Flexible Learning. “Flexible learning is about empowering students by offering them choices in how, what, when and where they learn: the pace, place and mode of delivery. Flexible learning requires a balance of power between institutions and students and seeks to find ways in which choice can be provided that is economically viable and appropriately manageable for institutions and students alike.” https://www.advance-he.ac.uk/knowledge-hub/essential-frameworks-enhancing-student-success-flexible-learning
Healy et al. (2019) Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57600
Reflective practice: a guide for educators: https://www.advance-he.ac.uk/knowledge-hub/reflection-learning-scholarly-practice-guide-educators
Flipped Classroom for troublesome knowledge: https://rdcu.be/b0WIo
Radclyffe-Thomas, N. (2012) Blogging is Addictive! A Qualitative Case Study on the Integration of Blogs Across a Range of College Level Courses. In: Increasing Student Engagement and Retention Using Online Learning Activities: Wikis, Blogs and Webquests. Cutting-edge Technologies in Higher Education, 6 . Emerald Insight, pp. 75-107. ISBN 9781781902363. https://ebookcentral-proquest-com.manchester.idm.oclc.org/lib/manchester/detail.action?docID=1105022
5 Stage model for digital learning: https://www.gillysalmon.com/five-stage-model.html
Good Practice Guide on Writing Aims and Learning Outcomes: https://academicdevelopment.qmul.ac.uk/wp-content/uploads/2014/05/Aims-and-Outcomes-Guide.pdf
Engaging and motivating students
Guide on using evidence in student representation: https://www.enhancementthemes.ac.uk/current-enhancement-theme/student-engagement-and-demographics/students-using-evidence
“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning
Assessment and Feedback
Nicol, D.J. & Macfarlane-Dick, D. (2006) “Formative assessment and self-regulated learning: a model and seven principles of good feedback practice”, Studies in Higher Education 31(2):199-218. DOI: 10.1080/03075070600572090.
Taras, M. (2005) “Assessment – summative and formative – some theoretical reflections”, British Journal of Educational Studies 53(4): 466-478. DOI: 10.1111/j.1467-8527.2005.00307.x
Price, M., Handley, K., Millar, J. & O’Donovan, B. (2010) “Feedback: all that effort, but what is the effect?” Assessment & Evaluation in Higher Education 35(3):277-289. DOI: 10.1080/02602930903541007.
Assessment: The Game (developed by Ian Turner at University of Derby) is a playful tool for allowing people to think and talk about assessments. The activity is designed to break down existing barriers and preconceptions about assessment modes that can be used in higher education. https://www.advance-he.ac.uk/knowledge-hub/assessment-game
Using principles of authentic assessment to redesign written examinations and tests: https://doi.org/10.1080/14703297.2018.1564882
Leading Change in External Examining: https://www.advance-he.ac.uk/news-and-views/leading-change-external-examining
Enhancing Graduate Employability: a case study compendium: https://www.advance-he.ac.uk/knowledge-hub/enhancing-graduate-employability-case-study-compendium
Carnell, B. and Fung, D. (Eds) (2017) Developing the higher education curriculum. London. UCL Press.
Flavin M. (2017) Disruptive technology enhanced learning: the use and misuse of digital technologies in higher education. London: Palgrave Macmillan
Killick D. (2016) Internationalization and diversity in higher education: implications for teaching, learning and assessment. London: Palgrave Macmillan
Osterman K.F. & Kottkamp R.B. (2015) Reflective practice for educators: professional development to improve student learning. New York: Skyhorse Publishing
Wisker G., Exley K., Antoniou M. & Ridley P. (2008) Working one-to-one with students: supervision, coaching mentoring and personal tutoring. Oxon: Routledge