All Outputs (494)

Methodologies for research in Learning Development (2023)
Book Chapter
Fallin, L. (2023). Methodologies for research in Learning Development. In A. Syska, & C. Buckley (Eds.), How to Be a Learning Developer in Higher Education Critical Perspectives, Community and Practice. Routledge. https://doi.org/10.4324/9781003433347

This chapter explores the diverse research methodologies and methods employed within Learning Development research, emphasising the importance of participatory, emancipatory, and practitioner-led approaches to create a distinctive ontological and epi... Read More about Methodologies for research in Learning Development.

Foreword (2023)
Book Chapter
Glazzard, J. (2023). Foreword. In K. Marsh-Davies, & C. Burnett (Eds.), Teachers and Teaching Post-COVID: Seizing Opportunities for Change (xxi-xxiii). Routledge

From the conference and beyond: collaborative writing with the journal of learning development in higher education and the learning development community (2023)
Journal Article
Buckley, C., Fallin, L., Grayson, N., Loughlin, E., Lowe, T., Malone, C., Morley, C., Sedghi, G., & Syska, A. (2023). From the conference and beyond: collaborative writing with the journal of learning development in higher education and the learning development community. Journal of Learning Development in Higher Education, https://doi.org/10.47408/jldhe.vi29.1142

This workshop set out the process of collaborative writing explored by the JLDHE editorial teams in partnership with the ALDinHE community at and following ALDCon’22 through The Collaborative Conference Proceedings and Reflections. We discussed how t... Read More about From the conference and beyond: collaborative writing with the journal of learning development in higher education and the learning development community.

A manifesto for the metaverse: opportunities and challenges for learning development (2023)
Presentation / Conference Contribution
Buckley, C., Holley, D., & Fallin, L. A manifesto for the metaverse: opportunities and challenges for learning development. Presented at ALDcon23: ALDinHE Conference, Portsmouth, UK

Drawing upon a section of the co-created learning development (LD) Manifesto (ALDinHE, 2018), in this workshop we invite participants to come and be creative-and imagine beyond what learning developers do now into what they may do in the future, insp... Read More about A manifesto for the metaverse: opportunities and challenges for learning development.

Learning histories, participatory methods and creative engagement for climate resilience (2023)
Journal Article
McDonagh, B., Brookes, E., Smith, K., Worthen, H., Coulthard, T., Hughes, G., Mottram, S., Skinner, A., & Chamberlain, J. (2023). Learning histories, participatory methods and creative engagement for climate resilience. Journal of Historical Geography, 82, 91-97. https://doi.org/10.1016/j.jhg.2023.09.002

The potential of place-based, historically-informed approaches to drive climate action has not yet been adequately interrogated. Recent scholarly work has focussed on climate communication and the role of arts and humanities-led storytelling in engag... Read More about Learning histories, participatory methods and creative engagement for climate resilience.

An exploratory study of human rights education in two contrasting secondary schools in Thailand (2023)
Thesis
Thipwajana, P. An exploratory study of human rights education in two contrasting secondary schools in Thailand. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4336168

Human Rights Education (HRE) is a growing research area which informs policy discussion and teaching practice development (Bajaj, 2011; Osler & Starkey, 2010). Thailand is one country attempting to integrate HRE into its school curriculum. However, r... Read More about An exploratory study of human rights education in two contrasting secondary schools in Thailand.

Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners (2023)
Journal Article
Holmes, A. G. D. (2023). Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners. Shanlax International Journal of Education, 11(4), 69-76. https://doi.org/10.34293/education.v11i4.6185

This article considers the potential ways for coaching and mentoring practices in higher education to support the development of learner autonomy, a key espoused aim of university education. I argue that coaching and mentoring can foster self-regulat... Read More about Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners.

Wet Feet Warm Hearts Strong Places: a community created zine about flood resilience in Hull (2023)
Digital Artefact
Smith, K., Brookes, E., McDonagh, B., Chamberlain, J., Hughes, G., & Dorton, L. (2023). Wet Feet Warm Hearts Strong Places: a community created zine about flood resilience in Hull

Introduction
Welcome to the Risky Cities zine. The art, poetry, imagery and stories in this zine have been created as part of the Risky Cities project at the University of Hull, which has explored the city of Hull's long history of living with water... Read More about Wet Feet Warm Hearts Strong Places: a community created zine about flood resilience in Hull.

Teaching person-centered practice to pre-registration physiotherapy students: a qualitative study (2023)
Journal Article
Killingback, C., Tomlinson, A., Thompson, M., Whitfield, C., & Stern, J. (2023). Teaching person-centered practice to pre-registration physiotherapy students: a qualitative study. Physiotherapy theory and practice, https://doi.org/10.1080/09593985.2023.2236195

Introduction: There has been a call for healthcare to consider more explicitly the needs of the individual patient by adopting a person-centered approach to practice. Consideration needs to be given to how this is taught to pre-registration physiothe... Read More about Teaching person-centered practice to pre-registration physiotherapy students: a qualitative study.

'I was really upset and it put me off': The emotional impact of assessment feedback on first-year undergraduate students (2023)
Journal Article
Holmes, A. G. D. (2023). 'I was really upset and it put me off': The emotional impact of assessment feedback on first-year undergraduate students. Journal of Perspectives in Applied Academic Practice, 11(2), 62-74. https://doi.org/10.56433/jpaap.v11i2.529

Assessment feedback can have an emotional impact on students. This qualitative research contributes to the existing body of literature on students' emotional reactions to assessment feedback by investigating the negative responses to summative feedba... Read More about 'I was really upset and it put me off': The emotional impact of assessment feedback on first-year undergraduate students.

From 'Flood Stories' to 'Flood Actors': Children as Change Agents in Disaster Risk Education (2023)
Presentation / Conference Contribution
Lloyd Williams, A., & Parsons, K. (2023, June). From 'Flood Stories' to 'Flood Actors': Children as Change Agents in Disaster Risk Education. Presented at XX ISA World Congress of Sociology, Melbourne, Australia

The latest Intergovernmental Panel on Climate Change (2022) emphasises the urgent threat of climate change and the need to adapt societies in order to enhance resilience. In England, 1 in 6 households are at risk of flooding and this is set to increa... Read More about From 'Flood Stories' to 'Flood Actors': Children as Change Agents in Disaster Risk Education.

The Mystery of the Giant Claw (2023)
Book
Parsons, K., & Hedgehunter Team. (2023). The Mystery of the Giant Claw. Fantastic Books Publishing

The mystery of the giant claw is an illustrated children's adventure book by researchers Katie Parson and Josh Wolstenholme.
Katie and her team were joined by a group of environmental activists named the HedgeHunters to create a series of children's... Read More about The Mystery of the Giant Claw.

Young peoples’ perceptions of digital, media and information literacies across Europe: gender differences, and the gaps between attitudes and abilities (2023)
Journal Article
Jones, S. L., & Procter, R. (in press). Young peoples’ perceptions of digital, media and information literacies across Europe: gender differences, and the gaps between attitudes and abilities. Technology, Pedagogy and Education, https://doi.org/10.1080/1475939X.2023.2210152

The need to develop digital, media and information literacies in young people is not a new idea. Increasing numbers of regional, national and international policies make the case and offer frameworks for such literacy development in schools. However,... Read More about Young peoples’ perceptions of digital, media and information literacies across Europe: gender differences, and the gaps between attitudes and abilities.

Teaching students using Design-First Test-Driven Development (2023)
Presentation / Conference Contribution
Dixon, J., Brayshaw, M., Gordon, N., Grey, S., Parker, D., & Tompsett, B. (2022, June). Teaching students using Design-First Test-Driven Development. Presented at INSPIRE XXVII: E-Learning for Sustainabilty and Education Beyond Pandemic, Online

This paper explores a test-driven approach to teaching within Higher Education. Test-driven here is derived from the Software Engineering approach, where the test cases for software are defined prior to the software being fully developed. The emphasi... Read More about Teaching students using Design-First Test-Driven Development.

The Design and Use of Questionnaires in Educational Research: A New (Student) Researcher Guide (2023)
Journal Article
Holmes, A. G. D. (2023). The Design and Use of Questionnaires in Educational Research: A New (Student) Researcher Guide. Innovare Journal of Education, 11(3), 1-5. https://doi.org/10.22159/ijoe.2023v11i3.47599

Questionnaires are widely used in educational research to gather data about the top under investigation. This is because they are cost-effective, relatively simple to use and can provide researchers with a large amount of data... Read More about The Design and Use of Questionnaires in Educational Research: A New (Student) Researcher Guide.

The Nonformal Education Sector and Global Competence Education (2023)
Book Chapter
Howland, C., Jones, S.-L., Liles, M., & Rey Vasquez, C. (2023). The Nonformal Education Sector and Global Competence Education. In C. E. Ullom, & N. Guler (Eds.), At School in the World: Developing Globally Engaged Teachers. Rowman & Littlefield

The vast majority of current literature on global competence education focuses on issues in formal academic settings and through traditional educational pathways, such as school settings (e.g. Boix-Mansilla & Jackson, 2013; Johnson et al., 2011) and... Read More about The Nonformal Education Sector and Global Competence Education.

Global Competence Education Strategies: A View from around the World and Considerations for Implementation (2023)
Book Chapter
Briga, E., Jones, S.-L., Howland, C., & Liles, M. (2023). Global Competence Education Strategies: A View from around the World and Considerations for Implementation. In C. Ullom, & N. Guler (Eds.), At School in the World: Developing Globally Engaged Teachers. Rowman & Littlefield

In this chapter we present how global competence development is articulated in education policies across four intergovernmental organisations (IOs) and 11 countries. We conducted this review as part of a preliminary scoping study within an European E... Read More about Global Competence Education Strategies: A View from around the World and Considerations for Implementation.

Non-buoyant microplastic settling velocity varies with biofilm growth and ambient water salinity (2023)
Journal Article
Mendrik, F., Fernández, R., Hackney, C. R., Waller, C., & Parsons, D. R. (2023). Non-buoyant microplastic settling velocity varies with biofilm growth and ambient water salinity. Communications Earth & Environment, 4(1), Article 30. https://doi.org/10.1038/s43247-023-00690-z

Rivers are the major conveyor of plastics to the marine environment, but the mechanisms that impact microplastic (<5 mm) aquatic transport, and thus govern fate are largely unknown. This prevents progress in understanding microplastic dynamics and id...

Portraits of school inclusion: a qualitative study of the experiences of students labelled with severe learning disabilities (2023)
Thesis
Walker, E. Portraits of school inclusion: a qualitative study of the experiences of students labelled with severe learning disabilities. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4458874

This thesis explores the educational experiences of eight disabled students in one city in the North of England. It interrogates and updates current research and literature in relation to barriers to inclusion in mainstream schools, deriving from pr... Read More about Portraits of school inclusion: a qualitative study of the experiences of students labelled with severe learning disabilities.

Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices (2023)
Journal Article
Gouseti, A., Lakkala, M., Raffaghelli, J., Ranieri, M., Roffi, A., & Ilomäki, L. (2023). Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices. Educational review, https://doi.org/10.1080/00131911.2022.2159933

Digital systems are increasingly becoming central to the running of contemporary schools. A range of digital tools are also adopted by teachers to facilitate face to face teaching and learning and more recently to accommodate remote schooling. Simila... Read More about Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices.