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9 results

Putting theory into practice: gamification for student engagement

Conference Proceeding
Garden, C., & Rivera, E. (2018)
Putting theory into practice: gamification for student engagement. In EDULEARN18 Proceedings, (4563-4570). https://doi.org/10.21125/edulearn.2018.1138
Gamification is the use of game design elements in a non-game contexts [1]. It is an intervention that has been used in a business setting for a number of years and is now bec...

Theory and Games: Developing a method for gamifying Higher Education

Conference Proceeding
Rivera, E. S., & Garden, C. L. P. (2018)
Theory and Games: Developing a method for gamifying Higher Education. In EDULEARN18 Proceedings
Gamification, the use of game attributes in non-game context, is used in the private sector as well as education[1]. Research into Gamified Learning (GL) often focuses on case...

Real time feedback in large classes

Conference Proceeding
Sambell, K. (2015)
Real time feedback in large classes. In E. Ruiz, N. Fernandez, & I. S. Talledo (Eds.), Proceedings of Ninth International Congress on Formative and Shared Assessment in Higher Education, Universidad Cantabria,
No abstract available.

Rethinking graduate attributes: understanding the learning journeys of part-time students in the Open University in Scotland.

Conference Proceeding
Caddell, M., & Cannell, P. (2012)
Rethinking graduate attributes: understanding the learning journeys of part-time students in the Open University in Scotland. In S. Oosthuizen, & B. Jones (Eds.), Part-Time study: the new paradigm for Higher Education?
Four in ten of Scotland’s university students study part time. But their voices and experience are often sidelined in debates about employability and graduate attributes. What...

Assessment for learning : a brief history and review of terminology

Conference Proceeding
McDowell, L., Sambell, K., & Davison, G. (2009)
Assessment for learning : a brief history and review of terminology. In C. Rust (Ed.), Improving student learning : improving student learning through the curriculum : proceedings of the 16th international symposium, (56-64
This paper examines terms which are currently used to describe what has come to be known as assessment for learning. Relevant terms include formative assessment, assessment fo...

Negotiating academic assignments : the experiences of widening participation and traditional students

Conference Proceeding
Mcdowell, L. & Sambell, K. (2004)
Negotiating academic assignments : the experiences of widening participation and traditional students. In Rust, C. (Ed.). Improving student learning. Diversity and inclusivity : proceedings of the 2004 12th international symposium, 149-158. ISBN 1873576722, 9781873576724
The proceedings of the 12th Improving Student Learning symposium, held in 2004 in Birmingham. This book includes the three keynotes: 'Cultural difference in western universiti...

Learning from virtual experience: experiential learning mediated by information and communication technologies

Conference Proceeding
McDowell, L., Sambell, K. & Marples, G. (2000)
Learning from virtual experience: experiential learning mediated by information and communication technologies. In Rust, C. (Ed.). Improving student learning. Improving student learning strategically : proceedings of the 2000 8th international symposium /, 337-347. ISBN 1873576668, 9781873576663
No abstract available.

Improving students’ understanding of learning outcomes in English Studies

Conference Proceeding
Sambell, K. & Johnson, R. (1998)
Improving students’ understanding of learning outcomes in English Studies. In Rust, C. (Ed.). Improving student learning : improving students learning outcomes : proceedings of the 1998 6th international symposium, n/a. ISBN 1873576625, 9781873576625
No abstract available.

The value of self and peer assessment to the developing lifelong learner

Conference Proceeding
Sambell, K. & McDowell, L. (1997)
The value of self and peer assessment to the developing lifelong learner. In Rust, C. (Ed.). Improving student learning : improving students as learners, 46-56. ISBN 1873576595, 9781873576595
No abstract available.