Items where Division is "Institute of Learning & Teaching"

A

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. 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.
9. 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.
10. 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.
11. 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.
12. 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.
13. 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.
14. 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.
15. 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.
16. 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.
17. 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.
18. 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.
19. 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.
20. 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)
21. Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20. 0268-0513.
22. Armellini, A. and Nie, M. (2013) Open educational practices for curriculum enhancement. Open Learning. 28(1), pp. 7-20. 0268-0513.
23. 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.
24. 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.
25. 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.
26. 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.
27. 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.

B

1. 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.

C

1. 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.
2. 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.

D

1. 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).

H

1. 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.
2. 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.
3. 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.

M

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.

N

1. 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.
2. 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.
3. 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.
4. 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.

P

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. Padilla Rodriguez, B. C. and Armellini, A. (2013) Interaction and effectiveness of corporate e-learning programmes. Human Resource Development International. 16(4) 1367-8868.
8. Padilla Rodriguez, B. C. and Armellini, A. (2013) Student engagement with a content-based learning design. Research in Learning Technology. 21 2156-7069.
9. 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.
10. 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.
11. 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.

R

1. 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.
2. 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.

S

1. 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.
2. 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.

W

1. 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.