item: #1 of 331 id: compass-10 author: Cobo, Adriana title: The Parrot Brief: A drawing guide for first-year architecture students date: 2012-11-05 words: 1857 flesch: 53 summary: Tutorial time is never sufficient, particularly when it comes to teaching drawing, so the guide is intended to contribute additional tutorial time for observational drawing and is to be used freely by students. New students need to be taught how to represent what they see. keywords: drawing; guide; students; teaching cache: compass-10.pdf plain text: compass-10.txt item: #2 of 331 id: compass-100 author: Smith, Karen title: Editorial Team date: 2013-06-20 words: 113 flesch: -65 summary: Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 7, 2013 Managing Editor Karen Smith, Educational Development Unit Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, School of Education Wendy Cealey Harrison, Learning and Quality Unit Ian McNay, School of Education Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, School of Engineering Sarah Crofts, Information and Library Services Paul Dennison, Educational Development Unit Edward Phillips, School of Humanities & Social Sciences Lynne Jump, School of Health & Social Care Ed de Quincey, School of Computing & Mathematical Sciences Malcolm Ryan, School of Education Nola Stair, Business School James Wisdom, Higher Education Consultant and Editor of the SEDA series keywords: school cache: compass-100.pdf plain text: compass-100.txt item: #3 of 331 id: compass-1002 author: Colaiacomo, Silvia title: The Digital Classroom Project at the University of Kent date: 2020-07-30 words: 1773 flesch: 30 summary: Reference list Baik, C., and Greig, J. (2009), ‘Improving the academic outcomes of undergraduate ESL students: the case for discipline‐based academic skills programs’, in Higher Education Research and Development, 28:4. Bovill, C., and Bulley, C.J. (2011), ‘A model of active student participation in curriculum design: exploring desirability and possibility’, in: Rust, C. (ed.) The desire of academic staff to Conference Reflections Compass: Journal of Learning and Teaching, Vol 13, No 2, 2020 4 experiment with new teaching approaches was the essential starting point of this circular process. keywords: education; learning; project; rooms; teaching cache: compass-1002.pdf plain text: compass-1002.txt item: #4 of 331 id: compass-1008 author: Nishioka, hiromi title: Software Review: Meetup date: 2020-07-30 words: 2292 flesch: 44 summary: Although Meetup has been developed for general users, language learners can adopt the application for the purpose of language learning, creating face-to-face interactions with native speakers and proficient users of the languages (also referred to below as native speakers). Native speakers, as experts of the languages, may also support language learning by providing multiple forms of scaffoldings to language learners including: 1) requesting that they reformulate their utterances so that their comments may be better understood; and 2) providing language learners with expressions they know but which they cannot construct by themselves. keywords: language; learners; learning; meetup cache: compass-1008.pdf plain text: compass-1008.txt item: #5 of 331 id: compass-101 author: Smith, Karen title: Editors' Introduction date: 2013-06-20 words: 806 flesch: 52 summary:  Julie Laxton (University of Leeds), Paul Dagg, Janet Hargreaves, Duane Laverick, and Carrie Mitchell (University of Huddersfield) provide a Case Study that describes a collaborative project between staff and students to develop a freely available self-assessment tool to rate students’ preparedness to enter professional practice. The intervention had a positive impact on student learning. keywords: conference; learning; teaching; university cache: compass-101.pdf plain text: compass-101.txt item: #6 of 331 id: compass-1010 author: Compton, Martin; Jackson-Bruce, Amy; Krastev, Viktor title: Guerrilla teaching and a DIY exhibitions: How an assault on comfort zones can engage and inspire date: 2020-02-10 words: 2885 flesch: 47 summary: As evidenced from the lecturer comments, student engagement in the video and the exhibition itself, the separation of students from the comfort of the traditional classroom more than achieved the broad goal of enabling students to see beyond the creative activities they had previously been engaged in within an essentially artificial learning context and instead to grasp how their ideas and strategies might shape up in the face of the working world realities of self-publicising and exhibiting on minimal budgets. With a view to helping students understand how sub-culture artefacts can be exhibited using low-cost, guerrilla marketing strategies, the lecturer drew on some of these same strategies to present the brief. keywords: exhibition; learning; lecturer; marketing; promotion; students; teaching; video cache: compass-1010.pdf plain text: compass-1010.txt item: #7 of 331 id: compass-1013 author: Nishioka, hiromi title: Learning languages and culture using HiNative date: 2020-07-30 words: 3007 flesch: 47 summary: Technology Reviews Compass: Journal of Learning and Teaching, Vol 13, No 2, 2020 1 Learning languages and culture using HiNative Hiromi Nishioka Waseda University, Faculty of Human Sciences, Japan Introduction HiNative (https://hinative.com)1 is a question/answer application designed for language learners. In addition to HiNative, there are alternative platforms which learners can use to ask language- and culture-related questions, including language-exchange applications such as Speaky (https://www.speaky.com) and Social Network Services for language learners such as HelloTalk (https://www.hellotalk.com). keywords: hinative; language; learners; learning; questions; speakers cache: compass-1013.pdf plain text: compass-1013.txt item: #8 of 331 id: compass-1022 author: Bhandari, Renu title: A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice date: 2020-02-10 words: 5329 flesch: 42 summary: Online teaching sessions should focus on two key aspects in the method of delivery: first, initiative taking and communicating and, second, learning to learn. Understanding what Business Education students each bring to the virtual classroom is therefore essential to the creation of independent learners. keywords: business; classroom; education; learners; learning; lecturers; online; session; students; teaching cache: compass-1022.pdf plain text: compass-1022.txt item: #9 of 331 id: compass-1024 author: Walker, Simon title: Editorial date: 2019-06-11 words: 2831 flesch: 36 summary: Two studies – qualitative and quantitative – of student ‘belonging’ at the University of Wolverhampton provided authors Debra Cureton and Phil Gravestock with a wealth of material confirming strong similarities between the sector-wide evidence of disparity in the degree outcomes of ethnic groups and the measurable differences at Wolverhampton between the sense of belonging of BAME students and that of their white peers. At De Montfort University, the voice of BAME students is being heard and responded to, as the institution sets about countering the attainment gap through its ‘Freedom to Achieve’ project, with co-creation at its heart. keywords: attainment; bame; gap; learning; staff; students; university cache: compass-1024.pdf plain text: compass-1024.txt item: #10 of 331 id: compass-1025 author: McDuff, Nona title: Preface date: 2019-06-11 words: 817 flesch: 47 summary: For Kingston students, the outcome of this work to reduce the BME attainment gap has been positive: the gap has narrowed over the last six years from twenty-nine to thirteen percentage points. There was pervasive sector resistance to: producing data analysed by demographics; acknowledging that the institution could itself be contributing significantly to causing differentials; taking active steps to identify and address possible shortcomings of the institution (the more likely action being to respond by focusing on the characteristics of students – keywords: attainment; gap; students cache: compass-1025.pdf plain text: compass-1025.txt item: #11 of 331 id: compass-1026 author: Duhs, Rosalind Mary; Evans, Julie; Williams, Paulette; Chaudhury, Parama title: The early impact of initiatives to close attainment gaps at UCL date: 2019-06-11 words: 5314 flesch: 40 summary: Staff actions in partnership with students are designed primarily to have a positive impact on the experience and outcomes of BAME students, but the research evidence suggests that favourable effects will accrue for all students. Area and category Definition with explanation Cohen’s d5 Annotated summary of related ICHC guide items Instruction: assessment UKPSF mapping Area of Activity 3 Assess and give feedback to learners Student peer assessment Peers grade a student’s achievement in addition to the teacher-given grade High effect size indicates high similarity showing that students can assess the quality of peers’ work so have insight into learning requirements for a successful outcome 1.91 Offer individualised and peer feedback Peer feedback is based on the assessment of work (any assessment task appropriate to the relevant module) Peer assessment of drafts has proved to have a strong positive impact on student outcomes at UCL. keywords: attainment; bame; gap; ichc; learning; students; studies; table; teaching; ucl cache: compass-1026.pdf plain text: compass-1026.txt item: #12 of 331 id: compass-1033 author: Gibson, Poppy Frances; Coombes, Samuel title: Confronting the imposter: the role of conference presentation for confidence-building in academics date: 2020-07-30 words: 1809 flesch: 47 summary: Conference Reflections Compass: Journal of Learning and Teaching, Vol 13, No 2, 2020 1 Confronting the impostor: the role of conference presentation for confidence- building in academics Dr Poppy Gibson, Dr Samuel Coombes University of Greenwich, UK Abstract We often hear that facing our fears is the best course of action towards conquering them. This article highlights the key role that conference presentation can play in helping academics to overcome feeling like frauds through five key processes: reflection, feed- forward, perspective, support network and talk. keywords: academics; authors; conference; impostor; teaching cache: compass-1033.pdf plain text: compass-1033.txt item: #13 of 331 id: compass-1034 author: Johnson, Kevin; George, Tema title: Supporting Inclusive Teaching Practice within a UK Further and Higher Education context. date: 2020-07-30 words: 12302 flesch: 43 summary: ● Continued promotion of student support (student feedback). ● Developing links between students, staff, and student support (Oxford Brookes, 2014). keywords: articles; audio; compass; education; feedback; group; journal; learning; ravensbourne; staff; students; support; teaching; university; use; vol; work cache: compass-1034.pdf plain text: compass-1034.txt item: #14 of 331 id: compass-1035 author: Ma, Zheng Feei title: Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study date: 2020-02-10 words: 4174 flesch: 46 summary: 1 Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study Zheng Feei Ma University of Liverpool, Liverpool, UK; Xi'an Jiaotong-Liverpool, Suzhou, Jiangsu, China Abstract Role play provides additional learning opportunities to students through interaction with other students in classrooms. role play encourages peer-to-peer interaction; students can learn by interacting with other students rather than only with teachers. keywords: education; journal; learning; play; role; role play; students; teaching cache: compass-1035.pdf plain text: compass-1035.txt item: #15 of 331 id: compass-1039 author: Barrow, John; Perkins, Joy; Marini, Pietro; Davidson, Ann title: The Future Ready Ideas Lab: Future Proofing Bioscience Students Enterprise Skills date: 2020-07-30 words: 3677 flesch: 36 summary: Thematic analysis of student responses to these questions reveal that students had a clear view about how enterprise skills provide them with self-awareness, enhance their study skills and make them more future-ready to support their studies (figure 8). Sufficient disciplinary Case Studies Compass: Journal of Learning and Teaching, Vol 13, No 2, 2020 6 knowledge and understanding, that are also transferable into different learning contexts, are therefore key to supporting contemporary student enterprise learning. keywords: enterprise; future; learning; session; skills; students; workshop cache: compass-1039.pdf plain text: compass-1039.txt item: #16 of 331 id: compass-1040 author: Ghannam, Rami; Ahmad, Wasim title: Teaching teamwork to transnational students in engineering and technology date: 2020-07-30 words: 5854 flesch: 42 summary: According to the literature, there are three main approaches for the formation of student teams: self-selection, random assignment and teacher assignment (Bacon et al., 1999). We therefore aimed to investigate the impact of a similar exercise on Chinese engineering students. keywords: compass; course; education; engineering; figure; journal; learning; skills; students; teaching; team; vol cache: compass-1040.pdf plain text: compass-1040.txt item: #17 of 331 id: compass-1050 author: Leopold, Katherine; Reilly, Dawn title: Creating a pathway to employability in a Business School: developing professional practice through collaboration date: 2020-02-10 words: 2400 flesch: 41 summary: The Office for Students (2018: 3) states the following: We want to ensure that students leave their courses with the knowledge, qualifications, skills and attributes that are required by employers, both now and into the future … Case Studies Compass: Journal of Learning and Teaching, Vol 13, No 1, 2020 2 Within an IS degree programme, opportunities to work in teams and to discuss ideas with their peers, thereby increasing students’ ‘soft’ employability skills, can be restricted. To create a pathway to employability, we have used a collaboration between a module leader and a Business School employability consultant to support second year students. keywords: consultant; employability; module; skills; students cache: compass-1050.pdf plain text: compass-1050.txt item: #18 of 331 id: compass-1051 author: Mogaji, Emmanuel title: Could there be an alternative to Undergraduate Marketing Students’ Dissertation? date: 2020-02-10 words: 2222 flesch: 39 summary: This piece offers a short and hopefully thought-provoking reflection upon UK student dissertations and support for undergraduate marketing students (Mogaji, 2019a); it raises questions about alternative methods for supporting undergraduate marketing students with their dissertations and acknowledges the challenges that undergraduates face; it identifies key issues that have given rise to questions about the dissertation process and provides alternatives for consideration by tutors and academic staff supporting their students; it also presents the potential advantages and limitations of adopting these alternative methods. The piece provides insight into the presentation, which itself highlighted a problem regarding the selection of dissertation topic by marketing undergraduate students; it offers two alternative methods that benefit students by introducing them to current research questions that need answers, making them less anxious about their research topic and helping them to develop skills relevant to their future careers. keywords: dissertation; research; students; topic cache: compass-1051.pdf plain text: compass-1051.txt item: #19 of 331 id: compass-1055 author: Meredith, Richard Edward title: Thematic analysis of individual feedback: Improving cohort feedforward date: 2020-02-10 words: 2559 flesch: 44 summary: Potential conceptual framework from transformative learning Having been unfrozen (Lewin, 1943) from my frame of reference of a marking process, what new frame pertaining to student learning activities might I change to? It contributes common factors, hitherto hidden in student assessment data in Turnitin’s global writing technology. keywords: activity; assessment; data; learning; student; teaching; theory cache: compass-1055.pdf plain text: compass-1055.txt item: #20 of 331 id: compass-1057 author: Gao, Xiaowen title: Proposing a cross-cultural peer support programme to enhance Chinese direct entry students’ academic performance and learning experience date: 2020-02-10 words: 1143 flesch: 33 summary: Chinese students often exclude themselves from other student groups owing to weak language skills. A cross-cultural PAL could build a bridge between Chinese students and students from different cultures to the benefit of all, academically and culturally. keywords: learning; peer; students cache: compass-1057.pdf plain text: compass-1057.txt item: #21 of 331 id: compass-1061 author: Kumarasamy, Krishnamoorthy; Kalimuthu, Kalaivani; Narayanansamy, Mahalecumy title: Perceptions on Blended Learning in Higher Education among Academics and Learners in SEGI College Penang, Malaysia date: 2020-07-30 words: 5294 flesch: 27 summary: “Training and workshop on blended learning tools and technology are required on consistent basis as it could expose lecturers to latest tools and lecturers would be able to use new technology and methods for blended learning.” Articles Compass: Journal of Learning and Teaching, Vol 13, No 2, 2020 1 Perceptions of blended learning in higher education among academics and learners in SEGI College Penang, Malaysia – a case study Krishnamoorthy Kumarasamy, Kalaivani Kalimuthu, Mahalecumy Narayanansamy SEGI College Penang, Malaysia Abstract This paper explores students’ and academics’ perceptions of a blended learning approach to a whole course and identifies what they regard as the perceived benefits, challenges and limitations of this approach to teaching and learning. keywords: academics; april; education; journal; learners; learning; perceptions; students; study; teaching; time cache: compass-1061.pdf plain text: compass-1061.txt item: #22 of 331 id: compass-1062 author: Robson, Robert title: Lecturer passion: a pre-requisite for inspirational teaching date: 2020-02-10 words: 942 flesch: 45 summary: A lecturer’s passion for teaching does not in itself equate to inspirational teaching delivery, but it is, arguably, the key driver for change. In addition, if a lack of Opinion Pieces Compass: Journal of Learning and Teaching, Vol 13, No 1, 2020 2 self-confidence is fed by a fear of the unknown, lecturers with a passion for teaching may possibly be more inclined to experiment and take risks because they have the desire to find out more about innovative teaching methods and ‘lock down’ new skills. keywords: lecturers; passion; teaching cache: compass-1062.pdf plain text: compass-1062.txt item: #23 of 331 id: compass-1072 author: Helmy, Heba Ezzeldin title: Improving students’ knowledge and skills using an innovative Pecha Kucha presentation assignment in a History of Economic Thought class date: 2020-07-30 words: 6087 flesch: 48 summary: Do you agree that the PK enhanced my group learning through learning with other students? Do you agree that the PK enhanced my group learning through learning from other students? keywords: assessment; assignment; disagree; formative; journal; learning; pks; students; teaching; thought cache: compass-1072.pdf plain text: compass-1072.txt item: #24 of 331 id: compass-1073 author: Reilly, Dawn; Luo, Jing; Sun, Wenxian Hetty; Warren, Elizabeth title: Extended programmes: widening participation by narrowing content date: 2020-02-10 words: 1313 flesch: 51 summary: Students achieve academic skills and familiarisation with the University’s support services and systems via a new extended project module, which exposes students – under the guidance of their personal tutor during timetabled project classes – to an academic research opportunity in their chosen discipline. In term two, the department with the highest number of extended students provided four weeks of taught sessions to its students on a programme-specific topic. keywords: programmes; students; year cache: compass-1073.pdf plain text: compass-1073.txt item: #25 of 331 id: compass-108 author: Lewis, Jesmond title: A narrative approach to considering the role of the lecturer in developing autonomy in final year undergraduates date: 2014-09-15 words: 2149 flesch: 55 summary: Students can, therefore, decide what they are going to contribute to the overall project (such as camera operation or web design) and what balance of grade they would like between tasks (e.g. 40% camera operation, 60% script writing). The Conflict Here we have the trope of conflicting voices: On the one side, we have Graduate Attributes: Graduate Attributes is looking for students who are developing their ability to propel themselves into the labour market. keywords: course; forces; graduate; market; students cache: compass-108.pdf plain text: compass-108.txt item: #26 of 331 id: compass-1080 author: Sabourin, Brandon M. title: Using Mindomo to Engage Students in Higher-Order Thinking date: 2020-07-30 words: 2461 flesch: 47 summary: Keywords: Bloom’s Taxonomy, concept map, online collaboration, pedagogical design Introduction A concept map is a multimodal document created to represent the relationships between connected ideas. Traditionally created using analog materials, several digital applications have been designed for – or could be repurposed to allow – concept maps to be created digitally. keywords: concept; learning; map; mapping; maps; mindomo cache: compass-1080.pdf plain text: compass-1080.txt item: #27 of 331 id: compass-109 author: Stoneham, Ray; Essop, Aliyah title: Supervision Tracking: Improving the student and staff experience for projects and dissertations date: 2014-06-23 words: 1519 flesch: 43 summary: It is planned to integrate this further with a student learning analytics system (JISC, 2013; de Quincey and Stoneham, 2013) to give the ‘big picture’ of student engagement, with the aim of improving student retention and achievement. Case Studies Compass: Journal of Learning and Teaching, Vol 5, No 9, 2014 Supervision Tracking: Improving the student and staff experience for projects and dissertations Dr Ray Stoneham and Aliyah Essop University of Greenwich Communication between students and their supervisors in an academic environment has evolved from face-to-face meetings in college rooms to multi-faceted interaction using a range of increasingly complex digital tools (e.g. email, messaging, video, social media, cloud storage). keywords: learning; students; supervision; system cache: compass-109.pdf plain text: compass-109.txt item: #28 of 331 id: compass-1090 author: Keyms, Gillian title: Editorial Team - title page date: 2020-02-10 words: 182 flesch: -130 summary: Compass: Journal of Learning and Teaching, Vol 13, No 1, 2020 First published in February 2020 by: Greenwich Learning & Teaching University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Danielle Tran, Greenwich Learning & Teaching, University of Greenwich Guest Editors Liz Warren, Director of Teaching & Learning, Business Faculty, University of Greenwich Denise Hawkes, Head of Department - International Business and Economics, University of Greenwich Guest Co-editors Dawn Reilly, Gerhard Kristandl, Tesfa Mehari, Sara Gorgoni, Business Faculty, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Greenwich Learning & Teaching, University of Greenwich Editorial Board Paul Breen, University of Westminster Louise Hewitt, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Dawn Reilly, University of Greenwich Clare Rossato, University of Greenwich Danielle Tran, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Reviewers Timos Almpanis, University of Kingston Lucy Ansley, De Montfort University Monica Fernandes, Brunel University London Rachel George, University of Greenwich Man Fung LO, The Hong Kong Polytechnic University Harriet Lowe, University of Greenwich keywords: greenwich; university cache: compass-1090.pdf plain text: compass-1090.txt item: #29 of 331 id: compass-1091 author: Zhou, Xue; Wolstencroft, Peter; Orim, Stella-Maris Izegbua title: Please don’t put your phones away: the application of learning technology in UK Higher Education, presenting a Framework for Implementation date: 2020-07-30 words: 7358 flesch: 51 summary: At the start each lecture, an attendance code was generated on Tophat and its use was demonstrated to the class; • Students were requested to input the code into the Tophat system on their personal digital devices (every code was unique and was deleted after ten minutes); • Different types of questions – such as multiple-choice, sorting, matching and click-on-target – as well as an online discussion forum were released to students during the lecture via Tophat, serving to encourage students’ participation in the lecture; • A set of questions, designed to test students’ understanding of the module content, was released to the students though their digital devices in the last ten minutes of a two-hour lecture; • Observation ▪ Students logged on to the Tophat system and registered their attendance with the code (students not in attendance were not able to get the code); ▪ The use of some parts of Tophat – e.g. click-on-target, word cloud and matching questions – attracted students’ attention and engaged them in the lecture; ▪ Students were interested in participating in the online discussion forum and rating colleagues’ contributions; ▪ All students actively participated in the completion of the set of questions in the last ten minutes and raised questions when necessary; ▪ Some students still checked their personal digital devices (e.g. to see if they had any texts) when they were requested not to use Tophat. keywords: classroom; digital; education; journal; learning; lecturers; questions; students; teaching; technology; use cache: compass-1091.pdf plain text: compass-1091.txt item: #30 of 331 id: compass-1092 author: Warren, Liz; Reilly, Dawn title: Editors' Introduction date: 2020-02-10 words: 491 flesch: 44 summary: There are also submissions from those external to the event who want to share either their practice within Business Education or how we can learn from approaches in other disciplines, for example Breen, and Krastev; Compton, Jackson and Bruce. The foundation of Business Education is the same as every other discipline within education. keywords: business cache: compass-1092.pdf plain text: compass-1092.txt item: #31 of 331 id: compass-11 author: Crofts, Sarah title: Teaching information skills for legal method date: 2012-11-05 words: 2140 flesch: 57 summary: Most students use search engines such as Google where any type of search will produce results; the library databases to which we have access require a structured approach and it can be quite challenging explaining the significance of this to students (see ‘Challenges and problems’). Although many students do not appear to have the skills to evaluate the sources retrieved from Google, it is perhaps understandable that they prefer the Google interface to many library databases and catalogues. keywords: information; journals; library; seminar; students cache: compass-11.pdf plain text: compass-11.txt item: #32 of 331 id: compass-110 author: Rebbeck, Geoff title: A complete Greenwich degree in a personal learning space date: 2014-09-12 words: 2683 flesch: 43 summary: In order to test how this might be possible, this case study shows how a Greenwich University degree might be captured and marshalled into e-portfolio form, as a starting point to creating a fuller personal learning space. Because of the personal nature of e-portfolio creation, it is a good student skill to learn how to capture experiences during the course and to follow the directions taken by personal interests and enquiries (indeed, it is quite likely that, if a fellow student had also undertaken this particular exercise, the e-portfolio would have looked very different in content and presentation). keywords: content; degree; learning; portfolio; space cache: compass-110.pdf plain text: compass-110.txt item: #33 of 331 id: compass-1107 author: Olsen, Dennis A title: The impact of camera angles in learning videos on the perception of teaching excellence and emotional connectedness of students in the creative industries date: 2021-01-28 words: 4740 flesch: 48 summary: No 1, 2021 3 seem surprising, as the established use of laptops and desktop computers for the recordings of learning videos is likely to result in such shots. Articles Compass: Journal of Learning and Teaching, Vol 14, No 1, 2021 4 Figure 1: The investigation material consisted of two learning videos, identical except for the camera angle After their creation, the two videos were shown to and discussed with two academic colleagues – from the London School of Film, Media and Design at the University of West London – who regularly produce learning videos as part of their own teaching practice. keywords: april; camera; content; learning; level; perception; presenter; students; teaching; videos cache: compass-1107.pdf plain text: compass-1107.txt item: #34 of 331 id: compass-1114 author: Detyna, Michael; Dommett, Eleanor J. title: An investigation into in-lecture digital tools for engagement: a feasibility study date: 2021-01-28 words: 7887 flesch: 53 summary: Fried, C.B. (2008) ‘In-class laptop use and its effects on student learning.’ Participants Participants (N=33), of whom seventy per cent were staff, were recruited via advertisements on posters and also the institutional VLE, where they could voluntarily sign up to attend a session – staff and student sessions being held separately. keywords: compass; journal; learning; lectures; november; research; staff; students; teaching; technologies; technology; use; video cache: compass-1114.pdf plain text: compass-1114.txt item: #35 of 331 id: compass-1115 author: Smith, Susan Virginia; Pickford, Ruth; Priestley, Janice; Sellers, Rebecca title: Developing the Inclusive Course Design Tool: a tool to support staff reflection on their inclusive practice date: 2021-01-28 words: 6115 flesch: 31 summary: The feedback from colleagues and students mainly focused on the need for: plain English; more flagging and increased visibility of the questions which targeted BAME students’ learning experiences specifically; more rigorous accessibility software checking; ease of use (hard printed copy or online completion across all formats and platforms); and tighter, clearer, research-based guidance recommendations. This first version of the tool encourages course teams to reflect on and interrogate the nature of inclusive academic practice in their courses, in their course curricula, their classrooms (virtual or physical) and their approaches to student learning and support. keywords: april; course; design; education; groups; journal; learning; practice; questions; students; teaching; tool; university cache: compass-1115.pdf plain text: compass-1115.txt item: #36 of 331 id: compass-1119 author: Herdan, Agnieszka; Neri, Lorenzo; Russo, Antonella; Warren, Elizabeth title: A blended learning approach towards reducing the written communication gap: the role of Self-Regulated Learning dimensions date: 2021-01-28 words: 7208 flesch: 49 summary: The data also supports the conclusion by Love and Fry (2006), in their analysis of accounting students, that students consider this learning strategy to be a value-adding exercise in their learning journey. Learning strategies suggest the need for developing student skills in planning, creation of ideas, self-evaluation, self-monitoring and reflection. keywords: accounting; approach; education; journal; learning; self; skills; srl; students; study; teaching; writing cache: compass-1119.pdf plain text: compass-1119.txt item: #37 of 331 id: compass-112 author: Simmonds, Tatiana; Gent, Darrenlloyd; Stoneham, Ray title: Effective/Cost-effective Screencasting date: 2014-08-01 words: 3191 flesch: 51 summary: To make screencasting effective, a range of approaches was used: lectures delivered online before the timetabled lecture slot (a ‘flipped classroom’); screencast snippets to show how to perform specific technical tasks (screencast tutorials for practical sessions); live recordings of lectures. Example 2: Screencast tutorials for practical sessions With the preparation of lab materials for courses that utilise software, there is an imbalance between the time it takes to research, hone, organise, write and annotate various tasks and the time it takes for the students to attempt to complete the tasks. keywords: course; learning; lecture; recording; screencasting; screencasts; students cache: compass-112.pdf plain text: compass-112.txt item: #38 of 331 id: compass-1121 author: Bartlett, Debbie title: Case study: Using a codesign process as an opportunity and to increase assessment literacy and integrate the Sustainable Development Goals into learning and teaching. date: 2021-01-28 words: 3750 flesch: 37 summary: Box 2 SDG 4 Quality Education Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non- violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development 4.7.1 Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment (https://sustainabledevelopment.un.org/sdg4) Carless, D. and Boud, D. (2018) ‘The development of student feedback literacy: enabling uptake of feedback.’ keywords: assessment; development; education; environmental; feedback; learning; sdgs; students; teaching cache: compass-1121.pdf plain text: compass-1121.txt item: #39 of 331 id: compass-1123 author: McCabe, Rachel title: Cinematic Reproduction as Multimodal Composition in First-Year Composition date: 2021-01-28 words: 5842 flesch: 51 summary: Ellen Bishop (1999), Daniel Wild (1999), and Henry Giroux (2001) have written about the complex relationship between film and student writing. Its unique combination of visual text, narrative, and cultural representation make it a powerful medium for student writing. keywords: assignment; composition; film; group; learning; production; scene; students; teaching; writing cache: compass-1123.pdf plain text: compass-1123.txt item: #40 of 331 id: compass-1127 author: Keyms, Gillian title: Editorial team 13, 2 date: 2020-07-30 words: 145 flesch: -89 summary: Compass: Journal of Learning and Teaching, Vol 13, No 2, 2020 First published in July 2020 by: Greenwich Learning & Teaching University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editors Rachel George, Greenwich Learning & Teaching, University of Greenwich Yang Yang, Greenwich Learning & Teaching, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Greenwich Learning & Teaching, University of Greenwich Editorial Board Paul Breen, University of Westminster Louise Hewitt, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Dawn Reilly, University of Greenwich Clare Rossato, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Reviewers Martin Compton, University of Greenwich Alison Gilmour, University of Greenwich Mark Dawson, University of Greenwich Danielle Tran, University of Greenwich Tesfa Mehari, University of Greenwich Nihal Amer, MSA, Cairo Liz Warren, University of Greenwich keywords: greenwich; university cache: compass-1127.pdf plain text: compass-1127.txt item: #41 of 331 id: compass-113 author: de Burca, Sancha title: Design Students Blogging: A Case Study of Identity and Convenience date: 2014-09-12 words: 3324 flesch: 55 summary: Initially to develop the professional identities of blogging students, the project evolved into an exploration of the affordances of blogging as a convenience that resulted in raised levels of design thinking. Now, blogging students were posting thoughts at more appropriate times and it was felt that this played back into the creative process in an effective way, enabling more meaningful problem-solving, which, in turn, made more effective design pieces and helped best practices amongst bloggers to develop. keywords: blogging; blogs; case; design; students; use; work cache: compass-113.pdf plain text: compass-113.txt item: #42 of 331 id: compass-1135 author: George, Rachel; Yang, Yang title: Editors' Introduction 13, 2 date: 2020-07-30 words: 1958 flesch: 33 summary: The authors were able to define from their study Editors’ Introduction Compass: Journal of Learning and Teaching, Vol 13, No 2, 2020 2 some key elements for successful blended learning: appropriate teacher skills from proper training; provision of suitable resources; raising of student awareness of both the approach and the expectations; training for students in the use of digital tools; opportunities for teacher-student consultation; and, very significantly, teacher enthusiasm. Though this workshop, now embedded in the curriculum, was designed for bioscience students, the authors believe it to be readily transferable to other disciplines and recommend it as one means of engaging students in enterprise education. keywords: language; learning; students; teaching; technology; university cache: compass-1135.pdf plain text: compass-1135.txt item: #43 of 331 id: compass-1138 author: Yassim, Mazia title: Defining Social Change as Social Action: HE's Role in Addressing Social Change date: 2021-01-28 words: 1602 flesch: 45 summary: National surveys – such as Destination of Leavers from Higher Education (DLHE), National Student Survey (NSS) and Postgraduate Taught Experience Survey (PTES) – must include social change components so that social change education forms part of the focus of all HEIs. An HEI wishing to be successful in embedding sound practice for educating students about social change must, with full senior management buy-in, establish it as an integral part of its culture. keywords: change; education; justice; social; students cache: compass-1138.pdf plain text: compass-1138.txt item: #44 of 331 id: compass-114 author: Daniels, Gabriela title: Learning videos - do they work? date: 2014-09-12 words: 4713 flesch: 48 summary: An additional benefit of using instructional videos of processes rather than book illustrations was identified as the potential of the videos to show more clearly the development of a product from 2D to 3D. Academic staff also expressed the need to produce additional resources linked to videos to enhance constructivist learning, such as machine-threading diagrams and a glossary of terms (particularly helpful to international students). In summary, the reusability value of instructional videos was confirmed amongst different staff groups, referring mainly to informal, learner-led situations. keywords: design; journal; learning; multimedia; students; teaching; use; videos; view cache: compass-114.pdf plain text: compass-114.txt item: #45 of 331 id: compass-1141 author: Boodia-Canoo, Nandini title: Learning Theories in the context of teaching Law date: 2021-01-28 words: 3037 flesch: 51 summary: Far from developing critical thinking in students, the pursuit is reduced to the most basic outcome derived from observational learning: reproduction. The opportunity to examine learning theories in some detail led me to reflect on their application in the context of teaching Law at university. keywords: approach; law; learning; students; teaching; theory cache: compass-1141.pdf plain text: compass-1141.txt item: #46 of 331 id: compass-1146 author: Stenke, Katarina title: Learning how to read? the value of lectures in the context of HE English Literature date: 2021-01-28 words: 5081 flesch: 51 summary: Given the correlation of the skill sets required and fostered by lectures and literary reading, the potential benefit of relying exclusively on conventional ‘practice-based’ group learning activities to support English Literature students is less than self-evident. Drawing on the evidence discussed in this analysis and identifying common techniques from positively-evaluated lectures in my subject area, I suggest that lecture strategies for enthusing English Literature students and fostering independent reading of literary texts might include: • explicitly sharing personal enthusiasm for, and enjoyment of, reading in general and of the set text in particular, while allowing students the space to articulate their own responses; • clearly articulating the benefits to students of reading and engaging critically with a given text; (These benefits might be learning-specific – e.g. ‘this text is a great example of how novels can use point of view to shape reader sympathies’; ‘reading this Elizabethan sonnet will be helpful to you in future reading assignments, because its rhetorical and metrical strategies are imitated, developed and parodied in so many of the poems you’ll be reading over the next few years’ – or they might be at the level of enjoyment or personal meaning – ‘although this book initially seems rather serious in tone, later chapters are very funny; if you get as far as chapter 5 you’ll be rewarded with a comical set piece on…’; ‘if you’ve ever experienced x you may find this work really speaks to you, because…’) keywords: case; english; learning; lectures; literature; reading; students; teaching; university cache: compass-1146.pdf plain text: compass-1146.txt item: #47 of 331 id: compass-115 author: McNeill, Elaine; Peacock, Lesley title: The Development and Evaluation of Employability within the Fashion Curriculum: A Case Study date: 2014-08-01 words: 4500 flesch: 43 summary: Assessment Portfolios A systematic body of student work relating to the students’ professional practice activities and accomplishments. Fashion students are mainly responsible for obtaining and securing their own placements. keywords: development; employability; fashion; industry; learning; module; practice; skills; students; work cache: compass-115.pdf plain text: compass-115.txt item: #48 of 331 id: compass-1152 author: Jeevaruban, Jason; Boden, Gemma M title: The future of vocational higher education: the blended learning approach date: 2021-07-13 words: 1216 flesch: 42 summary: I, along with many other vocational healthcare students, experienced a sense of anxiety on my return to clinical placement, following the transition to online learning at the beginning of the pandemic (Hickman, 2020). While online learning is composed of pre-prepared materials for students to work on at their own pace, as well as content delivered through live streaming platforms, blended learning adds vital elements of face-to-face teaching in seminars and practical sessions on campus. keywords: education; learning; online cache: compass-1152.pdf plain text: compass-1152.txt item: #49 of 331 id: compass-1153 author: Madonia, Giuseppina title: Making a compulsory course compelling date: 2022-02-24 words: 3324 flesch: 48 summary: Keywords: higher education, student-centred approach to learning, student partnership, student experience. As my group was part of a larger group of PPD students, I am not able to report specifically on their end-of-module feedback. keywords: case; group; learning; partnership; students; teaching cache: compass-1153.pdf plain text: compass-1153.txt item: #50 of 331 id: compass-1155 author: Hurford, Donna; Read, Andrew title: Realising the inclusive potential of online teaching and learning for marginalised students date: 2021-01-28 words: 1348 flesch: 28 summary: Opinion Pieces Compass: Journal of Learning and Teaching, Vol 14, No 1, 2021 1 Realising the inclusive potential of online teaching and learning for marginalised students Donna Hurford1, Andrew Read2 University of Southern Denmark1, London South Bank University, UK2 Online teaching and learning can certainly contribute to inclusive and accessible teaching and learning. keywords: learning; online; students; teaching cache: compass-1155.pdf plain text: compass-1155.txt item: #51 of 331 id: compass-116 author: Fee, Ken title: Teaching a Master of Professional Practice in Games Development A case study of the MProf in Games Development at the University of Abertay Dundee date: 2014-09-16 words: 4659 flesch: 42 summary: Such students could then develop a very negative attitude to both the programme and the staff, especially if they were used to being held in particular esteem by their peers in earlier programmes of study. Certainly, for reasons highlighted below, it was actually exceptionally rare for game industry practitioners to play any active role in these courses, leading inevitably to queries from both students and industry as to who exactly was teaching these courses, if no staff had ever made a game professionally. keywords: case; development; games; industry; practice; students; teaching; team; work cache: compass-116.pdf plain text: compass-116.txt item: #52 of 331 id: compass-117 author: Shackleford-Cesare, Karen title: Identifying Factors that Influence the Uptake and Use of Moodle by Academics in three Arts Departments at Roehampton University date: 2014-09-16 words: 9341 flesch: 52 summary: Confidence in the prevailing assumption that ICT and e-learning technologies would by default lead to a radical adaptation or ‘disruption’ of teaching practice was implicit in this drive (Blin and Munro, 2008; Bush and Mott, 2009; This development has been paralleled by growth in the use of e-learning technologies, which have in turn brought to the fore more technology-reliant and student-focused learning theories such as connectivism (Bell, 2011) and heutagology (Hase and Kenyon, 2001). keywords: academics; education; journal; learning; moodle; online; practice; respondents; students; support; teaching; technologies; technology; tools; use; vol cache: compass-117.pdf plain text: compass-117.txt item: #53 of 331 id: compass-1175 author: Gibson, Poppy Frances; Morgan, Robert; Sinclair, Andrew; Hartiss, Rachael; Kosek, Agnieszka; Clark, Ashley title: The power of a partnership approach: the tripartite relationship between academics, academic skills staff and students date: 2021-07-13 words: 2222 flesch: 41 summary: Views from academic skills staff on why this partnership works The benefits of embedding academic skills in subject programmes have been acknowledged for some time (Wingate and Andon, 2011; Wingat et al., 2006). Each of us responds favourably to trust: tutors addressing a student’s academic needs with academic skills development will place their trust in her; a student will trust his tutors to help him improve his academic performance; tutors show trust in the efficacy of academic skills as part of teaching programmes. keywords: learning; skills; staff; students; teaching cache: compass-1175.pdf plain text: compass-1175.txt item: #54 of 331 id: compass-1177 author: Gilmour, Alison title: Let’s talk about webcams, and a pedagogy of kindness date: 2021-07-13 words: 2059 flesch: 35 summary: Keywords: webcams; pedagogy of kindness; online learning; compassion; inclusion The context of COVID-19 has seen many higher education teachers embrace synchronous online teaching via various web-conferencing platforms, but this practice has been accompanied by discussion about – possibly even an “obsession” (Bali, 2020) with – the setting of expectations for student use of webcams and rules and policies associated with deploying web camera technology. Active engagement does not depend on having your camera on and, in fact, it ought to be supported in a range of ways, all valued equally; also, development of student digital literacies should be scaffolded. keywords: learning; pedagogy; students; use; webcam cache: compass-1177.pdf plain text: compass-1177.txt item: #55 of 331 id: compass-1178 author: Aynsley, Sarah; Ball, Valerie; Berry, Jonathan; Hancock, Angela; Harrison, Rebecca; Maddock, Katie; Morris, Andrew; Pooler, Alison; Procter, Patricia; Crawford, Russell title: Pedagogic development of a gamified approach to enhancing engagement in interprofessional education date: 2022-02-24 words: 3743 flesch: 35 summary: Rationale for the approach to IPE at Keele University Our prior experience and formal evaluation of the IPE programme at Keele University have demonstrated that healthcare students sometimes lack interest in in the IPE philosophy and highlighted that some students might fail, at this point in their training, to see how IPE is linked to their courses. From the evidence in the literature about the benefits of linked learning, collaboration between the health professions early in student development can lead to improved patient outcomes. keywords: game; gamification; health; ipe; learning; november; professional; roles; students cache: compass-1178.pdf plain text: compass-1178.txt item: #56 of 331 id: compass-1182 author: Bartlett, Debbie; Sims, Deborah title: Assessment strategies and employability in the environmental and engineering sectors date: 2021-07-13 words: 6776 flesch: 39 summary: Perceptions of assessment tasks that demonstrated transferable skills, particularly communication, tended to contrast with the view voiced by Martini (2019) that students do not always recognise the importance of transferable skills, such as communication. It may be that the value of assessment tasks becomes apparent only when these are used in the workplace. keywords: assessment; employers; feedback; graduates; learning; management; question; responses; skills; students; survey; teaching cache: compass-1182.pdf plain text: compass-1182.txt item: #57 of 331 id: compass-1184 author: Yang, Yang; George, Rachel title: Editors' Introduction 14, 1. date: 2021-01-28 words: 2410 flesch: 21 summary: The detailed findings of this research paint a very positive picture of the impact of the approach on students’ written communication skills as well as on student engagement and confidence, for such a method appears to promote a sense of personal responsibility for learning and a degree of autonomy; students also have control over their pace of study. Dennis A Olsen, of the University at West London, conducts an interesting exploration into and evaluation of the application of ‘talking-head’ videos as a pedagogical tool in the online delivery of material to undergraduate students following subject courses in the creative industries. keywords: course; learning; paper; students; teaching; university cache: compass-1184.pdf plain text: compass-1184.txt item: #58 of 331 id: compass-1185 author: Farrant, Catherine; Marinciu, Raluca; Reilly, Dawn; Warren, Liz title: Supporting students with resits to build self-efficacy date: 2021-07-13 words: 6271 flesch: 52 summary: Student forum (SF) rankings of sources of support 1 = most useful to 8 =least useful Overall ranking Mean SF1 SF2 SF3 SF4 SF5 SF6 Revision material on the VLE 1 2.58 1 2 4.5 1 4 3 Past exam questions and solutions 2 2.75 3 1 4.5 2 5 1 Face-to-face revision session in the summer 3 3 2 4 1 6 3 2 Support from the module leader 4 4.5 5 3 6 5 1 7 Short Panopto recordings on key topics 5 5 7 7 2.5 3.5 6 4 Panopto recordings of lectures 6= 5.67 8 8 2.5 3.5 7 5 Support from the Academic skills team in the library 6= 5.67 4 6 8 8 2 6 Support from your personal tutor 8 6.83 6 5 7 7 8 8 Comments made by students in the interviews (I) and student forums (SF) are set out in the remainder of this section. Furthermore, the data collected from students related to their experience of resit support in the previous academic year. keywords: efficacy; exam; learning; period; resit; self; students; support; teaching cache: compass-1185.pdf plain text: compass-1185.txt item: #59 of 331 id: compass-1186 author: Magaji, Adewale; Cabral, Ana; Lambirth, Andrew; McDonald, Roger; Brett, Ashley; Philpott, Christopher title: Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders date: 2021-07-13 words: 4331 flesch: 36 summary: The purpose of this case study is to highlight the steps involved in carrying out action research and any challenges that teachers may encounter in this learning process. This led to the development of an innovative model for the facilitation of action research and collaboration between the university team and participants. keywords: action; development; learning; participants; research; teachers; teaching; university cache: compass-1186.pdf plain text: compass-1186.txt item: #60 of 331 id: compass-119 author: Kiernan, Mary; Kazimoglu, Cagin; Bacon, Liz; Mackinnon, Lachlan title: Developing an Educational Game to support Cognitive Learning date: 2014-09-16 words: 2730 flesch: 49 summary: Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts? Table 1 shows a set of game activities and describes how students can develop their skills in CT through game-play and, more specifically, through playing Program Your Robot. keywords: game; learning; programming; students; thinking cache: compass-119.pdf plain text: compass-119.txt item: #61 of 331 id: compass-12 author: Dennison, Paul title: Reflective practice: The enduring influence of Kolbs Experiential Learning Theory date: 2012-11-05 words: 2446 flesch: 52 summary: Conclusions David Kolb’s Experiential Learning Theory survives as a powerful influence in business and management, despite years of criticism and, among other things, is still the most commonly cited source justifying the use of reflective practice. Kolb’s Experiential Learning Theory Kolb’s ELT first appeared in his book Experiential Learning: Experience as the Source of Learning and Development (1984). keywords: elt; experiential; kolb; learning; practice; reflective cache: compass-12.pdf plain text: compass-12.txt item: #62 of 331 id: compass-120 author: Kiernan, Mary title: The Challenges of using disruptive technologies/innovations in a cyber-landscape date: 2015-06-05 words: 2255 flesch: 53 summary: Though there is an array of types of MOOCs, some course-led and some for like-minded people to share their knowledge (for example, how to use constructivism within courses), I argue that socialisation underpins all of them and is key to students’ maximising their potential, regardless of the medium. Kiernan, M. (2008) ‘Effective e-Moderation in e-Courses.’ keywords: course; learning; mooc; online; socialisation; students cache: compass-120.pdf plain text: compass-120.txt item: #63 of 331 id: compass-1202 author: Hughes, Julie; Cureton, Debra; Jones, Jenni title: ‘I'll play the game, but I cannot stay’ : The role of third space professionals in encouraging the retention, success and sense of belonging of undergraduate students date: 2021-08-18 words: 5124 flesch: 49 summary: Additionally, with the shift in emphasis in the Office for Students’ regulatory framework (2018) to a focus upon the student lifecycle, our University felt that the introduction of new third space roles, created to support student transition into and passage through university (Matheson et al., 2018) could enhance student retention and success, which, in turn, would improve our funding position. Gravett and Winston (2019) usefully conceptualise student transition as troublesome and fluid against a literature and policy backdrop of ‘bridges’ and phases to be settled (Briggs et al., 2012; Yorke, 2000). keywords: acs; case; education; journal; learning; role; students; support; teaching; university; vol cache: compass-1202.pdf plain text: compass-1202.txt item: #64 of 331 id: compass-1203 author: Dobbins, Kerry; Adams, Neil F; Bishop, Ellen; Ismayilli, Mehman; Papadopoulou, Martha; Phillips, Megan L; Tauchner, Nadine; van Wessem, Elizabeth; Watkins, Joe title: The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project date: 2021-07-13 words: 7466 flesch: 46 summary: As indicated previously, there is emerging evidence of peer observation practices (in a variety of formal and informal ways) being used to support GTA development. Keywords: Graduate teaching assistants, peer observation, PhD students, professional development, teaching practice Introduction This paper presents an evaluation of a pilot project for the peer observation of teaching designed by and for graduate teaching assistants, or GTAs, at the University of Leicester. keywords: experience; gtas; journal; learning; observation; observer; peer; process; project; teaching cache: compass-1203.pdf plain text: compass-1203.txt item: #65 of 331 id: compass-1205 author: Gao, Xiaowen title: Engaging students affectively to stimulate social presence in online learning date: 2021-07-13 words: 1386 flesch: 41 summary: Engaging students affectively to stimulate social presence in online learning Xiaowen Gao University of Greenwich, UK Abstract There is challenge in designing online teaching that motivates students and encourages them to engage fully with learning activities. In this brief piece, I consider why and how we could do more to support students’ affective engagement, so as to motivate their participation in online learning in addition to engaging them with activities aimed at supporting cognitive engagement and progress in subject knowledge. keywords: learning; students; teaching cache: compass-1205.pdf plain text: compass-1205.txt item: #66 of 331 id: compass-1206 author: Gibson, Poppy Frances; Bale, Amber title: The body healing phenomenon: learning, teaching and living through a pandemic date: 2021-07-13 words: 1620 flesch: 51 summary: Fitting body healing around your lectures, seminars and meetings If you are feeling lethargic and struggling with the effects of the pandemic on your life, why not consider implementing simple body healing strategies into your weekly routines? Opinion Pieces Compass: Journal of Learning and Teaching, Vol 14, No 2, 2021 1 Teaching in a pandemic: using body healing to support your wellbeing Dr Poppy Gibson1, Amber Bale2, University of Greenwich1, Northumbria University2, UK. keywords: body; february; healing; journal; mind cache: compass-1206.pdf plain text: compass-1206.txt item: #67 of 331 id: compass-121 author: Crofts, Sarah title: Editor's Introduction date: 2013-12-18 words: 878 flesch: 44 summary: Seeing themselves as acceptably “good”, rather than dangerously “outstanding”, he suggests, may lead students to keep to very safe lessons rather than venturing beyond the lesson plan in the teaching observation period. Although this can result in a good grade, Mark Betteney’s view is that students need to move away from the safety of the perfect lesson in pursuit of the outstanding grade. keywords: articles; issue; research; students cache: compass-121.pdf plain text: compass-121.txt item: #68 of 331 id: compass-1213 author: Farrant, Catherine Anne; Tybura, Julia; Rafe, Melanie; Ackon, Nelly; Schmidt, Marie-Christin; Chantaboury, Amonlath title: “A brain to pick, an ear to listen and a push in the right direction” (John C. Crosby) date: 2021-08-18 words: 2003 flesch: 47 summary: Conference reflections Compass: Journal of Learning and Teaching, Vol 14, No 3, 2021 2 Pedagogy and design We provided student mentors with a two-hour training workshop, predicated on research by Gray et al. (2016) which encourages ‘active listening’ and ‘powerful questioning’. As the theme of the conference was co-creation with students, we asked student mentors to reflect on their mentoring experience and present this at the conference. keywords: journal; learning; mentoring; mentors; support cache: compass-1213.pdf plain text: compass-1213.txt item: #69 of 331 id: compass-1216 author: Correia, Nuno N. title: Co-organising hackathons with students: opportunities and best practices date: 2021-07-13 words: 2459 flesch: 45 summary: Regarding the limitations (identified from student feedback) of the hackathons conducted, we highlight the lack of adequate prior information about the difficulty level and the tools involved. Meeting other students and “the freebies” were also mentioned as positive factors, as was the friendliness of the organisers. keywords: attention; computing; feedback; hackathons; participants; students cache: compass-1216.pdf plain text: compass-1216.txt item: #70 of 331 id: compass-1217 author: Owen, John; Wasiuk, Catherine; Nokes, Ailsa; Roderick, Sian title: Developing an online learning community through an open reflective assessment date: 2021-08-18 words: 4592 flesch: 49 summary: As it is an open online resource, students new to the programme can engage with these blog posts before they officially embark upon it, and the blog posts can help support online induction activities to reassure new students and help them feel part of a broader community. The publication can also help support new students in understanding assessment processes at the beginning of the course unit. keywords: assessment; course; health; learning; platform; students; writing cache: compass-1217.pdf plain text: compass-1217.txt item: #71 of 331 id: compass-1218 author: Hewitt, Louise; Owusu-Kwarteng, Louise title: Autobiographical accounts of students working on the Innocence Project London (IPL): students telling their story about how working on the IPL affected their lives date: 2021-08-18 words: 1690 flesch: 48 summary: Student voices The project was devised to give students the opportunity not only to record their individual stories but also to weave into them the stories of the IPL clients who inspire them (Cotterill and Letherby, 1993). By using autobiographical accounts, LH wanted to give IPL students the opportunity to tell their individual stories about the impact upon them of innocence work, enabling them to engage in recognising and taking ownership of their learning. keywords: innocence; ipl; stories; students cache: compass-1218.pdf plain text: compass-1218.txt item: #72 of 331 id: compass-1219 author: Abu, Lija; Chipfuwamiti, Craig; Costea, Adrian-Mihai; Kelly, Alison Faith; Major, Krisztina; Mulrooney, Hilda Mary title: Staff and student perspectives of online teaching and learning; implications for belonging and engagement at university – a qualitative exploration date: 2021-08-18 words: 7764 flesch: 32 summary: The importance of social aspects was clear: respondents highlighted relationships – with academic staff and with other students – and extra-curricular social activities such as clubs and societies (Kelly and Mulrooney, 2019). 52.2%) Articles Compass: Journal of Learning and Teaching, Vol 14, No 3, 2021 7 Effect of the move to online teaching on relationship with students and staff: the staff perspective Relationships were highlighted as a major concern; in particular, developing and establishing relationships with new students, with possible adverse effects on their learning. keywords: education; journal; june; learning; level; online; relationships; sense; staff; students; teaching; university; vol cache: compass-1219.pdf plain text: compass-1219.txt item: #73 of 331 id: compass-1220 author: Gao, Xiaowen title: Engaging students in online learning: technology-integrated distance learning for Chinese students at partner institutions in China date: 2021-08-18 words: 3391 flesch: 43 summary: Keywords: Online delivery, student engagement, Chinese TNE students Introduction Over the past two decades, learner-centred active learning has taken precedence over traditional lecturer-centred lecturing as the preferred pedagogy. Groupwork is one of the most common means of fostering student engagement, as working in small groups enables them to move beyond learning as individuals and to participate in collaborative learning activities that are engaging (Davidson et al., 2014).) keywords: case; group; learning; online; questions; students; teaching cache: compass-1220.pdf plain text: compass-1220.txt item: #74 of 331 id: compass-1221 author: Kofler, Helen title: Employability themes for economic recovery date: 2021-08-18 words: 1975 flesch: 27 summary: It has also created an ‘Employability Hub’, which delivers skills workshops and insights to support staff (PwC Careers, Employability Hub, 2020). There are lots of other examples of organisations that are adapting to help equip students and graduates with employability skills. keywords: conference; february; global; skills; working cache: compass-1221.pdf plain text: compass-1221.txt item: #75 of 331 id: compass-1223 author: Cross, Iain David; Congreve, Alina title: The climate emergency in higher education: working together to meet the challenge of student activism date: 2021-08-18 words: 2071 flesch: 41 summary: Keywords: climate change, sustainability, ethics, academic developers, collaboration Introduction The overwhelming majority (90%) of university students are ‘concerned’ or ‘very concerned’ about climate change (SOS, 2021). Greta Thunberg and the rise in the number of school strikes have highlighted the urgency young people feel about the slow rate of progress in addressing climate change. keywords: change; climate; conference; teaching; workshop cache: compass-1223.pdf plain text: compass-1223.txt item: #76 of 331 id: compass-1224 author: Mansi, Gemma title: Bridging the gap between markers’ tacit knowledge and students’ assessment literacy date: 2021-07-13 words: 3873 flesch: 42 summary: Keywords: tacit knowledge, student feedback, criteria, dialogue, assessment writing Introduction There has been significant development in assessment materials across programmes at the University of Greenwich, particularly since the introduction of a new ‘Feedback and Assessment Policy’ in 2019. Assessment-specific grading criteria, rubrics, assignment briefs and a standardised format for student feedback have all been introduced to deliver a more detailed and specific understanding of what is expected from student assignments. keywords: assessment; case; knowledge; staff; students; teaching; university cache: compass-1224.pdf plain text: compass-1224.txt item: #77 of 331 id: compass-1230 author: Fernandes, Monica title: What does decolonising the curriculum mean for STEM subjects? date: 2021-07-13 words: 1316 flesch: 29 summary: What does decolonising the curriculum mean for STEM subjects? What does decolonising the curriculum look like for STEM subjects – disciplines which are more technical or problem-solving? keywords: curriculum; decolonising; stem; subjects cache: compass-1230.pdf plain text: compass-1230.txt item: #78 of 331 id: compass-1231 author: Greve, Katharina; Tan, Aaron title: Reimagining the role of technology in higher education: the new normal and learners’ likes date: 2021-08-18 words: 10893 flesch: 42 summary: Tutors, meanwhile could, observe which technologies students were able to engage with more effectively to achieve the intended learning outcomes. Some studies argue that the ways in which learners use technologies in their day-to-day interactions with family and friends may often be different from their preferences for technology use in formal learning settings. keywords: articles; classroom; context; education; february; journal; learners; learning; new; research; role; students; study; teaching; technologies; technology; use; vol cache: compass-1231.pdf plain text: compass-1231.txt item: #79 of 331 id: compass-1232 author: McClure, Colin Derek; Williams, Paul N title: Gather.town: An opportunity for self-paced learning in a synchronous, distance-learning environment date: 2021-07-13 words: 5901 flesch: 46 summary: Despite this, GT offers educators the ability to pre-design learning spaces specific to their audience, to communicate effortlessly between entire spaces and small groups and to provide tailored support to students and/or student groups as they progress through the activities in a DL synchronous environment. These elements included those relating to communicating with others (both educators and student peers), the use of interactive materials, the ability to move within the space and the aesthetics of the platform (figure 3, A-C). keywords: case; education; educators; face; journal; learning; platform; sessions; students; teaching cache: compass-1232.pdf plain text: compass-1232.txt item: #80 of 331 id: compass-1235 author: Whyley-Smith, Rebecca title: Cameras on or off? There's more than meets the eye with engaging students in online learning. date: 2021-08-18 words: 1325 flesch: 46 summary: Reference list Caskurlu, S., Richardson, J.C., Maeda, Y. and Kozan, K. (2021) 'The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis.' There's more than meets the eye with engaging students in online learning. keywords: cameras; learning; students cache: compass-1235.pdf plain text: compass-1235.txt item: #81 of 331 id: compass-1239 author: Getti, Giulia Tullia Marianna; Harris, Sarah; Alexandru, Ioana-Cristina; Boulas, Raphaelle; Brempong, Louise; Huckstepp, Rebekah; Gandhi, Vishwa Hiteshbhai; Muntean, Diana Patricia; Pires Piedade, Ana; Tresserras Segura, Clara; Ugwuanyi, Adanonso title: The challenges of teaching and learning during a pandemic become an opportunity: reflections on a student and academic partnership. date: 2021-08-18 words: 1745 flesch: 47 summary: Close interaction between students and academic staff is well known to be important to the improvement of student learning, development, engagement and satisfaction in higher education (Astin, 1993; Kuh et al., 2005). Keywords: Student partnership, on-line learning, confidence, conference, higher education Background This project started from a desire to learn, from students, which of the changes they experienced during the pandemic have improved their learning experience. keywords: education; experience; learning; students; teaching cache: compass-1239.pdf plain text: compass-1239.txt item: #82 of 331 id: compass-124 author: Keyms, Gillian title: Editorial Team date: 2013-12-18 words: 116 flesch: -77 summary: Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 8, 2013 Managing Editor Karen Smith, Educational Development Unit Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, Faculty of Education & Health Wendy Cealey Harrison, Academic Quality Unit Ian McNay, Faculty of Education & Health Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, Faculty of Engineering & Science Sarah Crofts, Information and Library Services Paul Dennison, Educational Development Unit Edward Phillips, Faculty of Architecture, Computing & Humanities Lynne Jump, School of Health & Social Care Ed de Quincey, Faculty of Architecture, Computing & Humanities Malcolm Ryan, Independent Critical Friend Nola Stair, Faculty of Business James Wisdom, Higher Education Consultant and Editor of the SEDA series keywords: faculty cache: compass-124.pdf plain text: compass-124.txt item: #83 of 331 id: compass-1241 author: Kristandl, Gerhard title: “All the world’s a stage” – the Open Broadcaster Software (OBS) as enabling technology to overcome restrictions in online teaching date: 2021-07-13 words: 5774 flesch: 59 summary: Case Studies Compass: Journal of Learning and Teaching, Vol 14, No 2, 2021 3 Implementation ‘Tangibility’ of the learning experience is key to running successful role plays and games in a classroom. Over the course of my long career as a teacher, I learned to hold such role-playing activities in high esteem owing to their potential to have a lasting impact on student learning (Rao and Stupans, 2012). keywords: cam; case; figure; journal; learning; obs; role; screen; software; students; teaching cache: compass-1241.pdf plain text: compass-1241.txt item: #84 of 331 id: compass-1249 author: Fuller, Stephanie title: Building communities of practice in distance learning courses for higher education teacher development date: 2022-02-24 words: 8451 flesch: 45 summary: While there is much literature establishing the theoretical underpinnings of online communities of practice, there remains a lack of detailed research into the practical features of successful examples of these communities and the ways in which they can be developed (Kirschner and Lai, 2007). Research has previously been undertaken into online communities of practice within teacher education (special issue of Technology, Pedagogy and Education Vol 16, Issue 2, 20071), though it has focused on compulsory education teacher training and, while there is research supporting the use of a communities of practice approach in developing HE teachers (Patton and Parker, 2017), this has not explored in detail such communities within an online or distance learning context. keywords: communities; community; development; distance; learning; online; participants; practice; sense; teaching cache: compass-1249.pdf plain text: compass-1249.txt item: #85 of 331 id: compass-1254 author: AlZadjali, Ramla title: Comparing approaches to feedback in the context of English language teaching in higher education date: 2022-02-24 words: 1417 flesch: 36 summary: With focused feedback, learners can process one or two ideas in depth at a given time and have already had the target areas Opinion Pieces Compass: Journal of Learning and Teaching, Vol 15, No 1, 2022 2 identified and discussed with them. Focused feedback is therefore, arguably, more manageable for learners, more likely to bring about active engagement in learning and more likely to be acted upon in the future. keywords: feedback; language; students cache: compass-1254.pdf plain text: compass-1254.txt item: #86 of 331 id: compass-1258 author: Williams, Neil Anthony; Benjamin, Audrey title: An investigation of students’ views on decolonising the science curriculum date: 2022-02-24 words: 5933 flesch: 41 summary: Any advocacy of science students for initiatives to decolonise the science curriculum could help persuade more staff to take action on changing the curriculum. Method The main research questions were: ‘What do science students know about the agenda for decolonising the curriculum?’ keywords: actions; african; caribbean; curriculum; decolonisation; journal; learning; science; students; teaching cache: compass-1258.pdf plain text: compass-1258.txt item: #87 of 331 id: compass-1261 author: Chu, Duyen; Nguyen, Hien title: Recapping: effective pedagogy to ensure inclusivity and optimise learning and teaching experiences date: 2022-08-25 words: 6675 flesch: 53 summary: To find a solution, Lowe drew on cognitive science literature on how people learn and proposed a five-minute recap activity to aid student learning and increase the retention of materials and skills. These researchers also investigated the relationship between recap use and the academic performance of recap users. keywords: experience; journal; learning; recapping; recaps; students; study; teachers; teaching; use cache: compass-1261.pdf plain text: compass-1261.txt item: #88 of 331 id: compass-1262 author: Keyms, Gillian title: Editorial Team 14, 2 date: 2021-07-13 words: 209 flesch: -151 summary: Compass: Journal of Learning and Teaching, Vol 14, No 2, 2021 First published in July 2021 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editors Rachel George, University of Greenwich Yang Yang, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, University of Greenwich Editorial Board Paul Breen, University of Westminster Louise Hewitt, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Dawn Reilly, University of Greenwich Clare Rossato, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Reviewers Alice Neal, University of Greenwich Alison Gilmour, University of Greenwich Asegul Hulus, University of Greenwich Dawn Reilly, University of Greenwich Ed de Quincey, Keele University Emma Kennedy, University of Greenwich Eve Rapley, University of Greenwich Gillian Lazar, Middlesex University London Helen Hawthorne Middlesex University James Wisdom, Higher Education Consultant and Editor of the SEDA series Jenny Marie, University of Greenwich Jessica Hancock, City, University of London Kerry Dobbins, University of Leicester Laura Muncey, University of Greenwich Leanne de Main, De Montfort University Martin Compton, UCL Martin Snowden, University of Greenwich Melissa Pavetich, University of Greenwich Nihal Amer, MSA University, Cairo Rachel George, University of Greenwich Yang Yang, University of Greenwich keywords: university; yang yang cache: compass-1262.pdf plain text: compass-1262.txt item: #89 of 331 id: compass-1263 author: George, Rachel; Yang, Yang title: Introduction to volume 14, issue 2 of Compass, Journal of Learning & Teaching date: 2021-07-13 words: 2508 flesch: 31 summary: These research results illustrate the need for a range of strategies, including past paper question practice and good, regular communication between tutor and student, which may include re-visiting and explaining previous feedback to help with a coursework resit and conveying to students the meaning and extent of the ‘resit support’ available. Many of these papers reflect on the teaching strategies used and the outcomes obtained in the context of blended delivery of teaching in 2020-21, including student as well as staff perspectives. keywords: author; compass; greenwich; learning; students; support; teaching; university cache: compass-1263.pdf plain text: compass-1263.txt item: #90 of 331 id: compass-1266 author: Keyms, Gillian title: Editorial Team SHIFT 2021 Special Edition date: 2021-08-18 words: 196 flesch: -139 summary: Compass: Journal of Learning and Teaching, Vol 14, No 3, 2021 First published in August 2021 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Guest Editor for this edition Riccardo De Vita, University of Greenwich Tania Struetzel, University of Greenwich Editors Rachel George, University of Greenwich Yang Yang, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, University of Greenwich Editorial Board Paul Breen, University of Westminster Louise Hewitt, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Dawn Reilly, University of Greenwich Clare Rossato, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Reviewers Anna Costantino, University of Greenwich Riccardo De Vita, University of Greenwich Rachel George, University of Greenwich Stefano Ghinoi, University of Greenwich Louise Hewitt, University of Greenwich Jing Luo, University of Greenwich Ade Magaji, University of Greenwich Michael Okereke, University of Greenwich Sandhiran Patchay, University of Greenwich Sterling Rauseo, University of Greenwich Nataliya Rumyantseva, University of Greenwich Martin Snowden, University of Greenwich Tania Struetzel, University of Greenwich Crystal Tsay, University of Greenwich Surinder Walia, University of Greenwich Yang Yang, University of Greenwich keywords: greenwich; university cache: compass-1266.pdf plain text: compass-1266.txt item: #91 of 331 id: compass-1271 author: De Vita, Riccardo De Vita; Struetzel, Tania title: Editors' Introduction for SHIFT 2021 Special Edition date: 2021-08-18 words: 2012 flesch: 42 summary: Focusing on the lessons learnt and starting to capitalise on them is important if, as the article by Greve and Tan suggests, new models to promote student engagement based on a variety of technological platforms are becoming the ‘new normal’. The qualitative evidence collected by the authors suggests the scheme has been very effective to support first year students, but also for the mentors themselves. keywords: learning; shift2021; students; teaching cache: compass-1271.pdf plain text: compass-1271.txt item: #92 of 331 id: compass-1276 author: Reilly, Dawn; Leopold, Katherine title: 'Next slide, please': developing students' digital literacy and online collaboration skillsets date: 2022-02-24 words: 3115 flesch: 39 summary: The business school offers a range of activities to support students as they develop the skills they need to make them more employable. This case study will show how, in an online environment, we have used a technical module on the programme to give students the experience of working in virtual teams. keywords: digital; employability; module; online; skills; students cache: compass-1276.pdf plain text: compass-1276.txt item: #93 of 331 id: compass-1285 author: Buttazzoni, Adrian title: Pedagogical approaches to support student resilience in higher-education settings: A systematic literature review date: 2022-02-24 words: 9287 flesch: 11 summary: Efforts to improve student resilience in HE may be bolstered by programs and strategies that go beyond traditional healthcare service delivery: for instance, initiatives such as in-course pedagogical approaches which target enhancing student resilience awareness and understanding. Articles Compass: Journal of Learning and Teaching, Vol 15, No 1, 2022 1 Pedagogical approaches to support student resilience in higher-education settings: A systematic literature review Adrian Buttazzoni University of Waterloo (Waterloo, Ontario, Canada) keywords: approaches; articles; development; education; et al; health; journal; june; learning; methods; programs; resilience; review; strategies; stress; students; support; teaching; vol cache: compass-1285.pdf plain text: compass-1285.txt item: #94 of 331 id: compass-1293 author: Habtay, Yehdego title: Development of modular and accessible teaching labs, incorporating modelling and practical experimentation date: 2022-02-24 words: 3651 flesch: 41 summary: As the module was designed for MSc students, who came from different nations with varying levels of prior exposure to practical laboratory work, the tutorial/lab sessions in the first three weeks were used to train students in how to use basic laboratory tools safely and how to build models and simulate circuits using the available software. The approach taken allows students to learn the basics of the module through a combination of modelling, simulation and practical experimentation. keywords: case; electronics; laboratory; learning; module; power; students; work cache: compass-1293.pdf plain text: compass-1293.txt item: #95 of 331 id: compass-1294 author: Thompson, Andrew David; Vohmann, Barbara title: The perceptions of undergraduate surveying students of online learning during a pandemic and their preparation as industry practitioners date: 2022-02-24 words: 3613 flesch: 47 summary: ‘Strategies to engage online students and reduce attrition rates.’ The enforced shift to online learning required students to develop a different approach to their learning: students had to adapt to learn in a digital environment and this, in turn, is linked with self-regulated learning (Anthonysamy, Koo and Hin, 2020). keywords: environment; experience; face; learning; online; students; teaching cache: compass-1294.pdf plain text: compass-1294.txt item: #96 of 331 id: compass-1299 author: Wepener, Tiani title: Using Flipgrid for teaching practice: Pre-service student teachers’ reflections and lessons learnt date: 2022-08-25 words: 3384 flesch: 28 summary: Teaching practice (TP) coordinators (university lecturers responsible for the work-integrated learning component of teacher training programmes) found themselves having to improvise and innovate to meet this sudden pedagogical change by revisiting conventional TP models and approaches and finding new ways to give student teachers valid and constructive alternatives to face-to-face classes when these were suspended (Carrillo and Flores, 2020; Hojeij and Baroudi, 2021; Sepulveda-Escobar and Morrison, 2020). The current ten-minute video length restriction might be sufficient neither for student teachers to showcase their teaching competencies nor for lecturers to make reliable Technology Pieces Compass: Journal and Teaching, Vol 15, No 2, 2022 6 assessments. keywords: flipgrid; lesson; student; teachers; teaching; video cache: compass-1299.pdf plain text: compass-1299.txt item: #97 of 331 id: compass-13 author: Ainley, Patrick title: Higher than what? date: 2012-11-05 words: 2201 flesch: 53 summary: That this does not happen automatically shows that the French sociologist of education, Pierre Bourdieu, was wrong in his contention that higher education is all form and no substance. Some would answer that higher education’s (HE) ‘higherness’ comes from specialisation but this is also the case in further education (FE). keywords: academic; education; knowledge; new; society; students cache: compass-13.pdf plain text: compass-13.txt item: #98 of 331 id: compass-1303 author: Rapley, Eve; Talbot, Michael title: Making the invisible visible: Value and reward for personal tutors date: 2022-02-24 words: 2184 flesch: 41 summary: Personal tutoring and the pandemic – legitimate academic work in the spotlight Despite those who position personal tutoring as ‘nice to have, but not really that important’ – a sideshow encouraging academic do-gooders to dish out “tea and sympathy” (McIntosh and Grey, 2017) – we would argue that, far from being peripheral, personal tutoring has never been so important. If we take seriously (as we should) the assertion that the values of personal tutoring espoused by Lochtie et al., (2018) – for example, being approachable, non-judgmental and authentic, developing rapport and listening – are key skills as well as values, then this hitherto hidden element of personal tutoring practice needs equal development and recognition. keywords: academic; education; learning; teaching; tutoring; work cache: compass-1303.pdf plain text: compass-1303.txt item: #99 of 331 id: compass-131 author: Stoneham, Ray title: On Being Original date: 2015-06-05 words: 3566 flesch: 46 summary: in the TurnItIn database, but not to the work of other students as recorded in the TurnItIn repository of student work. Other students argue that putting a list of references at the end without indicating what came from where is evidence of research and that, in any case, they could not have explained it better. keywords: assessment; case; learning; plagiarism; students; turnitin; university; work cache: compass-131.pdf plain text: compass-131.txt item: #100 of 331 id: compass-1336 author: George, Rachel title: Editor's Introduction date: 2022-02-24 words: 2077 flesch: 26 summary: Another theme is around dialogue with students and incorporating the student voice, in relation to feedback methods, decolonization of the science curriculum and seminar delivery. In contrast when feedback is comprehensive, in other words, it addresses all aspects of the students’ work submission, and is not contextualized, students can find this overwhelming, leading to more limited or surface level engagement. keywords: feedback; learning; students; study; teaching; university cache: compass-1336.pdf plain text: compass-1336.txt item: #101 of 331 id: compass-1337 author: Alupei, Ciprian title: Editorial Team date: 2022-02-24 words: 121 flesch: -55 summary: Compass: Journal of Learning and Teaching, Vol 15, No 1, 2022 First published in February 2022 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editors Rachel George, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Ciprian Alupei, University of Greenwich Editorial Board Paul Breen, University of Westminster Louise Hewitt, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Dawn Reilly, University of Greenwich Clare Rossato, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Reviewers Claire Rossato Debra Cureton Ed de Quincey Emma Kennedy Eve Rapley James Wisdom Kerry Dobbins Lorraine Smith Martin Snowden Monica Fernandes Rachel George Surinder Walia Yang Yang keywords: greenwich; university cache: compass-1337.pdf plain text: compass-1337.txt item: #102 of 331 id: compass-1339 author: Force, Susan; Goss-Sampson, Mark; Harris, Sarah title: Low-stakes, VLE intensive, formative approach to maths teaching as a pedagogic strategy for improving assessment outcomes date: 2022-08-25 words: 3764 flesch: 44 summary: Discussion The statistical outcomes imply that student maths summative assessment scores were more improved in those who engaged with the formative opportunity than those who did not engage. For higher education (HE) this can manifest itself as lack of new student registrations and poor retention in science, technology, engineering and mathematics (STEM) subjects, which all require maths skills – this at a time when STEM graduates are needed more than ever in the global workplace (Rozgonjuk et al., 2020). keywords: anxiety; journal; learning; maths; numeracy; quiz; skills; students; teaching cache: compass-1339.pdf plain text: compass-1339.txt item: #103 of 331 id: compass-1341 author: Parkin, John title: You did what at the weekend? - A workshop to develop the digital awareness and understanding of digital footprints amongst primary education studies undergraduates date: 2022-08-25 words: 4129 flesch: 40 summary: Phase Action 1 Ethical approval acquired by university ethics committee 2 Initial focus group to explore undergraduate understanding of digital footprints and topics to include in the workshop 3 Analysis of focus group transcript and identifying topics to develop further 4 Creation of digital footprint workshop 5 Delivery of digital footprint workshop 6 Evaluative focus group to discuss the workshop 7 Analysis of evaluative focus-group data Table 1. - A workshop to develop the digital awareness and understanding of digital footprints amongst Primary Education Studies undergraduates John Parkin School of Education and Social Care, Anglia Ruskin University Peterborough, United Kingdom Abstract Digital footprints, the records left online through the use of social media such as Twitter and Instagram, are a growing concern for the future employability of undergraduates. keywords: case; focus; footprints; group; learning; media; online; students; workshop cache: compass-1341.pdf plain text: compass-1341.txt item: #104 of 331 id: compass-1343 author: VLACHOS, Peter title: It's online, but is it learning? - A reflection on the acceleration towards digital distance learning (DDL) in mainstream higher education. date: 2022-08-25 words: 2279 flesch: 51 summary: DDL students need a quiet, distraction-free environment. Introduction The Coronavirus pandemic (March 2020-March 2022) accelerated investment in and use of digital distance learning (DDL) in higher education (HE). keywords: ddl; distance; journal; july; learning; students; teaching cache: compass-1343.pdf plain text: compass-1343.txt item: #105 of 331 id: compass-1351 author: Pappu, Anusha; Bogaars, Alistair title: An examination of co-teaching in an online environment date: 2022-08-25 words: 4182 flesch: 54 summary: We used the following comparative indicators: student attendance (based on student attendance records made by tutors on GREweb, following the University of Greenwich policy for taught modules), assessment results and student satisfaction (based on responses to the end-of-module survey `Evasys’. We met after each co-taught session to reflect jointly on the class. keywords: case; journal; learning; module; person; students; teaching cache: compass-1351.pdf plain text: compass-1351.txt item: #106 of 331 id: compass-1357 author: Connolly, Steve; Wicks, Karen title: Part-time higher education students’ interactions with a virtual learning environment as an exploration of theories of connectivism date: 2023-03-08 words: 7325 flesch: 48 summary: How does the teaching team perceive student use of VLE across the course? Figure 4 shows both students’ use – and staff perceptions of student use – of different elements of the VLE. keywords: connectivism; data; information; journal; learning; staff; students; teaching; use; vle; vol cache: compass-1357.pdf plain text: compass-1357.txt item: #107 of 331 id: compass-136 author: Betteney, Mark title: Exit velocity: is there truth in the commonly-held belief that grades for undergraduate students tend to improve from Year 2 to Year 3? A case study date: 2015-06-05 words: 3221 flesch: 62 summary: I have tried to reassure these students that, from my experience of leading Progression and Award Boards (PABs), it is the norm for student grades to accelerate (i.e. the trend is for Year 3 grades to be better than those in Year 2, in spite of the increase in academic demands). I realise immediately that my assumption that student grades improve from Year 2 to Year 3 has been established in my mind because we have an official name for it. keywords: end; second; students; year cache: compass-136.pdf plain text: compass-136.txt item: #108 of 331 id: compass-1362 author: George, Rachel title: Volume 15, Issue 2, Summer Editorial Summary date: 2022-08-25 words: 1505 flesch: 27 summary: Tutor observations do suggest that there are benefits to students from co-teaching, as there was evidence of greater student engagement with two teachers than with one, while the quantitative measures indicate that co-taught students had improved outcomes in terms of attendance, results and satisfaction, all these consistent with tutor observations; it is suggested, too, that the methodology may contribute to a narrowing of the black, Asian and minority ethnic/white attainment gap. As a whole, the study has much to interest staff determined 1) to encourage active engagement with what is taught and 2) to enhance continuity of student understanding from lectures to tutorials and seminars. keywords: learning; students; study; teaching; university cache: compass-1362.pdf plain text: compass-1362.txt item: #109 of 331 id: compass-1363 author: Brown, Peter title: Editorial Team date: 2022-08-25 words: 122 flesch: 2 summary: First published in August 2022 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Rachel George, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistants Ciprian Alupei, University of Greenwich Peter Brown, University of Greenwich Editorial Board Paul Breen, University of Westminster Louise Hewitt, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Dawn Reilly, University of Greenwich Clare Rossato, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Leanne de Main, De Montfort University Reviewers Agi Ryder Dawn Reilly Ed de Quincey Emma Kennedy Eve Rapley James Wisdom Jenny Marie Kailey Hazeldene Lorraine Smith Man Fung LO Rachel George Stuart Sims Suzan Koseoglu keywords: greenwich; university cache: compass-1363.pdf plain text: compass-1363.txt item: #110 of 331 id: compass-1367 author: Bhandari, Renu title: Supporting the wellbeing of associate lecturers at the Open University through a creative arts intervention date: 2023-03-08 words: 4208 flesch: 54 summary: There is value in providing safe, inclusive, online creative spaces for teachers and lecturers, as well as students, to build, restore and encourage their wellbeing. enhance wellbeing and reduce isolation of Access ALs by providing an opportunity for online creative expression. keywords: als; case; health; journal; learning; online; studies; teaching; vol; wellbeing cache: compass-1367.pdf plain text: compass-1367.txt item: #111 of 331 id: compass-1372 author: Pattacini, Laurence; Beard, Hannah title: Learning to learn: pathway to practice date: 2023-03-08 words: 6830 flesch: 40 summary: Higgins, R., Hartley, P. and Skelton, A. (2002) ‘The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning.’ The insight, knowledge and experience shared by the alumni who have become professionals can provide tangible evidence of the usefulness of certain activities in the curriculum: for example, the relevance of group work to develop professional skills for successful collaborations or the value of presenting university work to develop higher communication skills. keywords: education; employability; february; journal; learning; practice; professional; research; skills; students; teaching; university; vol cache: compass-1372.pdf plain text: compass-1372.txt item: #112 of 331 id: compass-1373 author: Jones, Bethan; Brady, Stephanie title: Completing a Ph.D. – Does it have to be a Lonely Existence? date: 2023-03-08 words: 1501 flesch: 42 summary: In addition, we feel it would be advantageous for HEIs to acknowledge Ph.D. students’ mental health and well-being by 1) providing specific mental health workshops and 2) embedding mental health awareness in key Ph.D. processes, such as induction and annual reviews. Research students have in common the desire to become experts in their chosen fields, but greater openness is needed about the barriers they will need to overcome and the bumps in the road that will unsettle them; universities must help them to navigate a way through the obstacles and demonstrate to them that they are not alone in their endeavour. keywords: health; ph.d; research; students cache: compass-1373.pdf plain text: compass-1373.txt item: #113 of 331 id: compass-1378 author: Yan, Lili; Reilly, Dawn title: Building working relationships with peers: an induction activity for students date: 2023-03-08 words: 2884 flesch: 53 summary: We recognise that these are new students who may lack confidence and so give students the option of how to present (that is, one or two people present on behalf of the group, or everyone takes a turn at a small part). Students then work in small groups using the library PCs straight away which enables students to start to build friendships and work independently. keywords: activity; induction; library; students; university cache: compass-1378.pdf plain text: compass-1378.txt item: #114 of 331 id: compass-138 author: Keyms, Gillian title: Editorial Team date: 2012-12-01 words: 92 flesch: -49 summary: Compass: Journal of Learning and Teaching Managing Editor Karen Smith, Educational Development Unit Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, School of Education Ian McNay, School of Education Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, School of Engineering Paul Dennison, Educational Development Unit Mark Ingham, School of Architecture, Design & Construction Lucie Pollard, School of Science Lynne Jump, School of Health & Social Care Ed De Quincey, School of Computing & Mathematical Sciences Malcolm Ryan, School of Education James Wisdom, Higher Education Consultant and Editor of the SEDA series keywords: school cache: compass-138.pdf plain text: compass-138.txt item: #115 of 331 id: compass-1380 author: Yassim, Mazia title: A Postgraduate Marketing Programme’s Journey Towards Internationalisation date: 2023-03-08 words: 4503 flesch: 39 summary: This is the approach whereby the curriculum is internationalised through the use of case studies, global perspectives, interactions with international students and faculty (within the institution) and virtual exchanges with faculty and students from different countries. For example, for claiming to produce global citizens, often on the basis only of a marketing dimension (Baker and Fang, 2021); for using Case Studies Compass: Journal of Learning and Teaching, Vol 16, No 1, 2023 58 internationalisation as a means of increasing revenues by a focus on developing trans-national education partners and recruiting more international students (Stein et al., 2019). keywords: case; education; internationalisation; journal; learning; programme; students; studies; teaching cache: compass-1380.pdf plain text: compass-1380.txt item: #116 of 331 id: compass-1389 author: Gibson, Poppy Frances title: Combining words and drawings, the better to understand students’ lived experiences date: 2023-03-08 words: 2960 flesch: 50 summary: The findings help reveal to the reader the lived experiences of students and present opportunities to consider intervention practices that can be used to support student transition from further education (FE) into HE. Case Studies Compass: Journal of Learning and Teaching, Vol 16, No 1, 2023 20 Combining words and drawings, the better to understand students’ lived experiences Dr Poppy Gibson Faculty of Health, Education, Medicine and Social Care, Anglia Ruskin University, UK Abstract This case study presents and interprets two data sets – interviews and line drawings – about barriers to learning in the HE context, as seen from the student perspective. keywords: case; journal; learning; students; teaching; vol; year cache: compass-1389.pdf plain text: compass-1389.txt item: #117 of 331 id: compass-139 author: Bath, Diana title: When feedback holds us back date: 2015-06-05 words: 1007 flesch: 52 summary: The risks posed by assessed reflection From student course evaluation feedback, I have become increasingly aware that, for many students, the fact that the Reflective Journal is an assessed piece leads them to perceive it as yet another assessment hoop to be jumped through, if they are to meet the assessment criteria. It seems that, by level 5, many students have an imagined ‘internal template’ or ‘formula’ for essay writing which is tried and tested. keywords: learning; students cache: compass-139.pdf plain text: compass-139.txt item: #118 of 331 id: compass-1392 author: Cabral, Ana; Fuller, Steph title: Key factors for designing and delivering an effective asynchronous professional learning experience date: 2023-03-08 words: 8508 flesch: 41 summary: This debate within the literature highlights the close interconnection of the different factors at play in the effectiveness of asynchronous learning experiences. The interconnection of these factors and their impacts in terms of participation and persistence play a key role in the effectiveness of asynchronous learning experiences. keywords: community; compass; development; education; experience; feedback; journal; learning; participants; peer; sense; teaching; vol cache: compass-1392.pdf plain text: compass-1392.txt item: #119 of 331 id: compass-14 author: Bladen, Charles title: The Gonzo lecture: Counterculture in the classroom date: 2012-11-05 words: 2093 flesch: 52 summary: As an extreme version of new journalism style, it is journalism that can be read like a novel. In order that a gonzo style as applied to education might be measured and evaluated, it is proposed that it is first clearly defined, with reference to its likely origins, literary style and philosophy. keywords: acosta; gonzo; hirst; lecture; style; thompson cache: compass-14.pdf plain text: compass-14.txt item: #120 of 331 id: compass-140 author: McKenna, Duncan title: TESTA@Greenwich - engaging students in feedback and assessment date: 2015-06-05 words: 1279 flesch: 47 summary: What’s more, we believe that working directly with students in a partnership is vital to the success of any process of student engagement and therefore to the success of any modern university. Their role is to create a bridge between us, the staff, and the student body; by operating outside the conventional channels of staff/student communication and by using their first-hand knowledge of what concerns students, they will, we hope, enable us to draw both sides closer to each other and to begin building a sustainable structure for student engagement, with students closely involved in assessment and feedback innovation, as both means and end. keywords: assessment; feedback; learning; students cache: compass-140.pdf plain text: compass-140.txt item: #121 of 331 id: compass-1406 author: Harrison, Oliver; Monahan, Martin title: Freehand drawing – a learning and teaching perspective date: 2023-03-08 words: 7264 flesch: 48 summary: Though there is evidence to suggest that lecturers’ use of visual forms has a positive impact on student learning, there is a lack of literature on whether freehand drawing, specifically, does the same. ISBN: 0140138013 Fry, H., Ketteridge, S. and Marshall, S. (2009) ‘Understanding student learning.’ keywords: articles; compass; drawing; freehand; freehand drawing; isbn; journal; learning; october; students; teaching; use; vol cache: compass-1406.pdf plain text: compass-1406.txt item: #122 of 331 id: compass-1418 author: Iqbal, Nabeel title: Teaching introductory economics: an interdisciplinary approach date: 2023-03-08 words: 2357 flesch: 40 summary: Example 3: introducing the concept of circular economies using interdisciplinary examples Another barrier, when putting interdisciplinary approaches into practice, is the growing specialisation of students’ knowledge, skills and mindset as they progress through their degrees. keywords: economics; journal; learning; students; teaching cache: compass-1418.pdf plain text: compass-1418.txt item: #123 of 331 id: compass-1424 author: George, Rachel title: Volume 16, Issue 1, Spring Editorial Summary date: 2023-03-08 words: 2302 flesch: 31 summary: This thoughtful study by Laurence Pattacini and Hannah Beard of the University of Sheffield reports on findings from two research exercises – involving both current students and alumni from the same five-year course in the field of design that incorporates a year (the fourth) in practice – to test student understanding of transferable skills and capabilities and their application in the workplace, with the aim of increasing proficiency in learning to learn through promotion of graduate attributes, such as strong communication, independence, autonomy, creativity and adaptability. A further paper investigates the use of freehand drawing as a teaching method, while another explores the use of drawings, combined with written responses, as an approach to understanding students’ lived experiences. keywords: compass; learning; students; study; teaching; university cache: compass-1424.pdf plain text: compass-1424.txt item: #124 of 331 id: compass-1425 author: Brown, Peter title: Editorial Team date: 2023-03-08 words: 70 flesch: 39 summary: Compass: Journal of Learning and Teaching, Vol 16, No 1, 2023 1 First published in March 2023 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Rachel George, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistants Peter Brown, University of Greenwich Reviewers Angeliki Voskou Dawn Reilly Emma Kennedy Eve Rapley James Wisdom Kendall Jarrett Lorraine Smith Rachel George Stuart Sims keywords: greenwich cache: compass-1425.pdf plain text: compass-1425.txt item: #125 of 331 id: compass-15 author: Brunskell-Evans, Heather title: When the shift hits the critical fan: A Foucauldian analysis date: 2012-11-05 words: 3151 flesch: 40 summary: Higher education as the object of government control The Further and Higher Education Act 1992 marked a qualitative shift in the state’s relationship with higher education. His aim was not to ascertain the legitimacy or illegitimacy of state power, but to understand the nature of governmental power in modern liberal democracies since the 19 th century as specific forms of state ‘reason’, linked to technologies that exercise collective power over individuals as ‘free’ subjects. keywords: education; foucault; government; new; power; state; university cache: compass-15.pdf plain text: compass-15.txt item: #126 of 331 id: compass-151 author: Randall, Carol title: Why I love Twitter date: 2012-12-01 words: 996 flesch: 60 summary: A Twitter timeline is ephemeral – tweets can easily become lost among a stream of updates from hundreds of people, and important or useful ideas need to be saved in some way – I usually e-mail tweets to myself if I want to refer to them again. Like many people, I chose a Twitter name, or “handle” (@caro_lann) and started by following a few friends. keywords: education; people; twitter cache: compass-151.pdf plain text: compass-151.txt item: #127 of 331 id: compass-152 author: Valsamidis, Antony title: A Learners Experience of a Massive Online Open Course (MOOC) date: 2012-12-01 words: 1187 flesch: 58 summary: A Learner’s Experience of a Massive Online Open Course (MOOC) Opinion pieces A Learner’s Experience of a Massive Online Open Course (MOOC) Antony Valsamidis, University of Greenwich, School of Computing & Mathematical Sciences During this academic year, several free courses have started being offered online by Stanford University, MIT and others. But what is being offered here is different: something with a novel business model that appears to compete head-on with conventional courses. keywords: course; stanford; thrun cache: compass-152.pdf plain text: compass-152.txt item: #128 of 331 id: compass-153 author: Yakavenka, Hanna; De Vita, Riccardo title: Engagement in Online Learning: A Case Study on MBA Students Undertaking Professional Internships date: 2014-08-01 words: 2722 flesch: 40 summary: From a theoretical point of view, existing studies reported that one of the major obstacles to successful online learning is the isolation of learners (McDonald et al., 2005). With limited learning materials on VLE and three assignments clustered at the end of the year, there was insufficient intermediate evidence that students were engaged in learning. keywords: course; learners; learning; network; students; teaching cache: compass-153.pdf plain text: compass-153.txt item: #129 of 331 id: compass-154 author: Stair, Nola title: Enhancing Online Interactivity & Engagement: Impacting Student Learning date: 2012-12-01 words: 4727 flesch: 36 summary: Electronic communication between administrators, academics and students has been enhanced beyond e-mail to regularly include blogs, online discussion boards, videoconferencing and wikis. Case 1 Prior to the integration of online discussion boards, many PPD1 tutors commented that students arrived unprepared for tutorials having not engaged with course materials independently or were passively involved during tutorials. keywords: boards; case; discussion; learner; learning; online; students cache: compass-154.pdf plain text: compass-154.txt item: #130 of 331 id: compass-156 author: Carr, Louise; Lee, Howard title: Developing the Feedback Process: Promoting Teacher and Student Dialogue via the Use of Screen Capture and Audio date: 2012-12-01 words: 3401 flesch: 47 summary: Other research on video feedback (but not specifically Camtasia) has highlighted, from staff feedback, the need for time management if this mode is to be successful (Crook et al., 2012); ●● Privacy: it is not appropriate to post Camtasia feedback files on Moodle, since there is open access within student cohorts: guaranteeing privacy between the tutor and student is vital. Staff that were developing Camtasia feedback in this study were all able to: (i) display each assignment or poster electronically on screen; (ii) highlight specific parts of the text or figures/ tables as the cursor scrolled downwards; (iii) simultaneously give matching audio comments focussing on the point(s) as they were covered by the cursor, and; (iv) indicate how the student might achieve improvements to secure a higher future assessment grade. keywords: camtasia; feedback; learning; staff; students; use cache: compass-156.pdf plain text: compass-156.txt item: #131 of 331 id: compass-157 author: Stoneham, Ray title: Managed Learning Environments in Universities: Are they Achievable? date: 2012-12-01 words: 2803 flesch: 54 summary: A MLE therefore includes student record systems, register and library systems, with a clear emphasis on integration, processes and quality assurance (QA). It could be seen as a prototype, parts of which could be scaled up and fully integrated into corporate systems to provide an MLE solution for a university. keywords: cms; learning; mle; students; system; university cache: compass-157.pdf plain text: compass-157.txt item: #132 of 331 id: compass-158 author: Bailey, Isobel title: An Evaluation of the Use of a New Virtual Learning Environment for a Postgraduate Hospital Pharmacist Programme date: 2012-12-01 words: 2436 flesch: 59 summary: Nineteen students replied and their answers are shown in Table 1. 57 Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 6, 2012 Table 1 Results of the Questionnaire about the use of External Moodle by DipGPP students Strongly agree agree Neither agree or disagree Disagree Strongly disagree The instructions for accessing External Moodle sent out before the course induction day were sufficient for me to be able to register successfully. All students were sent instructions on how to register on External Moodle and enrol on each of the five modules before their induction day in September 2011. keywords: learning; moodle; programme; students cache: compass-158.pdf plain text: compass-158.txt item: #133 of 331 id: compass-159 author: Bacon, Liz; MacKinnon, Lachlan title: Using Virtual and Augmented Reality to Create Realistic Training Events date: 2012-12-01 words: 5168 flesch: 44 summary: ●● Relieve suffering ●● Contain the emergency ●● Save and protect life ●● Protect property ●● Maintain / restore critical services ●● Protect the health and safety of staff ●● Provide the public with information ●● Safeguard the environment ●● Maintain normal services ●● Promote and facilitate self-help ●● Facilitate the investigation / inquiry ●● Facilitate community recovery ●● Evaluate and identify lessons learned Training events for Gold Commanders seek to address these key objectives, and are specifically designed to: ●● Determine the strategic planning ability, decision-making capability, flexibility and capability under pressure of the trainees ●● Develop the collaborative skills of the trainees in formulating strategic responses across a number of organisations ●● Push trainees to move away from their pre-prepared plans and think of innovative and creative solutions to solve challenging problems ●● Help the trainees to understand the impact and implications of their decisions on other services ●● Develop the responsive skills of trainees in formulating alternative strategies and remediating actions in the event of the failure of a strategic response ●● Help trainees to recognise and challenge their assumptions as these will inevitably be the focus of any post-crisis analysis, regardless of the outcome ●● To monitor the risk taking behaviour of the group, given research evidence suggests that risk taking behaviour increases in a group situation (Clark 1974) Existing crisis management training using human media personnel as actors to achieve these effects has had considerable success (National Crisis Leadership Centre 2012), and existing research in affective computing has shown this can be successfully achieved systemically (Marsella et al., 2010). keywords: 2012; crisis; games; learning; pandora; scenario; system; trainees; training; ● ● cache: compass-159.pdf plain text: compass-159.txt item: #134 of 331 id: compass-16 author: Webb, Edwin title: Towards a culture of learning: A European policy perspective date: 2012-11-05 words: 2436 flesch: 41 summary: ■ Non-formal learning is not provided by an education or training institution and typically it does not lead to certification. Non-formal learning is intentional from the learner’s point of view. keywords: european; formal; learning; outcomes cache: compass-16.pdf plain text: compass-16.txt item: #135 of 331 id: compass-160 author: Edwards, Mark title: Implementing an Electronic Notebook in Science date: 2012-12-01 words: 5008 flesch: 46 summary: Cloud-computing does slow down student data transfer. Interestingly, many students used the webcam in their laptops to take pictures at various stages of their experiments. keywords: cambridgesoft; data; elnb; laboratory; learning; notebook; pilot; science; software; student; university cache: compass-160.pdf plain text: compass-160.txt item: #136 of 331 id: compass-161 author: Ade-Ojo, Gordon; Sowe, Nicola title: Physical and Psychological Factors Inhibiting the Use of Technological Devices in the Development of Collaborative Feedback in the Reflective Practice amongst Trainee Teachers date: 2012-12-01 words: 7572 flesch: 45 summary: The final focus, which is what is reported in this paper focuses on potential physical and psychological inhibitions to the use of digital recordings from the view point of trainee teachers. Second, do trainee teachers have a difference in perception between these potential problems in terms of whether they are psychological or physical in origin? keywords: data; development; education; feedback; issue; learning; participants; research; teacher; teaching; trainees; university; use cache: compass-161.pdf plain text: compass-161.txt item: #137 of 331 id: compass-164 author: Elliott, Bradley Thomas; Sukan, Artun title: Wearable technology in academia: the use of Google Glass in the life sciences date: 2015-06-05 words: 1694 flesch: 53 summary: Figure 1: A) Example of Google Glass (Wikimedia Commons). Google Glass: a head-up display to facilitate teaching and learning. keywords: glass; learning; students; teaching; use cache: compass-164.pdf plain text: compass-164.txt item: #138 of 331 id: compass-168 author: Challinor, Jane title: Angels in the architecture - and devils in the detail: how the learning space impacts on teaching and learning date: 2015-06-05 words: 3705 flesch: 46 summary: Over the previous three years, the introduction of selected Web 2.0 tools (such as social bookmarking) and an increasing emphasis on group work had shifted the focus of the module towards the development of these new skills (in particular, collaborative problem- solving and digital skills), but resources to support this approach were limited: to familiarise students with specific web-based tools, staff were obliged to use a small, twenty-seat IT suite with fixed PCs set out in rows, one machine per student, and this meant repeating the session five times to deal with the entire cohort; a traditional seminar room was similarly restrictive, as they had to manage group work by re-arranging tables to enable students to face each other. Students, according to Beichner (2014), were not enjoying learning and employers required different skills from graduates. keywords: classroom; group; journal; learning; module; scale; skills; students; teaching cache: compass-168.pdf plain text: compass-168.txt item: #139 of 331 id: compass-169 author: Keyms, Gillian title: Editorial Team date: 2014-09-16 words: 136 flesch: -94 summary: Compass: Journal of Learning and Teaching, Vol 5, No 9, 2014 First published in 2014 by: Educational Development Unit University of Greenwich Greenwich Campus Old Royal Naval College Park Row London SE10 9LS United Kingdom Managing Editor Karen Smith, Educational Development Unit Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, Faculty of Education & Health Wendy Cealey Harrison, Academic Quality Unit Ian McNay, Faculty of Education & Health Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, Faculty of Engineering & Science Sarah Crofts, Information and Library Services Paul Dennison, Educational Development Unit Edward Phillips, Faculty of Architecture, Computing & Humanities Lynne Jump, School of Health & Social Care Ed de Quincey, Faculty of Architecture, Computing & Humanities Malcolm Ryan, Independent Critical Friend Nola Stair, Faculty of Business James Wisdom, Higher Education Consultant and Editor of the SEDA series keywords: faculty; unit cache: compass-169.pdf plain text: compass-169.txt item: #140 of 331 id: compass-17 author: Wilson, Jon title: Getting the best out of your students through cultural appreciation multiculturalism in a British university business classroom setting date: 2012-11-05 words: 4966 flesch: 45 summary: Whilst this remains contentious – especially from the perspective of a lecturer, as quality of delivery and service does not necessarily guarantee student satisfaction, it appears that students are becoming more and more comfortable with defining themselves as such. Normally at the start of a new course, as part of an ice breaker, I ask students to tell one another something about themselves. keywords: appreciation; business; culture; education; getting; knowledge; learning; process; students cache: compass-17.pdf plain text: compass-17.txt item: #141 of 331 id: compass-178 author: Walker, Simon title: Editor's Introduction date: 2014-09-29 words: 879 flesch: 42 summary: Sancha de Burca’s survey of design students who use blogging is further evidence of how learners today are using the convenience of technology to record their learning journey and contribute to the development of professional identities. Their case study examines the trade-off between effective use of staff time and student satisfaction, and how some of the technological and cost obstacles may be overcome. keywords: case; learning; use cache: compass-178.pdf plain text: compass-178.txt item: #142 of 331 id: compass-18 author: Speare, Jane title: What If We Taught Teachers to Think More Like Poets? date: 2012-11-09 words: 1051 flesch: 62 summary: Many wannabe teachers at interview tell me they want to teach imaginatively; to make a difference to the lives of jaded teenagers and to enthuse their learners with ideas and skills from their subject area. The importance of sound As teacher trainers we rightly tell our trainees to learn to shut up a bit. keywords: learning; teachers; use cache: compass-18.pdf plain text: compass-18.txt item: #143 of 331 id: compass-181 author: Stoneham, Ray title: Bridging the gap with intranets date: 2015-06-05 words: 1953 flesch: 47 summary: Integration with the University's MIS systems meant that common data about students was used, whilst integration with the university's external-examiner online reporting site enabled external examiners to view with ease samples of student work and relevant management reports. Again, the course dashboard view full register helps identify problem students before they are an issue and provides evidence of their engagement when needed. keywords: cms; gap; intranets; learning; university cache: compass-181.pdf plain text: compass-181.txt item: #144 of 331 id: compass-19 author: Thorley, Melanie title: The Institutional Benefits of Mentoring date: 2012-11-09 words: 497 flesch: 39 summary: My own experience also shows that student mentors are less likely to abandon their studies as they are in a position of responsibility, yet another reason to embrace successful mentoring projects. The University of Greenwich has provided various mentoring services for a number of years in different faculties and departments, especially within the Access & Widening Participation Unit (AWPU) and the Office for Student Affairs. keywords: mentoring; university cache: compass-19.pdf plain text: compass-19.txt item: #145 of 331 id: compass-20 author: Crofts, Sarah title: Do They Use Anything Other Than Google? date: 2012-11-09 words: 1132 flesch: 61 summary: Everyone knew about enclosing phrases in quote marks to find the words in that exact order, for example, ‘assisted suicide’ but most were not aware of other basic search tools such as the OR connector to find any of the words in a search, for example ‘assisted suicide’ OR euthanasia OR ‘mercy killing’, outlined in the Google web search help pages: www.google.com/support/websearch. Some acknowledged that searches for case names in the style “R v Smith” rarely produced good results because of the multitude of similar results, often citations in articles or books, teachers’ slides or notes. keywords: google; search; students cache: compass-20.pdf plain text: compass-20.txt item: #146 of 331 id: compass-205 author: Cabral, Ana Paula; Huet, Isabel title: Growing separation between teaching/ learning and research anticipating the impacts from REF 2014. date: 2015-06-05 words: 5930 flesch: 42 summary: Since its inception in 1986, the Research Assessment Exercise (RAE) has been greatly transformed and, since its last exercise in 2008, it has been replaced by the 2014 Research Excellence Framework (REF), with a stronger emphasis on bibliometrics and research impact, with the submission of case studies. Calling out for a discussion about the fact that research assessments have been shaping the nature of research itself and that the creation of knowledge has been leaving no space for the specific contexts of the different areas of knowledge, one of the respondents stressed that we must acknowledge the dangers and damages of “using the same criteria for very different departments and different types of research” (Case C). keywords: academics; assessment; case; education; impact; learning; quality; research; students; teaching cache: compass-205.pdf plain text: compass-205.txt item: #147 of 331 id: compass-21 author: Larkin, Janice; Taylor, Fiona title: From Prison to Lecture Theatre: Open Book Drop-In Sessions at the University of Greenwich date: 2012-11-09 words: 839 flesch: 68 summary: Breaking with his old life was very difficult and he may not have succeeded without the peer support offered by Open Book. The sessions are staffed by an Open Book study skills tutor and experienced student ambassadors. keywords: open; sessions cache: compass-21.pdf plain text: compass-21.txt item: #148 of 331 id: compass-213 author: Baughan, Patrick; Lindsay, Sian; Parker, Pam title: Common themes and missing pieces: the educational value of postgraduate teaching development programmes date: 2015-11-20 words: 5249 flesch: 43 summary: (Such programmes are also referred to as teaching development programmes, TDPs). Inter-professional nature of postgraduate teaching development programmes In an earlier section of this article, some discussion was provided about literature which referred to the benefits and drawbacks connected to the inter-professional nature of TDPs. keywords: development; education; learning; programmes; research; tdps; teaching cache: compass-213.pdf plain text: compass-213.txt item: #149 of 331 id: compass-216 author: Morris, Craig Martin title: A reflection on the opportunities and challenges associated with teaching the sociology of employability. date: 2015-11-20 words: 2511 flesch: 48 summary: Yet the university’s five-themed strategy (academic attainment, employability skills, job finding skills, work experience and transition to work) is clearly working – with 85.9% of Greenwich graduates surveyed in the 2014 DLHE survey being in employment or further study (up from 83.1% just two years earlier). Articles Compass: Journal of Learning and Teaching, Vol 7, No 11, 2015 Teaching the sociology of employability: the opportunities and challenges Craig Morris, Department of History, Politics and Social Sciences, University of Greenwich Abstract This discussion piece addresses the opportunities and challenges that producing and delivering an employability-related course poses, when that course is taught on a programme situated within a critical discipline (Sociology). keywords: course; education; employability; sociology; students cache: compass-216.pdf plain text: compass-216.txt item: #150 of 331 id: compass-22 author: Rhodes, Verna title: Communication and Presentation Skills A Little Help Goes a Long Way date: 2012-11-09 words: 748 flesch: 53 summary: Last January Andrew Sinclair, Study Skills Lecturer, held a workshop on presentation skills and, as expected, we were met with 23 ‘presentation phobic’ students. Amidst the rising demand for young people to demonstrate a higher standard of communication skills, one of the most popular requests for sixth form support includes help with presentations, not least because part of the Extended Project Qualification (EPQ) includes an assessed presentation. keywords: presentation; students cache: compass-22.pdf plain text: compass-22.txt item: #151 of 331 id: compass-221 author: Stoneham, Ray title: Failing Students need Big Data and Learning Analytics: Hype or Reality? date: 2015-11-20 words: 1505 flesch: 49 summary: ‘Big data’ is difficult to define. Universities collect vast amounts of data about their students and store and analyse this for a variety of purposes; many are using, or proposing to use, the techniques of big data and learning analytics to do more. keywords: analytics; data; learning; students; use cache: compass-221.pdf plain text: compass-221.txt item: #152 of 331 id: compass-225 author: Seals, Richard C title: Humanoid Robots: Useful or Useless? date: 2015-11-20 words: 2118 flesch: 45 summary: If the Robothespian were to be used in a university education context, then it would be interacting with human students, and so the obvious first step was to consider how it might (easily) be incorporated into a real, live, student-based activity. It was also decided that such an investigation should be for a real assessment through which students would Case Studies Compass: Journal of Learning and Teaching, Vol 7, No 11, 2015 collect marks towards a course grade. keywords: engineering; presentation; robothespian; students; use cache: compass-225.pdf plain text: compass-225.txt item: #153 of 331 id: compass-227 author: Spencer, Barry title: Rocket Science in a Virtual World date: 2015-11-20 words: 3167 flesch: 47 summary: In education, virtual worlds provide unique learning opportunities for accurate/real contexts and activities for experiential learning, simulation, modelling of complex scenarios and social interaction that may not be experienced in other learning modalities (Atkinson, 2009). Throughout Soto’s (2013) study, which reviewed twenty-eight Instructional Design models, the ADDIE model, with its five phases of Analysis, Design, Development, Implementation and Evaluation, was found to be the most common Instructional Design process (75.4%) for virtual worlds. keywords: design; journal; learning; notecard; rocket; students; teaching; total; world cache: compass-227.pdf plain text: compass-227.txt item: #154 of 331 id: compass-229 author: Keyms, Gillian title: Compass 10 Editorial Team date: 2015-06-05 words: 137 flesch: -92 summary: Compass: Journal of Learning and Teaching, Vol 6, No 10, 2015 First published in 2015 by: Educational Development Unit University of Greenwich Greenwich Campus Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Monika Pazio, Educational Development Unit Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, Faculty of Education & Health Wendy Cealey Harrison, Academic Quality Unit Ian McNay, Faculty of Education & Health Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, Faculty of Engineering & Science Sarah Crofts, Information and Library Services Paul Dennison, Educational Development Unit Edward Phillips, Faculty of Architecture, Computing & Humanities Lynne Jump, Faculty of Education & Health Ed de Quincey, Keele University Malcolm Ryan, Independent Critical Friend Nola Stair, Faculty of Business James Wisdom, Higher Education Consultant and Editor of the SEDA series keywords: faculty; unit cache: compass-229.pdf plain text: compass-229.txt item: #155 of 331 id: compass-23 author: Headington, Rita; Hales, Alison title: Practising What We Preach: Social Constructivism and Course Design date: 2012-11-09 words: 5814 flesch: 54 summary: We intended, “students to take responsibility for their own learning ... establishing trust between student and teacher” (HEA 2009a), by providing authentic learning experiences that would reflect their professional contexts and enable students to work with one another towards a common goal. Students moved easily between the face-to-face and online elements of Course B and this helped individuals to feel supported by tutors and peers: “Having the online elements, I felt like I had support with Course B 24/7.” Only a handful of students contacted tutors for technical support with online elements when the course began and most rated these as ‘easy’ or ‘very easy’ to use (e.g. workshop directed activities, 50.8% and 41.5%; submission centre, 50% and 40.6%). keywords: assessment; course; feedback; greenwich; learning; online; students; tutors; university cache: compass-23.pdf plain text: compass-23.txt item: #156 of 331 id: compass-236 author: Pazio, Monika title: Editor's Introduction date: 2015-06-05 words: 935 flesch: 37 summary: All of the submissions fall under the broad theme of a range of approaches to enhancing student engagement and university teaching. Mark Betteney opens the case study section where he questions the truth of the commonly- held belief that grades for undergraduate students generally improve from the second to the third year (the so-called ‘exit velocity’) of their course. keywords: learning; students; teaching cache: compass-236.pdf plain text: compass-236.txt item: #157 of 331 id: compass-237 author: Field, Jennifer title: Can we learn anything from China about Education in Mathematics? date: 2015-11-20 words: 1692 flesch: 42 summary: Chinese teacher training is completely government-controlled and children are taught by maths specialists in primary schools, a huge contrast to general UK policy. Reynolds, D. (2014) ‘What’s the evidence on Shanghai maths, expert reaction...’ keywords: approach; learning; mathematics; national; teaching cache: compass-237.pdf plain text: compass-237.txt item: #158 of 331 id: compass-24 author: Gould, Andy; Nicholls, Mike; Hall, Dai title: Credit Where Credit is Due. Innovative Teaching Within the Applied Professional Studies Suite of Programmes date: 2012-11-09 words: 2225 flesch: 53 summary: The innovative use of programme level and module level learning contracts and marking criteria means that credit can be given with confidence for learning at higher education level for learning directly related to the student’s needs and ambitions. Referral to experts for marking One other aspect of maintaining academic rigour in the assessment of APS students is the facility to refer students’ work to subject specialists. keywords: learning; level; programme; student cache: compass-24.pdf plain text: compass-24.txt item: #159 of 331 id: compass-245 author: Ainley, Patrick title: The Business Studies University date: 2015-11-20 words: 1495 flesch: 40 summary: So it is ‘student choice’, in so far as it is available, that becomes the central guiding activity of students in such collections of study that the contemporary Business University now brings together. What has been called the Business Studies University (whether in Business Studies or not) will then provide a model for mass HE beneath a traditionally academic elite HE to which research is increasingly confined. keywords: business; students; studies; university cache: compass-245.pdf plain text: compass-245.txt item: #160 of 331 id: compass-246 author: Fadipe, Dorothea title: Testing, Testing, Testing date: 2015-11-20 words: 1571 flesch: 39 summary: In my opinion, one of the major drivers of reductionism in many undergraduate degrees is the high profile accorded to and the emphasis placed upon summative assessments. What stimulates this focus on summative assessment? keywords: assessment; education; learning; student; teaching cache: compass-246.pdf plain text: compass-246.txt item: #161 of 331 id: compass-25 author: Gravelle, Maggie title: Dilemmas in Development Raised by a Teacher Training Project in Cambodia date: 2012-11-09 words: 2781 flesch: 51 summary: They suggest that teachers often feel that teacher education programmes fail to understand the contexts within which they are working. Teacher education in a global context: towards a defensible theory of teacher education. keywords: cambodia; development; education; journal; project; teachers cache: compass-25.pdf plain text: compass-25.txt item: #162 of 331 id: compass-258 author: Byrne, Angela title: Podcasting for Learning and Assessment in Undergraduate History date: 2016-05-05 words: 3061 flesch: 47 summary: The student skillset is broadened (through exposure to new software, techniques and requirements) and student learning and engagement with the subject matter are enhanced (through independent learning and exposure to others’ ideas). Student feedback At the outset it should be noted that a switch to an electronic system saw low feedback rates in this academic year. keywords: assessment; learning; peer; podcast; research; review; students cache: compass-258.pdf plain text: compass-258.txt item: #163 of 331 id: compass-26 author: Ainley, Patrick title: To the Dissertation and Beyond: Independent Study in the New Undergraduate Curriculum date: 2012-11-09 words: 2514 flesch: 47 summary: So, many students do not see the point of argument from different perspectives, nor do they understand how to distinguish between them with reference to evidence or reason. u l u m Patrick Ainley School of Education Introduction Over the past 30 years social changes have taken place which makes the dialogue of teachers with students as the essential preserve of the higher educational community difficult. keywords: education; learning; research; students; study; university cache: compass-26.pdf plain text: compass-26.txt item: #164 of 331 id: compass-265 author: Stripe, Katie title: Flipping the Debate date: 2016-05-05 words: 1860 flesch: 49 summary: The intention was to highlight the challenges and opportunities of flipped classrooms by using some of the techniques for flipping learning mentioned in the presentation, to collect opinions from the audience. Flipping the Debate – A reflection on whether flipped learning is a challenge, an opportunity or a necessity Katie Stripe Imperial College London APT2015 ‘Flipping the Institution: Higher Education in the post Digital Age’ focused on exploring the challenges and opportunities created by the rapid changes in technology and their potential effects in higher education. keywords: change; education; learning; technology cache: compass-265.pdf plain text: compass-265.txt item: #165 of 331 id: compass-269 author: Boldyreff, Cornelia; Arafa, Yasmine; Malik, Asif; Wicks, Andy; Windall, Gillian title: The BCS Appathon Challenge at Greenwich date: 2016-05-05 words: 2857 flesch: 52 summary: The Appathon aimed not merely to give participants an understanding of app development - its ambitious aim was to get participants to create their own simple app during a one-hour, highly-interactive workshop. To support students, Andy Wick’s videos will be adapted by the project team and additional material on team working in app development will be introduced. keywords: appathon; apps; bcs; greenwich; programming; students cache: compass-269.pdf plain text: compass-269.txt item: #166 of 331 id: compass-27 author: Walker, Simon; Ainley, Patrick Ainley; McNay, Ian; Cealey Harrison, Wendy title: Editors' Introduction date: 2012-11-10 words: 471 flesch: 32 summary: The development of such curricula and pedagogies will support the drive towards greater student engagement and afford the possibility of moving towards the co- creation of knowledge with students. Our learning and teaching strategy is informed by a pedagogical philosophy that embodies a particular conception of the academic and professional development of students. keywords: learning; teaching cache: compass-27.pdf plain text: compass-27.txt item: #167 of 331 id: compass-270 author: Watling, Sue title: E-teaching as companion to e-learning; supporting digital pedagogies and practice in higher education date: 2016-05-05 words: 4130 flesch: 43 summary: However, the potential for a more meaningful approach to digital learning will always be enhanced if multiple media are deployed to present content via more stimulating, interactive peer activities. Jisc (2013) ‘Enable your staff to work with digital technologies.’ keywords: digital; education; experience; journal; learning; online; students; teaching; technology cache: compass-270.pdf plain text: compass-270.txt item: #168 of 331 id: compass-272 author: Gritton, Jim; Stewart, Jill; Jeavons, Charlotte; Mehmet, Nevin; La Placa, Vincent title: Movies in the Classroom: Lessons for Curriculum Design date: 2016-05-05 words: 2721 flesch: 57 summary: In what ways can the humanities, here largely defined as a collection of academic disciplines that include literature, drama and film, be used to enhance the learning of those practising, or seeking to practise, in the fields of public health and leadership? There is a burgeoning body of literature (Johnson and Jackson 2005; Cornett, 2006; Jensen and Curtis, 2008; Smith, 2009; Edwards et al, 2015) which suggests that, by incorporating into our teaching the humanities, including film, we can enhance the learning experience of our students and help lay the foundations for greater sensitivity, understanding and empathy, as well as make the learning more ‘real’. keywords: film; health; journal; leadership; learning; students; teaching cache: compass-272.pdf plain text: compass-272.txt item: #169 of 331 id: compass-274 author: Bradshaw, Noel-Ann title: Creating videos to assist students understanding of the graduate recruitment process date: 2016-05-05 words: 1833 flesch: 49 summary: She contacted several students, took up their ideas and trained them to take a role in the actual filming. The trend towards flipping the classroom in recent years has resulted in greater use of video and, consequently, it is a medium that students are familiar with. keywords: greenwich; learning; students; university; videos cache: compass-274.pdf plain text: compass-274.txt item: #170 of 331 id: compass-275 author: Dix, Alan title: More than one way to flip a class: learning analytics for mixed models of learning date: 2016-05-05 words: 4308 flesch: 45 summary: One of the reasons for doing this was to gain experience with the pedagogic and technical challenges of MOOC production and, in particular, the creation of video material that could potentially be reused by others in their own teaching. Currently, few platforms offer this level of detailed analytics: YouTube and Vimeo offer very rich analytics, but all at the level of the whole video; Panopto does allow drilling through to video-frame analytics, but like Kaltura, only for video material. keywords: analytics; class; classroom; face; learning; material; students; teaching; video cache: compass-275.pdf plain text: compass-275.txt item: #171 of 331 id: compass-277 author: Kacmaz, Zeynep title: Peer Observation of Teaching in E-learning environments in UK Universities date: 2016-05-05 words: 7965 flesch: 38 summary: At the micro level, in-depth case studies of implementations of POT e-learning environments could be carried out at university level, or comparative studies undertaken of the application of POT in e-learning environments in selected UK universities. As Bennett and Barp (2008:559) point out, there is a wide range of issues that require further research in the context of online POT, such as teacher/learner rights within online observation, the role of the emerging e-pedagogy and patterns of student learning in the online context. keywords: development; environments; journal; learning; observation; online; peer; pot; practice; staff; teaching; universities; university cache: compass-277.pdf plain text: compass-277.txt item: #172 of 331 id: compass-279 author: Compton, Martin title: The role of teaching observations: Developing or managing academic practice? date: 2016-05-05 words: 2290 flesch: 47 summary: The role of teaching observations: Developing or managing academic practice? Teaching observations are well established in both the school and college sectors and, with the growth of Higher Education (HE) teaching programmes and the Higher Education Academy (HEA) fellowship scheme, they are becoming increasingly common in HE too. keywords: developmental; education; journal; observations; peer; teaching cache: compass-279.pdf plain text: compass-279.txt item: #173 of 331 id: compass-28 author: Walker, Simon title: Editorial Team date: 2012-11-11 words: 87 flesch: -31 summary: Compass: The Journal of Learning and Teaching at the University of Greenwich Issue 1, 2009 1 Editors Simon Walker, Head of Educational Development Patrick Ainley, School of Education & Training Ian McNay, School of Education & Training Wendy Cealey Harrison, Head of Learning & Quality Unit Contributing Editor Robert Teed Editorial Assistant Gillian Keyms Editorial Board Alec Coutroubis, School of Engineering Paul Dennison, Business School Samer El-Daher, School of Engineering Rita Headington, School of Education & Training Lynne Jump, School of Health & Social Care Professor Freda Tallantyre, Higher Education Academy keywords: school cache: compass-28.pdf plain text: compass-28.txt item: #174 of 331 id: compass-281 author: Georgin, Laurence; Stuart, Kristina; Wainwright, Rebecca; Anwar, Rameesha; Hammed, Abisola Tina title: Southampton Feedback Champions: Students and staff improving feedback together, University of Southampton date: 2016-05-05 words: 4361 flesch: 51 summary: The new project built on SPEAQ and aimed to explore the creation, collection and application of feedback in a full range of contexts and through a variety of tools and mechanisms with the potential to enhance good feedback practices. Students were employed as Southampton Feedback Champions (SFC) to collect and develop further examples of good feedback practice as identified by Southampton students and staff. keywords: change; education; feedback; learning; practice; project; staff; students; teaching; university cache: compass-281.pdf plain text: compass-281.txt item: #175 of 331 id: compass-283 author: Kandler, Clifton; Thorley, Melanie title: Panopto: the Potential Benefits for Disabled Students date: 2016-05-05 words: 1847 flesch: 31 summary: The universal design for learning (UDL) concept is briefly addressed to demonstrate how universal design can (even though the emphasis is on disabled students 1) benefit a great many students, thus enabling the university to comply with the Equality Act 2010 aspect of anticipatory measures. In addition, the system was developed from a project at Carnegie Mellon University and, at an early stage, Eric Burns, Chief Product Officer, identified its importance for meeting the needs of disabled students: ”One of the original applications of our video platform was to bring Carnegie Mellon University lectures to physically disabled students who couldn't attend class.” keywords: learning; lecture; potential; students; university cache: compass-283.pdf plain text: compass-283.txt item: #176 of 331 id: compass-284 author: Keyms, Gillian title: Editorial Team date: 2015-11-20 words: 137 flesch: -22 summary: No 11, 2015 First published in 2015 by: Educational Development Unit University of Greenwich Greenwich Campus Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Monika Pazio, Educational Development Unit Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, Faculty of Education & Health Wendy Cealey Harrison, Academic Quality Unit Ian McNay, Faculty of Education & Health Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, Faculty of Engineering & Science Sarah Crofts, Information and Library Services Paul Dennison, Educational Development Unit Edward Phillips, Faculty of Architecture, Computing & Humanities Lynne Jump, Faculty of Education & Health Ed de Quincey, Keele University Malcolm Ryan, Independent Critical Friend Nola Stair, Faculty of Business James Wisdom, Higher Education Consultant and Editor of the SEDA series Compass: Journal of Learning and Teaching, Vol 7 keywords: faculty; unit cache: compass-284.pdf plain text: compass-284.txt item: #177 of 331 id: compass-285 author: Pazio, Monika title: Editor's Introduction date: 2015-11-25 words: 1236 flesch: 29 summary: The section concludes with Dorothea Fadipe’s opinion piece; a cheerfully cynical view of the measurement of the quantifiable by means of summative assessment – which is given more and more emphasis by demands for institutional accountability in a market-driven world, and by the expectations of students who see themselves as paying customers - nevertheless celebrates the challenge to reductionism by a perception of the recent growth in risk-based curriculum design, significant student contribution to the conversation of education and verification of achievement by a more phenomenological consideration of student learning. Students within this have choice, the ‘central guiding activity’ of The BSU, by which they may acquire mastery not of all business knowledge, but what will equip them well for future employment. keywords: development; learning; students; university cache: compass-285.pdf plain text: compass-285.txt item: #178 of 331 id: compass-29 author: Walker, Simon; Cealey Harrison, Wendy; Ainley, Patrick; McNay, Ian title: Editors introduction date: 2012-11-26 words: 1286 flesch: 47 summary: Compass: The Journal of Learning and Teaching at the University of Greenwich Issue 2, 2010 2 Sarah asks the same of law students who are used to ‘googling’ answers to the questions they are asked and ask themselves. Furthermore the confidence of our community of students, teachers and researchers is shown, not only by the capital projects to which we are committed and which the financial reserves the university has accumulated through previous effort allow it to afford, but by the pedagogical changes the university is prepared to undertake. keywords: greenwich; learning; students; university cache: compass-29.pdf plain text: compass-29.txt item: #179 of 331 id: compass-30 author: Walker, Simon title: Editorial Team date: 2012-11-29 words: 88 flesch: -37 summary: Compass: The Journal of Learning and Teaching at the University of Greenwich Issue 2, 2010 Editors Simon Walker, Head of the Educational Development Unit Patrick Ainley, School of Education Ian McNay, School of Education Wendy Cealey Harrison, Head of the Learning & Quality Unit Editorial Assistant Gillian Keyms, Educational Development Unit Editorial Board Alec Coutroubis, School of Engineering Paul Dennison, Educational Development Unit Rita Headington, School of Education/Educational Development Unit Lynne Jump, School of Health & Social Care Lucie Pollard, School of Science Professor Freda Tallantyre, Higher Education Academy keywords: school cache: compass-30.pdf plain text: compass-30.txt item: #180 of 331 id: compass-319 author: Crawford, Russell title: The Traditional Lecture: A case of Academic Chuunibyou? date: 2016-11-08 words: 991 flesch: 51 summary: As an experienced lecturer who enjoys giving lectures, I frequently find myself having to advocate this style of teaching to colleagues, in order to counter widespread criticism of it that seems to stem from both ‘popular’ opinion and what I consider ‘academic chuunibyou’. Other teaching modes, such as team teaching, small-group discussion and peer-to-peer learning, have not been as critically lambasted as the poor old lecture though, as one might expect, they themselves do not actually fare any better when subjected to the same degree of scrutiny (Fischer et al, 2004; Topping and Ehly, 1998; Shulman, 2000). keywords: learning; lecture; teaching cache: compass-319.pdf plain text: compass-319.txt item: #181 of 331 id: compass-32 author: Walker, Simon title: Editorial Team date: 2012-11-29 words: 90 flesch: -39 summary: Editors Simon Walker, Head of the Educational Development Unit Patrick Ainley, School of Education Ian McNay, School of Education Wendy Cealey Harrison, Head of the Learning & Quality Unit Editorial Assistant Gillian Keyms, Educational Development Unit Editorial Board Alec Coutroubis, School of Engineering Paul Dennison, Educational Development Unit Ed De Quincey, School of Computing & Mathematical Sciences Mark Ingham, School of Architecture, Design & Construction Lucie Pollard, School of Science Lynne Jump, School of Health & Social Care Malcolm Ryan, School of Education James Wisdom, Higher Education Consultant and Editor of the SEDA series keywords: school cache: compass-32.pdf plain text: compass-32.txt item: #182 of 331 id: compass-321 author: Stoneham, Ray title: Panopto with Moodle: Enabling videos and screencasts to be effective assessment tools for all date: 2016-11-08 words: 1104 flesch: 44 summary: Video recording, using Panopto on mobile Opinion Pieces Compass: Journal of Learning and Teaching, Vol 9, No 13, 2016 devices, of presentations, interviews or performances is also possible. They also experimented with video recording, finding it a useful preparation for video interviews and a confidence-builder for their presentation skills. keywords: assessment; recording; students cache: compass-321.pdf plain text: compass-321.txt item: #183 of 331 id: compass-328 author: Little, Chris title: Mentimeter Smartphone Student Response System: A class above clickers date: 2016-11-08 words: 1247 flesch: 55 summary: Heaslip, G., Donovan, P. and Cullen, J. G. (2014) ‘Student response systems and learner engagement in large classes.’ The positive effects frequently reported from SRS use are often indicative of more engaging teaching, in which regular checks on student learning are conducted by the practitioner anyway (Poirer and Feldman, 2007). keywords: learning; mentimeter; teaching cache: compass-328.pdf plain text: compass-328.txt item: #184 of 331 id: compass-33 author: Walker, Simon title: Editors' Introduction date: 2012-11-29 words: 1117 flesch: 42 summary: The three case studies provide us with many new ideas and strategies that are transferrable across subjects. The second conference, Future Learningscapes: a 21st Century Challenge, invited delegates to consider how the technologies that surround us, and now impinge on every aspect of our life, might shape future learning and teaching practices, and provide a better understanding of the approaches and environments needed in the decade ahead. keywords: conference; learning; teaching; university cache: compass-33.pdf plain text: compass-33.txt item: #185 of 331 id: compass-335 author: Phillips, Arron; Compton, Martin title: Improving reading compliance with whole class qualitative quiz questions date: 2016-11-08 words: 5657 flesch: 56 summary: This small case study draws on existing research into why students do not read and evaluative research into strategies designed to combat this phenomenon. Hatteberg and Steffy (ibid.), for example, cite multiple studies since the early 1970s that show that no more than 30% of students complete reading tasks for any purpose. keywords: class; compliance; learning; questions; reading; students; studies; study; teaching cache: compass-335.pdf plain text: compass-335.txt item: #186 of 331 id: compass-338 author: Boylan, Frances title: The 12 Apps of Christmas: an innovative and effective online student and educator support date: 2016-11-08 words: 3509 flesch: 53 summary: Four months after the course finished, a language lecturer in the USA tweeted to #12appsDIT to share their institution’s ‘Apps at a Glance’ project on mobile apps for language learning and attributed the project idea to the structure and content of The 12 apps of Christmas course. This is where The 12 Apps of Christmas course comes in. keywords: apps; course; learning; mobile; students; teaching cache: compass-338.pdf plain text: compass-338.txt item: #187 of 331 id: compass-341 author: Bardy, Helen; Loveland-Armour, Lorraine; Parkes, Sarah title: University, e-portfolio and students: perpetuating a sense of failure? date: 2016-11-08 words: 4966 flesch: 41 summary: Instead, they are active partners in the life and learning of the University and partnership in this sense is the goal of student engagement. Oxford: John, Wiley & Sons, Ltd. Quality Assurance Agency (2012) UK Quality Code for Higher Education - Chapter B5: Student engagement. keywords: dyslexia; education; learning; mahara; partnership; students; teaching; university; work cache: compass-341.pdf plain text: compass-341.txt item: #188 of 331 id: compass-342 author: Ainley, Patrick title: An academic question date: 2016-11-08 words: 817 flesch: 35 summary: Undergraduate numbers may indeed fall as technological change enables a variety of occupations to be undertaken throughout an individual’s working life, obviating the need for specialised vocational preparation, but using the market is not the best way to achieve a reduction in student numbers. As new information and communications technology has led formerly securely-employed professionals to work across the previous divisions of labour and knowledge, specialised professions are reduced to para-professions, with multi-skilled, flexible working, and their more or less academic vocational education reduced to pre-vocational training. keywords: business; education cache: compass-342.pdf plain text: compass-342.txt item: #189 of 331 id: compass-343 author: Keyms, Gillian title: Editorial Team for Issue 12 date: 2016-05-05 words: 158 flesch: -40 summary: No 11, 2015 First published in 2016 by: Educational Development Unit University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Danielle Tran, Educational Development Unit, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit, University of Greenwich Editorial Board Patrick Ainley, Faculty of Education & Health, University of Greenwich Ian McNay, Faculty of Education & Health, University of Greenwich Simon Walker, Educational Development Unit, University of Greenwich Malcolm Ryan, Independent Critical Friend James Wisdom, Higher Education Consultant and Editor of the SEDA series Lynne Jump, Faculty of Education & Health, University of Greenwich Sarah Crofts, Independent Critical Friend Paul Dennison, Educational Development Unit, University of Greenwich Reviewers Monika Pazio, Educational Development Unit, University of Greenwich Edward Phillips, Faculty of Architecture, Computing & Humanities, University of Greenwich Ed de Quincey, Keele University Ray Stoneham, Faculty of Architecture, Computing & Humanities, University of Greenwich Compass: Journal of Learning and Teaching, Vol 7 keywords: university cache: compass-343.pdf plain text: compass-343.txt item: #190 of 331 id: compass-344 author: Tran, Danielle title: Editors Introduction to Issue 12 date: 2016-05-05 words: 1820 flesch: 31 summary: His account of his first steps in flipping the classroom points to the necessity of very diverse ways of using materials to Editor’s Introduction Compass: Journal of Learning and Teaching, Vol 8, No 12, 2016 meet student needs and to the advantages, thanks to the analytics, both of targeted feedback to students and (for the academic, very much accountable) a comforting sense of control over learning. It intended to foster a range of student skills as well as diversifying assessment methods, with both formative peer and summative lecturer feedback. keywords: compass; education; learning; observation; students; teaching cache: compass-344.pdf plain text: compass-344.txt item: #191 of 331 id: compass-345 author: ; Gilardi, Filippo; Halim, Dunant; Hirzel, Thomas; Tan, K Cohen title: Engaging and Empowering Student Representatives as Agents of Change at The University of Nottingham Ningbo China date: 2016-11-08 words: 6568 flesch: 42 summary: This was a significant move, as student representatives from the SU Education Network would eventually lead the workshops to provide the necessary training for LCF student representatives, after being trained on the delivery of these sessions by a staff member. Firstly, because the Students’ Union (SU), which is in charge of training LCF representatives through its Education Network, is a student society at UNNC and not a professional body (unlike the SU in the UK), there is some limitation to the quality of training and recruitment services that could be provided for and expected by its members; Secondly, student representatives may become demotivated and subsequently disengaged from the process if or when they do not see the University take immediate action in response to their feedback, as may be the case if issues raised at LCF within a given academic year are addressed and implemented only in the following year - systemic issues raised usually involve a change in existing policies or they require formal approval by Management Board because they involve significant expenditure in funding; Thirdly, cultural differences between UK HE and our students from a Confucianist background should not be discounted, particularly in terms of what a “collectivis[t] and democratic representation” (NUS, 2012: 4) might mean within the Chinese context. keywords: feedback; lcf; learning; module; naa; representatives; staff; student; student representatives; teaching cache: compass-345.pdf plain text: compass-345.txt item: #192 of 331 id: compass-352 author: Ferrier, Andrew James title: A WIKI for your Thoughts- Can WIKIS promote a collaborative learning environment? date: 2017-04-26 words: 3725 flesch: 50 summary: With more students and less time, the tutor faces such restrictive choices as presenting a mini lecture or planning activities with limited scope, with the resultant challenge of judging what (if any) learning has been achieved. With this question in mind, the report tool in Moodle was used to track incidences of student interaction with Wikis, correlating them with end-of-term student results (a rather crude test, but a useful snapshot of any positive correlation between high attainment scores and the use of collaborative learning activities and Wikis). keywords: case; course; group; knowledge; learning; students; teaching; wikis cache: compass-352.pdf plain text: compass-352.txt item: #193 of 331 id: compass-368 author: Robinson, Francesca title: Embedding TEL in an initial course in Teaching & Learning in HE: a co-design approach date: 2017-04-26 words: 5812 flesch: 49 summary: This research project explored how best to embed the use of social web tools in an initial teacher education programme by involving participants in the design process. A mixed- method approach was used to find out participants’ experience of participatory learning using social web tools and interest in learning more about their use in higher education as part of the course. keywords: education; learning; participants; social; students; teaching; technology; tools; use; web cache: compass-368.pdf plain text: compass-368.txt item: #194 of 331 id: compass-371 author: Jewitt, Katharine title: The MOOC Revolution massive open online courses: the answer to problems facing education or an experiment that could destroy centuries of tradition. date: 2017-04-26 words: 6708 flesch: 54 summary: The nature of educational research, learning and teaching is always changing and evolving: we academics cannot ignore anything with the potential to create powerful learning experiences that make educational environments connected, collaborative and personalised, developing in students the digital literacy skills essential to their growth in an ever-changing digital world. It encourages students to take ownership and be responsible for their own learning, enabling them to choose what they want to learn depending on their interest. keywords: courses; education; learning; moocs; new; online; september; students; teachers; teaching; technology; world cache: compass-371.pdf plain text: compass-371.txt item: #195 of 331 id: compass-372 author: Yerrabati, Sridevi title: How adults learn: A Reflective essay date: 2017-04-26 words: 1493 flesch: 56 summary: I realised that self-directedness, identified by Tough (1971), Cross (1981) and Mezirow (1985) as a central competence of adult learning, is indeed influenced by adults’ life situation (Knox, 1986), social status and cultural influences. Knowles, Malcolm, S. and Associates (1984) Andragogy in action: Applying modern principles of adult learning. keywords: adults; learning; students cache: compass-372.pdf plain text: compass-372.txt item: #196 of 331 id: compass-374 author: Yerrabati, Sridevi title: Choosing Appropriate Assessment and Feedback Methods date: 2017-04-26 words: 1786 flesch: 48 summary: Opinion Pieces Compass: Journal of Learning and Teaching, Vol 10, No 1, 2017 Choosing Appropriate Assessment Methods: A Reflection S. Yerrabati Sohar University Abstract As an integral part of the learning process, assessment plays a crucial role in improving the quality of student learning. In my view, whilst exams allow students to store large amounts of information in their heads and reinforce useful skills, I believe they are not suitable for all courses and age groups: such assessments may not necessarily challenge and motivate the students to demonstrate their intellectual process and may not add significant value to student learning. keywords: assessment; feedback; learning; students cache: compass-374.pdf plain text: compass-374.txt item: #197 of 331 id: compass-375 author: Sherwood, Rebecca title: Supporting eLearners by increasing Digital Literacy Skills in Healthcare Educators date: 2017-04-26 words: 8000 flesch: 45 summary: Since its inception, circa 1998 (Cross, 2004), the term e-learning has been plagued by a lack of precise delimitation between researchers, authorities and countries. Educators need to stay innovative and open-minded about how best to capitalise on e-learning technologies: failure to do so will result in an incalculable disservice to the students they teach and jeopardise future standards of patient care. keywords: case; education; face; group; journal; learning; online; students; studies; teachers; teaching; technology; tools; use cache: compass-375.pdf plain text: compass-375.txt item: #198 of 331 id: compass-399 author: Peart, Daniel James title: Mobile Technology in Higher Education Give it a Go: A Perspective from Bioscience date: 2017-04-26 words: 2574 flesch: 65 summary: This article offers a reflection upon a project that observed student use of mobile technologies to support their learning. Key words: Self-directed, informal, iPads, mobile education Introduction The use of mobile technologies to support teaching and learning in Higher Education is becoming much more popular and even necessary as a generation of school children that will ultimately become our students is already familiar with it (Henderson and Yeow, 2012, Looi et al, 2011, Looi et al, 2016, Pegrum et al, 2013). keywords: learning; mobile; students; teaching; technology; use cache: compass-399.pdf plain text: compass-399.txt item: #199 of 331 id: compass-40 author: Derounian, James title: Inspiring learners inspiring colleagues date: 2012-12-12 words: 499 flesch: 46 summary: A survey in 2009–10 of some 1,500 London University students recorded 83% claiming greater self-confidence plus an interest in trying new things. Learners investing £50,000 plus – in the form of student debt accumulated by the end of their degree – should expect inspirational teaching and learning as payback for their investment of time, money and energy. keywords: learning; university cache: compass-40.pdf plain text: compass-40.txt item: #200 of 331 id: compass-406 author: Rust, Chris Ian title: The Emperor has no clothes date: 2017-05-15 words: 1107 flesch: 54 summary: Chris Rust Abstract This piece argues that an opportunity has been wasted and the proposed metrics and methodology for the TEF will not validly assess teaching excellence. We should certainly benefit from a system that rigorously assessed teaching excellence – but this is not it! keywords: excellence; student; teaching cache: compass-406.pdf plain text: compass-406.txt item: #201 of 331 id: compass-41 author: Clarke, Sandra title: Teaching dry subjects without tears date: 2012-12-12 words: 1168 flesch: 54 summary: 1 Teaching ‘dry’ subjects without tears Sandra Clarke University of Greenwich, School of Humanities & Social Sciences Every discipline has some subjects which are not readily accessible to students, or which seem at first glance to have limited relevance to their lives. Primarily, they have a detailed and technical subject matter, making it easy to overload students before they have seen the bigger picture. keywords: learning; students; teaching cache: compass-41.pdf plain text: compass-41.txt item: #202 of 331 id: compass-411 author: Derounian, James title: TEF - Tiresomely Extraneous & Flawed? date: 2017-05-15 words: 1778 flesch: 50 summary: Brexit, for example, represents something of an iceberg – large and still hidden in swirling mist, yet potentially damaging to UK student teaching and learning: departing the EU jeopardises a range of collaborations and research projects including the European TEF Special Edition Compass: Journal of Learning and Teaching, Vol 10, No 2, 2017 Union’s Horizon 2020 programme and the ERASMUS student exchange scheme. Given an overall 'medal', how exactly will this help prospective students to choose where to study their particular preferred course? keywords: october; students; teaching; tef; university cache: compass-411.pdf plain text: compass-411.txt item: #203 of 331 id: compass-42 author: Heaney, Rose title: Improving the blend on a herbal medicine programme date: 2012-12-12 words: 1987 flesch: 49 summary: Figure 1 Second Life (SL) virtual patient Second Life virtual patient A herbal medicine outpatient facility (Figure 1) was developed within a multidisciplinary polyclinic on Health and Bioscience’s Second Life (SL) island, UEL HABitat. We offered all students face-to-face induction in the use of SL virtual patients, without which most of them would have struggled. keywords: learning; students; use; videos; virtual cache: compass-42.pdf plain text: compass-42.txt item: #204 of 331 id: compass-426 author: Iwaniec, Malgorzata; Simmonds, Tatiana; Swan, Zoe title: A practical case study exploring how flipped learning affects the development of problem solving skills in two different disciplines date: 2017-04-26 words: 5833 flesch: 52 summary: The questions differed slightly, as law students were asked about specific documents, whereas computing students were asked about relevant pdf.s in general. The law results demonstrated that a significant number of law students watched the material before the lecture: 86.4%, with only 13.6% watching the material twice in advance of the class. keywords: case; classroom; journal; law; learning; problem; skills; solving; students; studies; teaching cache: compass-426.pdf plain text: compass-426.txt item: #205 of 331 id: compass-427 author: Benske, Karla; MacNeill, Sheila title: Addressing the Unconscious Bias Gap - A reflection on reactions to a case study on Unconscious Bias presented at the APT conference 2016 date: 2017-04-26 words: 1583 flesch: 49 summary: Another step could be for HEIs to move beyond the procedures/processes and incorporate proactive CPD on cognitive biases for all staff that includes exercises that enable learning and understanding of the effect biases have on our day-to-day working life for both students and staff. To support the institution’s mission and vision, a small cross-institutional team developed a range of resources to support and foster awareness and understanding of unconscious bias. keywords: admissions; bias; learning; teaching cache: compass-427.pdf plain text: compass-427.txt item: #206 of 331 id: compass-429 author: Keyms, Gillian title: Editorial Team date: 2016-11-08 words: 173 flesch: -130 summary: Compass: Journal of Learning and Teaching, Vol 9, No 13, 2016 First published in 2016 by: Educational Development Unit University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Danielle Tran, Educational Development Unit, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit, University of Greenwich Editorial Board Patrick Ainley, Faculty of Education & Health, University of Greenwich Ian McNay, Faculty of Education & Health, University of Greenwich Simon Walker, Educational Development Unit, University of Greenwich Malcolm Ryan, Independent Critical Friend James Wisdom, Higher Education Consultant and Editor of the SEDA series Lynne Jump, Faculty of Education & Health, University of Greenwich Sarah Crofts, Independent Critical Friend Paul Dennison, Educational Development Unit, University of Greenwich Edward Phillips, School of Law, University of Greenwich Catriona McAllister, University of Reading Mark Dawson, Brunel University London Gillian Lazar, Middlesex University London Reviewers Martin Compton, University of Greenwich Duncan McKenna, University of Greenwich Monika Pazio, Imperial College London Ed de Quincey, Keele University Ray Stoneham, University of Greenwich keywords: greenwich; university cache: compass-429.pdf plain text: compass-429.txt item: #207 of 331 id: compass-43 author: Rankin, Sandra; Willson, Rob title: Video media as an assessment tool in psychology date: 2012-12-12 words: 1382 flesch: 55 summary: By involving students in a new type of poster activity using video and YouTube as part of their course assessment, we wanted to put the fun back into learning and make it more engaging for students. Making short videos was introduced onto a generic skills and personal development course which encourages students to engage in a variety of activities to help them develop their skills and recognise their own strengths and weaknesses. keywords: activity; learning; students; video cache: compass-43.pdf plain text: compass-43.txt item: #208 of 331 id: compass-430 author: Tran, Danielle title: Editor's Introduction Compass 13 date: 2016-11-08 words: 1357 flesch: 32 summary: An investigation into the challenges and problems facing student representatives of the ‘Learning Community Forum’ (LCF) at The University of Nottingham Ningbo China by Claudia François, Filippo Gilardi, Dunant Halim, Thomas Hirzel, and K Cohen Tan considers two internal case studies. Since this university values student ‘voice’ very highly, the quality and relevance of feedback is crucial to achieving institutional and educational change; there are therefore implications for the training of student representatives. keywords: case; learning; student; study; teaching cache: compass-430.pdf plain text: compass-430.txt item: #209 of 331 id: compass-44 author: Bath, Diana title: Lets get personal: A call for personalised pedagogy date: 2012-12-11 words: 3346 flesch: 50 summary: Indeed, revisions to what is deemed valuable learning experience may not be easily reconciled with current models of quality assurance. The term ‘learning process,’ is used both as verb and noun. keywords: experience; knowledge; learner; learning; process; teaching cache: compass-44.pdf plain text: compass-44.txt item: #210 of 331 id: compass-45 author: Hart, Jennefer; Zamenopoulos, Theo; Garner, Steve title: The learningscape of a virtual design atelier date: 2012-12-12 words: 5007 flesch: 44 summary: Sydney: UNSW. Binder, T., De Michelis, G., Gervautz, M., Jacucci, G., Matkovic, K., Psik, T. and Wagner, I. (2004), ‘Supporting confi gurability in a mixed-media environment for design students’, Personal and Ubiquitous Computing, Vol. 8. Studio design teaching, using problem-based learning (PBL), predominates. keywords: atelier; design; face; learning; new; students; studio; teaching; technologies; university cache: compass-45.pdf plain text: compass-45.txt item: #211 of 331 id: compass-47 author: Barry, Wayne title: Open spaces, mobile learning: findings from the iBorrow project date: 2012-12-12 words: 4573 flesch: 50 summary: Radio-frequency identification (RFID) tags were placed inside iBorrow notebooks in the anticipation that the geo-location tracking data overlaid with additional information would provide a better understanding on how students use the digital and electronic resources available to them as individuals or within groups. ● As the university has five campuses spread out across Kent, application virtualisation enables applications to be dynamically delivered to desktop PCs and iBorrow notebooks thus reducing the amount of time and travelling IT staff would be required to do in order to maintain and upgrade computer software. keywords: augustine; data; house; iborrow; learning; notebooks; students; university cache: compass-47.pdf plain text: compass-47.txt item: #212 of 331 id: compass-479 author: Ainley, Patrick title: The management of business or the business of management? date: 2017-10-18 words: 864 flesch: 46 summary: This has long been the case with some subjects – Architecture, for instance – but now students of Health or Engineering find that they too must not only practise their skills but also, competitively, sell them to clients, in order both to secure employment and to maximise customer satisfaction, so as to attract more business. If providing a service in the new market-state depends upon satisfying customers, so as to grow the business, does not the effective management of such businesses depend upon meeting this bottom line: whether the service provides better and cheaper proverbial widgets (or more fancy ones in a niche market), more tasty beans or more satisfied students than the competition? keywords: business; management; managers cache: compass-479.pdf plain text: compass-479.txt item: #213 of 331 id: compass-48 author: Brick, Billy title: How effective are web 2.0 language learning sites in facilitating language learning? date: 2012-12-12 words: 2493 flesch: 56 summary: The lack of grammar exercises is also one of the main criticisms of the blogger Street-Smart Language Learning (2010), who reported on his attempt to study the German case system using Livemocha, and his eventual decision to abandon Livemocha in favour of other language learning web sites and books. 1 How effective are web 2.0 language learning sites in facilitating language learning? keywords: language; learners; learning; livemocha; snss cache: compass-48.pdf plain text: compass-48.txt item: #214 of 331 id: compass-482 author: Brown, Sally title: Recognising and Rewarding Teaching Excellence: an argument for authentic metrics date: 2017-05-15 words: 851 flesch: 34 summary: Preferred metrics for us would be the relative number of promotions to Reader or Professor on the basis of teaching expertise, rather than research alone, or the relative proportion of staff who have achieved external recognition for their teaching, as measured by HEA Fellowships at Associate, Fellow, Senior Fellow or Principal Fellow, (HEA 2012), or by SEDA Fellowships at Fellow or Senior Fellow level, or, indeed, National Teaching Fellowships. There are extant hundreds of successful applications for National Teaching Fellowships, HEA Senior Fellowships and Principal Fellowships which could provide, without any further work, case studies of excellent teaching and leadership for use by HEIs. keywords: learning; teaching cache: compass-482.pdf plain text: compass-482.txt item: #215 of 331 id: compass-484 author: Race, Phil title: The Teaching Excellence Framework (TEF) : yet more competition and on the wrong things! date: 2017-05-15 words: 738 flesch: 51 summary: Working in higher education institutions (HEIs) as a consultant, I see that the ‘less burdensome’ intention is already clearly failing, with the energy of staff at all levels being sapped by numerous planning and strategy meetings as institutions gear themselves up for the inevitable competition and league-table fallout which will accompany the TEF. So how can we enhance the student experience of higher education? keywords: education; tef cache: compass-484.pdf plain text: compass-484.txt item: #216 of 331 id: compass-485 author: Nerantzi, Chrissi title: Quality teaching through openness and collaboration an alternative to the TEF? date: 2017-05-15 words: 1238 flesch: 40 summary: Towards establishing a cross-boundary collaborative open learning framework for cross-institutional academic development. This mixing of individuals makes a real difference to engagement in this type of academic professional development, as it is proactive and interest-driven; it brings together diverse perspectives, ideas and people who feel empowered to take risks and make innovative changes to their teaching practice. keywords: academic; learning; teaching cache: compass-485.pdf plain text: compass-485.txt item: #217 of 331 id: compass-487 author: McNay, Ian title: TEF: why and how? Ideological and operational imperatives driving policy date: 2017-05-15 words: 3407 flesch: 51 summary: Changing Patterns of Finance in Higher Education, Buckingham, SRHE/OpenUP. The 2016 HEPI academic experience survey showed that student satisfaction is in decline and student assessment of value for money fell steeply, by 20 TEF Special Edition Compass: Journal of Learning and Teaching, Vol 10, No 2, 2017 percentage points in England since fees were last trebled – another government policy (Neves and Hillman, 2016). keywords: education; government; learning; quality; research; students; teaching; tef cache: compass-487.pdf plain text: compass-487.txt item: #218 of 331 id: compass-488 author: Heaney, Conor; Mackenzie, Hollie title: The Teaching Excellence Framework: Perpetual Pedagogical Control in Postwelfare Capitalism date: 2017-05-15 words: 6834 flesch: 37 summary: Higher education is no exception […] Taken together, we can build a rounded picture of the teaching experience that we expect higher education to deliver to its stakeholders. keywords: bis; control; education; journal; learning; market; paper; sector; teaching; tef; white cache: compass-488.pdf plain text: compass-488.txt item: #219 of 331 id: compass-49 author: Smith, Karen title: Editorial Team date: 2012-12-12 words: 98 flesch: -51 summary: Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 4, 2012 Editors Simon Walker, Educational Development Unit Patrick Ainley, School of Education Ian McNay, School of Education Karen Smith, Educational Development Unit Editorial Assistant Gillian Keyms, Educational Development Unit Editorial Board Alec Coutroubis, School of Engineering Paul Dennison, Educational Development Unit Ed De Quincey, School of Computing & Mathematical Sciences Mark Ingham, School of Architecture, Design & Construction Lucie Pollard, School of Science Lynne Jump, School of Health & Social Care Malcolm Ryan, School of Education James Wisdom, Higher Education Consultant and Editor of the SEDA series keywords: school cache: compass-49.pdf plain text: compass-49.txt item: #220 of 331 id: compass-490 author: Moore, J M title: Against the TEF: For Quality Learning date: 2017-05-15 words: 1048 flesch: 51 summary: Students who pose a high risk of failure – mature students, those with caring responsibilities, those with disabilities and those without traditional academic qualifications – will be weeded out. Such a critique is equally appropriate to the Teaching Excellence Framework (TEF), which, despite its misleading title, makes no attempt to evaluate directly either teaching or students’ learning experiences. keywords: learning; students; teaching cache: compass-490.pdf plain text: compass-490.txt item: #221 of 331 id: compass-496 author: Gibbs, Graham title: Evidence does not support the rationale of the TEF date: 2017-05-15 words: 4073 flesch: 51 summary: A more credible interpretation of the available quality data is that existing teaching metrics, however flawed, have been surprisingly successful in levering institutional efforts to improve teaching quality, particularly outside the research elite, even in the absence of variable fees. Poor ‘value for money’ is not caused by poor quality It is argued that alarmingly low ‘value for money’ ratings justify a strong emphasis on improving teaching quality. keywords: fees; institutions; learning; quality; teaching; tef cache: compass-496.pdf plain text: compass-496.txt item: #222 of 331 id: compass-50 author: Smith, Karen; Walker, Simon; Ainley, Patrick; McNay, Ian title: From the Editors date: 2012-12-12 words: 1206 flesch: 46 summary: vi A further feature of the White Paper is the professionalisation of higher education teaching (BIS, 2011: p.9). On 21 March 2012, Dr James Atherton from University of Bedfordshire will develop arguments about reflective practice and its appropriateness for higher education teaching and learning in his lecture: ‘reflective practice: an idea whose time is past’. keywords: education; greenwich; learning; university cache: compass-50.pdf plain text: compass-50.txt item: #223 of 331 id: compass-502 author: Grogan, Samuel title: Students as consumers? There is a potential alternative date: 2017-05-15 words: 1004 flesch: 52 summary: Keywords: Consumerism, student experience, learning, co-creation Through playfully finding similarity between a university and a gym, students are recognised as creators, or co-creators, of their educational journey and therefore producers, rather than consumers. keywords: consumer; education; student cache: compass-502.pdf plain text: compass-502.txt item: #224 of 331 id: compass-51 author: Alsford, Sally title: The Greenwich Graduate Engaging With Students date: 2012-12-12 words: 2163 flesch: 40 summary: Students were invited to discuss their experiences and aspirations at this event and academic staff were also invited to engage with students to understand what being a Greenwich graduate could – or should – mean. The themes are listed below in no particular order): ● Students expressed a need for one-to-one discussion with tutors, more tutorials and more feedback to help them understand what is wanted and how to improve their work ● Students have responsibility for their self-motivation and willingness to learn and need to develop as independent learners ● Students want more interactive and smaller classes, and more group work, seminars, project work and discussion groups, including students leading some of these activities ● More formative work and more feedback are needed – including electronic feedback ● keywords: graduate; greenwich; statement; students; university cache: compass-51.pdf plain text: compass-51.txt item: #225 of 331 id: compass-518 author: Betteney, Mark title: Where have all the full stops gone? The dangers of striving for University-level punctuation. date: 2017-10-18 words: 1862 flesch: 58 summary: Punctuation use is not an exercise in technical mastery of high and low levels, yet, to a child, the pyramid’s message is apparently clear and unambiguous: ‘Brackets are more advanced than speech marks’. Mark Betteney University of Greenwich Abstract This opinion piece makes connections between common strategies currently being deployed in primary schools and a growing perception amongst lecturers that a significant minority of undergraduate students have difficulty with punctuation, a difficulty which can render their written submissions very hard to read. keywords: children; education; punctuation; students; writing cache: compass-518.pdf plain text: compass-518.txt item: #226 of 331 id: compass-52 author: Ainley, Patrick title: For A Really Open University date: 2012-12-12 words: 778 flesch: 39 summary: D6010-11_Compass_Jan2012_WEB.pdf Opinion pieces For A Really Open University Patrick Ainley School of Education Lord Browne’s Independent Review of Higher Education Funding and Student Finance, codified in the Government’s White Paper, Higher education: students at the heart of the system, marks the end of efforts to reform society through education. The logic of reform carried forward to the inclusion of children with special needs, a common exam at 16 and a National Curriculum sold to school teachers as a universal entitlement, as well as – more recently – widening participation in higher education to nearly half of 18–30 year olds. keywords: education; students cache: compass-52.pdf plain text: compass-52.txt item: #227 of 331 id: compass-53 author: Dennison, Paul title: Problems With Evidencing Reflective Practice (And Their Possible Resolution) date: 2012-12-12 words: 680 flesch: 46 summary: Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 4, 2012 12 ● As part of the coaching process, we show students how to select and present evidence of reflection that will make them appear professional. ● Students are required to evidence reflection to show professionalism. keywords: evidence; students cache: compass-53.pdf plain text: compass-53.txt item: #228 of 331 id: compass-530 author: Hillman, Nick title: Is the TEF a good idea and will it work? date: 2017-05-15 words: 1503 flesch: 62 summary: So, I understand where the Government is coming from on the TEF, but I do worry about the statistical proxies by which university teaching is to be measured. The Teaching Excellence Framework (TEF) is designed to evaluate the quality of teaching and learning in higher education and to reward or punish institutions accordingly. keywords: learning; teaching; tef cache: compass-530.pdf plain text: compass-530.txt item: #229 of 331 id: compass-54 author: Smith, Karen title: The Greenwich Graduate Initiative An Interview With Professor Simon Jarvis date: 2012-12-12 words: 3335 flesch: 43 summary: Greenwich Graduate Initiative – equipping the next generation of graduates. It is therefore embedded in programme design: “Greenwich graduates need to be at the forefront of people’s thinking. keywords: graduate; greenwich; initiative; simon; university cache: compass-54.pdf plain text: compass-54.txt item: #230 of 331 id: compass-55 author: Bradshaw, Noel-Ann title: Undergraduates Speak Out! Undergraduate Mathematics Conference: Tomorrows Mathematicians Today date: 2012-12-12 words: 2043 flesch: 50 summary: The idea for a mathematics conference for undergraduates presented itself after the author took a group of Greenwich students to the IMA’s Younger Members’ conference in November 2008. Greenwich students benefitted enormously and some of those who presented, and are now in their final year, had this to say about their experience: “Speaking at TMT was undoubtedly the highlight of my mathematical career thus far.” keywords: conference; mathematics; research; students; undergraduate cache: compass-55.pdf plain text: compass-55.txt item: #231 of 331 id: compass-56 author: Stair, Nola title: E-Transition Learning Objects date: 2012-12-12 words: 1644 flesch: 38 summary: Conclusions and recommendations This project has enabled a better understanding of the difficulties that new students encounter, as well as the needs of returning students. The university’s managed learning environment (MLE, or portal) and virtual learning environment (VLE) would be used as flexible delivery channels to distribute engaging, meaningful and relevant resources for the ongoing transitional needs of students. keywords: greenwich; learning; los; students; university cache: compass-56.pdf plain text: compass-56.txt item: #232 of 331 id: compass-569 author: Kitchener, Iain L title: Are Accelerated Degrees the Future for Higher Education? date: 2017-10-18 words: 1728 flesch: 47 summary: This is clearly a provocative question, though recent announcements about raising the yearly fees universities can charge students on accelerated degree programmes should give us pause for thought. This article will explore the drivers for accelerated degrees, identify some of the issues surrounding the initiative and consider important next steps towards ensuring that such a project is truly successful. keywords: degrees; education; learning; march; students cache: compass-569.pdf plain text: compass-569.txt item: #233 of 331 id: compass-57 author: Abson, Emma title: The Impact Of Group Projects On Learning, Teaching And Assessment In A Year 3 BA Course date: 2012-12-12 words: 3364 flesch: 49 summary: Whilst I have made several recommendations for change, with particular emphasis on applying increased attention to delivering teaching, learning and assessment that focuses on the entire course content, I believe that practical projects are a relevant and worthwhile component of student learning. When discussing individual student projects, Anderson et al (1998) make a number of points relevant to group projects; in particular they suggest that the time spent on practical projects or ‘learning by doing’ must be useful to the student and relevant to the overall learning outcomes of the course. keywords: assessment; course; group; learning; students; teaching cache: compass-57.pdf plain text: compass-57.txt item: #234 of 331 id: compass-58 author: Birch, Chris title: The Road Ahead date: 2012-12-12 words: 3365 flesch: 44 summary: Many universities have hundreds of thousands of square metres of space, and therefore an average sized university (150,000 m2) can easily spend £45m per annum on the capital, revenue and debt servicing of this estate. In the world in which we now live, corporate research and development budgets dwarf those of most universities. keywords: knowledge; learning; need; teaching; time; universities; university cache: compass-58.pdf plain text: compass-58.txt item: #235 of 331 id: compass-59 author: Brown, Charmaine title: Friend or foe! The Professionalisation Agenda: Teacher Educators In The Lifelong Learning Sector (LLS) date: 2012-12-12 words: 2223 flesch: 44 summary: Lacking pedagogy, teacher educators have become teacher trainers focused on training to meet funding requirements. For instance, Robson (1998) describes the complexities of ‘Dual Professionalism’ as the double layer of skills which FE teachers often possess: the teacher as a specialist in one or more vocational/technical specialist areas combined with another identity of professional teacher. keywords: education; learning; professional; skills; teacher; teaching cache: compass-59.pdf plain text: compass-59.txt item: #236 of 331 id: compass-60 author: Brunskell-Evans, Heather title: Demystifying Theory date: 2012-12-12 words: 2709 flesch: 41 summary: I briefly rehearsed the nub of the contention between Foucauldian and Marxist educational theorists with regard to how to analyse political power. These sites conjoin and consolidate from the bottom up with larger structures of state power in a network whose overarching effect is oppression. keywords: education; foucauldian; foucault; power; self cache: compass-60.pdf plain text: compass-60.txt item: #237 of 331 id: compass-61 author: Richardson, Gemma Louise title: M Level primary mathematics CPD: an identity crisis? date: 2013-12-18 words: 6381 flesch: 52 summary: Primary teacher identity, commitment and career in performative school cultures in British Educational Research Journal, Volume 34, Issue 5, pp. Key words: primary mathematics; continuing professional development; teacher identity; professional identity; Masters-level Introduction This paper presents the findings of a small scale empirical study focusing on early career primary teachers (ECTs) and the relationship between issues of identity and engagement with Masters level primary mathematics Continuing Professional Development (M-level PM CPD). keywords: cpd; identities; identity; learning; level; london; mathematics; primary; research; teachers; teaching; university cache: compass-61.pdf plain text: compass-61.txt item: #238 of 331 id: compass-611 author: Tran, Danielle title: Editor's Introduction date: 2017-04-26 words: 1458 flesch: 32 summary: An opinion piece by Daniel James Peart aims to allay the possible fears of academic teachers about embracing the use of mobile technologies in teaching and learning draws its conclusions from the observation of student practice with mobile devices. This issue of Compass explores further the applications of technology to learning and teaching and emphasises the importance of academics’ partnership with students in their growing command of digital devices and tools, including social web tools. keywords: classroom; learning; students; teaching cache: compass-611.pdf plain text: compass-611.txt item: #239 of 331 id: compass-612 author: Keyms, Gillian title: Editorial Team date: 2017-04-26 words: 164 flesch: -121 summary: Compass: Journal of Learning and Teaching, Vol 10, No 1, 2017 First published in 2017 by: Educational Development Unit University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Danielle Tran, Educational Development Unit, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit, University of Greenwich Editorial Board Patrick Ainley, Faculty of Education & Health, University of Greenwich Ian McNay, Faculty of Education & Health, University of Greenwich Simon Walker, Educational Development Unit, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Sarah Crofts, Independent Critical Friend Paul Dennison, Educational Development Unit, University of Greenwich Edward Phillips, School of Law, University of Greenwich Catriona McAllister, University of Reading Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Reviewers Nicky Garsten, University of Greenwich Duncan McKenna, University of Greenwich Monika Pazio, Imperial College London Malcolm Ryan, Independent Critical Friend Monica Fernandes, Brunel University London Mark Dawson, Brunel University London keywords: greenwich; university cache: compass-612.pdf plain text: compass-612.txt item: #240 of 331 id: compass-616 author: James, Alison title: Why play matters in a world of REF, TEF and What the Jeff date: 2017-10-18 words: 3719 flesch: 61 summary: Building on our earlier ventures together, Chrissi Nerantzi and I are producing an international collection of play practices in HE for Palgrave Macmillan (2018). It was clear that if balloon play could bring home to participants complex concepts relevant to body functioning and sports science, there must be countless other playful ways to inspire learning. keywords: festival; learning; new; people; play; students; teaching; university; ways cache: compass-616.pdf plain text: compass-616.txt item: #241 of 331 id: compass-617 author: Keyms, Gillian title: Editorial Team date: 2017-05-15 words: 145 flesch: -101 summary: Compass: Journal of Learning and Teaching, Vol 10, No 2, 2017 First published in May 2017 by: Educational Development Unit University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Danielle Tran, Educational Development Unit, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit, University of Greenwich Editorial Board Patrick Ainley, Faculty of Education & Health, University of Greenwich Ian McNay, Faculty of Education & Health, University of Greenwich Simon Walker, Educational Development Unit, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Sarah Crofts, Independent Critical Friend Paul Dennison, Educational Development Unit, University of Greenwich Edward Phillips, School of Law, University of Greenwich Catriona McAllister, University of Reading Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Reviewers Monica Fernandes, Brunel University London Mark Dawson, Brunel University London keywords: greenwich; university cache: compass-617.pdf plain text: compass-617.txt item: #242 of 331 id: compass-618 author: Walker, Simon; Tran, Danielle title: Editors' Introduction date: 2017-05-15 words: 2426 flesch: 39 summary: The notion of students as co-producers rather than consumers is taken up by Sam Grogan in an opinion piece which articulates the deleterious impact of the terms ‘consumer’ or ‘customer’ when applied to higher education students. Bagshaw, A & Morris, D (2016) Fun with flags: how metrics will work in TEF outcomes, Wonkhe, Higher education: policy, people and politics. keywords: education; excellence; learning; students; teaching; tef cache: compass-618.pdf plain text: compass-618.txt item: #243 of 331 id: compass-62 author: Smith, Karen title: Editors' Introduction date: 2013-01-19 words: 1132 flesch: 36 summary: Their research suggest that college staff have a new professional confidence in using technology that stems from their own curiosity as to how technology could be used to enhance student learning. Entitled Promoting inclusive change: addressing equality and success for BME students in higher education, it was co-sponsored by the Higher Education Academy (HEA) and the Equality Challenge Unit (ECU). keywords: greenwich; learning; students; university cache: compass-62.pdf plain text: compass-62.txt item: #244 of 331 id: compass-620 author: Compton, Martin; Tran, Danielle title: Liminal space or in limbo? Post Graduate Researchers and their personal pie charts of identity date: 2017-10-18 words: 6219 flesch: 52 summary: It is well known that PhD students are widely seen by academics as a cheap workforce. It is likely that, by interacting with and supporting PhD students, we may both positively influence and better understand their perceptions of themselves; in consequence, we may well be able to enhance the support we give them. keywords: charts; identity; learning; pgrs; phd; pie; research; role; student; teaching cache: compass-620.pdf plain text: compass-620.txt item: #245 of 331 id: compass-63 author: Orlinska, Jad title: Editorial Team date: 2013-01-20 words: 101 flesch: -54 summary: Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 5, 2012 Managing Editor Karen Smith, Educational Development Unit Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, School of Education Ian McNay, School of Education Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, School of Engineering Paul Dennison, Educational Development Unit Mark Ingham, School of Architecture, Design & Construction Lucie Pollard, School of Science Lynne Jump, School of Health & Social Care Ed De Quincey, School of Computing & Mathematical Sciences Malcolm Ryan, School of Education James Wisdom, Higher Education Consultant and Editor of the SEDA series keywords: school cache: compass-63.pdf plain text: compass-63.txt item: #246 of 331 id: compass-64 author: Jones, Sue; Wood, David; Timmins, David; Li, Po; Howells, Sian title: Multiculturalism In Higher Education (HE); Fact Or Fiction date: 2013-01-20 words: 1040 flesch: 49 summary: This can often lead to them further dividing themselves and not mixing with students different to themselves as illustrated by another student: “before I just had Asian friends that I hung around with, but (through cultural awareness and sensitivity teaching) now I have completely changed,…(my friends are)…Irish…Polish…and Chinese.” Dr Sue Jones, David Timmins, Dr David Wood, Dr Po Li Tan and Dr Sian Howells King’s College London Working in a Russell Group university can be a challenge in many ways and there can often be a pre- conception about students studying on our programmes. keywords: culture; london; students cache: compass-64.pdf plain text: compass-64.txt item: #247 of 331 id: compass-65 author: Bradshaw, Noel-Ann; Lakin, Steve title: The Greenwich Maths Arcade: A Tool For Nurturing The Inquiring Mind date: 2013-01-20 words: 2094 flesch: 61 summary: Other students would migrate to the help sessions after having played some of the games, or would come to listen when they realised a mathematical topic was being discussed. Student and staff feedback As part of students’ personal development planning, first year students were asked to write about a maths event in which they had participated. keywords: arcade; games; maths; students; university cache: compass-65.pdf plain text: compass-65.txt item: #248 of 331 id: compass-66 author: Phillips, Edward title: Law Games Role Play And Simulation In Teaching Legal Application And Practical Skills: A Case Study date: 2013-01-20 words: 2028 flesch: 48 summary: untitled 1 10 Law Games – Role Play And Simulation In Teaching Legal Case studies Application And Practical Skills: A Case Study Edward Phillips University of Greenwich, Department of Law & Criminology Introduction The binary divide between the academic and the vocational-professional stages of legal education present special problems for law teachers who wish to achieve the dual goals of encouraging a deeper engagement among law students as well as to contextualise their classroom experiences. The absence of a clinical element in the undergraduate teaching of law students perpetuated since the various reforms of legal education in the 1970s and 1980s, has too often encouraged an unfortunate separation between the law school and the vocational/professional stages of legal education, and on into the world of the working practitioner. keywords: education; law; learning; role; teaching cache: compass-66.pdf plain text: compass-66.txt item: #249 of 331 id: compass-663 author: Robinson, Francesca title: Using an open digital space assessment on a course for new teachers in higher education date: 2018-12-10 words: 4844 flesch: 50 summary: As a result, in several posts, more attention was given to content than to the style (though I have found, in general, that the style varies and that some blog posts do, in fact, have more academic formality). During the second year, I observed that: • in contrast to the previous year, very few questions were asked during the course introductory days about the digital assignment – perhaps because participants could refer to the screencast and had the chance to see posts by the first cohort; • although there was an option to comment on other posts, only a few participants did this. keywords: assignment; learning; participants; posts; space; task; teaching cache: compass-663.pdf plain text: compass-663.txt item: #250 of 331 id: compass-665 author: Goudie, Scott Malcolm title: Online CPD courses: Do they enhance student knowledge? date: 2018-04-24 words: 1344 flesch: 43 summary: In recent years, online CPD courses have become far more commonplace. Online CPD courses should be scrutinised for design and relevant pedagogical merits. keywords: courses; cpd; learning; online cache: compass-665.pdf plain text: compass-665.txt item: #251 of 331 id: compass-668 author: Boden, Gemma M; Hart, Lindsay title: Kahoot - Game Based Student Response System date: 2018-04-24 words: 1475 flesch: 51 summary: Noise generated when large groups of students become excited  Students without a device are not monitored  Being ranked on performance does not appeal to all students Opportunities  Can be used on most browsers; app available but not essential  Enables social interaction and discussions between class members  Tagging Kahoot! quizzes is so easy that teachers who are less experienced with technology or are apprehensive about using it may find encouragement in adopting this straightforward means of engaging students. keywords: kahoot; learning; students; teacher cache: compass-668.pdf plain text: compass-668.txt item: #252 of 331 id: compass-67 author: Headington, Rita; Barron, Hetty; Smith, Michael; Callnon, Duncan title: Food For Thought: Exploring Students Perspectives Of Assessment And Feedback date: 2013-01-20 words: 2413 flesch: 50 summary: Exploring Students’ Perspectives Of Assessment And Feedback Case studies Rita Headington, Hetty Barron, Michael Smith and Duncan Callnon University of Greenwich, School of Education Introduction This article reports on a case study exploring the students’ perspective of assessment and feedback. As Boud (2010) remarked, universities have focused on ‘what students have achieved, rather than what they can achieve’. keywords: assessment; feedback; learning; students; university cache: compass-67.pdf plain text: compass-67.txt item: #253 of 331 id: compass-675 author: El Sheikh, Samia Adly Hanna; Youssef Assaad, Reda title: The impact of changing learning environment on students learning in marketing education: A case-study applied in higher education in Egypt date: 2018-12-10 words: 5196 flesch: 42 summary: The main theoretical underpinning of a LO approach is ‘constructive alignment’, which is about: making sure that both teaching and feedback to students work smoothly to help student learning in relation to LOs; so designing assessment that successful students can demonstrate their ability to meet the LOs. Keywords: - learning environment - deep approach to learning versus surface approach to learning - outcome-based approach in teaching, learning and assessment - problem-based learning (PBL) - experiential learning (EL) - least significant differences (LSD)/multiple comparisons Introduction Marketing educators have always been encouraged to reflect on the methods that are employed to educate marketing students. keywords: approach; environment; grades; learning; marketing; semester; september; students; teaching cache: compass-675.pdf plain text: compass-675.txt item: #254 of 331 id: compass-68 author: Stewart, Will title: Transforming A Face-To-Face Module For An Online Environment: A Transferable Pedagogical Model date: 2013-01-20 words: 4053 flesch: 53 summary: From both the tutors’ and participants’ point of view, the mix of synchronous and asynchronous activities was successful in the sense that it was manageable in terms of time, relevant in terms of student engagement, and effective in terms of student learning. It allowed the ‘face-to-face’ component that is often cited as a weakness of online learning, and removed the ‘distance’ from distance learning. keywords: community; face; learning; module; students; teaching cache: compass-68.pdf plain text: compass-68.txt item: #255 of 331 id: compass-69 author: Gammie, Shivaun title: Evaluation Of Web-Based Learning Sets For A Postgraduate Community Pharmacist Programme date: 2013-01-20 words: 3150 flesch: 50 summary: I enjoyed participating in the web based learning sets 3 (100% dimdim is complicated to use 2 (67%) 1 (33%) Using dimdim distracted me from learning 3 (100%) I would prefer face-to-face learning sets 1 (33%) 1 I would prefer face-to-face learning sets 4 (67%) 2 (33%) Web-based learning sets are useful because I would find it difficult to attend face to face learning sets 2 (33%) 2 keywords: dimdim; learning; sets; teaching; web cache: compass-69.pdf plain text: compass-69.txt item: #256 of 331 id: compass-691 author: Kelly, Peter Colin title: Applying STEEPLE to course and curriculum design date: 2018-04-24 words: 3821 flesch: 46 summary: Putting aside the continuing debates about the merits and demerits of marketisation in higher education (HE) and the fractious arguments related to whether business practices suit HE provision, I believe that strategic modelling like this has a role to play in ensuring that courses, curricula and, indeed, entire programmes of study produce graduates who can take their rightful places in the world of work in the twenty-first century. So, since environments aren’t static but quite dynamic, and since courses and curricula need to be adjusted accordingly, STEEPLE, as an analytical tool, may better suit a ‘process’ model. keywords: course; curriculum; design; education; environment; learning; students; technology cache: compass-691.pdf plain text: compass-691.txt item: #257 of 331 id: compass-696 author: Compton, Martin; Allen, Jason title: Student Response Systems: a rationale for their use and a comparison of some cloud based tools date: 2018-04-24 words: 5733 flesch: 56 summary: Takes control of student devices by managing slide advance. Hedgcock, W. H. and Rouwenhorst, R. M. (2014) ‘Clicking their way to success: using student response systems as a tool for feedback.’ keywords: compass; journal; learning; lecturer; options; questions; reviews; students; teaching; technology; use; vol cache: compass-696.pdf plain text: compass-696.txt item: #258 of 331 id: compass-697 author: Casey, John title: Web annotation technologies for learning date: 2018-04-24 words: 1051 flesch: 36 summary: What is web annotation? Applications for Learning With web annotation, what is developing are powerful ways of interacting with web content and other web users. keywords: annotation; learning; web cache: compass-697.pdf plain text: compass-697.txt item: #259 of 331 id: compass-7 author: McNay, Ian title: I prefer research to feed my teaching, not lead it date: 2012-11-05 words: 1484 flesch: 56 summary: So, research-led teaching is a dangerous myth; research fed teaching will be good. My research on research quality assessment led to a conference session where I asked participants whether research policy was linked to teaching policy. keywords: policy; research; students; teaching cache: compass-7.pdf plain text: compass-7.txt item: #260 of 331 id: compass-70 author: Davies, Christine title: A Case Study On Learners Perspectives On Technology For Learning date: 2013-01-20 words: 1351 flesch: 51 summary: The following two questions (c and d) examined the range of technologies students had encountered and the influence of lecturers in that experience, with question e specifically looking at methods of communication. For example, online submission of assessments was introduced across the university, and training for both staff and students was put in place to ensure that the institutional virtual learning environment (VLE), in this case Blackboard, has widespread and consistent use. keywords: learning; technology; university cache: compass-70.pdf plain text: compass-70.txt item: #261 of 331 id: compass-701 author: Tran, Danielle title: Editor's Introduction date: 2017-10-18 words: 1187 flesch: 30 summary: The deployment of the ‘punctuation pyramid’ as a means of encouraging primary school language learners to raise the ‘level’ (in National Curriculum terms) of their writing by choosing alternative punctuation marks from an artificial hierarchy of punctuation is regarded by Mark Betteney in as responsible over time for the subsequent inability of students in higher education to punctuate properly. Mark, as a marker of otherwise sound and perhaps insightful student work, is at pains to debunk the punctuation pyramid policy and to challenge the assumption of writers of books on academic literacy that students reach higher education in perfect command of punctuation skills. keywords: education; learning; students cache: compass-701.pdf plain text: compass-701.txt item: #262 of 331 id: compass-704 author: Li, Fon Yan; Boden, Gemma title: Flipped classroom: a student experience date: 2018-04-24 words: 1883 flesch: 47 summary: When undertaken properly, flipped learning can be a rewarding and modern alternative to the traditional classroom, as the teacher and student must coexist and work together to create a united approach (Yamashita and Yasueda, 2017). The resources used in the deployment of flipped learning vary in accordance with the topic taught. keywords: classroom; learning; students; teaching; time cache: compass-704.pdf plain text: compass-704.txt item: #263 of 331 id: compass-705 author: Keyms, Gillian title: Editorial Team date: 2017-10-18 words: 160 flesch: -117 summary: Compass: Journal of Learning and Teaching, Vol 10, No 1, 2017 First published in October 2017 by: Educational Development Unit University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Danielle Tran, Educational Development Unit, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit, University of Greenwich Editorial Board Patrick Ainley, Faculty of Education & Health, University of Greenwich Ian McNay, Faculty of Education & Health, University of Greenwich Simon Walker, Educational Development Unit, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Paul Dennison, Educational Development Unit, University of Greenwich Edward Phillips, School of Law, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Sarah Crofts, Independent Critical Friend Reviewers Timos Almpanis, University of Greenwich Barbara Johnstone, University of Greenwich Monica Fernandes, Brunel University, London Harriet Lowe, University of Greenwich Jane Robb, University of Greenwich Catriona McAllister, University of Reading keywords: greenwich; university cache: compass-705.pdf plain text: compass-705.txt item: #264 of 331 id: compass-708 author: Compton, Martin; Almpanis, Timos title: One size doesnt fit all: rethinking approaches to continuing professional development in technology enhanced learning date: 2018-04-24 words: 4844 flesch: 39 summary: Koehler and Mishra (2009) argue that that digital technologies are mistakenly considered to be like other technologies used in classrooms, such as whiteboards and pens. CPD in the use of learning technologies One of the most fundamental issues in much of the dominant HEP CPD in the use of learning technologies is the disconnect between pedagogy and technology. keywords: cloud; cpd; education; journal; learning; teaching; technology; tools; training; use; vle cache: compass-708.pdf plain text: compass-708.txt item: #265 of 331 id: compass-71 author: Ecclesfield, Nigel; Rebbeck, Geoff; Garnett, Fred title: The Case Of The Curious And The Confident - The Untold Story Of Changing Teacher Attitudes To E-Learning And Technology In Action In The FE Sector date: 2013-01-20 words: 5422 flesch: 42 summary: One of the authors (Geoff Rebbeck) proposed an alternative model of exploring technology use and implementation, which involved the use of survey questions which explored respondents’ attitudes to technology and specifically their use of ‘technology in action’ with a view to identifying from measures of attitude, those individuals who might be predisposed, as a result of their attitudes, to further exploration and engagement with technology and provide a more receptive audience for technology training and implementation. It is arguable that this demonstrates a shift in what might be called the e-learning journey in comparison with five years ago where teachers were expected to be relatively passive and wait for direction and instruction, seeing technology use as a method of standardising approaches to teaching. keywords: learning; practice; responses; survey; teachers; teaching; technology; use; work cache: compass-71.pdf plain text: compass-71.txt item: #266 of 331 id: compass-711 author: Thompson, David title: Lights, camera, action research! Engaging filmmaking students in feedback date: 2018-04-24 words: 3415 flesch: 59 summary: Engaging filmmaking students in feedback David Thompson Manchester Metropolitan University Abstract This paper is a response to repeated National Student Survey evidence of dissatisfaction with ‘assessment and feedback’ in undergraduate film production courses, as well as an expression of genuine interest in how to address the characteristic indifference and laissez- faire attitude of students engaged in filmmaking. The research forming the basis of this case study, which I undertook in a previous role at a UK higher education institution, identifies that critiquing without knowing what action to take is a barrier to students’ engaging with their feedback and that being able to maintain a distance from and perspective of their work enables students to take responsibility for themselves. keywords: feedback; learning; process; research; students; teaching; work cache: compass-711.pdf plain text: compass-711.txt item: #267 of 331 id: compass-714 author: Garnham, Wendy A; Betts, Tab title: The Padlet Project: Transforming student engagement in Foundation Year seminars date: 2018-12-10 words: 3685 flesch: 50 summary: Salaber (2014) used wiki- based activities with students on a postgraduate international management course and similarly reported positive facilitation of student engagement and collaboration. Transforming student engagement in Foundation Year seminars Wendy keywords: learning; module; padlet; project; students; teaching; term cache: compass-714.pdf plain text: compass-714.txt item: #268 of 331 id: compass-715 author: Clarke, Sandra title: Using technology as a way of evolving assessment practice date: 2018-04-24 words: 1838 flesch: 47 summary: There were some problems: the Moodle workshop tool is quite complicated for the lecturer to set up correctly, so careful attention to detail is required throughout; not all students participated (they failed either to upload a poster or to attend the assessment seminar); students using phones as marking devices found the rubric difficult to access; the lecturer had to mark some posters whose assigned students had not done so; a small number of posters did not upload correctly (usually on account of student inability to follow advice about acceptable file formats) to the disappointment of the students concerned. However, students suffered stress whenever technical problems prevented their assignments from being uploaded or displayed correctly. keywords: assessment; learning; moodle; questions; students cache: compass-715.pdf plain text: compass-715.txt item: #269 of 331 id: compass-718 author: Usher, Julie; MacNeill, Sheila; Creanor, Linda title: Evolutions of Carpe Diem for learning design date: 2018-04-24 words: 3307 flesch: 40 summary: Case Studies Compass: Journal of Learning and Teaching, Vol 11, No 1, 2018 Evolutions of Carpe Diem for learning design Julie Usher, Sheila MacNeill, Linda Creanor The University of Northampton, Glasgow Caledonian University Abstract The aim of the case study is not to share an evaluation of the Carpe Diem process per se, as both institutions are confident in the validity of the design process it scaffolds. keywords: carpe; design; diem; learning; process; staff; teaching cache: compass-718.pdf plain text: compass-718.txt item: #270 of 331 id: compass-719 author: Lakin, Steve title: The use of Moodle for Formative Assessment in Mathematics date: 2018-04-24 words: 1149 flesch: 47 summary: Technology Reviews Compass: Journal of Learning and Teaching, Vol 11, No 1, 2018 Moodle quizzes Moodle has an option to create an online multiple-choice quiz. In this article, we will investigate the use of multiple-choice quizzes for formative assessment, and discuss their strengths and weaknesses. keywords: moodle; technology cache: compass-719.pdf plain text: compass-719.txt item: #271 of 331 id: compass-72 author: Davies, Chantal; Garrett, Matthew title: The BME Student Experience At A Small Northern University: An Examination Of The Experiences Of Minority Ethnic Students Undertaking Undergraduate Study Within A Small Northern University date: 2013-01-20 words: 5381 flesch: 46 summary: This includes Osler’s (1999) work on the educational experiences of BME undergraduates in Britain, the work of Connor et al., (2004) on the influences on participation in HE of minority ethnic students, that of Givens, Almeida, Holden and Taylor (1999), on the ethnic minority experience in initial teaching training, Mai Sims’s (2007) case study on student experience of diversity, Jessop and Williams’s (2009) work on the minority ethnic student experience in a small, mainly ‘white’, university and the more recent NUS (2011) report on the experiences of Black students in further and higher education. The intention of the research project described in this paper has been to build upon the body of existing work on BME student experience. keywords: bme; education; equality; experience; minority; research; students; university cache: compass-72.pdf plain text: compass-72.txt item: #272 of 331 id: compass-720 author: Leach, Sarah; Foley, Geraldine; Olivas Osuna, Jose Javier; Molnar, Aggie title: Students on board: designing a board game for 1000+ students date: 2018-04-24 words: 5006 flesch: 57 summary: Pedagogical rationale Experiential learning via games has been found to have a positive impact on conceptual understanding, skill development and student motivation (Felicia, 2011). Games can provide a risk-free environment to practise skills, apply knowledge and get feedback (Kafai and Burke, 2015). keywords: case; class; discussion; game; journal; learning; students; teachers; teaching cache: compass-720.pdf plain text: compass-720.txt item: #273 of 331 id: compass-722 author: Grussendorf, Sonja title: A critical assessment of the NMC Horizon reports project date: 2018-04-24 words: 5544 flesch: 53 summary: NMC Horizon | The New Media Consortium. Stephen’s Web ~ NMC Horizon Report: 2015 Higher Education Edition ~ Stephen Downes. keywords: consortium; education; horizon; learning; media; nmc; predictions; reports; technology cache: compass-722.pdf plain text: compass-722.txt item: #274 of 331 id: compass-723 author: Garsten, Nicky title: It's good to talk in the Digital Age date: 2018-04-24 words: 1067 flesch: 38 summary: Similarly, lecturer Sam Pidoux noted that students often preferred to email lecturers rather than to speak to them during office hours. Pidoux believes that students need to understand that a normal part of conversing is feeling stress when broaching awkward topics. keywords: october; skills; students cache: compass-723.pdf plain text: compass-723.txt item: #275 of 331 id: compass-73 author: Shoderu, Ronke; Kane, Suzanne; Husbands, Deborah; Holly, Debbie title: Developing A Sense Of Belonging: Findings From A Three Institution Study With Implications For BME Students And Staff Engagement. date: 2013-01-20 words: 4136 flesch: 54 summary: The research team endeavoured to record student narratives by listening to the lived-life experiences of students, without interruption where possible. This might include university experiences, or not.” keywords: education; experience; jean; journal; life; sense; students; university cache: compass-73.pdf plain text: compass-73.txt item: #276 of 331 id: compass-730 author: Pates, Dominic William title: Using wireless collaboration to enhance university learning spaces and encourage mobile learning practices date: 2018-12-10 words: 2307 flesch: 46 summary: Gillies, C.G.M. (2016) ‘To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom.’ It considers how mobile devices might facilitate transformed pedagogies, if socialised within learning spaces. keywords: cochrane; conference; devices; learning; mobile; teaching cache: compass-730.pdf plain text: compass-730.txt item: #277 of 331 id: compass-74 author: Betteney, Mark title: Its just a stage Im going through: moving student teachers from good to outstanding. date: 2013-12-18 words: 2516 flesch: 62 summary: Case Studies Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 8, 2013 “It’s just a stage I’m going through”: moving student teachers from ‘good’ to ‘outstanding’ Dr Mark Betteney Faculty of Education and Health, University of Greenwich Introduction This article identifies three published models of professional progression in Initial Teacher Education (ITE), and uses them to ask questions about the stages of pedagogic development that student teachers tend to go through. I write this article then, with an aim to encourage student teachers to move into territory that is less safe, more risky.. keywords: children; learning; student; teachers; teaching cache: compass-74.pdf plain text: compass-74.txt item: #278 of 331 id: compass-749 author: Pecorino, Lauren; Grose, Richard; Uysal-Onganer, Pinar title: Workshops for subject-specific teachers training: A case study for teaching cancer biology date: 2018-12-10 words: 3648 flesch: 44 summary: The success of these strategies is evidenced in student feedback. Fostering self-efficacy in Higher Education students. keywords: biology; cancer; discussion; education; feedback; learning; students; subject; teaching; training cache: compass-749.pdf plain text: compass-749.txt item: #279 of 331 id: compass-75 author: Stoneham, Ray title: In praise of Yellow Pages date: 2013-12-18 words: 1403 flesch: 57 summary: Referencing is a high level skill that many students at university will never attain, in the same way that others will never learn to drive no matter how hard they try. For example, deciding whether a reference is needed to Pele or Messi, depending on the audience, is something many students would not even consider. keywords: google; referencing; students cache: compass-75.pdf plain text: compass-75.txt item: #280 of 331 id: compass-774 author: Dinning, Track title: Assessment of Entrepreneurship in Higher Education: An evaluation of current practices and proposals for increasing authenticity date: 2018-12-10 words: 6586 flesch: 36 summary: Assessing learning in Australian universities: ideas, strategies and resources for quality in students assessment. Finally, the paper concludes with a set of proposals aligned to academics, students and external practitioners for making entrepreneurship assessment more authentic. keywords: assessment; business; education; educators; entrepreneurship; journal; learning; september; students; teaching; university; use cache: compass-774.pdf plain text: compass-774.txt item: #281 of 331 id: compass-778 author: Helmy, Heba Ezzeldin title: Solving the group project assessment quandary: Can instructors partitioning of groups topics among students be the solution? date: 2018-12-10 words: 6923 flesch: 51 summary: Miller, A., Imrie, B.W. and Cox, K. (1998) Student assessment in higher education. Keywords: undergraduate teaching, group project assessment, pedagogy 1. keywords: agree; assessment; group; instructor; learning; members; project; students cache: compass-778.pdf plain text: compass-778.txt item: #282 of 331 id: compass-780 author: Hockham, David title: The governments new career strategy: an end to placements for English Higher Education performing arts students? date: 2018-12-10 words: 1086 flesch: 51 summary: The governments new career strategy: an end to placements for English Higher Education performing arts students? With only 1300 active theatres in the UK (TheatresTrust, 2018) – many of which not suitable for placements, as the figure includes pop-up and temporary venues, as well as school and college theatres – it appears that the needs of the 8000 young people and the number of placement places are irreconcilable. keywords: education; learning; students cache: compass-780.pdf plain text: compass-780.txt item: #283 of 331 id: compass-786 author: Stoszkowski, John title: Using Flipgrid to develop social learning date: 2018-12-10 words: 1414 flesch: 48 summary: Technology Reviews Compass: Journal of Learning and Teaching, Vol 11, No 2, 2018 Using Flipgrid to develop social learning John Stoszkowski University of Central Lancashire Abstract Flipgrid is an online video discussion platform designed to empower learners and facilitate social interaction between students. Introduction Flipgrid (www.flipgrid.com), an online video discussion platform, is designed to empower learners and facilitate collaboration and social learning between students. keywords: flipgrid; learning; students; video cache: compass-786.pdf plain text: compass-786.txt item: #284 of 331 id: compass-79 author: MacNeill, Sheila; Johnston, Bill title: The Digital University in the Modern Age: A proposed framework for strategic development date: 2013-06-30 words: 1759 flesch: 31 summary: Figure 1: Key constructs and interrelations in the Digital University The logic of our model starts with the macro concept of Digital Participation which provides the wider societal backdrop to university educational development. The notion of a Digital University seems to be gaining traction within institutions, however we have observed that it is being used in a very narrow context, mainly relating to digital technology and infrastructure e.g. repositories and/or VLEs. keywords: curriculum; development; greenwich; learning; university cache: compass-79.pdf plain text: compass-79.txt item: #285 of 331 id: compass-791 author: Weston, Daniel title: Exploring first-year undergraduates perceptions of poetry and their acquisition of skills in reading poetry for study at university date: 2018-12-10 words: 4662 flesch: 55 summary: Data has been gathered from focus groups with first-year undergraduate students in an English department at a UK university to discover what perceptions of poetry students hold and what factors in teaching contribute to the development and/or perpetuation of these perceptions. Lastly, participants were less interested in discussing the issue of similarities/differences between poetry teaching at university and that experienced previously at school or college. keywords: focus; groups; learning; participants; poetry; students; study; teaching cache: compass-791.pdf plain text: compass-791.txt item: #286 of 331 id: compass-794 author: Nerantzi, Chrissi; Jackson, Norman; Mouratoglou, Nikos; Baff, Debbie title: Learning and teaching partnership narratives relating to the open course Creativity for Learning in Higher Education (#creativeHE) date: 2018-12-10 words: 5183 flesch: 44 summary: I also now use it in many situations in the workplace ranging from taking notes at meetings, brainstorming for course development, and as a communication tool. One of the strengths was the partnership between participants and course facilitators. keywords: academic; course; creativehe; creativity; development; learning; participants; teaching cache: compass-794.pdf plain text: compass-794.txt item: #287 of 331 id: compass-8 author: Wraith, Ben title: Student incentives: More than a free condom date: 2012-11-05 words: 909 flesch: 61 summary: By ensuring that many costs were rolled up early in the Student incentives: More than a free condom 2 academic year, the effect could have been that fewer students experienced financial difficulties later in the year. Besides a possible increase in efficiency, could this small change bring about increased happiness both for staff, who become bonus-givers rather than fine-imposers, and students, who are confronted with pleasing bonuses rather than fines and harsh language? keywords: students; university; work cache: compass-8.pdf plain text: compass-8.txt item: #288 of 331 id: compass-80 author: Smith, Karen title: Pecha Kucha or creatively crafting chit chat presentations with concision and precision date: 2013-06-30 words: 934 flesch: 64 summary: Miller Beyer (2011) compared student Pecha Kuchas presentations with those using PowerPoint. It turns out that the Pecha Kucha is everywhere; it is trade-marked, there are Pecha Kucha nights, Pecha Kucha training, and almost 19,000 Pecha Kucha videos on YouTube. keywords: kucha; pecha; teaching cache: compass-80.pdf plain text: compass-80.txt item: #289 of 331 id: compass-800 author: Nerantzi, Chrissi; Gossman, Peter title: Cross-boundary communities, an alternative vision for academic development date: 2018-12-10 words: 5801 flesch: 29 summary: Towards an alternative approach During this research, evidence was gathered in relation to the attractiveness of such practitioner-led collaborations in the area of open cross-institutional academic development (Nerantzi, 2017a; Nerantzi, 2017b). It is proposed that the framework could be used and adapted by those considering the development and implementation of cross-institutional academic development – or, indeed, other provision. keywords: academic; community; cross; development; education; journal; learning; open; staff; teaching cache: compass-800.pdf plain text: compass-800.txt item: #290 of 331 id: compass-81 author: Laxton, Julie; Dagg, Paul; Hargreaves, Janet; Laverick, Duane; Mitchell, Carrie title: Student collaboration in developing an on-line self assessment tool, to enhance development for student and newly qualified professionals date: 2013-06-30 words: 3347 flesch: 47 summary: We therefore thought that looking more widely at student collaboration within an educational setting might offer some insights. Whilst these are only limited initial results, the team feel that they offer justification for the strategy of student collaboration. keywords: assessment; collaboration; learning; research; students; teaching; tool; university cache: compass-81.pdf plain text: compass-81.txt item: #291 of 331 id: compass-812 author: Gibson, Poppy Frances title: From Humanities to Metahumanities: Transhumanism and the Future of Education date: 2018-12-10 words: 1901 flesch: 27 summary: Transhumanism suggests that human life will be better and even fulfilled in a new way, if humans can overcome some of the finite conditions now given (Henriksen, 2015). This piece aims to identify some key questions in the area of transhumanism and education as four themes are considered: teachers, human hardware, curriculum and lifelong learning. keywords: brain; ebscohost; education; journal; learning; transhumanism cache: compass-812.pdf plain text: compass-812.txt item: #292 of 331 id: compass-815 author: Pattacini, Laurence title: Experiential Learning: the field study trip, a student-centred curriculum. date: 2018-12-10 words: 6628 flesch: 39 summary: Miller Beyer, A. (2011) ‘Improving student presentations: Having a role in deciding the destination conveys a sense of ownership, which is valued by students: “Firstly I think it was very valuable that we had the 'freedom' to choose our own destination and places we want to or should go as landscape architecture students.” keywords: assessment; curriculum; experience; field; journal; landscape; learning; module; research; students; study; teaching; trip cache: compass-815.pdf plain text: compass-815.txt item: #293 of 331 id: compass-817 author: Ryan, Richie; Noonan, Gina; McElheron, Eddie title: Using mobile technology to facilitate formative assessment and support learning in apprenticeship programmes date: 2018-12-10 words: 2136 flesch: 45 summary: The cards below provide an overview of a selection of quiz modes and describe how these were used by students‡ and embedded into classroom learning activities by tutors. Quizlet is a mobile learning application that provides a variety of quiz modes based on the creation of a single deck of flashcards. keywords: application; learning; modes; quizlet; students; technology cache: compass-817.pdf plain text: compass-817.txt item: #294 of 331 id: compass-82 author: Stokes, Jane; Cummins, Keena title: Video Use in Reflective Practice: Experience from Educating Speech and Language Therapists date: 2013-06-30 words: 3534 flesch: 50 summary: In using video reflection in student education we have endeavoured to replicate this through the use of campus-based preparatory and debriefing sessions which create a framework to build on strengths as a ‘dialogue mediated by video’ (Cave et al 2011 p181). From our experience in facilitating video reflection with speech and language therapy students, clinicians and education practitioners, the process of video reflection needs to be established within a course of a minimum of four weeks. keywords: language; learning; speech; student; university; use; video cache: compass-82.pdf plain text: compass-82.txt item: #295 of 331 id: compass-826 author: Mogaji, Emmanuel title: With the integration of learning apps, what are Moodles prospects? date: 2018-12-10 words: 1669 flesch: 55 summary: I attended the SHIFT (2018) conference to present my work on student engagement using Kahoot!, an online quiz system, projected in class, with which students can engage on their laptops, tablets or smartphones. Moodle is the virtual learning environment (VLE) for the University of Greenwich and lecturers and students are meant to use it as a one-stop hub for student engagement. keywords: learning; moodle; students; teaching cache: compass-826.pdf plain text: compass-826.txt item: #296 of 331 id: compass-83 author: Bennett, Linda title: Plymouth University goes digital for better access to textbooks date: 2013-06-30 words: 4025 flesch: 57 summary: Together Dr Gee and Vital Source explored the possibility of placing e-textbook versions of the core texts on the university library’s system, but they quickly realised that this would not work, because the library and retail business models are different. Vital Source Technologies, Inc., an Ingram Content Group company, has enjoyed considerable success as an innovator in the United States e-textbook market, and has also been delivering e-textbooks to institutions in the UK for more than eight years. keywords: books; gee; learning; library; students; textbooks; university cache: compass-83.pdf plain text: compass-83.txt item: #297 of 331 id: compass-830 author: Keyms, Gillian title: Editorial Team Volume 11, No 1 2018 date: 2018-04-24 words: 188 flesch: -140 summary: Compass: Journal of Learning and Teaching, Vol 11, No 1, 2018 First published in April 2018 by: Educational Development Unit University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Danielle Tran, Educational Development Unit, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit, University of Greenwich Editorial Board Patrick Ainley, Faculty of Education & Health, University of Greenwich Ian McNay, Faculty of Education & Health, University of Greenwich Simon Walker, Educational Development Unit, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Paul Dennison, Educational Development Unit, University of Greenwich Edward Phillips, School of Law, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Reza Gholami, Keele University Sarah Crofts, Independent Critical Friend Claire Rossato, University of Greenwich Christina Malamateniou, University of Greenwich Reviewers Monica Fernandes, Brunel University, London Harriet Lowe, University of Greenwich Jane Robb, University of Greenwich Ray Stoneham, University of Greenwich Mark Dawson, Lancaster University Nicky Garsten, University of Greenwich Agnieszka Marciszewska, University of Greenwich Louise Hewitt, University of Greenwich Yang Yang, University of Greenwich keywords: greenwich; university cache: compass-830.pdf plain text: compass-830.txt item: #298 of 331 id: compass-831 author: Tran, Danielle title: Editor's Introduction TEL Special Edition date: 2018-04-24 words: 2517 flesch: 33 summary: Such qualitative data provided David with two key findings: to appraise without knowing what action to take constitutes a barrier to student engagement with their feedback; ‘being able to maintain a distance from and perspective of their work’ helps students to assume personal responsibility for what they do. Following their informative analyses, Martin and Jason confirm that all six can improve student engagement and interaction and suggest that teachers should be encouraged to try out at least one of them, with appropriate training and support and with due consideration of data protection guidelines. keywords: assessment; learning; online; paper; students; teaching; technology cache: compass-831.pdf plain text: compass-831.txt item: #299 of 331 id: compass-837 author: Beaumont, Kizzy title: Google Classroom: An online learning environment to support blended learning date: 2018-12-10 words: 1893 flesch: 49 summary: Technology Reviews Compass: Journal of Learning and Teaching, Vol 11, No 2, 2018 Table 1: Summary of Student Learning staff review of Google Classroom functionality. In addition, the possibilities for collaborative work between students (and staff) offered by Google apps which can be shared via Google Classroom, is a unique selling point and supports development of real-world digital skills. keywords: classroom; google; learning; resources; student cache: compass-837.pdf plain text: compass-837.txt item: #300 of 331 id: compass-84 author: Arshad, Kamran; Imran, Muhammad Ali title: Increasing the interaction time in a lecture by integrating flipped classroom and just-in-time teaching concepts date: 2013-06-30 words: 4219 flesch: 52 summary: This material can also be improved over time, based on student feedback and requests. This article incorporates a flipped classroom approach with JiTT method by providing tutorial videos prior to the actual lecture and then obtaining student feedback using a carefully designed assignment for the students. keywords: assignments; feedback; learning; lecture; online; students; teaching; university cache: compass-84.pdf plain text: compass-84.txt item: #301 of 331 id: compass-842 author: Gibson, Poppy Frances; Dick, Suzie title: From distant collaboration to collaborative presentation: the EdD and one bedtime story more date: 2018-12-10 words: 1598 flesch: 45 summary: This conference piece draws parallels between the pressures, tensions and opportunities that conferences can provide. Pressures Public speaking anxiety (PSA) is the most commonly-experienced type of anxiety (Kumar et al., 2017, p.287), yet conferences are often are often well-attended, with much competition for their presentation opportunities. keywords: article; conference; gibson; space cache: compass-842.pdf plain text: compass-842.txt item: #302 of 331 id: compass-843 author: Vallely, Kat Sarah Anne; Gibson, Poppy title: Engaging students on their devices with Mentimeter date: 2018-12-10 words: 1888 flesch: 46 summary: Fast forward two years and, with its focus on student engagement, this review provides an interesting insight into snapshot cases of Mentimeter’s incorporation into sessions with students from the Teacher Education Department. The article presents the use of Mentimeter in both lectures and seminars and provides three illustrative screenshots; it discusses, with reference to recent literature, the advantages and disadvantages of Mentimeter as a form of student engagement; it shares three key multi-disciplinary strategies that can be supported by Mentimeter to engage students: ‘gauging opinion’, ‘engaging discussion’ and ‘voicing concerns’. keywords: journal; mentimeter; students; teaching cache: compass-843.pdf plain text: compass-843.txt item: #303 of 331 id: compass-844 author: Gebbels, Maria title: Re-engineering challenging and abstract topics using Kahoot!, a student response system. date: 2018-12-10 words: 4927 flesch: 50 summary: These benefits, as student feedback suggests, include better conceptual understanding and increased motivation, resulting in the transition from surface to deep learning Keywords: student response system; learning technology; consolidation of learning; student engagement; confidence, feedback Introduction This case study is based on the author’s evaluation of the effects and benefits of implementing Kahoot!, also known as a ‘student response system’ (SRS), in the delivery of material for research methods tutorials to second-year undergraduate hospitality management students. These benefits, as student feedback suggests, include better Case Studies Compass: Journal of Learning and Teaching, Vol 11, No 2, 2018 conceptual understanding and increased motivation, resulting in the transition from surface to deep learning Furthermore, students enjoyed completing the Kahoot! quizzes, which created a lively learning environment where they felt confident and safe enough to admit if they needed further clarifications. keywords: case; feedback; journal; kahoot; learning; methods; research; students; teaching cache: compass-844.pdf plain text: compass-844.txt item: #304 of 331 id: compass-85 author: Carruthers- Jones, Ian title: A mobile device supported blended learning approach for postgraduate students where absenteeism from classes had previously been an issue date: 2013-06-30 words: 4315 flesch: 56 summary: The aim was to redesign the course so that as well as the traditional face to face approach remaining available to students, there would be a number of new online resources such as the Course Guide and Handbook, course material including PowerPoint slides, lecture-based podcasts, chat room tutorials and library resources.  It has been suggested that ‘blended courses require a degree of self-motivation and independent learning which can be unfamiliar to students who have only experienced traditional face-to-face formats’ (Gerbic & Stacey, 2009, 299). keywords: approach; author; course; learning; students; teaching; university; use cache: compass-85.pdf plain text: compass-85.txt item: #305 of 331 id: compass-851 author: Kamilaki, Maria title: Whats your story?: Storytelling as an affective learning strategy date: 2018-12-10 words: 1672 flesch: 44 summary: Keywords: storytelling, affective learning, phatic communication Content delivery and prioritisation of cognitive goals have long prevailed as a foundation for curriculum development and evaluation in university education (Krathwohl, 2002, p.212). Such factors as belonging and relatedness within the academic community and rapport between student and teacher, founded no longer on authority and criticism but rather on support and common negotiation of meaning (Lea et al., 2003), are central to current student-centered approaches to teaching and learning (O’Neill and McMahon, 2005). keywords: learning; november; storytelling; students; teaching cache: compass-851.pdf plain text: compass-851.txt item: #306 of 331 id: compass-852 author: Jones, Peter title: Reasons to be different: a post-1992 perspective date: 2018-12-10 words: 1286 flesch: 25 summary: reactions from current students to whom I mentioned it as a work placement opportunity. Opinion Pieces Compass: Journal of Learning and Teaching, Vol 11, No 2, 2018 best serves the needs of most post-1992 students. keywords: education; learning; september; students cache: compass-852.pdf plain text: compass-852.txt item: #307 of 331 id: compass-855 author: Sorrentino, Miriam title: The STEPS course: Support through Tutoring, Employability and Professional Skills. date: 2018-12-17 words: 4356 flesch: 54 summary: Keywords: personal tutor, academic tutors, student support, retention, social life. A new working group is put together to select the following year’s focus (on the basis of emerging themes brought up in student feedback) and to identify any new issues. keywords: april; education; journal; social; steps; student; tutoring; university; year cache: compass-855.pdf plain text: compass-855.txt item: #308 of 331 id: compass-87 author: Crofts, Sarah title: Technology reviews by First Year Law Students date: 2013-12-18 words: 1643 flesch: 57 summary: My reason for taking this approach was threefold: firstly, to provide an alternative assessment; secondly, to allow students to undertake an activity which could help their writing skills in something that was also a typical example of a workplace activity in their chosen subject area; and thirdly, I wanted to find out more about apps and software used by law students. The reviews LexisNexis review conducted by Petar Arnaudov, first year Law One of the most beneficial applications for law students is Lexis Nexis. keywords: assessment; information; law; students cache: compass-87.pdf plain text: compass-87.txt item: #309 of 331 id: compass-882 author: Tran, Danielle title: Why we shouldnt shy away from discussions around decolonising curricula date: 2019-06-11 words: 883 flesch: 30 summary: Why we shouldn’t shy away from discussions around decolonising curricula Danielle Tran University of Greenwich Within the last decade, there has been a steady growth of literature discussing the benefits of internationalising curricula, strategies for making curricula more international and the possible impact of such an approach on students’ experience during their time at university and in the world of work beyond. Decolonising curricula should be viewed as a critical point of discussion which encourages reflection and allows for positive developments towards the creation of a more inclusive, diverse curriculum and learning experience. keywords: curricula; decolonising cache: compass-882.pdf plain text: compass-882.txt item: #310 of 331 id: compass-9 author: Bradshaw, Noel-Ann title: Tribute to triplets: A model for successful group work date: 2012-11-05 words: 1296 flesch: 64 summary: Students’ feedback has suggested that, unusually for group work, the allocation of members to groups was seen as fair to all in the class. Once the students realised group work was on the agenda, they pestered me frequently, asking who would be in their groups and saying things like; ‘I don’t want anyone in my group who won’t pull their weight’. keywords: group; students; work cache: compass-9.pdf plain text: compass-9.txt item: #311 of 331 id: compass-91 author: Thompson, Andrew David title: A response to teaching dry subjects without tears date: 2013-12-18 words: 898 flesch: 58 summary: The premise of Clarke (2011:3) is that for a subject such as land law, ‘We have in mind a number of features which make a subject appear uninteresting and unapproachable to the average student’ and, as such, requires a special topic- specific teaching strategy to be effectively conveyed beyond the needs of any general HE taught subject. Conclusion Everyone will be expected to teach subjects, core to a HE programme, that are not his or her own primary topic of interest or experience. keywords: learning; subject; teaching cache: compass-91.pdf plain text: compass-91.txt item: #312 of 331 id: compass-92 author: Stair, Nola title: Bubbl.us Web 2.0 Mind Mapping date: 2013-12-18 words: 1416 flesch: 56 summary: If so, consider incorporating the use of mind maps as one of your teaching strategies. However, I have finally come across a useful online application that seamlessly enhances student-student and student-tutor engagement - Bubbl.us - which is based upon Web 2.0 technology and facilitates an interactive online sharing of mind maps among students and/or with their tutors. keywords: bubbl.us; maps; mind; students cache: compass-92.pdf plain text: compass-92.txt item: #313 of 331 id: compass-93 author: PS, Paul Stoneman title: Trial of a webinar to improve student perception of engagement date: 2013-12-18 words: 1381 flesch: 63 summary: Almost anything you can do in a classroom you can do via Adobe Connect online, PLUS you can have all of this available for participants who could not attend at the designated time to view later, or for those who did attend to recap on what happened. Adobe Connect webinars allows groups to share multi-media in real-time whilst recording it to playback later. keywords: participants; students; time; webinar cache: compass-93.pdf plain text: compass-93.txt item: #314 of 331 id: compass-932 author: Warren, Liz; Reilly, Dawn; Sun, Wenxian; Vellam, Iwona title: Improving the attainment gap of Direct Entry Chinese students lessons learnt and recommendations. date: 2019-06-11 words: 3799 flesch: 46 summary: The expansion of Chinese articulations – which offer Chinese students the opportunity to study in the United Kingdom (UK) by permitting direct entrance into the final year of an undergraduate study programme – has provided a financially-attractive market. Literature review This case study highlights the attainment gap between Chinese students coming to the UK after studying in Chinese institutions and the student cohort in general. keywords: attainment; cdes; chinese; learning; students; teaching cache: compass-932.pdf plain text: compass-932.txt item: #315 of 331 id: compass-933 author: Pickford, Ruth title: A holistic framework for developing excellent academic practice date: 2018-12-10 words: 4753 flesch: 25 summary: Internationally, references to excellent academic practices are found in most nations’ policy documents, yet none has, to date, developed an accepted definition of excellent academic practice. The context of developing excellent academic practice How academic practice is perceived in a university depends on a combination of factors, including externally imposed metrics and criteria, the institution’s self-identified mission, each discipline’s approach to research and education, student perspectives and the perspectives and goals of those who teach and/or support learning. keywords: development; excellence; framework; learning; practice; research; staff; teaching cache: compass-933.pdf plain text: compass-933.txt item: #316 of 331 id: compass-936 author: Barefoot, Helen Catherine; Boons, Cage title: Developing a BME Student Advocate Programme date: 2019-06-11 words: 4085 flesch: 41 summary: Case Studies Compass: Journal of Learning and Teaching, Vol 12, No 1, 2019 Limitations and conclusions Although most BME student advocates carried out their role exceptionally well, three advocates were unable to fulfil their role as well as expected. Depending on the needs of their academic school, the BME student advocates carried out different activities which included: holding focus groups with BME students; representing BME students at school meetings; challenging the assumptions of staff members; critiquing curricula and the promoting race equality. keywords: advocates; bme; learning; members; staff; students; teaching; university cache: compass-936.pdf plain text: compass-936.txt item: #317 of 331 id: compass-937 author: Barefoot, Helen Catherine; Ghann, Nathan; St John, Judy; Yip, Amanda title: How did the work impact me? Reflections of the researchers and facilitators of BME success projects date: 2019-06-11 words: 7035 flesch: 41 summary: Keywords: BME, Narrative, Critical Incident 1.0 Introduction The BME attainment gap (i.e. the difference in the percentage of white students achieving a first or upper second class degree (2i) compared to the percentage of black and minority ethnic (BME) students achieving a first or 2i degree) has been a long-standing concern within the UK higher education (HE) sector (Broecke and Nicholls, 2007; Berry and Loke, 2011; Equality Challenge Unit, 2017). The Equality Challenge Unit (ECU, 2018) emphasises the importance of using data during staff development workshops and it was hoped that presenting robust data from a range of sources, including programme-level data (Barefoot et al., op.cit.) keywords: data; education; incident; journal; narratives; op.cit; programme; race; staff; students; teaching; white cache: compass-937.pdf plain text: compass-937.txt item: #318 of 331 id: compass-940 author: Maccabe, Rebecca; Micallef, Ricarda; Carew, Dr Mark title: Peer-assisted learning to support attainment in Pharmacy date: 2019-06-11 words: 3664 flesch: 54 summary: Training and payment are given to student mentors who work with academics and the AM team to create student-centred active learning material. PAL involves the facilitating, by experienced student mentors or peers, of study Case Studies Compass: Journal of Learning and Teaching, Vol 12, No 1, 2019 sessions for students in the year(s) below. keywords: learning; mentors; module; pal; pharmacy; progression; students cache: compass-940.pdf plain text: compass-940.txt item: #319 of 331 id: compass-941 author: Gravestock, Phil; Cureton, Debra title: From Local to Institutional Attainment Change: scaling-up local initiatives date: 2019-06-11 words: 3846 flesch: 38 summary: These activities included: • dissemination via faculty and institutional learning and teaching events; • use of the annual peer-review activities within the academic faculties; • alignment of the Graduate Teaching Assistants’ work with the project outcomes; • integration of the project outcomes into the University’s Postgraduate Certificate in Higher Education and Professional Practice; • a series of Students’ Union ‘summits’, which encouraged members of staff to pledge to undertake work to reduce the gap in student outcomes. Mountford-Zimdars, A., Sabri, D., Moore, J., Sanders, J., Jones, S. and Higham, L. (2015) Causes of differences in student outcomes. keywords: activities; assessment; learning; outcomes; students; teaching; university cache: compass-941.pdf plain text: compass-941.txt item: #320 of 331 id: compass-942 author: Cureton, Debra; Gravestock, Phil title: We Belong: differential sense of belonging and its meaning for different ethnicity groups in higher education date: 2019-06-11 words: 6733 flesch: 49 summary: “Other students can alienate some students through being in cliques” (female student, level 4) “[or] through not sharing space” (male student, level 5) “not realising that high action and loud vocals when they’re having fun can be viewed as aggressive or confrontational situations by others” (female, Students’ Union Officer) Again, these ideas raise concerns about belonging for BAME students, particularly on courses or in universities that are predominantly white. One of these institutions Articles Compass: Journal of Learning and Teaching, Vol 12, No 1, 2019 noted a distinct difference between the belongingness reported by BAME students and that of their white counterparts. keywords: august; bame; belonging; belongingness; learning; level; op.cit; sense; students; university cache: compass-942.pdf plain text: compass-942.txt item: #321 of 331 id: compass-944 author: Gibson, Poppy Frances; Perera, Sharon; Morgan, Robert; Kerr, Bonnie title: Creating conditions for student success on a two-year accelerated degree date: 2019-06-11 words: 2009 flesch: 37 summary: Opinion Pieces Compass: Journal of Learning and Teaching, Vol 12, No 1, 2019 Creating conditions for student success on a two-year accelerated degree Poppy Frances Gibson, Sharon Perera, Robert Morgan, Bonnie Kerr University of Greenwich Abstract Two-year degrees are intensive degree programmes that offer increased flexibility in Higher Education (HE) and are becoming a more appealing option for many students seeking HE study (Baty, 2017; Cabral and Lambirth, 2017), but, with lower entry requirements, are students undertaking a degree when unequipped and unprepared for the challenges that accelerated study presents? The course uses an innovative framework that embeds academic skills in the taught programme to help students to manage better the challenges that the accelerated degree brings. keywords: september; skills; students; year cache: compass-944.pdf plain text: compass-944.txt item: #322 of 331 id: compass-946 author: Ansley, Lucy Jane Charlotte; Hall, Richard title: Freedom to Achieve: addressing the attainment gap through student and staff co-creation date: 2019-06-11 words: 6962 flesch: 49 summary: Thus, a greater focus has also been given to the ‘softer’ measures of success for student experience, “those related to a student’s sense of personal accomplishment and satisfaction with the educational experience … while such measures tend to be highly subjective, they can nonetheless be important to register for building up a holistic picture of success” (Singh, 2011, p.3). Teaching and Learning Student and staff discussions within this category focused primarily on: examples used in lectures (18), learning resources (9), student experience of learning (23) and lecturers’ delivery methods and assessment styles (22). keywords: bame; creation; events; experience; institution; learning; programme; staff; students; teaching; university cache: compass-946.pdf plain text: compass-946.txt item: #323 of 331 id: compass-951 author: Owusu-Kwarteng, Louise title: Livin and Learnin, Tellin stories, Challengin narratives: Critical reflections on engaging students from marginalised groups in academic research activities. date: 2019-06-11 words: 3274 flesch: 37 summary: Examples of involving research students in research through modules ‘Applying Sociology’ is a 15-credit (one-term) level 4 (first year) module, focusing specifically on the ways in which communities shape the individual/self. Several case studies illustrate how BAME students perceived that their lecturers had lower academic expectations of them – sometimes resulting in the internalisation of these beliefs and lack of interest in classes and contributing to poorer academic results than they would have liked (Cotton et al., 2013; NUS, 2011). keywords: bame; experiences; learning; research; sociology; staff; students; teaching cache: compass-951.pdf plain text: compass-951.txt item: #324 of 331 id: compass-955 author: Hughes, Annie Livingstone; Michener, Christina; Mohamed, Kamal; McDuff, Nona title: Curriculum co-creation as a transformative strategy to address differential student outcomes: the example of Kingston Universitys Student Curriculum Consultant Programme date: 2019-06-11 words: 6350 flesch: 42 summary: The case studies highlight varying degrees of co-creation between student Curriculum Consultants and academic staff and their programmes. Mountford-Zimdars, A., Sabri, D., Moore, J., Sanders, J., Jones, S. and Higham, L. (2015) Causes of differences in student outcomes. keywords: consultants; course; creation; curriculum; education; learning; programme; staff; students; teaching cache: compass-955.pdf plain text: compass-955.txt item: #325 of 331 id: compass-96 author: Stoneham, Ray; Prichard, Matt title: Look, Listen & Learn! Do students actually look at and/or listen to online feedback? date: 2013-06-30 words: 1242 flesch: 51 summary: Dr Ray Stoneham and Matt Prichard, School of Computing & Mathematical Sciences, University of Greenwich The National Student Survey and other student surveys regularly highlight student dissatisfaction with the nature and timescale of the provision of feedback (NUS 2010; National Student Forum, Annual Report 2009; Thompson & Meredith 2012). Previous studies in this area have established through interviews that alternative methods of feedback can be very effective, but most studies have been quite small scale and focused on just audio (Nortcliffe & Middleton 2007; Lunt & Curran 2010; King, McGugan & Bunyan 2008), although video and screencasts (Stannard 2007; Brick & Holmes (2008) are becoming more widely used. keywords: access; feedback; students cache: compass-96.pdf plain text: compass-96.txt item: #326 of 331 id: compass-968 author: Breen, Paul title: Situating observations as part of a teaching portfolio date: 2020-02-10 words: 2878 flesch: 42 summary: Much of the literature on teacher development talks about the importance of having a personal philosophy or teaching epistemology and one of the most pertinent is that described by Steve Mann (2005, p.105), who states that teaching is best viewed as “a continuous process of becoming” that is part of a journey which “can never be finished”. Historically, assessment and appraisal have been key drivers for teacher observation. keywords: development; educators; learning; practice; teacher; teaching cache: compass-968.pdf plain text: compass-968.txt item: #327 of 331 id: compass-97 author: Ainley, Patrick title: Education Is Never For Its Own Sake, Its Much More Important Than That date: 2013-06-06 words: 957 flesch: 48 summary: As UNESCO’s 1997 Resolution on Higher Education states: ‘higher education is directed to human development and to the progress of society’. Anyway, in the fee-driven system that higher education is becoming, most ‘consumers’ (if not customers!) of learning are not paying for knowledge for its own sake, even if they are often advised to study a subject they are interested in (otherwise they won’t stick it out!). keywords: education; research cache: compass-97.pdf plain text: compass-97.txt item: #328 of 331 id: compass-98 author: Bradshaw, Noel-Ann; Richardson, Karen title: Book Reviews for Mathematics Undergraduates: an assignment to enhance reading and writing skills essential for todays workplace and to promote collaboration between library and academic staff date: 2013-06-06 words: 2485 flesch: 58 summary: Introduction In 2008 one of the authors was given the task of creating suitable Personal Development Planning (PDP) material for first year maths students. Assignment Having found a way to identify these books in the library, the task now was to create an assessment that encouraged first year maths students to read the books, make use of the library and practice their writing skills. keywords: books; library; maths; skills; students cache: compass-98.pdf plain text: compass-98.txt item: #329 of 331 id: compass-99 author: Jump, Lynne title: Flipping the classroom: a theoretical and practical exploration date: 2013-12-18 words: 6654 flesch: 47 summary: The academic is then free to provide face to face support to individual students, to correct misinformation and to organise small group activities. During the weekly face-to-face classroom sessions the academic is free to support individual students, discuss problems and misconceptions as well as chat informally about issues raised by the students in small groups. keywords: academic; classroom; course; education; face; learning; students; study; teaching; university cache: compass-99.pdf plain text: compass-99.txt item: #330 of 331 id: compass-993 author: Keyms, Gillian title: Editorial Team date: 2018-12-10 words: 181 flesch: -136 summary: Compass: Journal of Learning and Teaching, Vol 11, No 2, 2018 First published in December 2018 by: Educational Development Unit University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Danielle Tran & Simon Walker, Educational Development Unit, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit, University of Greenwich Editorial Board Ian McNay, Faculty of Education & Health, University of Greenwich Simon Walker, Educational Development Unit, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Paul Dennison, Educational Development Unit, University of Greenwich Edward Phillips, School of Law, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Sarah Crofts, Independent Critical Friend Clare Rossato, University of Greenwich Reviewers Timos Almpanis, University of Greenwich Monica Fernandes, Brunel University, London Harriet Lowe, University of Greenwich Jane Robb, University of Greenwich Catriona McAllister, University of Reading Helen Hawthorne, Middlesex University Mark Dawson, Lancaster University Yang Yang, University of Greenwich Martin Compton, University of Greenwich Dawn Reilly, University of Greenwich Louise Hewitt, University of Greenwich keywords: greenwich; university cache: compass-993.pdf plain text: compass-993.txt item: #331 of 331 id: compass-996 author: Walker, Simon title: Editor's introduction date: 2018-12-10 words: 3399 flesch: 27 summary: This issue of Compass is delightfully varied and reflects the serious feelings of staff passionate about their practice and about student learning; it also demonstrates how their quest for evidence underpins critical and active responses to changing practices. A very positive technology review of the student response system Mentimeter, as deployed by a teacher education department, reinforces the views of others who have found it helpful in engaging students. keywords: assessment; compass; development; education; learning; paper; students; teaching; university cache: compass-996.pdf plain text: compass-996.txt