{"id":1550,"date":"2022-02-22T16:19:33","date_gmt":"2022-02-22T16:19:33","guid":{"rendered":"https:\/\/sites.manchester.ac.uk\/cip\/?page_id=1550"},"modified":"2022-02-22T16:19:33","modified_gmt":"2022-02-22T16:19:33","slug":"scholarship-resources","status":"publish","type":"page","link":"https:\/\/sites.manchester.ac.uk\/cip\/research-and-activities\/professional-development\/scholarship-resources\/","title":{"rendered":"Scholarship Resources"},"content":{"rendered":"

[et_pb_section bb_built=”1″ admin_label=”section” fullwidth=”on” next_background_color=”#000000″ global_module=”322″][et_pb_fullwidth_menu global_parent=”322″ _builder_version=”3.0.106″ menu_id=”7″ submenu_direction=”downwards” fullwidth_menu=”off” background_layout=”dark” module_class=”main-navigation” \/][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”off” transparent_background=”off” allow_player_pause=”off” inner_shadow=”off” parallax=”off” parallax_method=”on” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” make_equal=”off” use_custom_gutter=”off” custom_padding=”0px||0px|” custom_css_main_element=”padding-top:0px” module_class=”header-image-section” prev_background_color=”#ffffff” next_background_color=”#ffffff”][et_pb_row allow_player_pause=”off” parallax=”off” parallax_method=”on” parallax_1=”off” parallax_method_1=”off” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” use_custom_gutter=”off” make_equal=”off” custom_margin=”||0px|” custom_padding=”||0px|” module_class=”header-image” background_position=”top_left” background_repeat=”repeat” background_size=”initial”][et_pb_column type=”4_4″][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”off” transparent_background=”off” allow_player_pause=”off” inner_shadow=”off” parallax=”off” parallax_method=”on” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” make_equal=”off” use_custom_gutter=”off” custom_padding=”||0px|” prev_background_color=”#ffffff” next_background_color=”#ffffff”][et_pb_row allow_player_pause=”off” parallax=”off” parallax_method=”on” parallax_1=”off” parallax_method_1=”off” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” use_custom_gutter=”off” make_equal=”off” custom_margin=”||0px|” custom_padding=”||0px|” module_class=”breadcrumbs-row” background_position=”top_left” background_repeat=”repeat” background_size=”initial”][et_pb_column type=”4_4″][et_pb_text admin_label=”Breadcrumbs (do not remove)” background_layout=”light” text_orientation=”left” use_border_color=”off” border_color=”#ffffff” border_style=”solid” module_class=”breadcrumbs” custom_css_main_element=”border-bottom: 1px solid #ececed;” module_alignment=”left” background_position=”top_left” background_repeat=”repeat” background_size=”initial”]<\/p>\nCentre for Innovation in Pedagogy<\/a><\/span><\/span>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”on” transparent_background=”off” allow_player_pause=”off” inner_shadow=”off” parallax=”off” parallax_method=”on” parallax_1=”off” parallax_method_1=”off” parallax_2=”off” parallax_method_2=”off” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” make_equal=”off” use_custom_gutter=”on” gutter_width=”2″ prev_background_color=”#ffffff” next_background_color=”#1d1d1d”][et_pb_column type=”1_3″][et_pb_sidebar admin_label=”Left Nav Sidebar” area=”et_pb_widget_area_1″ orientation=”left” remove_border=”on” background_layout=”light” module_id=”left-nav-menu” show_border=”off” \/][\/et_pb_column][et_pb_column type=”2_3″ specialty_columns=”2″][et_pb_row_inner admin_label=”Row”][et_pb_column_inner type=”4_4″ saved_specialty_column_type=”2_3″][et_pb_text admin_label=”Scholarship Resources Text” background_layout=”light” text_orientation=”left” use_border_color=”off” module_alignment=”left” background_position=”top_left” background_repeat=”repeat” background_size=”initial” _builder_version=”3.17.6″]<\/p>\n

Scholarship Resources<\/h1>\n

Curriculum Development<\/h3>\n

Flexible Learning. \u201cFlexible 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.<\/em>\u201d\u00a0https:\/\/www.advance-he.ac.uk\/knowledge-hub\/essential-frameworks-enhancing-student-success-flexible-learning<\/a><\/p>\n

Healy et al. (2019) Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals\u00a0https:\/\/journalhosting.ucalgary.ca\/index.php\/TLI\/article\/view\/57600<\/a><\/p>\n

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Reflective practice: a guide for educators:\u00a0https:\/\/www.advance-he.ac.uk\/knowledge-hub\/reflection-learning-scholarly-practice-guide-educators<\/a><\/p>\n

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Flipped Classroom for troublesome knowledge:\u00a0https:\/\/rdcu.be\/b0WIo<\/a><\/p>\n

Radclyffe-Thomas, N. (2012)\u00a0Blogging is Addictive! A Qualitative Case Study on the Integration of Blogs Across a Range of College Level Courses.\u00a0In:\u00a0Increasing Student Engagement and Retention Using Online Learning Activities: Wikis, Blogs and Webquests. Cutting-edge Technologies in Higher Education<\/em>, 6 . Emerald Insight, pp. 75-107. ISBN 9781781902363.\u00a0https:\/\/ebookcentral-proquest-com.manchester.idm.oclc.org\/lib\/manchester\/detail.action?docID=1105022<\/a><\/p>\n

5 Stage model for digital learning:\u00a0https:\/\/www.gillysalmon.com\/five-stage-model.html<\/a><\/p>\n

Good Practice Guide on Writing Aims and Learning Outcomes:\u00a0https:\/\/academicdevelopment.qmul.ac.uk\/wp-content\/uploads\/2014\/05\/Aims-and-Outcomes-Guide.pdf<\/a><\/p>\n

Engaging and motivating students<\/h3>\n

Guide on using evidence in student representation:\u00a0https:\/\/www.enhancementthemes.ac.uk\/current-enhancement-theme\/student-engagement-and-demographics\/students-using-evidence<\/a><\/p>\n

\u201cThe Rules of Engagement\u201d: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning<\/p>\n

https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2018.00032\/full<\/a><\/p>\n

Assessment and Feedback<\/h3>\n

Nicol, D.J. & Macfarlane-Dick, D. (2006) \u201cFormative assessment and self-regulated learning: a model and seven principles of good feedback practice\u201d,\u00a0Studies in Higher Education<\/strong>\u00a031(2):199-218. DOI: 10.1080\/03075070600572090.<\/p>\n

Taras, M. (2005) \u201cAssessment \u2013 summative and formative \u2013 some theoretical reflections\u201d,\u00a0British Journal of Educational Studies<\/strong>\u00a053(4): 466-478. DOI: 10.1111\/j.1467-8527.2005.00307.x<\/p>\n

Price, M., Handley, K., Millar, J. & O\u2019Donovan, B. (2010) \u201cFeedback: all that effort, but what is the effect?\u201d\u00a0Assessment & Evaluation in Higher Education<\/strong>\u00a035(3):277-289. DOI: 10.1080\/02602930903541007.<\/p>\n

Assessment: The Game<\/em>\u00a0(developed by Ian Turner at University of Derby) is a playful tool for allowing people to think and talk about assessments.\u00a0 The activity is designed to break down existing barriers and preconceptions about assessment modes that can be used in higher education.\u00a0https:\/\/www.advance-he.ac.uk\/knowledge-hub\/assessment-game<\/a><\/p>\n

Feedback toolkit:\u00a0https:\/\/www.heacademy.ac.uk\/system\/files\/resources\/feedback_toolkit_whole1.pdf<\/a><\/p>\n

Using principles of authentic assessment to redesign written examinations and tests:\u00a0https:\/\/doi.org\/10.1080\/14703297.2018.1564882<\/a><\/p>\n

Leading Change in External Examining:\u00a0https:\/\/www.advance-he.ac.uk\/news-and-views\/leading-change-external-examining<\/a><\/p>\n

Employability<\/h3>\n

Enhancing Graduate Employability: a case study compendium:\u00a0https:\/\/www.advance-he.ac.uk\/knowledge-hub\/enhancing-graduate-employability-case-study-compendium<\/a><\/p>\n

Books<\/h3>\n

Carnell, B. and Fung, D. (Eds) (2017) Developing the higher education curriculum. London. UCL Press.<\/p>\n

Flavin M. (2017) Disruptive technology enhanced learning: the use and misuse of digital technologies in higher education. London: Palgrave Macmillan<\/p>\n

Killick D. (2016) Internationalization and diversity in higher education: implications for teaching, learning and assessment. London: Palgrave Macmillan<\/p>\n

Osterman K.F. & Kottkamp R.B. (2015) Reflective practice for educators: professional development to improve student learning. New York: Skyhorse Publishing<\/p>\n

Wisker G., Exley K., Antoniou M. & Ridley P.\u00a0 (2008) Working one-to-one with students: supervision, coaching mentoring and personal tutoring. Oxon: Routledge<\/p>\n

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Contact Us<\/h4>\n

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+44 (0) 161 306 6000<\/p>\n

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Find Us<\/h4>\n

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The University of Manchester
Oxford Rd
Manchester
M13 9PL
UK<\/a><\/p>\n

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Connect With Us<\/h4>\n

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