Introduction 

Compass: Journal of Learning and Teaching, Vol 5, No 9, 2014 

 
 
Welcome to our ninth issue of Compass. In the ten rich case studies and articles 

published, a number of themes emerge that reflect ways in which innovative teachers 

are finding solutions to the many challenges they face. This issue also provides a 

platform for presenters at the Academic Practice and Technology (APT) 2013 

conference to further develop their ideas through reflection and scholarship. It is no 

surprise, therefore, that the digital features strongly. Our learning and teaching 

landscape continues to transform from one in which students are primarily harvesters 

of information to one where students employ diverse social networks and media to 

create content and knowledge. Some of the authors featured in this issue explore the 

efficacy of using technologies and methods such as blogs, flipped classroom, 

personal learning spaces, games and learning videos. As practitioners they are 

identifying those important gaps in our knowledge and research, so that readers who 

search for evidence and logic for changing their practice might be convinced and 

inspired. Researchers working in the field of learning technology may also benefit as 

these studies provide evidence for theoretical underpinning.   

 
The composition of this issue is significantly different from earlier volumes – here 

case studies make up the majority of submissions. While some authors focus on the 

technology that can bring about changes in practice, others respond to policy 

directives and the wider issues of how best to manage students. Their main concern 

is how to best teach and design a curriculum that addresses student expectations of 

an excellent student experience, and how to maximise employment outcomes. 

 
Ray Stoneham and Aliyah Essop look at how the management of projects and 

dissertations can be better supported through the use and integration of a bespoke 

e-tutorial, supervision tracking and an online enquiry system. They argue that this 

simple but effective customer relationship management system not only enhances 

both the student and staff experience, but ultimately, could integrate these analytics 

with other data to produce  a ‘big picture’ of student engagement, with the aim of 

improving student retention and achievement.  

 
In their case study of employability within the fashion curriculum,  Lesley Peacock 

and Elaine McNeill report on their use of live projects, placements, guest lectures 

and CV support in a module to transform professional development in the fashion 

industry. 

 
Tatiana Simmonds, Darrenlloyd Gent, and Ray Stoneham consider the effective use 

of screencasting that is increasingly employed in alternative delivery methods such 

as the inverted classroom. 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.  

 
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. 

  



Introduction 

Compass: Journal of Learning and Teaching, Vol 5, No 9, 2014 

Geoff Rebbeck’s case study describes how he retrospectively transformed the 

content of his degree using an e-portfolio. His aim was to show how this form and 

way of working can capture a greater richness than is possible in more traditional 

summative assessment.  He argues that the technology is widely available , and can 

support the growth of an individual through their learning journey, adding value to 

skills development in digital management and reputation.  

 
The case study by Gabriela Daniels aimed to evaluate instructional videos. In her 

paper, she identifies contexts for their use and ways in which this information helps 

the design process.  

 
Mary Kiernan,  Cagin Kazimoglu, Liz Bacon and Lachlan MacKinnon outline how 

educational games can be used for teaching Computer Science programming on 

first-year introductory programming courses, and how some  basic concepts can be 

generalized across disciplines .  

 
A narrative approach to considering the role of the lecturer in developing autonomy in 

final year undergraduates is adopted by Jesmond Lewis. Her writing is informed by a 

literary style that is unusual in an academic journal, but the reader is rewarded by an 

open and honest account of some of the dilemmas experienced by academics on a 

regular basis.  

 
Ken Fee reflects, five years later, on the key design considerations and lessons 

learned from developing and delivering a Master of Professional Practice in 

Computer Games Development. He identifies the features of the successful 

pedagogical model that has produced highly employable graduates fit for immediate 

employment.   

 
Karen Shackleford-Cesare’s article considers the reasons why academics use, or 

don’t use a virtual learning environment, in this study, specifically Moodle. She 

critically identifies the factors that influence uptake, and her conclusions about the 

role of technology to enhance learning should make happy reading for all those 

whose job it is to persuade staff to use such virtual learning institutional platforms. 

 
These articles show how practitioners from a wide range of disciplines are trying out 

new ideas, innovating and reflecting upon their practice. They provide some valuable 

insights into ways of meeting the many challenges confronting teachers in higher and 

further education today, and hopefully, encourage others to undertake further 

research, or develop the ideas presented in this issue. There is much to be learned 

from one another. 

  

Simon Walker 

Head of Educational Development