transition to University.

Informal feedback : feedback via participation (2015)
Report
Sambell, K. (2015). Informal feedback : feedback via participation. Hong Kong: Centre for the enhancement of teaching and learning (CELT)

This Briefing has been written by Professor Kay Sambell at the invitation of the HKU Wise Assessment Project. Its theme, capitalising on opportunities for informal feedback to enhance learning, has been explored by Professor Sambell in a number of pu... Read More about Informal feedback : feedback via participation.

Real time feedback in large classes (2015)
Presentation / Conference Contribution
Sambell, K. (2015, September). Real time feedback in large classes. Presented at IX International Congress on Formative and Shared Assessment in Higher Education

No abstract available.

QAA Student Transitions Project: A Benchmarking Exercise of Skills Award Frameworks ‘outwith’ Edinburgh Napier University (2015)
Other
Weaver, M., brodie, J., & devlin, J. (2015). QAA Student Transitions Project: A Benchmarking Exercise of Skills Award Frameworks ‘outwith’ Edinburgh Napier University. [Internal Report to QAA]. Edinburgh Napier University

A skills award provides an awareness framework which captures extra-curricular student activity with the intention of advancing student learning enhancement, future career and employability prospects. Active learning approaches will be combined with... Read More about QAA Student Transitions Project: A Benchmarking Exercise of Skills Award Frameworks ‘outwith’ Edinburgh Napier University.

Third sector internships Scotland: final report (2015)
Report
Caddell, M., Boyle, F., Jones, H., & Mcilwhan, R. (2015). Third sector internships Scotland: final report. Scotland: Scottish Funding Council

Third Sector Internships Scotland helped students gain paid work experience in the Third Sector. This five-year programme, part of the Scottish Funding Council’s Learning to Work 2 initiative, was open to students from all Scottish universities.

Peerwise: online assessment for learning. (2015)
Presentation / Conference Contribution
Waugh, A. (2015, December). Peerwise: online assessment for learning. Paper presented at Innovations in teaching and supporting learning: Edinburgh Napier University Teaching Fellows Conference

Presentation delivered at the Edinburgh Napier University Teaching Fellows Conference 2015.

Using reading diaries in independent learning. (2015)
Book Chapter
Wasson, S.-P. (2015). Using reading diaries in independent learning. In L. Thomson (Ed.), Compedium of effective practice in directed independent learning (130-132). QAA HIgher Education Academy

Reading diaries (and optional ‘reading question’ diary prompts) are used to encourage year three English, and English and Film BA (Hons), students to develop their self-directed learning. Since critical theory can be daunting, the independent study –... Read More about Using reading diaries in independent learning..

Enhancing the ‘Employability Journey’ for Year 3 direct entrant computing students. (2015)
Presentation / Conference Contribution
Smith, C. F., & Durkin, P. (2015, June). Enhancing the ‘Employability Journey’ for Year 3 direct entrant computing students. Presented at QAA Enhancement Themes

This paper addresses the theme of transitions during study through the experience of college students as they become 3rd year direct entrants on computing degree programmes, and as they prepare to undertake either graduate work or summer placement at... Read More about Enhancing the ‘Employability Journey’ for Year 3 direct entrant computing students..

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..

Deconstructing 'Mono'-Lingualism: considerations of value for 'English' 'language' education in a global setting. (2015)
Book Chapter
Pilcher, N., & Richards, K. (2015). Deconstructing 'Mono'-Lingualism: considerations of value for 'English' 'language' education in a global setting. In L. T. Wong, & A. Dubey-Jhaveri (Eds.), English language education in a global world: practices, issues and challenges (81-90). Nova Science Publishers

Traditionally, language speakers are categorised as mono-lingual, bilingual, or multilingual. It is traditionally assumed in English language education that the ‘lingual’ is something that can be ‘fixed’ in form, written down to be learnt, and taught... Read More about Deconstructing 'Mono'-Lingualism: considerations of value for 'English' 'language' education in a global setting..

Innovation in assessment and feedback: Enhancing the student experience. (2015)
Presentation / Conference Contribution
Adamson, E., & Webster, B. (2015, April). Innovation in assessment and feedback: Enhancing the student experience. Presented at International Conference on Research in Education and Science

Assessment is central to students learning and is a powerful driver in determining what students will do and how (Beaumont , O’Doherty and Shannon 2011).Feedback is known to be an important part of this and valued by students however the UK national... Read More about Innovation in assessment and feedback: Enhancing the student experience..

The Practice of the Sino-foreign Cooperation in Running Schools of Engineering Disciplines (2015)
Presentation / Conference Contribution
Wang, Z.-Z., Zhang, Y.-X., & Smith, I. (2015, August). The Practice of the Sino-foreign Cooperation in Running Schools of Engineering Disciplines. Presented at International Conference on Management Science and Management Innovation (MSMI 2015)

Lying in a transformation period of economic development, economic prosperity, social progress and development in science and technology have to rely on strong competitiveness of a nation’s universities to a large degree. Internationalising education... Read More about The Practice of the Sino-foreign Cooperation in Running Schools of Engineering Disciplines.

Putting employer engagement at the heart of Higher Education degree programmes. Sharing Edinburgh Napier University’s experiences. (2015)
Presentation / Conference Contribution
Smith, D., & Hussian, M. (2015, September). Putting employer engagement at the heart of Higher Education degree programmes. Sharing Edinburgh Napier University’s experiences. Presented at 6th International Conference Education, Research & Development

Edinburgh Napier University has 50 year history of working with regional employers to develop programmes of study which produce appropriately skilled and qualified graduates. Recently, through the nationally funded Graduate Employability Project sev... Read More about Putting employer engagement at the heart of Higher Education degree programmes. Sharing Edinburgh Napier University’s experiences..

The impact of National Qualifications Frameworks: by which yardstick do we measure dreams? (2015)
Journal Article
Pilcher, N., Fernie, S., & Smith, K. (2017). The impact of National Qualifications Frameworks: by which yardstick do we measure dreams?. Journal of Education and Work, 30(1), 1-12. https://doi.org/10.1080/13639080.2015.1122178

National Qualifications Frameworks (NQFs) are a global phenomenon. This is evidenced by their scale, coverage and intrinsic link with education policy across Europe and beyond. Research into their impact has encompassed a number of perspectives; theo... Read More about The impact of National Qualifications Frameworks: by which yardstick do we measure dreams?.