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Outputs (7)

Teaching and learning in higher education (2017)
Book Chapter
Lillie, C., Bradley, S., & Robinson Canham, A. (2017). Teaching and learning in higher education. In P. Hoskins, & S. Keevil (Eds.), Academic Practice- a Handbook for Physicists and Engineers involved in Biomedical research and teaching (197-219). Institute of Physics and Engineering in Medicine

Using formal game design methods to embed learning outcomes into game mechanics and avoid emergent behaviour (2017)
Journal Article
Grey, S., Grey, D., Gordon, N., & Purdy, J. (2017). Using formal game design methods to embed learning outcomes into game mechanics and avoid emergent behaviour. International Journal of Game-Based Learning, 7(3), 63-73. https://doi.org/10.4018/ijgbl.2017070106

This paper offers an approach to designing game based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al, 2004) and the elemental tetrad (Schell, 2008) model for game design. A case for game based learning a... Read More about Using formal game design methods to embed learning outcomes into game mechanics and avoid emergent behaviour.

Student perceptions of their autonomy at University (2017)
Journal Article
Henri, D. C., Morrell, L. J., & Scott, G. W. (2018). Student perceptions of their autonomy at University. Higher Education, 75(3), 507-516. https://doi.org/10.1007/s10734-017-0152-y

© 2017, The Author(s). Learner autonomy is a primary learning outcome of Higher Education in many countries. However, empirical evaluation of how student autonomy progresses during undergraduate degrees is limited. We surveyed a total of 636 students... Read More about Student perceptions of their autonomy at University.

Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence (2017)
Journal Article
Scott, G. W. (2017). Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence. Higher Education Pedagogies, 2(1), 1-13. https://doi.org/10.1080/23752696.2017.1307692

This study involves evaluation of a novel iterative group-based learning task developed to enable students to actively engage with assessment and feedback in order to improve the quality of their written work. The students were all in the final semes... Read More about Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence.

Fostering children's relationship with nature : exploring the potential of Forest school (2017)
Journal Article
Smith, M. A., Dunhill, A., & Scott, G. W. (2017). Fostering children's relationship with nature : exploring the potential of Forest school. Education 3-13, 46(5), 525-534. https://doi.org/10.1080/03004279.2017.1298644

Forest School offers children opportunities to explore the natural environment regularly over an extended period of time. It is based on six key principles, one of which states Forest School fosters a relationship with nature and develops long-term p... Read More about Fostering children's relationship with nature : exploring the potential of Forest school.

Colour preferences of UK garden birds at supplementary seed feeders (2017)
Journal Article
Rothery, L., Scott, G. W., & Morrell, L. J. (2017). Colour preferences of UK garden birds at supplementary seed feeders. PLoS ONE, 12(2), Article e0172422. https://doi.org/10.1371/journal.pone.0172422

Supplementary feeding of garden birds generally has benefits for both bird populations and human wellbeing. Birds have excellent colour vision, and show preferences for food items of particular colours, but research into colour preferences associated... Read More about Colour preferences of UK garden birds at supplementary seed feeders.