Items where Division is "Research Institutes > Institute of Learning & Teaching"

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• University Faculties, Research Institutes and Departments (60)
  • Research Institutes (60)
    • Institute of Learning & Teaching (60)

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Number of items at this level: 60.

• Alden Rivers, B., Armellini, A., Howe, R., Simmons, M., Hendrix, M., Maxwell, R. and Harris, J. (2014) GAMEchanger: a game jam for social innovation education. In: Alden Rivers, B. and Smith, J. (eds.) Changemaker in the Curriculum: The University of Northampton: Case Studies 2013-2014 :. Northampton: The University of Northampton. pp. 33-34.
• Alden Rivers, B., Armellini, A., Maxwell, R., Allen, S. and Durkin, C. (2015) Social innovation education: towards a framework for learning design. Higher Education, Skills and Work-Based Learning. 5(4) 2042-3896.
• Alden Rivers, B., Armellini, A., Maxwell, R., Allen, S. and Durkin, C. (2015) Social innovation education: towards a framework for learning design. Higher Education, Skills and Work-Based Learning. 5(4) 2042-3896.
• Alden Rivers, B., Armellini, A. and Nie, M. (2015) Embedding social innovation and social impact across the disciplines: identifying "Changemaker" attributes. Higher Education Skills and Work-Based Learning. 5(3) 2042-3896.
• Alden Rivers, B., Armellini, A. and Nie, M. (2015) Embedding social innovation and social impact across the disciplines: identifying "Changemaker" attributes. Higher Education Skills and Work-Based Learning. 5(3) 2042-3896.
• Alden Rivers, B., Nie, M. and Armellini, A. (2015) University teachers’ conceptions of ‘Changemaker’: a starting point for embedding social innovation in learning and teaching. Education + Training. 57(5), pp. 588-600. 0040-0912.
• Alden Rivers, B., Nie, M. and Armellini, A. (2015) University teachers’ conceptions of ‘Changemaker’: a starting point for embedding social innovation in learning and teaching. Education + Training. 57(5), pp. 588-600. 0040-0912.
• Alden Rivers, B., Nie, M. and Armellini, A. (2014) University teachers’ conceptions of “Changemaker”: a starting point for embedding social innovation in learning and teaching. Paper presented to: 6th International Social Innovation Research Conference 2014, The University of Northampton, 2014-09-01.
• Alden Rivers, B., Nie, M. and Armellini, A. (2014) University teachers’ conceptions of “Changemaker”: a starting point for embedding social innovation in learning and teaching. Paper presented to: 6th International Social Innovation Research Conference 2014, The University of Northampton, 2014-09-01.
• Alden Rivers, B. and Richardson, J. T. E. (2014) Illuminating the student experience within the liminal space: exploring data-driven learning design for negotiating troublesome concepts. Paper presented to: Higher Education Close Up 7 (HECU7), Lancaster, 2014-07-01.
• Alden Rivers, B. and Richardson, J. T. E. (2014) Illuminating the student experience within the liminal space: exploring data-driven learning design for negotiating troublesome concepts. Paper presented to: Higher Education Close Up 7 (HECU7), Lancaster, 2014-07-01.
• Alden Rivers, B. and Richardson, J. T. E. (2014) Unearthing learners’ conceptions of reflection to innovate business education for the 21st century. In: Daly, P., Reid, K., Doyle, E. and Buckley, P. (eds.) Proceedings of the 21st EDINEB Conference Innovative Business Education Design for 21st Century Learning :. Ireland: University of Limerick.
• Alden Rivers, B. and Richardson, J. T. E. (2014) Unearthing learners’ conceptions of reflection to innovate business education for the 21st century. In: Daly, P., Reid, K., Doyle, E. and Buckley, P. (eds.) Proceedings of the 21st EDINEB Conference Innovative Business Education Design for 21st Century Learning :. Ireland: University of Limerick.
• Alden Rivers, B., Richardson, J. T. E. and Price, L. (2014) Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors' conceptions. International Review of Research in Open and Distance Learning. 15(3) 1492-3831.
• Alden Rivers, B., Richardson, J. T. E. and Price, L. (2014) Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors' conceptions. International Review of Research in Open and Distance Learning. 15(3) 1492-3831.
• Armellini, A. and Sharpe, R. Designing for learning within an organisational context. In: Beetham, H. and Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age : Principles and Practices of Design. New York and Abingdon: Routledge. pp. 134-148.
• Armellini, A. and Aiyegbayo, O. (2010) Learning design and assessment with e-tivities. British Journal of Educational Technology. 41(6), pp. 922-935. 0007-1013.
• Armellini, A. and De Stefani, M. (2016) Social presence in the 21st Century: an adjustment to the Community of Inquiry framework. British Journal Of Educational Technology. 47(6), pp. 1202-1216. 1467-8535.
• Armellini, A. and De Stefani, M. (2016) Social presence in the 21st Century: an adjustment to the Community of Inquiry framework. British Journal Of Educational Technology. 47(6) 1467-8535.
• Armellini, A., Howe, R. and Coulson, K. V. (2014) Effective online collaboration and academic skills within a transferable quality framework in Higher Education. Workshop presented to: Online Educa - 20th International Conference on Technology Supported Learning and Training, Berlin, Germany, 03-05 December 2014. (Unpublished)
• Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20. 0268-0513.
• Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20. 0268-0513.
• Armellini, A. and Padilla Rodriguez, B. C. (2016) Are Massive Open Online Courses (MOOCs) pedagogically innovative? Journal of Interactive Online Learning. 14(1), p. 17. 1541-4914.
• Armellini, A. and Padilla Rodriguez, B. C. (2016) Are Massive Open Online Courses (MOOCs) pedagogically innovative? Journal of Interactive Online Learning. 14(1) 1541-4914.
• Armellini, A. and Padilla Rodriguez, B. C. (2017) El prácticum en la experiencia estudiantil en la Universidad de Northampton, Reino Unido. In: Recursos Para un Prácticum de Calidad :. Spain: POIO. pp. 25-34.
• Armellini, A. and Padilla Rodriguez, B. C. (2017) El prácticum en la experiencia estudiantil en la Universidad de Northampton, Reino Unido. In: Recursos Para un Prácticum de Calidad :. Spain: POIO. pp. 25-34.
• Armellini, A., Salmon, G. and Hawkridge, D. (2009) The Carpe Diem journey: designing for learning transformation. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M. (eds.) Transforming Higher Education Through Technology-Enhanced Learning. York, UK: Higher Education Academy. pp. 135-148.
• Bennett, S., Devecchi, C. and Armellini, A. (2017) Towards a system for accreditation and recognition of teaching competences: the UK framework and the C@N-DO experience. In: Felisatti, E. and Serbati, A. (eds.) Preparare la Professionalità Docente e Innovare la Didattica Universitaria. Milano: Franco Angeli.
• Collings, R. M., Hill, K. M. and Moring, N. (2017) Stats Mentors - A Project Funded by the Institute of Learning and Teaching, Learning Enhancement and Innovation Bid. The Institute of Learning and Teaching.
• Collings, R. M., Hill, K. M. and Moring, N. (2017) Stats Mentors - A Project Funded by the Institute of Learning and Teaching, Learning Enhancement and Innovation Bid. The Institute of Learning and Teaching.
• Devecchi, C., Turner, S., Armellini, A., Brooks, I., Mellish, B., Petford, N., Taeed, O. and Hadawi Cbe, A. (2017) SER05 Blockchain Educational Passport Blockchain Educational Passport : Decentralised Learning Ledger (DLL).
• Hawkridge, D., Armellini, A., Nie, M., Padilla Rodriguez, B. C. and Witthaus, G. (2012) Digital audio for asynchronous interactive learning at an English university. In: Jia, J. (ed.) Educational Stages and Interactive Learning: From Kindergarten to Workplace Training. Hershey, PA, USA: IGI Publishing. pp. 468-484.
• Hawkridge, D., Armellini, A., Nikoi, S., Rowlett, T. and Witthaus, G. (2010) Curriculum, intellectual property rights and open educational resources in British universities — and beyond. Journal of Computing in Higher Education. 22(3), pp. 162-176. 1042-1726.
• Hawkridge, D., Armellini, A., Nikoi, S., Rowlett, T. and Witthaus, G. (2010) Curriculum, intellectual property rights and open educational resources in British universities — and beyond. Journal of Computing in Higher Education. 22(3), pp. 162-176. 1042-1726.
• Manca, S., Grion, V., Armellini, A. and Devecchi, C. (2017) Editorial: Student voice. Listening to students to improve education through digital technologies. British Journal Of Educational Technology. 48(5) 1467-8535.
• Maxwell, R. and Armellini, A. (2018) Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes. Higher Education, Skills and Work-Based Learning. 2042-3896.
• Maxwell, R. and Armellini, A. (2018) Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes. Higher Education, Skills and Work-Based Learning. 2042-3896.
• Maxwell, R. and Armellini, A. (2019) Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes. Higher Education, Skills and Work-Based Learning. 9(1) 2042-3896.
• Maxwell, R. and Khatri, R. (2021) Exploring Active Blended Learning Through the Lens of Team-Based Learning. In: Cases on Active Blended Learning in Higher Education :. IGI Global. pp. 172-192.
• Mbiba, B., Chireka, B., Kunonga, E., Gezi, K., Matsvai, P. and Manatse, Z. (2020) At the deep end: COVID-19 experiences of Zimbabwean health and care workers in the United Kingdom. Journal of Migration and Health. 1-2 2666-6235.
• Nie, M., Armellini, A., Harrington, S., Barklamb, K. and Randall, R. (2010) The role of podcasting in effective curriculum renewal. ALT-J: Research in Learning Technology. 18(2), pp. 105-118. 0968-7769.
• Nie, M., Armellini, A., Witthaus, G. and Barklamb, K. (2011) How do e-book readers enhance learning opportunities for distance work-based learners? Research in Learning Technology. 19(1), pp. 19-38. 2156-7069.
• Nikoi, S. and Armellini, A. (2012) The OER mix in higher education: purpose, process, product, and policy. Distance Education. 33(2), pp. 165-184. 0158-7919.
• Nikoi, S., Rowlett, T., Armellini, A. and Witthaus, G. (2011) CORRE: a framework for evaluating and transforming teaching materials into open educational resources. Open Learning: The Journal of Open, Distance and e-Learning. 26(3), pp. 191-207. 0268-0513.
• Padilla Rodriguez, B. C., Armellini, A. and Rodriguez Nieto, M. C. (2020) Learner Engagement, Retention and Success: Why Size Matters in Massive Open Online Courses (MOOCs). Open Learning: The Journal of Open and Distance Learning. 35(1), pp. 46-62. 0268-0513.
• Padilla Rodriguez, B. C. and Armellini, A. (2014) Applying the interaction equivalency theorem to online courses in a large organization. Journal of Interactive Online Learning. 13(2), pp. 51-66. 1541-4914.
• Padilla Rodriguez, B. C. and Armellini, A. (2017) Developing self-efficacy through a massive open online course on study skills. Open Praxis. 9(3) 2304-070X.
• Padilla Rodriguez, B. C. and Armellini, A. (2017) Developing self-efficacy through a massive open online course on study skills. Open Praxis. 9(3) 2304-070X.
• Padilla Rodriguez, B. C. and Armellini, A. (2015) Expanding the interaction equivalency theorem. International Review of Research in Open and Distance Learning. 16(3) 1492-3831.
• Padilla Rodriguez, B. C. and Armellini, A. (2015) Expanding the interaction equivalency theorem. International Review of Research in Open and Distance Learning. 16(3) 1492-3831.
• Padilla Rodriguez, B. C. and Armellini, A. (2013) Interaction and effectiveness of corporate e-learning programmes. Human Resource Development International. 16(4) 1367-8868.
• Padilla Rodriguez, B. C. and Armellini, A. (2013) Student engagement with a content-based learning design. Research in Learning Technology. 21 2156-7069.
• Padilla Rodriguez, B. C., Armellini, A. and Caceres Villalba, V. C. (2016) Massive Open Online Courses (MOOCs) behind the scenes. In: Kirby, P. and Marks, G. (eds.) Proceedings of Global Learn 2016 :. Waynesville, N.C.: Association for the Advancement of Computing in Education (AACE). pp. 359-366.
• Padilla Rodriguez, B. C., Armellini, A. and Caceres Villalba, V. C. (2016) Massive Open Online Courses (MOOCs) behind the scenes. In: Kirby, P. and Marks, G. (eds.) Proceedings of Global Learn 2016 :. Waynesville, N.C.: Association for the Advancement of Computing in Education (AACE). pp. 359-366.
• Padilla Rodriguez, B. C., Armellini, A. and Hawkridge, D. (2013) In-company online training: strategic and operational lessons. Progressio: South African Journal for Open and Distance Learning Practice. 35(2), pp. 193-208. 0256-8853.
• Richardson, J. T. E., Alden Rivers, B. and Whitelock, D. (2015) The role of feedback in the under-attainment of ethnic minority students: evidence from distance education. Assessment & Evaluation in Higher Education. 40(4), pp. 557-573. 0260-2938.
• Rogerson-Revell, P., Nie, M. and Armellini, A. (2012) An evaluation of the use of voice boards, e-book readers and virtual worlds in a postgraduate distance learning applied linguistics and TESOL programme. Open Learning: The Journal of Open, Distance and e-Learning. 27(2), pp. 103-119. 0268-0513.
• Salmon, G., Jones, S. and Armellini, A. (2008) Building institutional capability in e-learning design. ALT-J: Research in Learning Technology. 16(2), pp. 95-109. 0968-7769.
• Sharp, E., Wray, R. and Maxwell, R. (2020) Improving student retention through enhanced academic and pastoral support: A Case Study. Innovative Practice in Higher Education. 4(1), pp. 39-56. 2044-3315.
• Wallace, R. (2016) On-line learning environments. Invited Presentation presented to: Northampton Learning and Teaching Conference 2016: Dare to be Different, The University of Northampton, 17 May 2016.

This list was generated from NECTAR on Mon Nov 25 02:10:25 2024 GMT.