Currently browsing: Pedagogy and Learning (PAL) Research Group

Killian, Chad; Marttinen, Risto; Howley, Donal; Sargent, Julia and Jones, Emily (2023). ‘Knock, knock… Who’s there?’ ChatGPT and Artificial Intelligence-Powered Large Language Models: Reflections on Potential Impacts within Health and Physical Education Teacher Education. Journal of Teaching in Physical Education (in press).

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Martin, Shannon and Lusted, Jim (2023). Critical reflections on the racialised hierarchies of an ethnically diverse staff-student scholarship project team. Journal of Learning Development in Higher Education(26)

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Olney, Tom; Rienties, Bart; Chang, Daphne and Banks, Duncan (2023). The Learning Design & Course Creation Workshop: Impact of a Professional Development Model for Training Designers and Creators of Online and Distance Learning. Technology, Knowledge and Learning (Early access).

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Samra, Rajvinder; Franca, Alex; Lucassen, Mathijs and Waterhouse, Philippa (2023). A network approach to understanding distance learners’ experience of stress and mental distress whilst studying. International Journal of Educational Technology in Higher Education (In Press).

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Sargent, Julia; Rienties, Bart; Perryman, Leigh-Anne and FitzGerald, Elizabeth (2023). Investigating the views and use of stackable microcredentials within a Post-Graduate Certificate in Academic Practice. Journal of Interactive Media in Education (in press).

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Bonte, M.; Ivinson, G.; Merkley, R.; Bain, P.; Castles, A.; Cheung, P.; Clements, D.; Cook, C.; Cristia, A.; Day-Hess, C.; Dowker, A.; Draper, C.; Flewitt, R.; Germein, S.; Grigorenko, E.; Grotzer, T.; Hackett, A.; Kathotia, V.; Kievit, R.; McBride, C.; O'Brien, K.; Sarama, J.; Sommerville, M.; Strader, S. and Vanden Bosch der Nederlanden, C. (2022). Foundations of academic knowledge. In: Duraiappah, A.K.; Atteveldt, N.M.; Bugden, S. and Borst, G. eds. Reimagining education: The International Science and Evidence based Education Assessment. New Delhi, India: United Nations Educational Scientific and Cultural Organization Mahatma Gandhi Institute of Education for Peace and Sustainable Development, pp. 282–355.

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Elliot, Joanne and Manecke, Ute (2022). LILAC 2022: A reflection on inclusivity. Journal of Information Literacy, 16(1) pp. 141–143.

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Lister, Kate; Pearson, Victoria; Coughlan, Tim and Tessarolo, Felipe (2022). Inclusion in Uncertain Times: Changes in Practices, Perceptions, and Attitudes around Accessibility and Inclusive Practice in Higher Education. Education Sciences, 12(8), article no. 571.

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Major, L.; Twiner, A. and Wegerif, R. (2022). Simulated virtual internships in schools: Engaging learners with the world of work to promote collaborative creativity. In: MacCallum, K. and Parsons, D. eds. Industry Practices, Processes and Techniques Adopted in Education. Singapore: Springer, pp. 173–195.

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Roy, James (2022). Two Ends of a Spectrum: 'I have no interest in getting to know other students online' versus 'It was nice to be given the chance to meet my tutor and other students in person'. Some cautionary tales from 825 Level 1 distance learning students about flexible modes of delivery. In: Advance HE Teaching and Learning Conference 2022: Teaching in the spotlight: Where next for enhancing student success?, 5-7 Jul 2022, Northumbria University, Newcastle.

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Twiner, Alison; Carmichael, Patrick; Dudley, Pete; Hennessy, Sara and McElroy, Maria (2022). Supporting dialogue about dialogic practice: Building a community around practitioner inquiry. In: European Assocation for Research on Learning and Instruction: SIG 20 & 26 Biennial Conference 2022, 14-16 Sep 2022, Utrecht.

Twiner, Alison; Carmichael, Patrick; Dudley, Pete; Hennessy, Sara and McElroy, Maria (2022). Building a global learning community of practice and publication platform for educational close-to-practice research. In: British Educational Research Association Conference, 5-8 Sep 2022, Liverpool.

Twiner, Alison; Littleton, Karen; Lucassen, Mathijs; Tatlow-Golden, Mimi and Whitelock, Denise (2022). Alphabetical literacy does not have to be a barrier to engagement and learning: Supporting children’s understanding through talk, digital technologies and dance. In: Cambridge Assessment International Education Symposium on Educational Dialogues in Multilingual Classrooms, 22 Mar 2022, Online.

Twiner, Alison; Lucassen, Mathijs and Tatlow-Golden, Mimi (2022). Supporting children’s understanding around emotions through creative, dance-based movement: A pilot study. Learning, Culture and Social Interaction, 37, article no. 100659.

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Messer, David and Critten, Valerie (2021). Creative Use of Digital Storytelling. In: Grove, Nicola ed. Storytelling, Special Needs and Disabilities: Practical Approaches for Children and Adults. Abingdon: Routledge.

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Carden, Catherine and Barnes, Jonathan (2020). Mr Creativity - a candle in the wind. Canterbury Christ Church University.

Roy, James (2019). Think again! Transformative online pedagogy and the student who says ‘I am uncomfortable communicating with unknown people online’. In: ICDE: World Conference on Online Learning 2019, 3-7 Nov 2019, Dublin, Ireland.

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