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Adams, Richelle and Blair, Erik ORCID: 0000-0001-8660-7660
(2014)
The learner-generated podcast: engaging postgraduate engineering students in a mathematics-intensive course.
Research in Post-Compulsory Education, 19 (2).
pp. 132-146.
ISSN 1359-6748
Baker, Gavin (2018) Using a performative approach to textual analysis. In: London Critical 2018, 29 -30 June 2018, London. (Unpublished)
Benson, Vladlena ORCID: 0000-0001-5940-0525
(2008)
Unlocking the potential of wireless learning.
Learning and Teaching in Higher Education, 2.
pp. 42-56.
ISSN 1742-240X
Blair, Erik ORCID: 0000-0001-8660-7660
(2013)
Academic development through the contextualization of the Scholarship of Teaching and Learning: reflections drawn from the recent history of Trinidad and Tobago.
International Journal for Academic Development, 19 (4).
pp. 330-340.
ISSN 1360-144X
Blair, Erik ORCID: 0000-0001-8660-7660
(2017)
Everyday reflective practice.
UNSPECIFIED, London School of Economics - Education Blog.
Blair, Erik ORCID: 0000-0001-8660-7660
(2017)
Hearing the student voice: Finding value in feedback.
UNSPECIFIED, London School of Economics - Education Blog.
Blair, Erik ORCID: 0000-0001-8660-7660
(2017)
Mapping the teaching environment.
UNSPECIFIED, London School of Economics - Education Blog.
Blair, Erik ORCID: 0000-0001-8660-7660
(2017)
The breadth of assessment.
UNSPECIFIED, London School of Economics - Education Blog.
Blair, Erik ORCID: 0000-0001-8660-7660
(2017)
The three part seminar: theatre, skeletons and meta-analyses.
UNSPECIFIED, London School of Economics - Education Blog.
Blair, Erik ORCID: 0000-0001-8660-7660, Maharaj, Chris and Primus, Simone
(2016)
Performance and perception in the flipped classroom.
Education and Information Technologies, 21 (6).
pp. 1465-1482.
Blair, Erik ORCID: 0000-0001-8660-7660 and Valdez Noel, Keisha
(2014)
Improving higher education practice through student evaluation systems: is the student voice being heard?
Assessment & Evaluation in Higher Education, 39 (7).
pp. 879-894.
Cachia, Moira ORCID: 0000-0002-4470-1701, Lynam, Siobhan and Stock, Rosemary
(2018)
Academic success: is it just about the grades?
Higher Education Pedagogies, 3 (1).
pp. 434-439.
ISSN 2375-2696
Casanova, Diogo ORCID: 0000-0002-8586-0370 and Mitchell, Paul
(2017)
The ‘Cube’ and the ‘Poppy Flower’: Participatory approaches for designing technology-enhanced learning spaces.
Journal of Learning Spaces, 6 (3).
pp. 1-12.
ISSN 21586195
Casanova, Diogo and Moreira, António (2017) A model for discussing the quality of technology-enhanced learning in blended learning programmes. International Journal of Mobile and Blended Learning, 9 (4). pp. 1-20. ISSN 1941-8647
Casanova, Diogo ORCID: 0000-0002-8586-0370 and Price, Linda
(2018)
Moving towards sustainable policy and practice – a five level framework for online learning sustainability.
Canadian Journal of Learning and Technology, 44 (3).
pp. 1-18.
ISSN 1499-6685
Cordeiro, Joao ORCID: 0000-0002-0161-7139, Gomes, Jose Alberto and Goncalves, Miguel
(2014)
Promoting awareness for the acoustic phenomenon: a survey of pedagogical practices and research projects developed at EA/CITAR.
In: Invisible Places Sounding Cities - Sound, Urbanism and Sense of Place, 18 - 20 July 2014, Viseu, Portugal.
Eales-Reynolds, Lesley-Jane ORCID: 0000-0002-9906-2484, Gillham, David, Grech, Carol, Clarke, Colin and Cornell, Jacqueline
(2012)
A study of the development of critical thinking skills using an innovative web 2.0 tool.
Nurse Education Today, 32 (7).
pp. 752-756.
ISSN 0260-6917
Eales-Reynolds, Lesley-Jane ORCID: 0000-0002-9906-2484, Judge, Brenda, McCreevy, Elaine and Jones, Patrick
(2013)
Critical thinking skills for education students.
Sage Learning Matters.
Sage, UK.
ISBN 9781446268414
ElShaer, Amr, Calabrese, Gianpiero, Casanova, Diogo ORCID: 0000-0002-8586-0370 and Huet, Isabel
(2016)
Building a community of practice for engaging pharmacy students to learn in a collaborative research environment.
Currents in Pharmacy Teaching and Learning, 8 (5).
pp. 698-707.
ISSN 18771297
Harper, Michael, Eales-Reynolds, Lesley-Jane ORCID: 0000-0002-9906-2484 and Markham, Christian
(2013)
Transforming simulation in clinical education: is pre-placement hybrid learning valuable to healthcare students.
Journal of Contemporary Medical Education, 1 (1).
pp. 15-24.
Harper, Mick, Markham, Chris and Eales-Reynolds, Lesley-Jane ORCID: 0000-0002-9906-2484
(2011)
Clinical simulation: exploring its history and evolution.
Technic: The Journal of Operating Department Practice, 2 (2).
pp. 11-14.
Harper, Mick, Markham, Chris and Eales-Reynolds, Lesley-Jane ORCID: 0000-0002-9906-2484
(2011)
Simulation: knowledge transfer from classroom to patient care.
Technic: The Journal of Operating Department Practice, 2 (4).
pp. 12-15.
Huet, Isabel (2017) Research-based education as a model to change the teaching and learning environment in STEM disciplines. European Journal of Engineering Education, 43 (5). pp. 725-740. ISSN 0304-3797
Kanuga, Ingrid and Visram, Zabin (2017) Developing undergraduate work towards publication. In: UWL Research Conference 2017, 30 June 2017, London, UK. (Unpublished)
Lelis, Catarina (2017) Participation ahead: perceptions of Masters degree students on reciprocal peer learning activities. Journal of Learning Design, 10 (2). pp. 14-24. ISSN 1832-8342
Lengyel, Ariane and Muigai, Patrick (2014) Assessments in Transnational Partnerships: The UWL & IIHM Experience. In: UWL Instil Teaching and Learning Conference, 24 June 2014, London, UK. (Unpublished)
Lynam, Siobhan and Cachia, Moira ORCID: 0000-0002-4470-1701
(2018)
Students' perceptions of the role of assessments at higher education.
Assessment and Evaluation in Higher Education, 43 (2).
pp. 223-234.
ISSN 0260-2938
Myers, Pamela (2017) From creative practitioner to academic: navigation, transformation and identity. New Vistas, 3 (1). pp. 40-45. ISSN 2056-9688
Myron, Rowan ORCID: 0000-0003-1518-2276, French, Catherine, Sullivan, Paul, Sathyamoorthy, Ganesh, Barlow, James and Pomeroy, Linda
(2017)
Professionals learning together with patients: an exploratory study of a collaborative learning Fellowship programme for healthcare improvement.
Journal of Interprofessional Care.
ISSN 1356-1820
Osmond, J. and Roed, Jannie (2009) 'Sometimes it means more work...' Student perceptions of group work in a mixed cultural setting. In: Internationalisation and the Student Voice: Higher Education Perspectives. Routledge, Abingdon, UK, pp. 113-124. ISBN 9780415871280
Pereira, Andreia, Lelis, Catarina and Mealha, Oscar (2014) Impacto do Synectics nas competências criativas de estudantes a frequentar o 2º ciclo do ensino superior. Indagatio Didactica, 6 (4). pp. 112-131. ISSN 1647-3582
Pimlott, Zeller (2017) Using wiki technology to actively involve students in collaborating to create a repository of clinical practice knowledge. In: UWL Teaching and Learning Conference 2017, 29 June 2017, London, UK. (Unpublished)
Pipe, Liz (2019) 'I see you baby...': expressive gesture in popular music pedagogy. In: The Bloomsbury Handbook of Popular Music Education: Perspectives and Practices. Bloomsbury Academic, London, UK. ISBN 9781350049413 (In Press)
Price, Linda, Casanova, Diogo ORCID: 0000-0002-8586-0370 and Orwell, Suzan
(2016)
Modeling an institutional approach to developing technology enabled learning: closing the gap between research and practice.
In: International Technology, Education and Development Conference, 6-8 March, Valencia.
Sipiyaruk, Kawin, Gallagher, J.E., Hatzipanagos, Stylianos and Reynolds, P.A. (2018) A rapid review of serious games: from healthcare education to dental education. European Journal Of Dental Education. ISSN 1396-5883 (In Press)
Van der Sluis, Hendrik ORCID: 0000-0002-2543-6279, Burden, Penny and Huet, Isabel
(2017)
Retrospection and reflection: the emerging influence of an institutional professional recognition scheme on professional development and academic practice in a UK university.
Innovations in Education and Teaching International, 54 (2).
pp. 126-134.
ISSN 1470-3297
Visram, Zabin (2018) Exploring how to embed the ‘ethics of care’, ‘critically’ and ‘creativity’ within curriculum design. In: UWL Festival of Learning and Teaching, 27 June 2018, London, U.K.. (Unpublished)
Visram, Zabin and Kanuga, Ingrid (2017) A workshop exploring how intercultural competences can be incorporated within the curriculum. In: UALL Work and Learning Network Annual Conference, 23 June 2017, London, UK. (Unpublished)
Williamson, Swapna Naskar and Paulsen-Becejac, Laila (2018) The impact of peer learning within a group of international post-graduate students – a pilot study. Athens Journal of Education, 5 (1). pp. 7-27. ISSN 2407-9898