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Outputs (215)

Radically reconfigured or just broken? How emergency online teaching has altered staff conceptions of learning and teaching (2021)
Presentation / Conference Contribution
Drumm, L., & Zike, J. (2021, December). Radically reconfigured or just broken? How emergency online teaching has altered staff conceptions of learning and teaching. Paper presented at Society for Research in Higher Education’s Annual Conference, Online

The pace of this so-called 'pivot' meant that careful online curriculum design and evidence-based approaches were often lost in the urgency to replicate face-to-face teaching. What are the longer term implications of so much of education operating wi... Read More about Radically reconfigured or just broken? How emergency online teaching has altered staff conceptions of learning and teaching.

Digital Pedagogy & Learning Design (2021)
Presentation / Conference Contribution
Drumm, L. (2021, November). Digital Pedagogy & Learning Design. Paper presented at The EdTech & Digital Learning Conference, Online

Evolving ecologies in digital education - A perspective from Scotland (2022)
Presentation / Conference Contribution
Drumm, L., & Zike, J. (2022, May). Evolving ecologies in digital education - A perspective from Scotland. Paper presented at Irish Learning Technology Association’s Annual Conference ‘EdTech 2022’, University College Cork

Ecosystems balance in a delicate dynamic of motion and change. When hit with a disturbance, an ecosystem's resilience is tested and any vacuum quickly filled by those well-suited to the new conditions. The ecologies wherein teaching occurs in higher... Read More about Evolving ecologies in digital education - A perspective from Scotland.

Searching for Meaning: Exploring Community and Belonging at University (2022)
Presentation / Conference Contribution
Haddow, C., & Brodie, J. (2022, June). Searching for Meaning: Exploring Community and Belonging at University. Presented at The Gathering 2022, Edinburgh

Enhancing belonging at university has emerged as an area of thematic priority at institutional level, in academic research and for quality enhancement organisations such as Advance HE and QAA Scotland (Campbell, 2019; O’Mahony et al., 2013; Robertson... Read More about Searching for Meaning: Exploring Community and Belonging at University.

Enhancing Belonging At University: Exploring Authentic Community Building (2022)
Presentation / Conference Contribution
Haddow, C., & Brodie, J. (2022, July). Enhancing Belonging At University: Exploring Authentic Community Building. Paper presented at 5th International Active Learning Conference, Online

Despite a link between retention and a sense of belonging being identified in salient literature (Pedler et al., 2021), results from the UK’s National Student Survey still indicate a consistently low positive response rate to question 21 ‘I feel part... Read More about Enhancing Belonging At University: Exploring Authentic Community Building.

A national approach: Foregrounding programme leadership in Scotland (2022)
Book Chapter
Caddell, M., Ellis, S., Haddow, C., & Davis, K. (2022). A national approach: Foregrounding programme leadership in Scotland. In J. Lawrence, S. Morón-García, & R. Senior (Eds.), Supporting Course and Programme Leaders in Higher Education: Practical Wisdom for Leaders, Educational Developers and Programme Leaders. Routledge. https://doi.org/10.4324/9781003127413-4

This chapter explores programme leadership in a collaborative, multi-institutional context arguing cross-institutional connection offers programme leaders (PLs) opportunities for greater depth of learning and opportunities to build networks and platf... Read More about A national approach: Foregrounding programme leadership in Scotland.

GC Insights: Geoscience students' experience of writing academic poetry as an aid to their science education (2022)
Journal Article
Wardle, A., & Illingworth, S. (2022). GC Insights: Geoscience students' experience of writing academic poetry as an aid to their science education. Geoscience Communication, 5(3), 221-225. https://doi.org/10.5194/gc-5-221-2022

A survey was completed by 11 geoscience students in order to explore their experience of writing poetry as an aid to their science education. A thematic analysis found that themes could be categorised as being related to either the “Task Process” (“I... Read More about GC Insights: Geoscience students' experience of writing academic poetry as an aid to their science education.

Participant-centred planning framework for effective gender balance activities in tech (2022)
Presentation / Conference Contribution
Taylor-Smith, E., Barnett, C., Smith, S., Barr, M., & Shankland, C. (2022, September). Participant-centred planning framework for effective gender balance activities in tech. Presented at The United Kingdom and Ireland Computing Education Research (UKICER) conference from the UK ACM Special Interest Group in Computing Science Education Chapter (UKICER 2022), Mountmellick, Ireland

The gender imbalance in the tech industry [21], mirrored in computing education [13], is problematic in terms of providing appropriate products and services for the whole population. This lack of diversity and inclusion is also self-perpetuating thro... Read More about Participant-centred planning framework for effective gender balance activities in tech.

Pulling your weight?: New CS entrants' reflections on their experience of collaborative work at high school (2019)
Presentation / Conference Contribution
Bhardwaj, J. (2019, September). Pulling your weight?: New CS entrants' reflections on their experience of collaborative work at high school. Presented at 1st UK & Ireland Computing Education Research Conference, Canterbury, United Kingdom

University CS courses encourage collaborative work to improve engagement, despite the popular perception that CS attracts students who prefer working alone. The aim of this study is to explore new entrants' reflections on their experience of group wo... Read More about Pulling your weight?: New CS entrants' reflections on their experience of collaborative work at high school.

Gender and placemaking: talking to women about clean air and sustainable urban environments in changing cities (2022)
Journal Article
Loroño-Leturiondo, M., & Illingworth, S. (2023). Gender and placemaking: talking to women about clean air and sustainable urban environments in changing cities. Journal of Place Management and Development, 16(1), 91-104. https://doi.org/10.1108/jpmd-04-2021-0035

Purpose This purpose of this study is to explore the voices of women in conceptualizing a city with clean air, and how this relates to urban structural changes being made more environmentally and socially sustainable. Design/methodology/approach... Read More about Gender and placemaking: talking to women about clean air and sustainable urban environments in changing cities.

Apprentices' longitudinal perspectives of the tripartite collaboration at the heart of degree apprenticeships (2022)
Presentation / Conference Contribution
Taylor-Smith, E., Smith, S., & Fabian, K. (2022, September). Apprentices' longitudinal perspectives of the tripartite collaboration at the heart of degree apprenticeships. Paper presented at Organisational Learning, Knowledge and Capabilities, OLKC 2022, Trollhättan, Sweden

Purpose: In degree apprenticeships, the tripartite collaboration between the apprentice, the employer, and the university is key to success. As the apprentices are at the centre of the degree, their lived experience and reflections are essential to... Read More about Apprentices' longitudinal perspectives of the tripartite collaboration at the heart of degree apprenticeships.

Mobilising more women into computing (2022)
Presentation / Conference Contribution
Taylor-Smith, E., Shankland, C., Smith, S., & Barr, M. (2022, December). Mobilising more women into computing. Paper presented at Mobilities in Higher Education: SRHE International Conference 2022, Online

According to HESA data, UK universities' computing departments continue to suffer from a gender imbalance, where at present only 21% of students are female. This imbalance can deter women and non-binary people from applying and also be challenging fo... Read More about Mobilising more women into computing.

Direct entrants as route guides to the higher education landscape (2022)
Presentation / Conference Contribution
Taylor-Smith, E., Meharg, D., & Fabian, K. (2022). Direct entrants as route guides to the higher education landscape. In SRHE International Conference 2022

Students who study for an HND at further education college and then join the university directly into the 3 rd year of their honours degree are a valuable segment of our academic community. This route provides opportunities for more people to gain HE... Read More about Direct entrants as route guides to the higher education landscape.

Transactional distance in the context of online and blended learning (2022)
Presentation / Conference Contribution
Fabian, K., Smith, S., Taylor-Smith, E., & Meharg, D. (2022, September). Transactional distance in the context of online and blended learning. Paper presented at Association for Learning Technology Annual Conference, Manchester

Moore’s (1993) transactional distance theory recognises that communications and psychological distance between learner and teacher are affected by course structure, dialogue between lecturers and students, and learner’s autonomy. These factors affect... Read More about Transactional distance in the context of online and blended learning.

GC Insights: Diversifying the geosciences in higher education: a manifesto for change (2022)
Journal Article
Hall, C. A., Illingworth, S., Mohadjer, S., Roxy, M. K., Poku, C., Otu-Larbi, F., Reano, D., Freilich, M., Veisaga, M., Valencia, M., & Morales, J. (2022). GC Insights: Diversifying the geosciences in higher education: a manifesto for change. Geoscience Communication, 5(3), 275-280. https://doi.org/10.5194/gc-5-275-2022

There is still a significant lack of diversity and equity in geoscience education, even after decades of work and widespread calls for improvement and action. We join fellow community voices in calls for improved diversity, equity, inclusion, and jus... Read More about GC Insights: Diversifying the geosciences in higher education: a manifesto for change.

Harnessing innovation approaches to support community and belonging in Higher Education (2023)
Journal Article
Haddow, C., & Brodie, J. (in press). Harnessing innovation approaches to support community and belonging in Higher Education. Innovations in Education and Teaching International, https://doi.org/10.1080/14703297.2023.2176907

The COVID-19 Pandemic has ushered in significant challenges for supporting community and belonging in Higher Educational Institutions (HEIs). This paper seeks to provide key recommendations to strengthen such activity, through a critical evaluation o... Read More about Harnessing innovation approaches to support community and belonging in Higher Education.

Popular music, policy, and education (2022)
Book Chapter
Moir, Z., & Smith, G. (2022). Popular music, policy, and education. In S. Homan (Ed.), The Bloomsbury Handbook of Popular Music Policy (91-108). London: Bloomsbury Publishing. https://doi.org/10.5040/9781501345357.ch-6

Extract: In this chapter we explore links between popular music, policy and education from two broad perspectives. We examine the impacts of popular music and cultural policy on music education, and links between education policy and popular music ed... Read More about Popular music, policy, and education.