Why do you do what you do to me? How the pandemic is changing the focus from 'what' we teach and assess to 'how'
Garden, C. (2021)
Why do you do what you do to me? How the pandemic is changing the focus from 'what' we teach and assess to 'how'. https://edinburghnapieruniversity.newsweaver.com/rg15q74uj5/1aj5ut6ivy31byryw4zao8?lang=en&a=1&p=3082871&t=319963
Claire reflects on the past year and shares her thoughts on how the focus of teaching and assessment has changed, and how it might develop for the good going forward.
Gamification for student engagement: a framework
Rivera, E. S., & Garden, C. L. P. (2021)
Gamification for student engagement: a framework. Journal of Further and Higher Education, 45(7), 999-1012. https://doi.org/10.1080/0309877x.2021.1875201
Gamification, the application of game elements to non-game situations, has gained traction in education as a mechanism for improving motivation and/or learning outcomes. Altho...
Teaching Across Time and Space: How University Educators Relate With, and Through, Technology
Drumm, L. (2020)
Teaching Across Time and Space: How University Educators Relate With, and Through, Technology. In F. Soares, K. Brown, A. Uukkivi, & A. P. Lopes (Eds.), Developing Technology Mediation in Learning Environments, (23-42). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-1591-4.ch002
Technology can be used to bring people closer together yet can also come between them and push them apart. In an age where discourse around our relationship with technology is...
Transition to Postgraduate Study at Master’s Level: Lessons Learned from Students’ Evaluations of an Online Induction Resource
Robb, L., & Moffat, S. (2020)
Transition to Postgraduate Study at Master’s Level: Lessons Learned from Students’ Evaluations of an Online Induction Resource. Journal of Perspectives in Applied Academic Practice, 8(1), 41-51. https://doi.org/10.14297/jpaap.v8i1.402
Evidence from UK universities’ Postgraduate Taught Experience Survey (PTES) concluded that whilst confident and experienced in their area of practice, some find the prospect o...
No Place for Placements: Managing work experience for students in lockdown
Presentation / Conference
Gray, A. (2020, June)
No Place for Placements: Managing work experience for students in lockdown. Paper presented at Journalism Education: Covid19: learning & teaching – new approaches, Newcastle University (online
No abstract available.
How a particular view of language enables neoliberalism in student support – and how to resist it.
Presentation / Conference
Richards, K., & Pilcher, N. (2020, May)
How a particular view of language enables neoliberalism in student support – and how to resist it. Paper presented at DPR20 Discourse, Power and Resistance the values of education, University of Coimbra, Coimbra, Portugal
In this presentation, extending previous research, the authors argue that a particular view of language which sees it as a concrete abstract objectivist entity separable from ...
Multiple Impact Pathways Of The 2015-16 El Niño In Coastal Kenya
Fortnam, M., Atkins, M., Brown, K., Chaigneau, T., Frouws, A., Gwaro, K., …Sheen, K. (2020)
Multiple Impact Pathways Of The 2015-16 El Niño In Coastal Kenya. AMBIO: A Journal of the Human Environment, 50, 174-189. https://doi.org/10.1007/s13280-020-01321-z
The 2015-2016 El Niño had large impacts globally. The effects were not as great as anticipated in Kenya, however, leading some commentators to call it a 'non-event'. Our study...
SDG 14: Life Below Water - Impacts On Mangroves
Friess, D. A., Aung, T. T., Huxham, M., Lovelock, C., Mukherjee, N., & Sasmito, S. (2019)
SDG 14: Life Below Water - Impacts On Mangroves. In G. Winkel, P. Pacheco, G. Galloway, C. J. Pierce Colfer, W. de Jong, & P. Katila (Eds.), Sustainable Development Goals: Their Impacts on Forests and People, (445-481). Cambridge University Press. https://doi.org/10.1017/9781108765015.016
The SDG14 targets cover more than 70 per cent of the planet, including the coastal zone, where a range of forest resources are located. In this chapter we investigate the pote...
Gamifying Formative Assessments for Student Engagement: The First Real How-To
Presentation / Conference
Rivera, E., & Garden, C. (2019, November)
Gamifying Formative Assessments for Student Engagement: The First Real How-To. Presented at SEDA Autumn Conference 2019, Leeds, UK
Over the past three years, Edinburgh Napier University has invested significant resources
in supporting a programme-focused approach to learning. Vital to this is the effectiv...
Kropotkin’s garden: facilitation in mangrove ecosystems
Huxham, M., Berger, U., Skov, M. W., & Sousa, W. P. (2019)
Kropotkin’s garden: facilitation in mangrove ecosystems. In S. J. Hawkins, K. Bohn, L. B. Firth, & G. A. Williams (Eds.), Interactions in the Marine Benthos: Global Patterns and Processes, (431-447). Cambridge University Press. https://doi.org/10.1017/9781108235792.018
Despite the environmental stresses that mangrove forests experience – including fluctuating salinity, low soil oxygen and buffeting by waves – they can be highly productive. F...