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Exploring contributions of project-based learning to health and wellbeing in secondary education (2015)
Journal Article
Allison, P., Gray, S., Sproule, J., Nash, C., Martindale, R., & Wang, J. (2015). Exploring contributions of project-based learning to health and wellbeing in secondary education. Improving Schools, 18(3), 207-220. https://doi.org/10.1177/1365480215599298

Regardless of the aims and purposes of education, recent trends in pedagogy suggest an increasing popularity of project-based learning (PBL) and a focus on interdisciplinary approaches to learning, however ill-defined they may be. Connections between... Read More about Exploring contributions of project-based learning to health and wellbeing in secondary education.

Mentors' and students' perspectives of feedback in practice assessment: a literature review. (2015)
Report
Pollock, C., Rice, A. M., & McMillan, A. (2015). Mentors' and students' perspectives of feedback in practice assessment: a literature review. NHS Education for Scotland

Project Summary
This project aims to address the complex challenges in providing meaningful feedback to students in the
practice learning environment. A literature review will examine the current published research and scholarship
in this area.
A... Read More about Mentors' and students' perspectives of feedback in practice assessment: a literature review..

Curriculum: directions, decisions and debate (2012)
Journal Article
Fotheringham, J., Strickland, K., & Aitchison, K. (2012). Curriculum: directions, decisions and debate. Developing and Supporting the Curriculum,

The purpose of this paper is to provide an overview of the factors which may effect, stimulate or be the cause of curriculum changes in higher education (HE) in Scotland. This overview leads to a series of questions which could be used to encourage d... Read More about Curriculum: directions, decisions and debate.

Regular Revision Stupid! The Retention of Knowledge after the End of Module Delivery. (2010)
Journal Article
Jaworski, P. M. (2010). Regular Revision Stupid! The Retention of Knowledge after the End of Module Delivery. Journal advances in higher education : research, education and innovation in the European research area / SPACE, European Network for Business Studies and Languages, 3, 53-62

The paper is devoted to measuring the effectiveness of an IT-assisted continuous assessment regimen used for the Economics 1 module delivered to four cohorts of first year undergraduate students of Napier University Business School in two academic ye... Read More about Regular Revision Stupid! The Retention of Knowledge after the End of Module Delivery..

Building a physically active and talent rich culture: an educationally sound approach (2010)
Journal Article
Collins, D., Martindale, R. J. J., Button, A., & Sowerby, K. (2010). Building a physically active and talent rich culture: an educationally sound approach. European Physical Education Review, 16, 7-28. https://doi.org/10.1177/1356336X10369196

Physical education and sport are often critically evaluated for the potential impact they can have on the development of children, both from the perspective of health and the development of sporting talent. Reflecting these two important goals, this... Read More about Building a physically active and talent rich culture: an educationally sound approach.

The Slow Death of Formal Learning: A Polemic (2010)
Journal Article
McGuire, D., & Gubbins, C. (2010). The Slow Death of Formal Learning: A Polemic. Human Resource Development Review, 9(3), 249-265. https://doi.org/10.1177/1534484310371444

Over recent years, approaches to education and training have become more informal, situated, outcome focused and experiential. Within this context, formal learning now plays a greatly diminished role, being supplanted by activity-based and technologi... Read More about The Slow Death of Formal Learning: A Polemic.

Trigger questions: their role in problem based learning - Do they add value to the quality of interactive business case study solutions? (2007)
Journal Article
Gallagher, J. (2007). Trigger questions: their role in problem based learning - Do they add value to the quality of interactive business case study solutions?. Journal of Business Case Studies, 3, 9-22

The most effective learning is grounded in experience - learning by doing. However, in business schools it is unlikely that many of the students will have had any great exposure to real life business experience. Moreover, the depth of their experienc... Read More about Trigger questions: their role in problem based learning - Do they add value to the quality of interactive business case study solutions?.

The business case study: a suitable candidate for blended learning. (2006)
Journal Article
Gallagher, J. (2006). The business case study: a suitable candidate for blended learning. Journal of Business Case Studies, 2, 5-18

The object of this paper is to examine the role the interactive, business case study plays in
deep, experiential, learning. To do this I draw both on experience built over twenty years of
writing and teaching by the case method and empirical study... Read More about The business case study: a suitable candidate for blended learning..

Opening doors as well as banging on tables: an assessment of UNISON/employer partnerships on learning in the UK public sector (2004)
Journal Article
Munro, A., & Rainbird, H. (2004). Opening doors as well as banging on tables: an assessment of UNISON/employer partnerships on learning in the UK public sector. Industrial Relations Journal, 35(5), 419-433. https://doi.org/10.1111/j.1468-2338.2004.00324.x

The academic debate on partnerships has so far mainly focused on whether there are mutual gains for both unions and employers and whether they support or undermine branch organisation. This debate is here assessed in relation to learning partnerships... Read More about Opening doors as well as banging on tables: an assessment of UNISON/employer partnerships on learning in the UK public sector.

A question of realism. (2004)
Presentation / Conference Contribution
Hetherington, R., Crerar, A., & Turner, P. (2004). A question of realism. In User-Centered Interaction Paradigms for Universal Access in the Information Society (68-76). https://doi.org/10.1007/978-3-540-30111-0_6

We present the results of an exploratory study investigating the feasibility of using multimedia software to teach life skills to adults with learning difficulties. As a precursor to determining whether the clients would benefit from the software, we... Read More about A question of realism..