# bib

id: compass-27
author: Walker, Simon; Ainley, Patrick Ainley; McNay, Ian; Cealey Harrison, Wendy
title: Editors' Introduction
date: 2012
pages: 1
extension: .pdf
mime: application/pdf
words: 471
sentence: 15
flesch: 32
cache: cache/compass-27.pdf
txt: txt/compass-27.txt
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 long-term aim is to build the confidence of students in their growing capabilities as emergent professionals, who can go on to secure employment or move comfortably into further study and research.


id: compass-100
author: Smith, Karen
title: Editorial Team
date: 2013
pages: 1
extension: .pdf
mime: application/pdf
words: 113
sentence: 1
flesch: -65
cache: cache/compass-100.pdf
txt: txt/compass-100.txt
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


id: compass-124
author: Keyms, Gillian
title: Editorial Team
date: 2013
pages: 1
extension: .pdf
mime: application/pdf
words: 116
sentence: 1
flesch: -77
cache: cache/compass-124.pdf
txt: txt/compass-124.txt
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


id: compass-121
author: Crofts, Sarah
title: Editor's Introduction
date: 2013
pages: 2
extension: .pdf
mime: application/pdf
words: 878
sentence: 38
flesch: 44
cache: cache/compass-121.pdf
txt: txt/compass-121.txt
summary:
  Sarah Crofts explores how technology reviews by first year Law students can be used as authentic assessment in the context of students’ library seminars. Students’ self identity is also a factor in Mark Betteney’s article in which he investigates students’ lack of risky behaviour.


id: compass-91
author: Thompson, Andrew David
title: A response to ‘teaching ‘dry’ subjects without tears’
date: 2013
pages: 2
extension: .pdf
mime: application/pdf
words: 893
sentence: 40
flesch: 58
cache: cache/compass-91.pdf
txt: txt/compass-91.txt
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.


id: compass-14
author: Bladen, Charles
title: The Gonzo lecture: Counterculture in the classroom
date: 2012
pages: 5
extension: .pdf
mime: application/pdf
words: 2093
sentence: 96
flesch: 51
cache: cache/compass-14.pdf
txt: txt/compass-14.txt
summary:
  Gonzo education as experience immersion Whilst traditional lectures involve mainly the transfer of knowledge, gonzo lectures mainly involve the transfer of experiences. As an extreme version of new journalism style, it is journalism that can be read like a novel.


id: compass-51
author: Alsford, Sally
title: The Greenwich Graduate – Engaging With Students
date: 2012
pages: 8
extension: .pdf
mime: application/pdf
words: 2163
sentence: 84
flesch: 40
cache: cache/compass-51.pdf
txt: txt/compass-51.txt
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. Networking, communication, student exchanges and societies were identified ways to create opportunities for interaction across the diverse range of students at Greenwich, and: “How about inter-university exchange programmes?”


id: compass-59
author: Brown, Charmaine
date: 2012
pages: 6
extension: .pdf
mime: application/pdf
words: 2223
sentence: 99
flesch: 45
cache: cache/compass-59.pdf
txt: txt/compass-59.txt
title:
  Friend or foe! The Professionalisation Agenda: Teacher Educators In The Lifelong Learning Sector (LLS)

summary:
  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. Lacking pedagogy, teacher educators have become teacher trainers focused on training to meet funding requirements.


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
pages: 7
extension: .pdf
mime: application/pdf
words: 2722
sentence: 119
flesch: 40
cache: cache/compass-153.pdf
txt: txt/compass-153.txt
summary:
  A Case Study on MBA Students Undertaking Professional Internships Hanna Yakavenka and Riccardo De Vita University of Greenwich, Business School Introduction This study is a critical evaluation of the online interactions of learners registered on a professional development course which will contribute to the general academic debate and assist in the design of a specific course. Being an open space any learner can choose what to contribute and who to respond to when there are similar learning experiences taking place.


id: compass-25
author: Gravelle, Maggie
title: Dilemmas in Development Raised by a Teacher Training Project in Cambodia
date: 2012
pages: 6
extension: .pdf
mime: application/pdf
words: 2781
sentence: 165
flesch: 52
cache: cache/compass-25.pdf
txt: txt/compass-25.txt
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.


id: compass-136
author: Betteney, Mark
date: 2015
pages: 8
extension: .pdf
mime: application/pdf
words: 3221
sentence: 131
flesch: 62
cache: cache/compass-136.pdf
txt: txt/compass-136.txt
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

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.


id: compass-44
author: Bath, Diana
title: Let’s get personal: A call for personalised pedagogy
date: 2012
pages: 8
extension: .pdf
mime: application/pdf
words: 3346
sentence: 171
flesch: 51
cache: cache/compass-44.pdf
txt: txt/compass-44.txt
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.


id: compass-10
author: Cobo, Adriana
title: The Parrot Brief: A drawing guide for first-year architecture students
date: 2012
pages: 5
extension: .pdf
mime: application/pdf
words: 1857
sentence: 82
flesch: 52
cache: cache/compass-10.pdf
txt: txt/compass-10.txt
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.


id: compass-78
author: Farr, Jackie
date: 2013
pages: 7
extension: .pdf
mime: application/pdf
words: 3115
sentence: 118
flesch: 49
cache: cache/compass-78.pdf
txt: txt/compass-78.txt
title:
  'Shared listening': using a World cafe approach as a revision tool in a final year undergraduate programme

summary:
  Students also found that there were recurring themes, which were of a theoretical or philosophical nature, which could be applied to the broad topic areas and further discussion revealed the exact nature of a ‘theoretical underpinning’ to critical analysis, a concept which many students had previously found difficult to grasp. Case Studies Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 8, 2013 Having conducted this exercise at the end of the 2012 academic year, it was repeated for a different cohort of final year students (n=26) on the same course completing in March 2013 with very similar effects and feedback.


id: compass-139
author: Bath, Diana
title: When feedback holds us back
date: 2015
pages: 2
extension: .pdf
mime: application/pdf
words: 1007
sentence: 37
flesch: 52
cache: cache/compass-139.pdf
txt: txt/compass-139.txt
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.


id: compass-131
author: Stoneham, Ray
title: On Being Original
date: 2015
pages: 9
extension: .pdf
mime: application/pdf
words: 3566
sentence: 152
flesch: 47
cache: cache/compass-131.pdf
txt: txt/compass-131.txt
summary:
  This compares their work to text on websites, books, journals etc. 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.


id: compass-8
author: Wraith, Ben
title: Student incentives: More than a free condom
date: 2012
pages: 2
extension: .pdf
mime: application/pdf
words: 908
sentence: 43
flesch: 61
cache: cache/compass-8.pdf
txt: txt/compass-8.txt
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?


id: compass-158
author: Bailey, Isobel
date: 2012
pages: 7
extension: .pdf
mime: application/pdf
words: 2436
sentence: 124
flesch: 59
cache: cache/compass-158.pdf
txt: txt/compass-158.txt
title:
  An Evaluation of the Use of a New Virtual Learning Environment for a Postgraduate Hospital Pharmacist Programme

summary:
  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. How the new VLE has been used to date 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.


id: compass-84
author: Arshad, Kamran; Imran, Muhammad Ali
date: 2013
pages: 13
extension: .pdf
mime: application/pdf
words: 4219
sentence: 183
flesch: 52
cache: cache/compass-84.pdf
txt: txt/compass-84.txt
title:
  Increasing the interaction time in a lecture by integrating flipped classroom and just-in-time teaching concepts

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.


id: compass-85
author: Carruthers- Jones, Ian
date: 2013
pages: 9
extension: .pdf
mime: application/pdf
words: 4313
sentence: 203
flesch: 56
cache: cache/compass-85.pdf
txt: txt/compass-85.txt
title:
  A mobile device supported blended learning approach for postgraduate students where absenteeism from classes had previously been an issue

summary:
  A blended learning approach was introduced which allowed the students to attend lectures and tutorials but also to access course material, listen to lecture-based podcasts, participate in chat room tutorials and use other resources, such as the library resources, at any time. 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.


id: compass-110
author: Rebbeck, Geoff
title: A complete Greenwich degree in a personal learning space
date: 2014
pages: 5
extension: .pdf
mime: application/pdf
words: 2683
sentence: 95
flesch: 42
cache: cache/compass-110.pdf
txt: txt/compass-110.txt
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. Re- purposing personal learning space is relatively straightforward and demonstrated in the e-portfolio: in effect, pages are created against each of the Graduate skills and evidence is added, drawn from the artefacts.


id: compass-151
author: Randall, Carol
title: Why I love Twitter
date: 2012
pages: 2
extension: .pdf
mime: application/pdf
words: 996
sentence: 47
flesch: 61
cache: cache/compass-151.pdf
txt: txt/compass-151.txt
summary:
  Like many people, I chose a Twitter name, or “handle” (@caro_lann) and started by following a few friends. I tried blogging for a while (and still do this sporadically), but it was only when I discovered Twitter that I really started to develop an online personal learning network.


id: compass-75
author: Stoneham, Ray
title: In praise of Yellow Pages
date: 2013
pages: 3
extension: .pdf
mime: application/pdf
words: 1403
sentence: 75
flesch: 57
cache: cache/compass-75.pdf
txt: txt/compass-75.txt
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.


id: compass-41
author: Clarke, Sandra
title: Teaching ‘dry’ subjects without tears
date: 2012
pages: 4
extension: .pdf
mime: application/pdf
words: 1168
sentence: 60
flesch: 54
cache: cache/compass-41.pdf
txt: txt/compass-41.txt
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.


id: compass-99
author: Jump, Lynne
title: ‘Flipping the classroom’: a theoretical and practical exploration
date: 2013
pages: 13
extension: .pdf
mime: application/pdf
words: 6654
sentence: 247
flesch: 46
cache: cache/compass-99.pdf
txt: txt/compass-99.txt
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.


id: compass-138
author: Keyms, Gillian
title: Editorial Team
date: 2012
pages: 1
extension: .pdf
mime: application/pdf
words: 92
sentence: 1
flesch: -49
cache: cache/compass-138.pdf
txt: txt/compass-138.txt
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


id: compass-11
author: Crofts, Sarah
title: Teaching information skills for legal method
date: 2012
pages: 5
extension: .pdf
mime: application/pdf
words: 2140
sentence: 88
flesch: 55
cache: cache/compass-11.pdf
txt: txt/compass-11.txt
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.


id: compass-43
author: Rankin, Sandra; Willson, Rob
title: Video media as an assessment tool in psychology
date: 2012
pages: 4
extension: .pdf
mime: application/pdf
words: 1382
sentence: 72
flesch: 54
cache: cache/compass-43.pdf
txt: txt/compass-43.txt
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.


id: compass-53
author: Dennison, Paul
title: Problems With Evidencing Reflective Practice (And Their Possible Resolution)
date: 2012
pages: 2
extension: .pdf
mime: application/pdf
words: 680
sentence: 43
flesch: 46
cache: cache/compass-53.pdf
txt: txt/compass-53.txt
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. The Higher Education Academy (HEA) and Nursing and Midwifery Council (NMC) require candidates for their professional recognition schemes to develop whole portfolios of such written ‘evidence’, characterised as ‘reflections’ or ‘reflective pieces’.


id: compass-154
author: Stair, Nola
title: Enhancing Online Interactivity & Engagement: Impacting Student Learning
date: 2012
pages: 14
extension: .pdf
mime: application/pdf
words: 4727
sentence: 159
flesch: 36
cache: cache/compass-154.pdf
txt: txt/compass-154.txt
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.


id: compass-56
author: Stair, Nola
title: E-Transition Learning Objects
date: 2012
pages: 5
extension: .pdf
mime: application/pdf
words: 1644
sentence: 61
flesch: 40
cache: cache/compass-56.pdf
txt: txt/compass-56.txt
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.


id: compass-152
author: Valsamidis, Antony
title: A Learner’s Experience of a Massive Online Open Course (MOOC)
date: 2012
pages: 3
extension: .pdf
mime: application/pdf
words: 1187
sentence: 56
flesch: 58
cache: cache/compass-152.pdf
txt: txt/compass-152.txt
summary:
  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.


id: compass-50
author: Smith, Karen; Walker, Simon; Ainley, Patrick; McNay, Ian
title: From the Editors
date: 2012
pages: 2
extension: .pdf
mime: application/pdf
words: 1206
sentence: 53
flesch: 46
cache: cache/compass-50.pdf
txt: txt/compass-50.txt
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’.


id: compass-81
author: Laxton, Julie; Dagg, Paul; Hargreaves, Janet; Laverick, Duane; Mitchell, Carrie
date: 2013
pages: 8
extension: .pdf
mime: application/pdf
words: 3347
sentence: 172
flesch: 47
cache: cache/compass-81.pdf
txt: txt/compass-81.txt
title:
  Student collaboration in developing an on-line self assessment tool, to enhance development for student and newly qualified professionals

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.


id: compass-42
author: Heaney, Rose
title: Improving the blend on a herbal medicine programme
date: 2012
pages: 6
extension: .pdf
mime: application/pdf
words: 1987
sentence: 76
flesch: 49
cache: cache/compass-42.pdf
txt: txt/compass-42.txt
summary:
  We offered all students face-to-face induction in the use of SL virtual patients, without which most of them would have struggled. 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.


id: compass-22
author: Rhodes, Verna
title: Communication and Presentation Skills – A Little Help Goes a Long Way
date: 2012
pages: 2
extension: .pdf
mime: application/pdf
words: 748
sentence: 35
flesch: 54
cache: cache/compass-22.pdf
txt: txt/compass-22.txt
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.


id: compass-156
author: Carr, Louise; Lee, Howard
date: 2012
pages: 8
extension: .pdf
mime: application/pdf
words: 3401
sentence: 148
flesch: 48
cache: cache/compass-156.pdf
txt: txt/compass-156.txt
title:
  Developing the Feedback Process: Promoting Teacher and Student Dialogue via the Use of Screen Capture and Audio

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.


id: compass-19
author: Thorley, Melanie
title: The Institutional Benefits of Mentoring
date: 2012
pages: 2
extension: .pdf
mime: application/pdf
words: 497
sentence: 31
flesch: 39
cache: cache/compass-19.pdf
txt: txt/compass-19.txt
summary:
  The philosophy of peer mentoring at the University of Greenwich echoes the sentiments of the MBF, with emphasis on enthusiasm, motivation and support (Bartoli 2008). Opinion 1 The Institutional Benefits of Mentoring Melanie Thorley *AccessAbility Project Co-ordinator, Access & Widening Participation Unit The concept of mentoring is by no means a modern idea.


id: compass-123
author: Laycock, Angela
title: Grounding research projects in the undergraduate curriculum: assessment strategies
date: 2013
pages: 11
extension: .pdf
mime: application/pdf
words: 4916
sentence: 171
flesch: 40
cache: cache/compass-123.pdf
txt: txt/compass-123.txt
summary:
  Case Studies Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 8, 2013 Grounding research projects in the undergraduate curriculum: assessment strategies Angela Laycock School of Law, University of Greenwich Introduction: research-based projects, grounded theory and the undergraduate curriculum In their 2009 paper, Developing Undergraduate Research and Enquiry, Mick Healey and Alan Jenkins observed, “The key to developing undergraduate research and inquiry is to mainstream it and integrate it into the curriculum for all students” (Healey & Jenkins 2009, 6). It is divided into three sections: in the first, the role of the research project as a teaching tool is considered; in the second, a grounded theory model for research projects in the undergraduate curriculum is proposed; and, in the final section, the practicalities of developing an assessment regime to achieve the dual outcomes of providing the stakeholder with useful research findings, and the student with an accurate and just assessment of his/her learning are explored.


id: compass-70
author: Davies, Christine
title: A Case Study On Learners’ Perspectives On Technology For Learning
date: 2013
pages: 4
extension: .pdf
mime: application/pdf
words: 1351
sentence: 79
flesch: 52
cache: cache/compass-70.pdf
txt: txt/compass-70.txt
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.


id: compass-55
author: Bradshaw, Noel-Ann
title: Undergraduates Speak Out! Undergraduate Mathematics Conference: Tomorrow’s Mathematicians Today
date: 2012
pages: 5
extension: .pdf
mime: application/pdf
words: 2041
sentence: 108
flesch: 50
cache: cache/compass-55.pdf
txt: txt/compass-55.txt
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.”


id: compass-16
author: Webb, Edwin
title: Towards a culture of learning: A European policy perspective
date: 2012
pages: 6
extension: .pdf
mime: application/pdf
words: 2436
sentence: 97
flesch: 42
cache: cache/compass-16.pdf
txt: txt/compass-16.txt
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.


id: compass-117
author: Shackleford-Cesare, Karen
date: 2014
pages: 25
extension: .pdf
mime: application/pdf
words: 9330
sentence: 463
flesch: 52
cache: cache/compass-117.pdf
txt: txt/compass-117.txt
title:
  Identifying Factors that Influence the Uptake and Use of Moodle by Academics in three Arts Departments at Roehampton University

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; Zemsky and Massy, 2004). 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).


id: compass-155
author: Rankin, Sandra; Demetre, James
title: The Experience of Online Marking and the Future Development of Online Marking Practice
date: 2012
pages: 12
extension: .pdf
mime: application/pdf
words: 4825
sentence: 237
flesch: 47
cache: cache/compass-155.pdf
txt: txt/compass-155.txt
summary:
  The Experience of Online Marking and the Future Development of Online Marking Practice The Experience of Online Marking and the Future Development of Online Marking Practice Sandra Rankin and James Demetre University of Greenwich, School of Health & Social Care Introduction This case study describes a snapshot of the use and the perceptions of online marking (OM) via Turnitin within the School of Health & Social Care at the University of Greenwich. The purpose of the survey was to informally review how staff felt about using online marking (OM) compared to paper marking.


id: compass-80
author: Smith, Karen
title: Pecha Kucha or creatively crafting chit chat presentations with concision and precision
date: 2013
pages: 2
extension: .pdf
mime: application/pdf
words: 934
sentence: 48
flesch: 63
cache: cache/compass-80.pdf
txt: txt/compass-80.txt
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.


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
pages: 7
extension: .pdf
mime: application/pdf
words: 3364
sentence: 139
flesch: 50
cache: cache/compass-57.pdf
txt: txt/compass-57.txt
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.


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
pages: 2
extension: .pdf
mime: application/pdf
words: 839
sentence: 43
flesch: 67
cache: cache/compass-21.pdf
txt: txt/compass-21.txt
summary:
  The University of Greenwich Open Book drop-in sessions offer support to students from non- traditional backgrounds, including ex-addicts, ex-offenders and those with mental health problems. Breaking with his old life was very difficult and he may not have succeeded without the peer support offered by Open Book.


id: compass-109
author: Stoneham, Ray; Essop, Aliyah
title: Supervision Tracking: Improving the student and staff experience for projects and dissertations
date: 2014
pages: 5
extension: .pdf
mime: application/pdf
words: 1519
sentence: 64
flesch: 42
cache: cache/compass-109.pdf
txt: txt/compass-109.txt
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).


id: compass-113
author: de Burca, Sancha
title: Design Students Blogging: A Case Study of Identity and Convenience
date: 2014
pages: 10
extension: .pdf
mime: application/pdf
words: 3324
sentence: 163
flesch: 55
cache: cache/compass-113.pdf
txt: txt/compass-113.txt
summary:
  In conclusion, it cannot be said that blogging students developed their professional identities overtly. Blog posts are not random, quick or lacking in thought.


id: compass-23
author: Headington, Rita; Hales, Alison
title: “Practising What We Preach”: Social Constructivism and Course Design
date: 2012
pages: 14
extension: .pdf
mime: application/pdf
words: 5814
sentence: 298
flesch: 54
cache: cache/compass-23.pdf
txt: txt/compass-23.txt
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. Student experience of e-learning.


id: compass-216
author: Morris, Craig Martin
date: 2015
pages: 5
extension: .pdf
mime: application/pdf
words: 2511
sentence: 118
flesch: 48
cache: cache/compass-216.pdf
txt: txt/compass-216.txt
title:
  A reflection on the opportunities and challenges associated with teaching the sociology of employability.

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


id: compass-30
author: Walker, Simon
title: Editorial Team
date: 2012
pages: 1
extension: .pdf
mime: application/pdf
words: 88
sentence: 1
flesch: -37
cache: cache/compass-30.pdf
txt: txt/compass-30.txt
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


id: compass-60
author: Brunskell-Evans, Heather
title: Demystifying Theory
date: 2012
pages: 5
extension: .pdf
mime: application/pdf
words: 2709
sentence: 107
flesch: 41
cache: cache/compass-60.pdf
txt: txt/compass-60.txt
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.


id: compass-7
author: McNay, Ian
title: I prefer research to feed my teaching, not lead it
date: 2012
pages: 3
extension: .pdf
mime: application/pdf
words: 1484
sentence: 67
flesch: 57
cache: cache/compass-7.pdf
txt: txt/compass-7.txt
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.


id: compass-157
author: Stoneham, Ray
title: Managed Learning Environments in Universities: Are they Achievable?
date: 2012
pages: 11
extension: .pdf
mime: application/pdf
words: 2803
sentence: 147
flesch: 55
cache: cache/compass-157.pdf
txt: txt/compass-157.txt
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.


id: compass-115
author: McNeill, Elaine; Peacock, Lesley
title: The Development and Evaluation of Employability within the Fashion Curriculum: A Case Study
date: 2014
pages: 11
extension: .pdf
mime: application/pdf
words: 4499
sentence: 208
flesch: 44
cache: cache/compass-115.pdf
txt: txt/compass-115.txt
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.


id: compass-20
author: Crofts, Sarah
title: Do They Use Anything Other Than Google?
date: 2012
pages: 3
extension: .pdf
mime: application/pdf
words: 1132
sentence: 65
flesch: 61
cache: cache/compass-20.pdf
txt: txt/compass-20.txt
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. An understanding of the way Google carries out searches may help explain to searchers why they do not retrieve the required results.


id: compass-116
author: Fee, Ken
date: 2014
pages: 9
extension: .pdf
mime: application/pdf
words: 4652
sentence: 155
flesch: 43
cache: cache/compass-116.pdf
txt: txt/compass-116.txt
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

summary:
  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. The original programme was designed when console development was still the mainstay of professional games development, but, in the five years since its approval, the programme has had steadily to adjust to mobile, tablet and social gaming.


id: compass-140
author: McKenna, Duncan
title: TESTA@Greenwich - engaging students in feedback and assessment
date: 2015
pages: 3
extension: .pdf
mime: application/pdf
words: 1279
sentence: 51
flesch: 48
cache: cache/compass-140.pdf
txt: txt/compass-140.txt
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.


id: compass-49
author: Smith, Karen
title: Editorial Team
date: 2012
pages: 1
extension: .pdf
mime: application/pdf
words: 98
sentence: 1
flesch: -51
cache: cache/compass-49.pdf
txt: txt/compass-49.txt
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


id: compass-82
author: Stokes, Jane; Cummins, Keena
title: Video Use in Reflective Practice: Experience from Educating Speech and Language Therapists
date: 2013
pages: 7
extension: .pdf
mime: application/pdf
words: 3534
sentence: 151
flesch: 51
cache: cache/compass-82.pdf
txt: txt/compass-82.txt
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.


id: compass-83
author: Bennett, Linda
title: Plymouth University goes digital for better access to textbooks
date: 2013
pages: 8
extension: .pdf
mime: application/pdf
words: 4025
sentence: 156
flesch: 57
cache: cache/compass-83.pdf
txt: txt/compass-83.txt
summary:
  A two year JISC project undertaken in 2008 – 2009 (see http://observatory.jiscebooks.org/), which supplied a limited number of e-textbooks ‘free’ to more than 120 libraries in the UK both sought to persuade publishers that a viable business model for e-textbooks could be Case Studies Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 7, 2013 2 achieved and – through the UK National E-Book Observatory – collected the most comprehensive body of information yet obtained and analysed on e-books usage in the Higher Education sector (Jamali et al, 2009). Broadly, initial reactions from students were favourable, though some said that they would have preferred print if it had also been available ‘free’ and a small minority did not like the e-book format at all.


id: compass-65
author: Bradshaw, Noel-Ann; Lakin, Steve
title: The Greenwich Maths Arcade: A Tool For Nurturing The Inquiring Mind
date: 2013
pages: 5
extension: .pdf
mime: application/pdf
words: 2094
sentence: 116
flesch: 61
cache: cache/compass-65.pdf
txt: txt/compass-65.txt
summary:
  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. untitled 4 Case studies The Greenwich Maths Arcade: A Tool For Nurturing The Inquiring Mind Noel-Ann Bradshaw and Steve Lakin University of Greenwich, School of Computing & Mathematical Sciences Abstract The Greenwich Maths Arcade, which provides support and enrichment for mathematics students and opportunities for students to interact with members of staff, was introduced in 2010 and has been expanded in 2011–12.


id: compass-32
author: Walker, Simon
title: Editorial Team
date: 2012
pages: 1
extension: .pdf
mime: application/pdf
words: 90
sentence: 1
flesch: -39
cache: cache/compass-32.pdf
txt: txt/compass-32.txt
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


id: compass-63
author: Orlinska, Jad
title: Editorial Team
date: 2013
pages: 1
extension: .pdf
mime: application/pdf
words: 101
sentence: 1
flesch: -54
cache: cache/compass-63.pdf
txt: txt/compass-63.txt
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


id: compass-62
author: Smith, Karen
title: Editors' Introduction
date: 2013
pages: 2
extension: .pdf
mime: application/pdf
words: 1132
sentence: 47
flesch: 36
cache: cache/compass-62.pdf
txt: txt/compass-62.txt
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. The conference sought to promote dialogue around the differential attainment of students of different ethnicities.


id: compass-29
author: Walker, Simon; Cealey Harrison, Wendy; Ainley, Patrick; McNay, Ian
title: Editors’ introduction
date: 2012
pages: 3
extension: .pdf
mime: application/pdf
words: 1286
sentence: 48
flesch: 46
cache: cache/compass-29.pdf
txt: txt/compass-29.txt
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.


id: compass-159
author: Bacon, Liz; MacKinnon, Lachlan
title: Using Virtual and Augmented Reality to Create Realistic Training Events
date: 2012
pages: 10
extension: .pdf
mime: application/pdf
words: 5168
sentence: 194
flesch: 44
cache: cache/compass-159.pdf
txt: txt/compass-159.txt
summary:
  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). Some of these have begun to address the issue of realistic levels of stress for trainees (e.g. ETC 2012), but to date there has been no systematic approach to the creation and management of stress within individual trainees engaged in strategic level crisis management training.


id: compass-101
author: Smith, Karen
title: Editors' Introduction
date: 2013
pages: 2
extension: .pdf
mime: application/pdf
words: 806
sentence: 45
flesch: 52
cache: cache/compass-101.pdf
txt: txt/compass-101.txt
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.


id: compass-114
author: Daniels, Gabriela
title: Learning videos - do they work?
date: 2014
pages: 11
extension: .pdf
mime: application/pdf
words: 4713
sentence: 187
flesch: 47
cache: cache/compass-114.pdf
txt: txt/compass-114.txt
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.


id: compass-28
author: Walker, Simon
title: Editorial Team
date: 2012
pages: 1
extension: .pdf
mime: application/pdf
words: 87
sentence: 1
flesch: -31
cache: cache/compass-28.pdf
txt: txt/compass-28.txt
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


id: compass-79
author: MacNeill, Sheila; Johnston, Bill
title: The Digital University in the Modern Age: A proposed framework for strategic development
date: 2013
pages: 5
extension: .pdf
mime: application/pdf
words: 1759
sentence: 80
flesch: 31
cache: cache/compass-79.pdf
txt: txt/compass-79.txt
summary:
  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. The exploration of the term Digital University offers the potential to explore central issues for strategic development in a more holistic manner.


id: compass-17
author: Wilson, Jon
date: 2012
pages: 11
extension: .pdf
mime: application/pdf
words: 4966
sentence: 234
flesch: 46
cache: cache/compass-17.pdf
txt: txt/compass-17.txt
title:
  Getting the best out of your students through cultural appreciation – multiculturalism in a ‘British’ university business classroom setting

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.


id: compass-33
author: Walker, Simon
title: Editors' Introduction
date: 2012
pages: 4
extension: .pdf
mime: application/pdf
words: 1117
sentence: 40
flesch: 41
cache: cache/compass-33.pdf
txt: txt/compass-33.txt
summary:
  The three case studies provide us with many new ideas and strategies that are transferrable across subjects. Using Radio-frequency identification (RFID) tags, the project was able to map the ways that learners were using these devices, and Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 3, 2011 4 provide new insights to learner behaviour in using mobile technology in large flexible learning spaces.


id: compass-18
author: Speare, Jane
title: What If We Taught Teachers to Think More Like Poets?
date: 2012
pages: 3
extension: .pdf
mime: application/pdf
words: 1051
sentence: 43
flesch: 62
cache: cache/compass-18.pdf
txt: txt/compass-18.txt
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.


id: compass-61
author: Richardson, Gemma Louise
title: M Level primary mathematics CPD: an identity crisis?
date: 2013
pages: 14
extension: .pdf
mime: application/pdf
words: 6379
sentence: 353
flesch: 52
cache: cache/compass-61.pdf
txt: txt/compass-61.txt
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).


id: compass-74
author: Betteney, Mark
title: “It’s just a stage I’m going through”: moving student teachers from ‘good’ to ‘outstanding’.
date: 2013
pages: 5
extension: .pdf
mime: application/pdf
words: 2516
sentence: 130
flesch: 62
cache: cache/compass-74.pdf
txt: txt/compass-74.txt
summary:
  Stages student teachers go through Many writers (Bullough and Gitlin, 1994; Guillaume & Rudney, 1993; Furlong and Maynard, 1995; Twiselton, 2000) have identified a range of stages that teachers go through when learning how to teach. 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’


id: compass-93
author: PS, Paul Stoneman
title: Trial of a ‘webinar’ to improve student perception of engagement
date: 2013
pages: 4
extension: .pdf
mime: application/pdf
words: 1381
sentence: 76
flesch: 63
cache: cache/compass-93.pdf
txt: txt/compass-93.txt
summary:
  Adobe Connect webinars allows groups to share multi-media in real-time whilst recording it to playback later. Adobe Connect is a hosted (one does not need a server to store content) web-based application for running online seminars – commonly known as ‘webinars’.


id: compass-69
author: Gammie, Shivaun
title: Evaluation Of Web-Based Learning Sets For A Postgraduate Community Pharmacist Programme
date: 2013
pages: 8
extension: .pdf
mime: application/pdf
words: 3150
sentence: 147
flesch: 49
cache: cache/compass-69.pdf
txt: txt/compass-69.txt
summary:
  Table 6 Recommendations for the future use of web-based learning sets ● A review of available virtual classrooms is required to determine whether there is a cost-effective, reliable system for participants with standard, domestic broadband access which allows: - Two or more participants to speak at the same time - Documents, slides and websites to be shared - Discussion threads - Recordable version for those practitioners unable to join the event live ● An infrastructure should be established to support the use of web-based learning sets for post-graduate education recognising that learning events are likely to occur outside of normal working hours. This case study describes the use of web-based learning sets within this programme.


id: compass-58
author: Birch, Chris
title: The Road Ahead
date: 2012
pages: 7
extension: .pdf
mime: application/pdf
words: 3365
sentence: 115
flesch: 44
cache: cache/compass-58.pdf
txt: txt/compass-58.txt
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.


id: compass-48
author: Brick, Billy
title: How effective are web 2.0 language learning sites in facilitating language learning?
date: 2012
pages: 8
extension: .pdf
mime: application/pdf
words: 2493
sentence: 116
flesch: 57
cache: cache/compass-48.pdf
txt: txt/compass-48.txt
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?


id: compass-47
author: Barry, Wayne
title: Open spaces, mobile learning: findings from the iBorrow project
date: 2012
pages: 11
extension: .pdf
mime: application/pdf
words: 4573
sentence: 151
flesch: 49
cache: cache/compass-47.pdf
txt: txt/compass-47.txt
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.


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
pages: 3
extension: .pdf
mime: application/pdf
words: 1040
sentence: 65
flesch: 50
cache: cache/compass-64.pdf
txt: txt/compass-64.txt
summary:
  (S5C1) Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 5, 2012 2 This student demonstrates a common misconception that having many cultures around you makes you, by default, multicultural. 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.


id: compass-52
author: Ainley, Patrick
title: For A Really Open University
date: 2012
pages: 2
extension: .pdf
mime: application/pdf
words: 778
sentence: 25
flesch: 38
cache: cache/compass-52.pdf
txt: txt/compass-52.txt
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.


id: compass-9
author: Bradshaw, Noel-Ann
title: Tribute to triplets: A model for successful group work
date: 2012
pages: 3
extension: .pdf
mime: application/pdf
words: 1296
sentence: 67
flesch: 65
cache: cache/compass-9.pdf
txt: txt/compass-9.txt
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’.


id: compass-92
author: Stair, Nola
title: Bubbl.us – Web 2.0 Mind Mapping
date: 2013
pages: 4
extension: .pdf
mime: application/pdf
words: 1415
sentence: 66
flesch: 55
cache: cache/compass-92.pdf
txt: txt/compass-92.txt
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.


id: compass-24
author: Gould, Andy; Nicholls, Mike; Hall, Dai
date: 2012
pages: 5
extension: .pdf
mime: application/pdf
words: 2225
sentence: 95
flesch: 53
cache: cache/compass-24.pdf
txt: txt/compass-24.txt
title:
  Credit Where Credit is Due. Innovative Teaching Within the Applied Professional Studies Suite of Programmes

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.


id: compass-97
author: Ainley, Patrick
title: Education Is Never For Its Own Sake, It’s Much More Important Than That
date: 2013
pages: 2
extension: .pdf
mime: application/pdf
words: 957
sentence: 43
flesch: 49
cache: cache/compass-97.pdf
txt: txt/compass-97.txt
summary:
  Higher education: students at the heart of the system, London: BIS. Collini, S. (2012) As UNESCO’s 1997 Resolution on Higher Education states: ‘higher education is directed to human development and to the progress of society’.


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
pages: 5
extension: .pdf
mime: application/pdf
words: 2413
sentence: 133
flesch: 50
cache: cache/compass-67.pdf
txt: txt/compass-67.txt
summary:
  As Boud (2010) remarked, universities have focused on ‘what students have achieved, rather than what they can achieve’. They shared learning outcomes and discussed assessment criteria with students.


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
pages: 3
extension: .pdf
mime: application/pdf
words: 1242
sentence: 60
flesch: 51
cache: cache/compass-96.pdf
txt: txt/compass-96.txt
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.


id: compass-120
author: Kiernan, Mary
title: The Challenges of using disruptive technologies/innovations in a cyber-landscape
date: 2015
pages: 5
extension: .pdf
mime: application/pdf
words: 2254
sentence: 99
flesch: 54
cache: cache/compass-120.pdf
txt: txt/compass-120.txt
summary:
  Disruptive Innovation in arguably the first Massive Open Online Course (MOOC) 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.


id: compass-26
author: Ainley, Patrick
title: To the Dissertation and Beyond: Independent Study in the New Undergraduate Curriculum
date: 2012
pages: 5
extension: .pdf
mime: application/pdf
words: 2511
sentence: 103
flesch: 46
cache: cache/compass-26.pdf
txt: txt/compass-26.txt
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. 1 Article icle To the Dissertation and Beyond: Independent Study in the New Undergraduate Cu r r i cu l um 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.


id: compass-71
author: Ecclesfield, Nigel; Rebbeck, Geoff; Garnett, Fred
date: 2013
pages: 13
extension: .pdf
mime: application/pdf
words: 5421
sentence: 195
flesch: 42
cache: cache/compass-71.pdf
txt: txt/compass-71.txt
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

summary:
  The original premise of inexperienced teachers requiring process training in how technology works could now give way to an expectation of technology use by confident teachers who want support and collaboration to examine the use of different technologies in good teaching and learning practice, with students and their learning experience at the heart of professional concerns. 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.


id: compass-54
author: Smith, Karen
title: The Greenwich Graduate Initiative – An Interview With Professor Simon Jarvis
date: 2012
pages: 7
extension: .pdf
mime: application/pdf
words: 3335
sentence: 115
flesch: 43
cache: cache/compass-54.pdf
txt: txt/compass-54.txt
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.


id: compass-66
author: Phillips, Edward
date: 2013
pages: 4
extension: .pdf
mime: application/pdf
words: 2028
sentence: 95
flesch: 49
cache: cache/compass-66.pdf
txt: txt/compass-66.txt
title:
  Law Games – Role Play And Simulation In Teaching Legal Application And Practical Skills: A Case Study

summary:
  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.


id: compass-72
author: Davies, Chantal; Garrett, Matthew
date: 2013
pages: 10
extension: .pdf
mime: application/pdf
words: 5381
sentence: 230
flesch: 45
cache: cache/compass-72.pdf
txt: txt/compass-72.txt
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

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.


id: compass-119
author: Kiernan, Mary; Kazimoglu, Cagin; Bacon, Liz; Mackinnon, Lachlan
title: Developing an Educational Game to support Cognitive Learning
date: 2014
pages: 7
extension: .pdf
mime: application/pdf
words: 2730
sentence: 144
flesch: 49
cache: cache/compass-119.pdf
txt: txt/compass-119.txt
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.


id: compass-13
author: Ainley, Patrick
title: Higher than what?
date: 2012
pages: 5
extension: .pdf
mime: application/pdf
words: 2201
sentence: 104
flesch: 52
cache: cache/compass-13.pdf
txt: txt/compass-13.txt
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. ■ Young people are over-schooled and under-educated, well described by a University of Greenwich Education Studies undergraduate in his final year inquiry project in 2004: ‘Students learn to connect their self-esteem and what they may achieve in later life to their exam results... Over-assessment has made subject knowledge and understanding a thing of the past as students are put through a routine year after year, practising what exactly to write and where in preparation for exams’.


id: compass-427
author: Benske, Karla; MacNeill, Sheila
date: 2017
pages: 4
extension: .pdf
mime: application/pdf
words: 1583
sentence: 84
flesch: 49
cache: cache/compass-427.pdf
txt: txt/compass-427.txt
title:
  Addressing the Unconscious Bias Gap - A reflection on reactions to a case study on Unconscious Bias presented at the APT conference 2016

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.


id: compass-12
author: Dennison, Paul
title: Reflective practice: The enduring influence of Kolb’s Experiential Learning Theory
date: 2012
pages: 6
extension: .pdf
mime: application/pdf
words: 2445
sentence: 160
flesch: 52
cache: cache/compass-12.pdf
txt: txt/compass-12.txt
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. It also provides powerful underpinning for the emphasis, nay insistence, on reflection as a way of learning and the use of reflective practice in the preparation of students for business and management and other professions.


id: compass-68
author: Stewart, Will
title: Transforming A Face-To-Face Module For An Online Environment: A Transferable Pedagogical Model
date: 2013
pages: 11
extension: .pdf
mime: application/pdf
words: 4053
sentence: 208
flesch: 54
cache: cache/compass-68.pdf
txt: txt/compass-68.txt
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. The pedagogical model described in this case study has proved effective in transforming a traditional face-to- face module into one suited to an online environment.


id: compass-372
author: Yerrabati, Sridevi
title: How adults learn: A Reflective essay
date: 2017
pages: 3
extension: .pdf
mime: application/pdf
words: 1493
sentence: 74
flesch: 56
cache: cache/compass-372.pdf
txt: txt/compass-372.txt
summary:
  Opinion Pieces Compass: Journal of Learning and Teaching, Vol 10, No 1, 2017 How adults learn: A Reflection S.Yerrabati Sohar University Abstract Theories on how adults learn, such as andragogy (Knowles, 1980), transformational (Mezirow, 2000) and self-directed learning (Tough, 1971, and Cross, 1981) provide insight into how adult students learn and how instructors like me can be more responsive to the needs of my learners by use of effective teaching practices. Like young learners, adult students in group discussions were able to interact fully, voicing their views on the topic and listening to others’.


id: compass-285
author: Pazio, Monika
title: Editor's Introduction
date: 2015
pages: 3
extension: .pdf
mime: application/pdf
words: 1236
sentence: 36
flesch: 30
cache: cache/compass-285.pdf
txt: txt/compass-285.txt
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.


id: compass-701
author: Tran, Danielle
title: Editor's Introduction
date: 2017
pages: 2
extension: .pdf
mime: application/pdf
words: 1187
sentence: 28
flesch: 28
cache: cache/compass-701.pdf
txt: txt/compass-701.txt
summary:
  Mark’s piece draws on some examples of the attitudes of real students, who have been deluded by inappropriate primary education policy and practice into believing that the more complex the punctuation, the better the writing, despite their own intended meaning. Reduced costs for students and quicker access to the graduate job market are significant drivers for this to happen, but the Iain argues that a simple reduction of three years into two would be financially untenable in terms of staffing costs and, though accelerated, would not guarantee proportionate student learning gain.


id: compass-112
author: Simmonds, Tatiana; Gent, Darrenlloyd; Stoneham, Ray
title: Effective/Cost-effective Screencasting
date: 2014
pages: 8
extension: .pdf
mime: application/pdf
words: 3191
sentence: 143
flesch: 51
cache: cache/compass-112.pdf
txt: txt/compass-112.txt
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. One method for the preparation of screencast tutorials is to break the tutorial into separate methods and techniques, rather than recording as one whole screencast or as a step-by- step process.


id: compass-178
author: Walker, Simon
title: Editor's Introduction
date: 2014
pages: 2
extension: .pdf
mime: application/pdf
words: 879
sentence: 33
flesch: 42
cache: cache/compass-178.pdf
txt: txt/compass-178.txt
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.


id: compass-343
author: Keyms, Gillian
title: Editorial Team for Issue 12
date: 2016
pages: 1
extension: .pdf
mime: application/pdf
words: 158
sentence: 2
flesch: -40
cache: cache/compass-343.pdf
txt: txt/compass-343.txt
summary:
  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 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


id: compass-430
author: Tran, Danielle
title: Editor's Introduction Compass 13
date: 2016
pages: 3
extension: .pdf
mime: application/pdf
words: 1357
sentence: 41
flesch: 32
cache: cache/compass-430.pdf
txt: txt/compass-430.txt
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.


id: compass-87
author: Crofts, Sarah
title: Technology reviews by First Year Law Students
date: 2013
pages: 4
extension: .pdf
mime: application/pdf
words: 1642
sentence: 81
flesch: 57
cache: cache/compass-87.pdf
txt: txt/compass-87.txt
summary:
  Technology Reviews Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 8, 2013 Technology reviews by first year Law students Sarah Crofts Information & Library Services, University of Greenwich As part of their first year Legal Method course, students attend four library seminars which have linked assessments forming part of their overall grade. 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.


id: compass-73
author: Shoderu, Ronke; Kane, Suzanne; Husbands, Deborah; Holly, Debbie
date: 2013
pages: 8
extension: .pdf
mime: application/pdf
words: 4136
sentence: 217
flesch: 54
cache: cache/compass-73.pdf
txt: txt/compass-73.txt
title:
  Developing A Sense Of Belonging: Findings From A Three Institution Study With Implications For BME Students And Staff Engagement.

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.”


id: compass-98
author: Bradshaw, Noel-Ann; Richardson, Karen
date: 2013
pages: 6
extension: .pdf
mime: application/pdf
words: 2485
sentence: 109
flesch: 58
cache: cache/compass-98.pdf
txt: txt/compass-98.txt
title:
  Book Reviews for Mathematics Undergraduates: an assignment to enhance reading and writing skills essential for today’s workplace and to promote collaboration between library and academic staff’

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.


id: compass-169
author: Keyms, Gillian
title: Editorial Team
date: 2014
pages: 1
extension: .pdf
mime: application/pdf
words: 136
sentence: 1
flesch: -94
cache: cache/compass-169.pdf
txt: txt/compass-169.txt
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


id: compass-490
author: Moore, J M
title: Against the TEF: For Quality Learning
date: 2017
pages: 3
extension: .pdf
mime: application/pdf
words: 1048
sentence: 63
flesch: 51
cache: cache/compass-490.pdf
txt: txt/compass-490.txt
summary:
  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. The interaction between students and their tutors is outside its remit; instead, it seeks to evaluate through proxy metrics: student satisfaction, retention and graduate employment (Forstenzer, 2016).


id: compass-45
author: Hart, Jennefer; Zamenopoulos, Theo; Garner, Steve
title: The learningscape of a virtual design atelier
date: 2012
pages: 15
extension: .pdf
mime: application/pdf
words: 5007
sentence: 210
flesch: 44
cache: cache/compass-45.pdf
txt: txt/compass-45.txt
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. (5), pp. Not only would the new model be more sustainable, but the work reported here suggests there are opportunities for qualitative improvements in art and design learning.


id: compass-284
author: Keyms, Gillian
title: Editorial Team
date: 2015
pages: 1
extension: .pdf
mime: application/pdf
words: 137
sentence: 1
flesch: -92
cache: cache/compass-284.pdf
txt: txt/compass-284.txt
summary:
  Compass: Journal of Learning and Teaching, Vol 7 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


id: compass-697
author: Casey, John
title: Web annotation technologies for learning
date: 2018
pages: 4
extension: .pdf
mime: application/pdf
words: 1051
sentence: 42
flesch: 36
cache: cache/compass-697.pdf
txt: txt/compass-697.txt
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.


id: compass-484
author: Race, Phil
title: The Teaching Excellence Framework (TEF) : yet more competition – and on the wrong things!
date: 2017
pages: 2
extension: .pdf
mime: application/pdf
words: 738
sentence: 29
flesch: 49
cache: cache/compass-484.pdf
txt: txt/compass-484.txt
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. Indeed, assessment and feedback take up far more time and energy than ‘teaching’ per se and additional TEF burdens may thus be a step too far.


id: compass-108
author: Lewis, Jesmond
date: 2014
pages: 5
extension: .pdf
mime: application/pdf
words: 2149
sentence: 121
flesch: 57
cache: cache/compass-108.pdf
txt: txt/compass-108.txt
title:
  A narrative approach to considering the role of the lecturer in developing autonomy in final year undergraduates

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). 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.


id: compass-258
author: Byrne, Angela
title: Podcasting for Learning and Assessment in Undergraduate History
date: 2016
pages: 7
extension: .pdf
mime: application/pdf
words: 3061
sentence: 146
flesch: 47
cache: cache/compass-258.pdf
txt: txt/compass-258.txt
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.


id: compass-160
author: Edwards, Mark
title: Implementing an Electronic Notebook in Science
date: 2012
pages: 9
extension: .pdf
mime: application/pdf
words: 5008
sentence: 211
flesch: 46
cache: cache/compass-160.pdf
txt: txt/compass-160.txt
summary:
  ●● Improve academic supervision of student experimental write-up output by real time, yet external, on-line supervision of individual student ELNB’s through the use of “virtual post-it notes” and added written commentary. Interestingly, many students used the webcam in their laptops to take pictures at various stages of their experiments.


id: compass-341
author: Bardy, Helen; Loveland-Armour, Lorraine; Parkes, Sarah
title: University, e-portfolio and students: perpetuating a sense of failure?
date: 2016
pages: 11
extension: .pdf
mime: application/pdf
words: 4966
sentence: 236
flesch: 41
cache: cache/compass-341.pdf
txt: txt/compass-341.txt
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. Enhancing retention, progression and achievement through student partnership.


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
pages: 19
extension: .pdf
mime: application/pdf
words: 5733
sentence: 293
flesch: 56
cache: cache/compass-696.pdf
txt: txt/compass-696.txt
summary:
  Takes control of student devices by managing slide advance. ‘Clicking their way to success: using student response systems as a tool for feedback.’


id: compass-496
author: Gibbs, Graham
title: Evidence does not support the rationale of the TEF
date: 2017
pages: 10
extension: .pdf
mime: application/pdf
words: 4073
sentence: 163
flesch: 51
cache: cache/compass-496.pdf
txt: txt/compass-496.txt
summary:
  If teaching quality does improve, and it might, it will not be because Government policy is soundly based. It is argued that alarmingly low ‘value for money’ ratings justify a strong emphasis on improving teaching quality.


id: compass-40
author: Derounian, James
title: ‘Inspiring learners’ – inspiring colleagues
date: 2012
pages: 2
extension: .pdf
mime: application/pdf
words: 499
sentence: 18
flesch: 46
cache: cache/compass-40.pdf
txt: txt/compass-40.txt
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.


id: compass-812
author: Gibson, Poppy Frances
title: From Humanities to Metahumanities: Transhumanism and the Future of Education
date: 2018
pages: 5
extension: .pdf
mime: application/pdf
words: 1901
sentence: 93
flesch: 26
cache: cache/compass-812.pdf
txt: txt/compass-812.txt
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.


id: compass-399
author: Peart, Daniel James
title: Mobile Technology in Higher Education – Give it a Go: A Perspective from Bioscience
date: 2017
pages: 5
extension: .pdf
mime: application/pdf
words: 2574
sentence: 154
flesch: 65
cache: cache/compass-399.pdf
txt: txt/compass-399.txt
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).


id: compass-269
author: Boldyreff, Cornelia; Arafa, Yasmine; Malik, Asif; Wicks, Andy; Windall, Gillian
title: The BCS Appathon Challenge at Greenwich
date: 2016
pages: 7
extension: .pdf
mime: application/pdf
words: 2857
sentence: 127
flesch: 53
cache: cache/compass-269.pdf
txt: txt/compass-269.txt
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.


id: compass-246
author: Fadipe, Dorothea
title: Testing, Testing, Testing
date: 2015
pages: 4
extension: .pdf
mime: application/pdf
words: 1571
sentence: 87
flesch: 40
cache: cache/compass-246.pdf
txt: txt/compass-246.txt
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?


id: compass-704
author: Li, Fon Yan; Boden, Gemma
title: Flipped classroom: a student experience
date: 2018
pages: 4
extension: .pdf
mime: application/pdf
words: 1883
sentence: 82
flesch: 49
cache: cache/compass-704.pdf
txt: txt/compass-704.txt
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.


id: compass-569
author: Kitchener, Iain L
title: Are Accelerated Degrees the Future for Higher Education?
date: 2017
pages: 4
extension: .pdf
mime: application/pdf
words: 1728
sentence: 89
flesch: 47
cache: cache/compass-569.pdf
txt: txt/compass-569.txt
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.


id: compass-502
author: Grogan, Samuel
title: Students as consumers? There is a potential alternative…
date: 2017
pages: 3
extension: .pdf
mime: application/pdf
words: 1004
sentence: 50
flesch: 51
cache: cache/compass-502.pdf
txt: txt/compass-502.txt
summary:
  Keywords: Consumerism, student experience, learning, co-creation The well-worn creation of students as consumers and the debates and tensions within this problematic positioning are, given the wider landscape, perhaps more relevant than ever before.1 The shiny TEF badges provide us with a honed, contemporary resonance of elements within the 1997 Dearing report, in which the UK government identified students as ‘customers’. 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.


id: compass-274
author: Bradshaw, Noel-Ann
title: Creating videos to assist students’ understanding of the graduate recruitment process
date: 2016
pages: 5
extension: .pdf
mime: application/pdf
words: 1833
sentence: 93
flesch: 50
cache: cache/compass-274.pdf
txt: txt/compass-274.txt
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.


id: compass-663
author: Robinson, Francesca
title: Using an open digital space assessment on a course for new teachers in higher education
date: 2018
pages: 11
extension: .pdf
mime: application/pdf
words: 4844
sentence: 208
flesch: 50
cache: cache/compass-663.pdf
txt: txt/compass-663.txt
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.


id: compass-800
author: Nerantzi, Chrissi; Gossman, Peter
title: Cross-boundary communities, an alternative vision for academic development
date: 2018
pages: 16
extension: .pdf
mime: application/pdf
words: 5801
sentence: 303
flesch: 28
cache: cache/compass-800.pdf
txt: txt/compass-800.txt
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.


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
pages: 8
extension: .pdf
mime: application/pdf
words: 3648
sentence: 222
flesch: 44
cache: cache/compass-749.pdf
txt: txt/compass-749.txt
summary:
  The success of these strategies is evidenced in student feedback. However, recent dialogues and research highlight the importance of teachers’ deep understanding of the material being taught and the ways students think about the content as critical components of great teaching.


id: compass-265
author: Stripe, Katie
title: Flipping the Debate
date: 2016
pages: 5
extension: .pdf
mime: application/pdf
words: 1860
sentence: 78
flesch: 48
cache: cache/compass-265.pdf
txt: txt/compass-265.txt
summary:
  Opinion Pieces Compass: Journal of Learning and Teaching, Vol 8, No 12, 2016 Flipping the Debate – A reflection on whether flipped learning is a challenge, an opportunity or a necessity Katie Stripe Imperial College London APT2015 (Stripe and Carrier, 2015) presented the idea that flipped learning is anything that challenges the traditional teacher led model of classroom teaching, especially by introducing technology (FLIP LEARNING, 2016).


id: compass-236
author: Pazio, Monika
title: Editor's Introduction
date: 2015
pages: 2
extension: .pdf
mime: application/pdf
words: 935
sentence: 27
flesch: 37
cache: cache/compass-236.pdf
txt: txt/compass-236.txt
summary:
  All of the submissions fall under the broad theme of a range of approaches to enhancing student engagement and university teaching. She draws on personal experience of offering collaborative learning opportunities to a large (103 students) group in a technology-rich environment and considers how the design of both the curriculum and the learning space might be adjusted to maximise student engagement and learning benefits.


id: compass-267
author: Atkinson, Adele
title: Flipping Wounds
date: 2016
pages: 8
extension: .pdf
mime: application/pdf
words: 3302
sentence: 158
flesch: 58
cache: cache/compass-267.pdf
txt: txt/compass-267.txt
summary:
  As there is evidence that a lack of guidance hinders student learning (Kirschner et al, 2006), the author and a colleague (who also had expert knowledge in the subject) facilitate the EBL seminars. This was converted into a Blended Learning module several years ago (Atkinson, 2003) and has now been restructured, allowing students to access the module content outside the sessions and then discuss it in face-to-face, problem-based learning (PBL)/ enquiry-based learning (EBL) seminar sessions.


id: compass-675
author: El Sheikh, Samia Adly Hanna; Youssef Assaad, Reda
date: 2018
pages: 15
extension: .pdf
mime: application/pdf
words: 5196
sentence: 231
flesch: 42
cache: cache/compass-675.pdf
txt: txt/compass-675.txt
title:
  The impact of changing learning environment on students’ learning in marketing education: A case-study applied in higher education in Egypt

summary:
  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. The following frequency table reports the grades of marketing students in course MKT (201) in semesters 58, 59 and 61 and the relative frequency of each class of grades: Compass: Journal of Learning and Teaching, Vol 11, No 2, 2018 Table 1: Frequency table of the grades of the students in three semesters 58, 59 and 61(MSA university).


id: compass-618
author: Walker, Simon; Tran, Danielle
title: Editors' Introduction
date: 2017
pages: 6
extension: .pdf
mime: application/pdf
words: 2426
sentence: 78
flesch: 39
cache: cache/compass-618.pdf
txt: txt/compass-618.txt
summary:
  Bagshaw, A & Morris, D (2016) Fun with flags: how metrics will work in TEF outcomes, Wonkhe, Higher education: policy, people and politics. Once TEF ratings are published there is likely to be a shift in the debate at institutional and sector level, but it’s unclear what that shift will be.


id: compass-668
author: Boden, Gemma M; Hart, Lindsay
title: Kahoot - Game Based Student Response System
date: 2018
pages: 4
extension: .pdf
mime: application/pdf
words: 1475
sentence: 86
flesch: 52
cache: cache/compass-668.pdf
txt: txt/compass-668.txt
summary:
  Via a laptop or pc, the teacher presents questions on the classroom screen and students answer them by means of their mobile devices. Similarly, results from the five-year study by Salaz-Morera, Arauzo-Azofra and Garcia-Hernández (2011) revealed that such interactive quizzes as Kahoot! had a positive impact on student learning and that students particularly valued the inclusion of such activities in their programme.


id: compass-15
author: Brunskell-Evans, Heather
title: When the shift hits the critical fan: A Foucauldian analysis
date: 2012
pages: 6
extension: .pdf
mime: application/pdf
words: 3151
sentence: 118
flesch: 39
cache: cache/compass-15.pdf
txt: txt/compass-15.txt
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.


id: compass-371
author: Jewitt, Katharine
date: 2017
pages: 14
extension: .pdf
mime: application/pdf
words: 6708
sentence: 334
flesch: 53
cache: cache/compass-371.pdf
txt: txt/compass-371.txt
title:
  The MOOC Revolution – massive open online courses: the answer to problems facing education or an experiment that could destroy centuries of tradition.

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.


id: compass-665
author: Goudie, Scott Malcolm
title: “Online CPD courses: Do they enhance student knowledge?”
date: 2018
pages: 3
extension: .pdf
mime: application/pdf
words: 1344
sentence: 70
flesch: 44
cache: cache/compass-665.pdf
txt: txt/compass-665.txt
summary:
  In recent years, online CPD courses have become far more commonplace. Online CPD courses should be scrutinised for design and relevant pedagogical merits.


id: compass-283
author: Kandler, Clifton; Thorley, Melanie
title: Panopto: the Potential Benefits for Disabled Students
date: 2016
pages: 5
extension: .pdf
mime: application/pdf
words: 1841
sentence: 84
flesch: 32
cache: cache/compass-283.pdf
txt: txt/compass-283.txt
summary:
  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.” Universal Design for Learning: Potential Benefits for Disabled Students The concept of UDL is not a new one2 and yet many lecturers and students are unaware of how the seven principles can benefit the majority.


id: compass-181
author: Stoneham, Ray
title: Bridging the gap with intranets
date: 2015
pages: 5
extension: .pdf
mime: application/pdf
words: 1953
sentence: 89
flesch: 48
cache: cache/compass-181.pdf
txt: txt/compass-181.txt
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. Articles Compass: Journal of Learning and Teaching, Vol 6, No 10, 2015 Bridging the Gap with Intranets: Linking Connected Learning in an Open World to University League Tables Ray Stoneham University of Greenwich


id: compass-352
author: Ferrier, Andrew James
title: A WIKI for your Thoughts- Can WIKIS promote a collaborative learning environment?
date: 2017
pages: 8
extension: .pdf
mime: application/pdf
words: 3723
sentence: 176
flesch: 51
cache: cache/compass-352.pdf
txt: txt/compass-352.txt
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).


id: compass-708
author: Compton, Martin; Almpanis, Timos
date: 2018
pages: 12
extension: .pdf
mime: application/pdf
words: 4844
sentence: 219
flesch: 38
cache: cache/compass-708.pdf
txt: txt/compass-708.txt
title:
  One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning

summary:
  The following section looks at how CPD in the application of learning technologies can form the basis for positive changes and new directions. 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.


id: compass-774
author: Dinning, Track
date: 2018
pages: 16
extension: .pdf
mime: application/pdf
words: 6586
sentence: 328
flesch: 36
cache: cache/compass-774.pdf
txt: txt/compass-774.txt
title:
  Assessment of Entrepreneurship in Higher Education: An evaluation of current practices and proposals for increasing authenticity

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.


id: compass-281
author: Georgin, Laurence; Stuart, Kristina; Wainwright, Rebecca; Anwar, Rameesha; Hammed, Abisola Tina
date: 2016
pages: 9
extension: .pdf
mime: application/pdf
words: 4192
sentence: 180
flesch: 46
cache: cache/compass-281.pdf
txt: txt/compass-281.txt
title:
  Southampton Feedback Champions: Students and staff improving feedback together, University of Southampton

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.


id: compass-270
author: Watling, Sue
date: 2016
pages: 9
extension: .pdf
mime: application/pdf
words: 4130
sentence: 218
flesch: 44
cache: cache/compass-270.pdf
txt: txt/compass-270.txt
title:
  E-teaching as companion to e-learning; supporting digital pedagogies and practice in higher education

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.’


id: compass-616
author: James, Alison
title: Why play matters in a world of REF, TEF and What the Jeff
date: 2017
pages: 7
extension: .pdf
mime: application/pdf
words: 3719
sentence: 177
flesch: 61
cache: cache/compass-616.pdf
txt: txt/compass-616.txt
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.


id: compass-791
author: Weston, Daniel
date: 2018
pages: 9
extension: .pdf
mime: application/pdf
words: 4662
sentence: 229
flesch: 55
cache: cache/compass-791.pdf
txt: txt/compass-791.txt
title:
  Exploring first-year undergraduates’ perceptions of poetry and their acquisition of skills in reading poetry for study at university

summary:
  Even though roughly 50% of the texts available for the students to choose from were poetry, only 20% chose to write on poetry, with the figure dropping further to 8% for modern poetry (defined as that written in the twentieth and twenty-first centuries). 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.


id: compass-168
author: Challinor, Jane
date: 2015
pages: 8
extension: .pdf
mime: application/pdf
words: 3704
sentence: 146
flesch: 46
cache: cache/compass-168.pdf
txt: txt/compass-168.txt
title:
  Angels in the architecture - and devils in the detail: how the learning space impacts on teaching and learning

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.


id: compass-794
author: Nerantzi, Chrissi; Jackson, Norman; Mouratoglou, Nikos; Baff, Debbie
date: 2018
pages: 11
extension: .pdf
mime: application/pdf
words: 5183
sentence: 241
flesch: 44
cache: cache/compass-794.pdf
txt: txt/compass-794.txt
title:
  Learning and teaching partnership narratives relating to the open course ‘Creativity for Learning in Higher Education’ (#creativeHE)

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.


id: compass-723
author: Garsten, Nicky
title: It's good to talk in the Digital Age
date: 2018
pages: 3
extension: .pdf
mime: application/pdf
words: 1067
sentence: 76
flesch: 38
cache: cache/compass-723.pdf
txt: txt/compass-723.txt
summary:
  What students needed, she said, was to be taught verbal communication skills. Similarly, lecturer Sam Pidoux noted that students often preferred to email lecturers rather than to speak to them during office hours.


id: compass-482
author: Brown, Sally
title: Recognising and Rewarding Teaching Excellence: an argument for authentic metrics
date: 2017
pages: 3
extension: .pdf
mime: application/pdf
words: 851
sentence: 26
flesch: 33
cache: cache/compass-482.pdf
txt: txt/compass-482.txt
summary:
  University teaching is too important for it to be allowed to become a means of gaming the system. 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.


id: compass-342
author: Ainley, Patrick
title: An academic question
date: 2016
pages: 2
extension: .pdf
mime: application/pdf
words: 817
sentence: 31
flesch: 35
cache: cache/compass-342.pdf
txt: txt/compass-342.txt
summary:
  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. Only traditionally academic courses at elite universities remain genuinely vocational, sustaining, and sustained there by research communities of academic practice that students may develop the expertise to join.


id: compass-221
author: Stoneham, Ray
title: Failing Students need Big Data and Learning Analytics: Hype or Reality?
date: 2015
pages: 4
extension: .pdf
mime: application/pdf
words: 1505
sentence: 81
flesch: 51
cache: cache/compass-221.pdf
txt: txt/compass-221.txt
summary:
  There seems to be more common agreement about the definition of learning analytics as ‘the interpretation of a wide range of data produced by and gathered on behalf of students in order to assess academic progress, predict future performance, and spot potential issues’ (Johnson et al, 2011). Universities also collect the implicit digital data trails of students’ online activity, such as their use of the VLE, intranet and online library systems, and perhaps also their use of email and the internet.


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
pages: 4
extension: .pdf
mime: application/pdf
words: 1694
sentence: 80
flesch: 54
cache: cache/compass-164.pdf
txt: txt/compass-164.txt
summary:
  Figure 1: A) Example of Google Glass (Wikimedia Commons). Commentary: Google Glass: a head-up display to facilitate teaching and learning.


id: compass-344
author: Tran, Danielle
title: Editors Introduction to Issue 12
date: 2016
pages: 3
extension: .pdf
mime: application/pdf
words: 1814
sentence: 52
flesch: 31
cache: cache/compass-344.pdf
txt: txt/compass-344.txt
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.


id: compass-225
author: Seals, Richard C
title: Humanoid Robots: Useful or Useless?
date: 2015
pages: 6
extension: .pdf
mime: application/pdf
words: 2118
sentence: 113
flesch: 45
cache: cache/compass-225.pdf
txt: txt/compass-225.txt
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. Students typically do the audio recording in a single take and submit all their hesitations, stumbles, errors and poor oral presentation techniques.


id: compass-817
author: Ryan, Richie; Noonan, Gina; McElheron, Eddie
date: 2018
pages: 8
extension: .pdf
mime: application/pdf
words: 2136
sentence: 100
flesch: 44
cache: cache/compass-817.pdf
txt: txt/compass-817.txt
title:
  Using mobile technology to facilitate formative assessment and support learning in apprenticeship programmes

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.


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
pages: 6
extension: .pdf
mime: application/pdf
words: 2721
sentence: 158
flesch: 58
cache: cache/compass-272.pdf
txt: txt/compass-272.txt
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’.


id: compass-161
author: Ade-Ojo, Gordon; Sowe, Nicola
date: 2012
pages: 15
extension: .pdf
mime: application/pdf
words: 7572
sentence: 360
flesch: 45
cache: cache/compass-161.pdf
txt: txt/compass-161.txt
title:
  Physical and Psychological Factors Inhibiting the Use of Technological Devices in the Development of Collaborative Feedback in the Reflective Practice amongst Trainee Teachers

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?


id: compass-345
author: François, Claudia; Gilardi, Filippo; Halim, Dunant; Hirzel, Thomas; Tan, K Cohen
date: 2016
pages: 13
extension: .pdf
mime: application/pdf
words: 6568
sentence: 237
flesch: 41
cache: cache/compass-345.pdf
txt: txt/compass-345.txt
title:
  Engaging and Empowering Student Representatives as Agents of Change at The University of Nottingham Ningbo China

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. In addition to the QAA-related improvements described above, the added advantage of using this instrument to empower our students meant that LCF student representatives would see their contribution formally recognised and their employability improved.


id: compass-479
author: Ainley, Patrick
title: The management of business or the business of management?
date: 2017
pages: 2
extension: .pdf
mime: application/pdf
words: 864
sentence: 32
flesch: 44
cache: cache/compass-479.pdf
txt: txt/compass-479.txt
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. These sub-disciplines collected together do not then have more than a vocational relevance, because they do not focus, as do traditional academic disciplines, on any one central practice and/or theoretical canon.


id: compass-429
author: Keyms, Gillian
title: Editorial Team
date: 2016
pages: 1
extension: .pdf
mime: application/pdf
words: 173
sentence: 1
flesch: -130
cache: cache/compass-429.pdf
txt: txt/compass-429.txt
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


id: compass-319
author: Crawford, Russell
title: The Traditional Lecture: A case of Academic Chuunibyou?
date: 2016
pages: 3
extension: .pdf
mime: application/pdf
words: 991
sentence: 46
flesch: 52
cache: cache/compass-319.pdf
txt: txt/compass-319.txt
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).


id: compass-518
author: Betteney, Mark
title: Where have all the full stops gone? The dangers of striving for ‘University-level’ punctuation.
date: 2017
pages: 4
extension: .pdf
mime: application/pdf
words: 1862
sentence: 103
flesch: 59
cache: cache/compass-518.pdf
txt: txt/compass-518.txt
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’. 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.


id: compass-321
author: Stoneham, Ray
title: Panopto with Moodle: Enabling videos and screencasts to be effective assessment tools for all
date: 2016
pages: 3
extension: .pdf
mime: application/pdf
words: 1104
sentence: 49
flesch: 44
cache: cache/compass-321.pdf
txt: txt/compass-321.txt
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.


id: compass-406
author: Rust, Chris Ian
title: The Emperor has no clothes
date: 2017
pages: 3
extension: .pdf
mime: application/pdf
words: 1107
sentence: 48
flesch: 55
cache: cache/compass-406.pdf
txt: txt/compass-406.txt
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!


id: compass-830
author: Keyms, Gillian
title: Editorial Team Volume 11, No 1 2018
date: 2018
pages: 1
extension: .pdf
mime: application/pdf
words: 188
sentence: 2
flesch: -45
cache: cache/compass-830.pdf
txt: txt/compass-830.txt
summary:
  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 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


id: compass-705
author: Keyms, Gillian
title: Editorial Team
date: 2017
pages: 1
extension: .pdf
mime: application/pdf
words: 160
sentence: 2
flesch: -36
cache: cache/compass-705.pdf
txt: txt/compass-705.txt
summary:
  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 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


id: compass-691
author: Kelly, Peter Colin
title: Applying STEEPLE to course and curriculum design
date: 2018
pages: 8
extension: .pdf
mime: application/pdf
words: 3821
sentence: 174
flesch: 46
cache: cache/compass-691.pdf
txt: txt/compass-691.txt
summary:
  Abstract When it comes to course design in Higher Education, everything from learning theory and learning design theory to needs analysis and potential markets should shape our thinking. This paper will demonstrate how the ‘STEEPLE’ model can be applied to enhance HE course and curriculum design.


id: compass-719
author: Lakin, Steve
title: The use of Moodle for Formative Assessment in Mathematics
date: 2018
pages: 5
extension: .pdf
mime: application/pdf
words: 1149
sentence: 55
flesch: 49
cache: cache/compass-719.pdf
txt: txt/compass-719.txt
summary:
  In this article, we will investigate the use of multiple-choice quizzes for formative assessment, and discuss their strengths and weaknesses. It was felt that this was most appropriate for formative assessment, as the work involved was prohibitive in scrutinising errors made.


id: compass-530
author: Hillman, Nick
title: Is the TEF a good idea – and will it work?
date: 2017
pages: 4
extension: .pdf
mime: application/pdf
words: 1503
sentence: 65
flesch: 61
cache: cache/compass-530.pdf
txt: txt/compass-530.txt
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.


id: compass-275
author: Dix, Alan
title: More than one way to flip a class: learning analytics for mixed models of learning
date: 2016
pages: 10
extension: .pdf
mime: application/pdf
words: 4308
sentence: 199
flesch: 46
cache: cache/compass-275.pdf
txt: txt/compass-275.txt
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. 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.


id: compass-374
author: Yerrabati, Sridevi
title: Choosing Appropriate Assessment and Feedback Methods
date: 2017
pages: 4
extension: .pdf
mime: application/pdf
words: 1786
sentence: 74
flesch: 48
cache: cache/compass-374.pdf
txt: txt/compass-374.txt
summary:
  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.


id: compass-229
author: Keyms, Gillian
title: Compass 10 Editorial Team
date: 2015
pages: 1
extension: .pdf
mime: application/pdf
words: 137
sentence: 1
flesch: -92
cache: cache/compass-229.pdf
txt: txt/compass-229.txt
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


id: compass-245
author: Ainley, Patrick
title: The Business Studies University
date: 2015
pages: 3
extension: .pdf
mime: application/pdf
words: 1495
sentence: 49
flesch: 40
cache: cache/compass-245.pdf
txt: txt/compass-245.txt
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.


id: compass-718
author: Usher, Julie; MacNeill, Sheila; Creanor, Linda
title: Evolutions of Carpe Diem for learning design
date: 2018
pages: 8
extension: .pdf
mime: application/pdf
words: 3307
sentence: 125
flesch: 41
cache: cache/compass-718.pdf
txt: txt/compass-718.txt
summary:
  Since its inception over fifteen years ago, Carpe Diem has been adopted and adapted by a number of institutions in the UK and Australia to support teaching staff in designing and re- designing courses (Conole and Wills, 2013; Dempster et al., 2012; Salmon and Wright, 2014). 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


id: compass-488
author: Heaney, Conor; Mackenzie, Hollie
title: The Teaching Excellence Framework: Perpetual Pedagogical Control in Postwelfare Capitalism
date: 2017
pages: 17
extension: .pdf
mime: application/pdf
words: 6834
sentence: 243
flesch: 37
cache: cache/compass-488.pdf
txt: txt/compass-488.txt
summary:
  In this paper, we articulate some of these challenges through a reading of Gilles Deleuze’s Postscript on the Societies of Control (1992) alongside this White Paper. The first point we wish to highlight is the extent to which the White Paper reifies, glorifies, and fetishises competition and marketisation.


id: compass-826
author: Mogaji, Emmanuel
title: With the integration of learning apps, what are Moodle’s prospects?
date: 2018
pages: 4
extension: .pdf
mime: application/pdf
words: 1669
sentence: 73
flesch: 55
cache: cache/compass-826.pdf
txt: txt/compass-826.txt
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.


id: compass-786
author: Stoszkowski, John
title: Using Flipgrid to develop social learning
date: 2018
pages: 4
extension: .pdf
mime: application/pdf
words: 1414
sentence: 79
flesch: 47
cache: cache/compass-786.pdf
txt: txt/compass-786.txt
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.


id: compass-730
author: Pates, Dominic William
date: 2018
pages: 5
extension: .pdf
mime: application/pdf
words: 2307
sentence: 109
flesch: 46
cache: cache/compass-730.pdf
txt: txt/compass-730.txt
title:
  Using wireless collaboration to enhance university learning spaces and encourage mobile learning practices

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.


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
pages: 14
extension: .pdf
mime: application/pdf
words: 6219
sentence: 274
flesch: 53
cache: cache/compass-620.pdf
txt: txt/compass-620.txt
summary:
  For Jazvac-Martek’s (2009) longitudinal study, ‘Findings highlight doctoral students taking on a large variety of both doctoral student and academic role identities during their doctoral studies and oscillating between these roles frequently over time’ (p. 258). It is well known that PhD students are widely seen by academics as a cheap workforce.


id: compass-338
author: Boylan, Frances
title: The 12 Apps of Christmas: an innovative and effective online student and educator support
date: 2016
pages: 7
extension: .pdf
mime: application/pdf
words: 3509
sentence: 127
flesch: 53
cache: cache/compass-338.pdf
txt: txt/compass-338.txt
summary:
  70% said that, having followed The 12 Apps of Christmas course, they would now consider using mobile apps for educational purposes, and 59% had gone on to make some changes to how they approached their study, having read about personalised learning during the course. A college in the United Kingdom also contacted us to say that it was running a whole mobile learning event around The 12 Apps of Christmas course - a committee had been established, which set up around the college three decorated booths (with, in each, laptops which displayed that day’s app page) and its members actively encouraged the students to take part in the course and engage with the content;  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.


id: compass-411
author: Derounian, James
title: TEF - Tiresomely Extraneous & Flawed?
date: 2017
pages: 5
extension: .pdf
mime: application/pdf
words: 1778
sentence: 102
flesch: 50
cache: cache/compass-411.pdf
txt: txt/compass-411.txt
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. Patrick McGhee, Assistant Vice Chancellor at the University of Bolton, brings this down to impacts on individual students and believes that “we can surely do better than finding the best teaching, and then increasing the prospective debt of the young people who might benefit most from that teaching.”


id: compass-279
author: Compton, Martin
title: The role of teaching observations: Developing or managing academic practice?
date: 2016
pages: 5
extension: .pdf
mime: application/pdf
words: 2290
sentence: 111
flesch: 47
cache: cache/compass-279.pdf
txt: txt/compass-279.txt
summary:
  Jo Johnson- Universities Minister - 9th September 2015 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. They conclude from their data that: the peer review model of teaching observation was only effective in prompting a reflective approach to observation when those participating had an adequate understanding of its meaning and implementation (op cit., pp.480-481).


id: compass-277
author: Kacmaz, Zeynep
title: Peer Observation of Teaching in E-learning environments in UK Universities
date: 2016
pages: 17
extension: .pdf
mime: application/pdf
words: 7965
sentence: 352
flesch: 38
cache: cache/compass-277.pdf
txt: txt/compass-277.txt
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.


id: compass-339
author: Huijser, Henk; Wilson, James; Johnson, Dawn; Xie, Jianmei
date: 2016
pages: 8
extension: .pdf
mime: application/pdf
words: 3935
sentence: 146
flesch: 46
cache: cache/compass-339.pdf
txt: txt/compass-339.txt
title:
  Implementing a Communities of Practice model to enhance learning and teaching at a transnational university in China.

summary:
   the acknowledgement that there are other CoPs happening quite informally across XJTLU, whether or not they are labelled as such by AEC (The work of the AEC team may be to identify such groups and encourage them to create a feedback loop for the teaching and learning enhancement work they are already involved with, so that we may have a fuller picture of CoP activity across XJTLU.);  a regular CoPs feature within the AEC e-Newsletter, as a way of disseminating and nurturing this new way of working at XJTLU. Rather, the intention is to implement a CoPs model that complements other forms of professional learning at the university.


id: compass-612
author: Keyms, Gillian
title: Editorial Team
date: 2017
pages: 1
extension: .pdf
mime: application/pdf
words: 164
sentence: 2
flesch: -38
cache: cache/compass-612.pdf
txt: txt/compass-612.txt
summary:
  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 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


id: compass-780
author: Hockham, David
date: 2018
pages: 3
extension: .pdf
mime: application/pdf
words: 1086
sentence: 59
flesch: 52
cache: cache/compass-780.pdf
txt: txt/compass-780.txt
title:
  The governments new career strategy: an end to placements for English Higher Education performing arts students?

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.


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
pages: 8
extension: .pdf
mime: application/pdf
words: 3799
sentence: 160
flesch: 47
cache: cache/compass-932.pdf
txt: txt/compass-932.txt
summary:
  Abstract 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.


id: compass-417
author: Hewitt, Louise
date: 2017
pages: 8
extension: .pdf
mime: application/pdf
words: 3848
sentence: 187
flesch: 63
cache: cache/compass-417.pdf
txt: txt/compass-417.txt
title:
  Timing is flipping everything: Is student engagement through the flipped classroom dependent on the year of study it is introduced? A case study in Law

summary:
  year law students introduced to this approach with only one term’s experience of the traditional teaching format would find it easier to adapt and therefore engage better. Critically, this case study indicates that the year of study could be a relevant factor in student engagement using the Flipped Classroom.


id: compass-1155
author: Hurford, Donna; Read, Andrew
title: Realising the inclusive potential of online teaching and learning for marginalised students
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 1348
sentence: 81
flesch: 29
cache: cache/compass-1155.pdf
txt: txt/compass-1155.txt
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.


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
pages: 4
extension: .pdf
mime: application/pdf
words: 1598
sentence: 64
flesch: 46
cache: cache/compass-842.pdf
txt: txt/compass-842.txt
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.


id: compass-237
author: Field, Jennifer
title: Can we learn anything from China about Education in Mathematics?
date: 2015
pages: 4
extension: .pdf
mime: application/pdf
words: 1691
sentence: 84
flesch: 43
cache: cache/compass-237.pdf
txt: txt/compass-237.txt
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...’ Education Media Centre.


id: compass-715
author: Clarke, Sandra
title: Using technology as a way of evolving assessment practice
date: 2018
pages: 5
extension: .pdf
mime: application/pdf
words: 1838
sentence: 84
flesch: 48
cache: cache/compass-715.pdf
txt: txt/compass-715.txt
summary:
  However, students suffered stress whenever technical problems prevented their assignments from being uploaded or displayed correctly. The exercise itself was designed in accordance with ‘Seven good practices for undergraduate education’ (Chickering and Gamson,1987): it encouraged in- and out-of- class contact between students and lecturers, developed reciprocity and cooperation among students, used active learning techniques, gave prompt feedback (within forty-eight hours of hand-in), emphasised time on task and respected diverse talents and ways of learning (particularly as it was a creative exercise, unusual in a law degree).


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
pages: 16
extension: .pdf
mime: application/pdf
words: 5006
sentence: 241
flesch: 57
cache: cache/compass-720.pdf
txt: txt/compass-720.txt
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).


id: compass-205
author: Cabral, Ana Paula; Huet, Isabel
date: 2015
pages: 13
extension: .pdf
mime: application/pdf
words: 5930
sentence: 229
flesch: 44
cache: cache/compass-205.pdf
txt: txt/compass-205.txt
title:
  Growing separation between teaching/ learning and research – anticipating the impacts from REF 2014.

summary:
  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). As pointed out by one of the respondents, we believe the way forward should be based on the “recognition/ reward to the scholarship of teaching and pedagogy research” (Case F), the research context where academics from various disciplines do research about their own teaching and/or that of others, or focus on the way students learn - usually not considered ‘proper’ research and, therefore, not good for the purposes of research assessment (Macfarlane, 2011).


id: compass-375
author: Sherwood, Rebecca
title: Supporting eLearners by increasing Digital Literacy Skills in Healthcare Educators
date: 2017
pages: 16
extension: .pdf
mime: application/pdf
words: 8000
sentence: 396
flesch: 45
cache: cache/compass-375.pdf
txt: txt/compass-375.txt
summary:
  E-learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. As a teacher, by increasing student e-interactivity and avenues for communication, I can enhance social presence and decrease student loneliness (Vakoufari et al, 2014).


id: compass-426
author: Iwaniec, Malgorzata; Simmonds, Tatiana; Swan, Zoe
date: 2017
pages: 17
extension: .pdf
mime: application/pdf
words: 5833
sentence: 266
flesch: 53
cache: cache/compass-426.pdf
txt: txt/compass-426.txt
title:
  A practical case study exploring how flipped learning affects the development of problem solving skills in two different disciplines

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.


id: compass-1040
author: Ghannam, Rami; Ahmad, Wasim
title: Teaching teamwork to transnational students in engineering and technology
date: 2020
pages: 17
extension: .pdf
mime: application/pdf
words: 5854
sentence: 331
flesch: 42
cache: cache/compass-1040.pdf
txt: txt/compass-1040.txt
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.


id: compass-722
author: Grussendorf, Sonja
title: A critical assessment of the NMC Horizon reports project
date: 2018
pages: 11
extension: .pdf
mime: application/pdf
words: 5544
sentence: 275
flesch: 52
cache: cache/compass-722.pdf
txt: txt/compass-722.txt
summary:
  NMC Horizon Report: 2013 Higher Education Edition, Austin, Texas: New Media Consortium. NMC Horizon Report: 2014 Higher Education Edition, Austin, Texas: New Media Consortium.


id: compass-882
author: Tran, Danielle
title: Why we shouldn’t shy away from discussions around decolonising curricula
date: 2019
pages: 2
extension: .pdf
mime: application/pdf
words: 883
sentence: 36
flesch: 29
cache: cache/compass-882.pdf
txt: txt/compass-882.txt
summary:
  Opinion Piece Compass: Journal of Learning and Teaching, Vol 12, No 1, 2019 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.


id: compass-1249
author: Fuller, Stephanie
date: 2022
pages: 19
extension: .pdf
mime: application/pdf
words: 8451
sentence: 389
flesch: 46
cache: cache/compass-1249.pdf
txt: txt/compass-1249.txt
title:
  Building communities of practice in distance learning courses for higher education teacher development

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.


id: compass-1294
author: Thompson, Andrew David; Vohmann, Barbara
date: 2022
pages: 9
extension: .pdf
mime: application/pdf
words: 3613
sentence: 172
flesch: 47
cache: cache/compass-1294.pdf
txt: txt/compass-1294.txt
title:
  The perceptions of undergraduate surveying students of online learning during a pandemic and their preparation as industry practitioners

summary:
  References Angelino, L., Keels Williams, F. and Natvig, D. (2007) ‘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).


id: compass-1178
title: Pedagogic development of a gamified approach to enhancing engagement in interprofessional education
date: 2022
pages: 9
extension: .pdf
mime: application/pdf
words: 3743
sentence: 146
flesch: 35
cache: cache/compass-1178.pdf
txt: txt/compass-1178.txt
author:
  Aynsley, Sarah; Ball, Valerie; Berry, Jonathan; Hancock, Angela; Harrison, Rebecca; Maddock, Katie; Morris, Andrew; Pooler, Alison; Procter, Patricia; Crawford, Russell

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.


id: compass-1121
author: Bartlett, Debbie
date: 2021
pages: 10
extension: .pdf
mime: application/pdf
words: 3750
sentence: 143
flesch: 37
cache: cache/compass-1121.pdf
txt: txt/compass-1121.txt
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.

summary:
  Carless, D. and Boud, D. (2018) ‘The development of student feedback literacy: enabling uptake of feedback.’ The benefits of co-design for student engagement and assessment literacy are evaluated with reference to the literature and the impact of the co-design process on student confidence and understanding of the role of assessment in their learning.


id: compass-617
author: Keyms, Gillian
title: Editorial Team
date: 2017
pages: 1
extension: .pdf
mime: application/pdf
words: 145
sentence: 1
flesch: -101
cache: cache/compass-617.pdf
txt: txt/compass-617.txt
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


id: compass-611
author: Tran, Danielle
title: Editor's Introduction
date: 2017
pages: 3
extension: .pdf
mime: application/pdf
words: 1458
sentence: 41
flesch: 31
cache: cache/compass-611.pdf
txt: txt/compass-611.txt
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.


id: compass-778
author: Helmy, Heba Ezzeldin
date: 2018
pages: 18
extension: .pdf
mime: application/pdf
words: 6923
sentence: 312
flesch: 51
cache: cache/compass-778.pdf
txt: txt/compass-778.txt
title:
  Solving the group project assessment quandary: Can instructor’s partitioning of groups topics among students be the solution?

summary:
  Keywords: undergraduate teaching, group project assessment, pedagogy 1. In this paper, I present a new technique for allocating group project topics and for assessing such projects, whereby the instructor – not the students in each group – divides each topic into several sub-topics, to accord with the number of students allocated to each group.


id: compass-1050
author: Leopold, Katherine; Reilly, Dawn
date: 2020
pages: 6
extension: .pdf
mime: application/pdf
words: 2400
sentence: 90
flesch: 42
cache: cache/compass-1050.pdf
txt: txt/compass-1050.txt
title:
  Creating a pathway to employability in a Business School: developing professional practice through collaboration

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.


id: compass-1055
author: Meredith, Richard Edward
title: Thematic analysis of individual feedback: Improving cohort feedforward
date: 2020
pages: 8
extension: .pdf
mime: application/pdf
words: 2559
sentence: 145
flesch: 45
cache: cache/compass-1055.pdf
txt: txt/compass-1055.txt
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.


id: compass-213
author: Baughan, Patrick; Lindsay, Sian; Parker, Pam
date: 2015
pages: 11
extension: .pdf
mime: application/pdf
words: 5247
sentence: 214
flesch: 43
cache: cache/compass-213.pdf
txt: txt/compass-213.txt
title:
  Common themes and missing pieces: the educational value of postgraduate teaching development programmes

summary:
  Some background about teaching development programmes Teaching development programmes (TDPs) are provided for new and experienced staff who have a lecturing or teaching role or another role which involves the facilitation of student learning. 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.


id: compass-1293
author: Habtay, Yehdego
date: 2022
pages: 9
extension: .pdf
mime: application/pdf
words: 3651
sentence: 150
flesch: 40
cache: cache/compass-1293.pdf
txt: txt/compass-1293.txt
title:
  Development of modular and accessible teaching labs, incorporating modelling and practical experimentation

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. This case study presents the development of power electronics laboratory for an MSc module.


id: compass-1141
author: Boodia-Canoo, Nandini
title: Learning Theories in the context of teaching Law
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 3037
sentence: 156
flesch: 51
cache: cache/compass-1141.pdf
txt: txt/compass-1141.txt
summary:
  Following a critique of certain practices, suggestions are made to encourage further evolution of methods relevant to teaching problem-solving skills to Law students at undergraduate level. https://www.sra.org.uk/students/academic-stage/ Case Studies Compass: Journal of Learning and Teaching, Vol 14, No 1, 2021 2 Literature Review Without much prior knowledge of learning theories, after studying a selection as part of the programme, I noticed one in particular: Social Learning Theory (SLT) as explored by Albert Bandura (1971).


id: compass-851
author: Kamilaki, Maria
title: “What’s your story?”: Storytelling as an affective learning strategy
date: 2018
pages: 4
extension: .pdf
mime: application/pdf
words: 1672
sentence: 98
flesch: 44
cache: cache/compass-851.pdf
txt: txt/compass-851.txt
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). Lea, S.J., Stephenson, D. and Troy, J. (2003) ‘Higher Education Students’ Attitudes to Student-Centred Learning: Beyond educational bulimia.’


id: compass-1138
author: Yassim, Mazia
title: Defining Social Change as Social Action: HE's Role in Addressing Social Change
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 1602
sentence: 74
flesch: 47
cache: cache/compass-1138.pdf
txt: txt/compass-1138.txt
summary:
  Opinion Pieces Compass: Journal of Learning and Teaching, Vol 14, No 1, 2021 1 Defining social change as social action: higher education’s role in addressing social change Mazia Yassim University of Greenwich, UK 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.


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
pages: 16
extension: .pdf
mime: application/pdf
words: 7035
sentence: 310
flesch: 41
cache: cache/compass-937.pdf
txt: txt/compass-937.txt
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.)


id: compass-1090
author: Keyms, Gillian
title: Editorial Team - title page
date: 2020
pages: 1
extension: .pdf
mime: application/pdf
words: 182
sentence: 1
flesch: -130
cache: cache/compass-1090.pdf
txt: txt/compass-1090.txt
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


id: compass-1175
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 2222
sentence: 94
flesch: 42
cache: cache/compass-1175.pdf
txt: txt/compass-1175.txt
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

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.


id: compass-1221
author: Kofler, Helen
title: Employability themes for economic recovery
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 1975
sentence: 93
flesch: 28
cache: cache/compass-1221.pdf
txt: txt/compass-1221.txt
summary:
  It has also created an ‘Employability Hub’, which delivers skills workshops and insights to support staff (PwC Careers, Employability Hub, 2020). Then, having explored the evolution of the workplace, conclusions are drawn with ideas shared at the workshop which led to actions for enhancing employability skills training for students at universities.


id: compass-227
author: Spencer, Barry
title: Rocket Science in a Virtual World
date: 2015
pages: 12
extension: .pdf
mime: application/pdf
words: 3166
sentence: 156
flesch: 47
cache: cache/compass-227.pdf
txt: txt/compass-227.txt
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.


id: compass-485
author: Nerantzi, Chrissi
title: Quality teaching through openness and collaboration – an alternative to the TEF?
date: 2017
pages: 4
extension: .pdf
mime: application/pdf
words: 1238
sentence: 65
flesch: 40
cache: cache/compass-485.pdf
txt: txt/compass-485.txt
summary:
  For example, academic staff found it particularly valuable to learn with individuals from outside HE, as they brought new perspectives and ideas; students developed confidence while working with academic staff and felt that they had contributed to co- shaping university teaching. Nerantzi, C. (work in progress) Towards establishing a cross-boundary collaborative open learning framework for cross-institutional academic development.


id: compass-1024
author: Walker, Simon
title: Editorial
date: 2019
pages: 6
extension: .pdf
mime: application/pdf
words: 2831
sentence: 92
flesch: 37
cache: cache/compass-1024.pdf
txt: txt/compass-1024.txt
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. As students currently campaign to achieve this latter, their teachers, the author says, have to face up to the challenges of discussing potentially difficult matters concerning class, gender and race and of responding sensitively and thoughtfully to the issues that relate to student experience of the classroom and education as a whole.


id: compass-1127
author: Keyms, Gillian
title: Editorial team 13, 2
date: 2020
pages: 1
extension: .pdf
mime: application/pdf
words: 145
sentence: 2
flesch: -15
cache: cache/compass-1127.pdf
txt: txt/compass-1127.txt
summary:
  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 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


id: compass-815
author: Pattacini, Laurence
title: Experiential Learning: the field study trip, a student-centred curriculum.
date: 2018
pages: 16
extension: .pdf
mime: application/pdf
words: 6628
sentence: 311
flesch: 39
cache: cache/compass-815.pdf
txt: txt/compass-815.txt
summary:
  ‘Improving student presentations: Pecha Kucha and just plain powerpoint.’ Brown, R.D., Hallet, M.E. and Stoltz, R.R. (1994) ‘Student learning styles in landscape architecture education.’


id: compass-714
author: Garnham, Wendy A; Betts, Tab
title: The Padlet Project: Transforming student engagement in Foundation Year seminars
date: 2018
pages: 9
extension: .pdf
mime: application/pdf
words: 3685
sentence: 180
flesch: 49
cache: cache/compass-714.pdf
txt: txt/compass-714.txt
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. However, it has become ever more apparent that the traditional teaching approaches used in these institutions areas support the assessment of learning outcomes rather than student engagement (Cotterill, 2015).


id: compass-1057
author: Gao, Xiaowen
date: 2020
pages: 3
extension: .pdf
mime: application/pdf
words: 1143
sentence: 60
flesch: 33
cache: cache/compass-1057.pdf
txt: txt/compass-1057.txt
title:
  Proposing a cross-cultural peer support programme to enhance Chinese direct entry students’ academic performance and learning experience

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.


id: compass-993
author: Keyms, Gillian
title: Editorial Team
date: 2018
pages: 1
extension: .pdf
mime: application/pdf
words: 181
sentence: 3
flesch: -13
cache: cache/compass-993.pdf
txt: txt/compass-993.txt
summary:
  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 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


id: compass-940
author: Maccabe, Rebecca; Micallef, Ricarda; Carew, Dr Mark
title: Peer-assisted learning to support attainment in Pharmacy
date: 2019
pages: 9
extension: .pdf
mime: application/pdf
words: 3664
sentence: 173
flesch: 53
cache: cache/compass-940.pdf
txt: txt/compass-940.txt
summary:
  Training and payment are given to student mentors who work with academics and the AM team to create student-centred active learning material. Presentation and analysis of the data Overall, the data showed that those students who engaged in PAL had higher progression, retention and module pass rates than those students who did not engage in the programme, with the most positive impact being on student progression rates for BME and ‘disadvantaged’ students.


id: compass-1224
author: Mansi, Gemma
title: Bridging the gap between markers’ tacit knowledge and students’ assessment literacy
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 3873
sentence: 170
flesch: 42
cache: cache/compass-1224.pdf
txt: txt/compass-1224.txt
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.


id: compass-711
author: Thompson, David
title: Lights, camera, action research! Engaging filmmaking students in feedback
date: 2018
pages: 8
extension: .pdf
mime: application/pdf
words: 3415
sentence: 179
flesch: 59
cache: cache/compass-711.pdf
txt: txt/compass-711.txt
summary:
  Hattie, J. A., Biggs, J. and Purdie, N. (1996) ‘Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis.’ 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.


id: compass-1123
author: McCabe, Rachel
title: Cinematic Reproduction as Multimodal Composition in First-Year Composition
date: 2021
pages: 12
extension: .pdf
mime: application/pdf
words: 5842
sentence: 241
flesch: 50
cache: cache/compass-1123.pdf
txt: txt/compass-1123.txt
summary:
  Its unique combination of visual text, narrative, and cultural representation make it a powerful medium for student writing. This multimodal exercise highlights the benefits of flexible assignment design and the potentially exciting impact of visual production on student analysis and writing.


id: compass-368
author: Robinson, Francesca
title: Embedding TEL in an initial course in Teaching & Learning in HE: a co-design approach
date: 2017
pages: 12
extension: .pdf
mime: application/pdf
words: 5812
sentence: 277
flesch: 49
cache: cache/compass-368.pdf
txt: txt/compass-368.txt
summary:
  Abstract 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.


id: compass-1051
author: Mogaji, Emmanuel
title: Could there be an alternative to Undergraduate Marketing Students’ Dissertation?
date: 2020
pages: 5
extension: .pdf
mime: application/pdf
words: 2222
sentence: 99
flesch: 39
cache: cache/compass-1051.pdf
txt: txt/compass-1051.txt
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. Students view it as the “single most substantial, and independently worked upon, piece of work they will undertake while at university” (Webster, Pepper and Jenkins, 2000, p. 72).


id: compass-335
author: Phillips, Arron; Compton, Martin
title: Improving reading compliance with whole class qualitative quiz questions
date: 2016
pages: 11
extension: .pdf
mime: application/pdf
words: 5657
sentence: 258
flesch: 56
cache: cache/compass-335.pdf
txt: txt/compass-335.txt
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.


id: compass-1213
title: “A brain to pick, an ear to listen and a push in the right direction” (John C. Crosby)
date: 2021
pages: 6
extension: .pdf
mime: application/pdf
words: 2003
sentence: 96
flesch: 48
cache: cache/compass-1213.pdf
txt: txt/compass-1213.txt
author:
  Farrant, Catherine Anne; Tybura, Julia; Rafe, Melanie; Ackon, Nelly; Schmidt, Marie-Christin; Chantaboury, Amonlath

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.


id: compass-1184
author: Yang, Yang; George, Rachel
title: Editors' Introduction 14, 1.
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 2410
sentence: 56
flesch: 21
cache: cache/compass-1184.pdf
txt: txt/compass-1184.txt
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.


id: compass-328
author: Little, Chris
title: Mentimeter Smartphone Student Response System: A class above clickers
date: 2016
pages: 3
extension: .pdf
mime: application/pdf
words: 1247
sentence: 65
flesch: 55
cache: cache/compass-328.pdf
txt: txt/compass-328.txt
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).


id: compass-1205
author: Gao, Xiaowen
title: Engaging students affectively to stimulate social presence in online learning
date: 2021
pages: 3
extension: .pdf
mime: application/pdf
words: 1386
sentence: 67
flesch: 40
cache: cache/compass-1205.pdf
txt: txt/compass-1205.txt
summary:
  Abstract There is challenge in designing online teaching that motivates students and encourages them to engage fully with learning activities. Keywords: affective engagement, online delivery, pedagogical design The rapid move from classroom-based to online teaching in 2020 has presented new challenges for educators seeking to engage students effectively in a virtual environment.


id: compass-1025
author: McDuff, Nona
title: Preface
date: 2019
pages: 2
extension: .pdf
mime: application/pdf
words: 817
sentence: 31
flesch: 43
cache: cache/compass-1025.pdf
txt: txt/compass-1025.txt
summary:
  Simply put, if BME students as a group on a course do not achieve their expected value-added score of 1 then this becomes a pressing issue for the programme team. 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.


id: compass-831
author: Tran, Danielle
title: Editor's Introduction TEL Special Edition
date: 2018
pages: 5
extension: .pdf
mime: application/pdf
words: 2517
sentence: 73
flesch: 33
cache: cache/compass-831.pdf
txt: txt/compass-831.txt
summary:
  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. The intention was that the game should enhance student engagement on a course with a mixed- ability cohort.


id: compass-487
author: McNay, Ian
title: TEF: why and how? Ideological and operational imperatives driving policy
date: 2017
pages: 10
extension: .pdf
mime: application/pdf
words: 3407
sentence: 137
flesch: 50
cache: cache/compass-487.pdf
txt: txt/compass-487.txt
summary:
  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). The ranking will be initially at corporate level; and the reward will be paid by the students in even higher fees, or by teachers because managers will be allowed to increase student numbers.


id: compass-1146
author: Stenke, Katarina
title: Learning how to read? the value of lectures in the context of HE English Literature
date: 2021
pages: 12
extension: .pdf
mime: application/pdf
words: 5081
sentence: 217
flesch: 50
cache: cache/compass-1146.pdf
txt: txt/compass-1146.txt
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. Constructivism in seminar-based learning for English Literature levels 4-6 At the University of Greenwich, English Literature students at levels 4, 5 and 6 are mostly taught via a combination of lectures and seminars.


id: compass-941
author: Gravestock, Phil; Cureton, Debra
title: From Local to Institutional Attainment Change: scaling-up local initiatives
date: 2019
pages: 9
extension: .pdf
mime: application/pdf
words: 3846
sentence: 174
flesch: 37
cache: cache/compass-941.pdf
txt: txt/compass-941.txt
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.


id: compass-693
author: Zhi, Jin
title: Understanding the Big Picture: The VFX HE Online Mentoring Programme
date: 2018
pages: 10
extension: .pdf
mime: application/pdf
words: 3678
sentence: 157
flesch: 49
cache: cache/compass-693.pdf
txt: txt/compass-693.txt
summary:
  We believe that VFX HE Online Mentoring Programme 2017 has provided 1) a systematic chain of understanding and learning VFX and 2) a direct professional voice from the VFX industry to UK VFX learners in Higher Education. Although VFX HE Online Mentoring Programme 2016-2017 has received very positive student feedback, we indeed faced challenges to effective communication with potential participants during the programme recruitment period.


id: compass-1177
author: Gilmour, Alison
title: Let’s talk about webcams, and a pedagogy of kindness
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 2059
sentence: 87
flesch: 35
cache: cache/compass-1177.pdf
txt: txt/compass-1177.txt
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.


id: compass-1337
author: Alupei, Ciprian
title: Editorial Team
date: 2022
pages: 1
extension: .pdf
mime: application/pdf
words: 121
sentence: 1
flesch: -55
cache: cache/compass-1337.pdf
txt: txt/compass-1337.txt
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


id: compass-1203
date: 2021
pages: 18
extension: .pdf
mime: application/pdf
words: 7466
sentence: 334
flesch: 46
cache: cache/compass-1203.pdf
txt: txt/compass-1203.txt
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

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. In contrast to more conventional teaching observations, where a superior gives feedback about your performance, the post-observation meeting with a peer was less intimidating and therefore led to fruitful discussions about teaching styles and issues.


id: compass-1261
author: Chu, Duyen; Nguyen, Hien
title: Recapping: effective pedagogy to ensure inclusivity and optimise learning and teaching experiences
date: 2022
pages: 15
extension: .pdf
mime: application/pdf
words: 6675
sentence: 327
flesch: 53
cache: cache/compass-1261.pdf
txt: txt/compass-1261.txt
summary:
  These researchers also investigated the relationship between recap use and the academic performance of recap users. Variable Responses Prior use of recap 98% Frequency of recap use 21% used recaps in all teaching sessions, 19% used recaps in most teaching sessions and 58% used recaps for some teaching sessions Preferred recap type 73% recap users used verbal form and 27% used verbal- visual recaps.


id: compass-1206
author: Gibson, Poppy Frances; Bale, Amber
title: The body healing phenomenon: learning, teaching and living through a pandemic
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 1620
sentence: 91
flesch: 50
cache: cache/compass-1206.pdf
txt: txt/compass-1206.txt
summary:
  Two ways to use body healing within your daily routine: i) 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.


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
pages: 14
extension: .pdf
mime: application/pdf
words: 5314
sentence: 225
flesch: 40
cache: cache/compass-1026.pdf
txt: txt/compass-1026.txt
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. BAME student outcomes at UCL are affected by the comparatively high tariff for student admission (offers in the range A*A*A to ABB) so the VA data which accounts for entry tariffs is not useful.1 However, there are documented attainment gaps between BAME students and other students at UCL.


id: compass-955
author: Hughes, Annie Livingstone; Michener, Christina; Mohamed, Kamal; McDuff, Nona
date: 2019
pages: 13
extension: .pdf
mime: application/pdf
words: 6350
sentence: 272
flesch: 42
cache: cache/compass-955.pdf
txt: txt/compass-955.txt
title:
  Curriculum co-creation as a transformative strategy to address differential student outcomes: the example of Kingston University’s Student Curriculum Consultant Programme

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.


id: compass-1339
author: Force, Susan; Goss-Sampson, Mark; Harris, Sarah
date: 2022
pages: 11
extension: .pdf
mime: application/pdf
words: 3764
sentence: 178
flesch: 44
cache: cache/compass-1339.pdf
txt: txt/compass-1339.txt
title:
  Low-stakes, VLE intensive, formative approach to maths teaching as a pedagogic strategy for improving assessment outcomes

summary:
  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). The head of maths at a Kent academy recently (Autumn 2021) advised me that university programmes where maths skills are essential should be looking at maths GCSE Level 5 and above.


id: compass-1091
author: Zhou, Xue; Wolstencroft, Peter; Orim, Stella-Maris Izegbua
date: 2020
pages: 17
extension: .pdf
mime: application/pdf
words: 7358
sentence: 373
flesch: 51
cache: cache/compass-1091.pdf
txt: txt/compass-1091.txt
title:
  Please don’t put your phones away: the application of learning technology in UK Higher Education, presenting a Framework for Implementation

summary:
  A set of ten questions, designed to test students’ understanding of the module content, was released to students through their digital devices in the first ten minutes of the three-hour lecture and tutorial session; • Students were asked to attempt the ten questions in ten minutes; • Different types of questions – such as multiple-choice and true/false– were released to students during the lecture via SOCRATIVE, serving to check students’ prior engagement with the module content, to check their understanding and to encourage participation in the lecture; • Lecturers monitored the results and used the results as a pointer for the area of focus for discussion; • The students were notified on the module website of the intention to use SOCRATIVE to test their prior engagement with materials; • Students were required (they were advised at induction and via follow-up emails) to engage with the required module content before coming to the sessions.


id: compass-1015
author: Keyms, Gillian
title: Editorial Team
date: 2019
pages: 1
extension: .pdf
mime: application/pdf
words: 203
sentence: 3
flesch: -18
cache: cache/compass-1015.pdf
txt: txt/compass-1015.txt
summary:
  University College London James Wisdom, Higher Education Consultant and Editor of the SEDA series Reviewers Nona McDuff, Kingston University John Tatam, Kingston University Lucy Atkins, De Montfort University Richard Hall, De Montfort University Debra Cureton, Wolverhampton University Peter D’Sena, Hertfordshire University Simon Walker, UCL Acknowledgements Emma Fegan Office for Students Project Manager Cheryl Jordan – Office for Students Project support coordinator Moonlie Fong-Whittaker - Attainment Gap Project Coordinator Compass: Journal of Learning and Teaching, Vol 12, No 1, 2019 UCL Guest Editor Nona McDuff, Kingston University Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit, University of Greenwich Editorial Support Emma Fegan, John Tatum Editorial Board Sarah Crofts, Independent Critical Friend Paul Dennison, Educational Development Unit, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Ian McNay, Faculty of Education & Health, University of Greenwich Edward Phillips, School of Law, University of Greenwich Clare Rossato, University of Greenwich Danielle Tran, University of Greenwich Simon Walker, Arena Centre for Research-based Education.


id: compass-1061
author: Kumarasamy, Krishnamoorthy; Kalimuthu, Kalaivani; Narayanansamy, Mahalecumy
date: 2020
pages: 16
extension: .pdf
mime: application/pdf
words: 5294
sentence: 251
flesch: 26
cache: cache/compass-1061.pdf
txt: txt/compass-1061.txt
title:
  Perceptions on Blended Learning in Higher Education among Academics and Learners in SEGI College Penang, Malaysia

summary:
  “Blended learning is where learning can take place online and it need to have a good internet connection and acceptable and easy to use tools.” “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,


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
pages: 24
extension: .pdf
mime: application/pdf
words: 10893
sentence: 571
flesch: 42
cache: cache/compass-1231.pdf
txt: txt/compass-1231.txt
summary:
  2. Learning technologies can be any environment or activities where learners are engaged in active, constructive, intentional, authentic, cooperative learning. 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.


id: compass-1336
author: George, Rachel
title: Editor's Introduction
date: 2022
pages: 4
extension: .pdf
mime: application/pdf
words: 2077
sentence: 54
flesch: 24
cache: cache/compass-1336.pdf
txt: txt/compass-1336.txt
summary:
  Several papers discuss aspects of online teaching including developing students’ online presentation skills to support their employability, using gamification to enhance inter- professional relationships, building a community of practice through the delivery of a HE teaching programme via distancing learning and the challenges and benefits of online teaching in the context of applied disciplines, namely engineering and surveying. 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.


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
pages: 12
extension: .pdf
mime: application/pdf
words: 3677
sentence: 154
flesch: 35
cache: cache/compass-1039.pdf
txt: txt/compass-1039.txt
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.


id: compass-1092
author: Warren, Liz; Reilly, Dawn
title: Editors' Introduction
date: 2020
pages: 1
extension: .pdf
mime: application/pdf
words: 491
sentence: 19
flesch: 45
cache: cache/compass-1092.pdf
txt: txt/compass-1092.txt
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.


id: compass-1285
author: Buttazzoni, Adrian
date: 2022
pages: 24
extension: .pdf
mime: application/pdf
words: 9287
sentence: 385
flesch: 11
cache: cache/compass-1285.pdf
txt: txt/compass-1285.txt
title:
  Pedagogical approaches to support student resilience in higher-education settings: A systematic literature review

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)


id: compass-1216
author: Correia, Nuno N.
title: Co-organising hackathons with students: opportunities and best practices
date: 2021
pages: 7
extension: .pdf
mime: application/pdf
words: 2459
sentence: 125
flesch: 46
cache: cache/compass-1216.pdf
txt: txt/compass-1216.txt
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.


id: compass-1239
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 1745
sentence: 88
flesch: 48
cache: cache/compass-1239.pdf
txt: txt/compass-1239.txt
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.

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; 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.


id: compass-1062
author: Robson, Robert
title: Lecturer passion: a pre-requisite for inspirational teaching
date: 2020
pages: 2
extension: .pdf
mime: application/pdf
words: 942
sentence: 47
flesch: 45
cache: cache/compass-1062.pdf
txt: txt/compass-1062.txt
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. Opinion Pieces Compass: Journal of Learning and Teaching, Vol 13, No 1, 2020 1 Lecturer passion: a pre-requisite for inspirational teaching Robert Robson University of Greenwich With reference to the ever-changing landscape within higher education (HE) and the issue of marketplace differentiation, it has been suggested that universities need to prioritise the quality of the overall student experience, including the quality of classroom teaching (Holbeche 2012).


id: compass-1022
author: Bhandari, Renu
title: A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice
date: 2020
pages: 12
extension: .pdf
mime: application/pdf
words: 5329
sentence: 303
flesch: 41
cache: cache/compass-1022.pdf
txt: txt/compass-1022.txt
summary:
  For Business Education students, self- management, self-efficacy, self-monitoring and responsibility are all fundamental to both employability and success in business enterprise. Business Education students should be given opportunities to engage in collaborative Articles Compass: Journal of Learning and Teaching, Vol 13, No 1, 2020 3 activities; they should be equipped with tools and concepts for application within communities of learning.


id: compass-1262
author: Keyms, Gillian
title: Editorial Team 14, 2
date: 2021
pages: 1
extension: .pdf
mime: application/pdf
words: 209
sentence: 2
flesch: -44
cache: cache/compass-1262.pdf
txt: txt/compass-1262.txt
summary:
  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 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


id: compass-1135
author: George, Rachel; Yang, Yang
title: Editors' Introduction 13, 2
date: 2020
pages: 4
extension: .pdf
mime: application/pdf
words: 1958
sentence: 57
flesch: 34
cache: cache/compass-1135.pdf
txt: txt/compass-1135.txt
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.


id: compass-1119
author: Herdan, Agnieszka; Neri, Lorenzo; Russo, Antonella; Warren, Elizabeth
date: 2021
pages: 19
extension: .pdf
mime: application/pdf
words: 7208
sentence: 374
flesch: 49
cache: cache/compass-1119.pdf
txt: txt/compass-1119.txt
title:
  A blended learning approach towards reducing the written communication gap: the role of Self-Regulated Learning dimensions

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.


id: compass-1218
author: Hewitt, Louise; Owusu-Kwarteng, Louise
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 1690
sentence: 73
flesch: 48
cache: cache/compass-1218.pdf
txt: txt/compass-1218.txt
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

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). Her paper Livin and Learnin, Tellin Stories, Challengin Narratives: Critical Reflections on Engaging Students, from marginalised groups in academic research activities (2019) sets out the voice that this activity gives to students.


id: compass-1299
author: Wepener, Tiani
title: Using Flipgrid for teaching practice: Pre-service student teachers’ reflections and lessons learnt
date: 2022
pages: 8
extension: .pdf
mime: application/pdf
words: 3384
sentence: 151
flesch: 28
cache: cache/compass-1299.pdf
txt: txt/compass-1299.txt
summary:
  Flipgrid teaching and learning can be perfect or amazing since as a student teacher if there was anything that can be improved in the recorded lesson, there was a chance to record another lesson that is improved.” 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).


id: compass-1002
author: Colaiacomo, Silvia
title: The Digital Classroom Project at the University of Kent
date: 2020
pages: 5
extension: .pdf
mime: application/pdf
words: 1773
sentence: 67
flesch: 35
cache: cache/compass-1002.pdf
txt: txt/compass-1002.txt
summary:
  Improving Student Learning (ISL) 18: Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations. Series: Improving Student Learning (18), Oxford: Oxford Brookes University: Oxford Centre for Staff and Learning Development, pp.


id: compass-1073
author: Reilly, Dawn; Luo, Jing; Sun, Wenxian Hetty; Warren, Elizabeth
title: Extended programmes: widening participation by narrowing content
date: 2020
pages: 3
extension: .pdf
mime: application/pdf
words: 1313
sentence: 50
flesch: 49
cache: cache/compass-1073.pdf
txt: txt/compass-1073.txt
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.


id: compass-1230
author: Fernandes, Monica
title: What does decolonising the curriculum mean for STEM subjects?
date: 2021
pages: 4
extension: .pdf
mime: application/pdf
words: 1316
sentence: 69
flesch: 29
cache: cache/compass-1230.pdf
txt: txt/compass-1230.txt
summary:
  Opinion Pieces Compass: Journal of Learning and Teaching, Vol 14, No 2, 2021 1 What does decolonising the curriculum mean for STEM subjects? How can STEM subjects be decolonised?


id: compass-936
author: Barefoot, Helen Catherine; Boons, Cage
title: Developing a BME Student Advocate Programme
date: 2019
pages: 11
extension: .pdf
mime: application/pdf
words: 4085
sentence: 189
flesch: 41
cache: cache/compass-936.pdf
txt: txt/compass-936.txt
summary:
  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. For over twenty years, it has been known that the proportion of BME students achieving a ‘good degree’ (first or upper second class) is significantly lower than the proportion of white students (Broecke and Nicholls, 2007; Berry and Loke, 2011; Equality Challenge Unit, 2017).


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
pages: 10
extension: .pdf
mime: application/pdf
words: 4592
sentence: 204
flesch: 49
cache: cache/compass-1217.pdf
txt: txt/compass-1217.txt
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.


id: compass-951
author: Owusu-Kwarteng, Louise
date: 2019
pages: 8
extension: .pdf
mime: application/pdf
words: 3274
sentence: 169
flesch: 37
cache: cache/compass-951.pdf
txt: txt/compass-951.txt
title:
  ‘Livin and Learnin’, Tellin’ stories, Challengin’ narratives: Critical reflections on engaging students from marginalised groups in academic research activities.

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. The second, ‘Livin’ and learnin’, critical reflections on staff and student educational experiences’ happened in May 2018.


id: compass-1254
author: AlZadjali, Ramla
title: Comparing approaches to feedback in the context of English language teaching in higher education
date: 2022
pages: 4
extension: .pdf
mime: application/pdf
words: 1417
sentence: 58
flesch: 37
cache: cache/compass-1254.pdf
txt: txt/compass-1254.txt
summary:
  All these issues are relevant to evaluating feedback processes more generally and across disciplines. ‘The preferences of ESL students for error correction in college‐level writing classes.’


id: compass-1258
author: Williams, Neil Anthony; Benjamin, Audrey
title: An investigation of students' views on decolonising the science curriculum
date: 2022
pages: 18
extension: .pdf
mime: application/pdf
words: 5930
sentence: 270
flesch: 43
cache: cache/compass-1258.pdf
txt: txt/compass-1258.txt
summary:
  By means of a questionnaire, this paper explores science students’ understanding of decolonisation of the curriculum and their views on a range of potential actions to help achieve that, based on Swartz’s theses for the process. Any advocacy of science students for initiatives to decolonise the science curriculum could help persuade more staff to take action on changing the curriculum.


id: compass-837
author: Beaumont, Kizzy
title: Google Classroom: An online learning environment to support blended learning
date: 2018
pages: 6
extension: .pdf
mime: application/pdf
words: 1893
sentence: 95
flesch: 50
cache: cache/compass-837.pdf
txt: txt/compass-837.txt
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.


id: compass-996
author: Walker, Simon
title: Editor's introduction
date: 2018
pages: 7
extension: .pdf
mime: application/pdf
words: 3399
sentence: 101
flesch: 27
cache: cache/compass-996.pdf
txt: txt/compass-996.txt
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.


id: compass-1503
author: Lawson, Aaron; Stewart, Jill; Turner, Ellis; Passmore, Peter; Costley, Carol
date: 2024
pages: 1
extension: .docx
mime: application/vnd.openxmlformats-officedocument.wordprocessingml.document
words: 115
sentence: 4
flesch: 28
cache: cache/compass-1503.docx
txt: txt/compass-1503.txt
title:
  Re-thinking housing inspection and regulation: using 360 technology as a new approach in environmental health practice training

summary:
  Dr Jill Stewart, Associate Professor in Public Health, University of Greenwich Jill Stewart | People | University of Greenwich Ellis Turner, Senior Lecturer in Environmental Health, University of the West of England Mr Ellis Turner - UWE Bristol Dr Peter Passmore, Senior Lecturer Computer Science, Middlesex University Dr Peter Passmore | Middlesex University London (mdx.ac.uk) Professor Carol Costley, Health Social Care and Education, Middlesex University Prof Carol Costley | Middlesex University London (mdx.ac.uk)


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
pages: 15
extension: .pdf
mime: application/pdf
words: 6962
sentence: 316
flesch: 49
cache: cache/compass-946.pdf
txt: txt/compass-946.txt
summary:
  Students requested more culturally- diverse, globalised curricula to increase the relevance to BAME students of content and to enhance their sense of belonging. 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).


id: compass-1008
author: Nishioka, hiromi
title: Software Review: Meetup
date: 2020
pages: 6
extension: .pdf
mime: application/pdf
words: 2292
sentence: 111
flesch: 45
cache: cache/compass-1008.pdf
txt: txt/compass-1008.txt
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). By participating in these events, language learners can meet native speakers sharing similar hobbies.


id: compass-968
author: Breen, Paul
title: Situating observations as part of a teaching portfolio
date: 2020
pages: 6
extension: .pdf
mime: application/pdf
words: 2878
sentence: 148
flesch: 42
cache: cache/compass-968.pdf
txt: txt/compass-968.txt
summary:
  Yet there may already be practices within educational development that can lend themselves to creating a more Opinion Pieces Compass: Journal of Learning and Teaching, Vol 13, No 1, 2020 3 comfortable environment into which teacher observations can slot. 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”.


id: compass-1223
author: Cross, Iain David; Congreve, Alina
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 2071
sentence: 87
flesch: 41
cache: cache/compass-1223.pdf
txt: txt/compass-1223.txt
title:
  The climate emergency in higher education: working together to meet the challenge of student activism

summary:
  Connecting climate change to classroom practices The third important theme from the workshop was the need to support academics to integrate climate change teaching into their teaching. 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).


id: compass-1343
author: VLACHOS, Peter
date: 2022
pages: 6
extension: .pdf
mime: application/pdf
words: 2279
sentence: 168
flesch: 51
cache: cache/compass-1343.pdf
txt: txt/compass-1343.txt
title:
  It's online, but is it learning? - A reflection on the acceleration towards digital distance learning (DDL) in mainstream higher education.

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).


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
pages: 3
extension: .pdf
mime: application/pdf
words: 1325
sentence: 57
flesch: 45
cache: cache/compass-1235.pdf
txt: txt/compass-1235.txt
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.


id: compass-1263
author: George, Rachel; Yang, Yang
title: Introduction to volume 14, issue 2 of Compass, Journal of Learning & Teaching
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 2508
sentence: 67
flesch: 31
cache: cache/compass-1263.pdf
txt: txt/compass-1263.txt
summary:
  Topics include the use of cameras in online teaching, how to support student well-being and how to engage students’ affect and create a sense of belonging, as well as facilitating their learning. 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.


id: compass-1013
author: Nishioka, hiromi
title: Learning languages and culture using HiNative
date: 2020
pages: 7
extension: .pdf
mime: application/pdf
words: 3007
sentence: 140
flesch: 47
cache: cache/compass-1013.pdf
txt: txt/compass-1013.txt
summary:
  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).


id: compass-1341
author: Parkin, John
date: 2022
pages: 10
extension: .pdf
mime: application/pdf
words: 4129
sentence: 203
flesch: 39
cache: cache/compass-1341.pdf
txt: txt/compass-1341.txt
title:
  You did what at the weekend? - A workshop to develop the digital awareness and understanding of digital footprints amongst primary education studies undergraduates

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.


id: compass-1351
author: Pappu, Anusha; Bogaars, Alistair
title: An examination of co-teaching in an online environment
date: 2022
pages: 12
extension: .pdf
mime: application/pdf
words: 4182
sentence: 197
flesch: 54
cache: cache/compass-1351.pdf
txt: txt/compass-1351.txt
summary:
  The average attendance on co-taught module was almost 25% higher than the two modules taught by a single person, which had similar attendance levels. 4. Results 4.1 Attendance The first criterion that we used for comparison between the co-taught modules and those taught by a single person was attendance.


id: compass-844
author: Gebbels, Maria
title: Re-engineering challenging and abstract topics using Kahoot!, a student response system.
date: 2018
pages: 12
extension: .pdf
mime: application/pdf
words: 4927
sentence: 258
flesch: 50
cache: cache/compass-844.pdf
txt: txt/compass-844.txt
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!


id: compass-933
author: Pickford, Ruth
title: A holistic framework for developing excellent academic practice
date: 2018
pages: 12
extension: .pdf
mime: application/pdf
words: 4753
sentence: 187
flesch: 24
cache: cache/compass-933.pdf
txt: txt/compass-933.txt
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.


id: compass-1115
author: Smith, Susan Virginia; Pickford, Ruth; Priestley, Janice; Sellers, Rebecca
date: 2021
pages: 16
extension: .pdf
mime: application/pdf
words: 6115
sentence: 305
flesch: 31
cache: cache/compass-1115.pdf
txt: txt/compass-1115.txt
title:
  Developing the Inclusive Course Design Tool: a tool to support staff reflection on their inclusive practice

summary:
  The University had already made a range of clear, evidence-based strategic actions to address this – such as projects to research BAME students’ lived experience (Smith, 2017), focused activity relating to placement access, inclusive practice resources and webpages, enhanced practice guidance (Centre for Learning and Teaching, 2018; 2019), exploration and enhancement of course entry routes and the decolonising of curricular content and reading lists – but institutional results were patchy. For local and applied context, academic colleagues and our BAME student ambassadors discussed our own recent institutional projects into our BAME student award gap, the needs of commuting Case Studies Compass: Journal of Learning and Teaching, Vol 14, No 1, 2021 3 students (disproportionately represented in BAME students) (Smith, 2017; 2018) and hopes for the future of the education of all our students.


id: compass-1114
author: Detyna, Michael; Dommett, Eleanor J.
title: An investigation into in-lecture digital tools for engagement: a feasibility study
date: 2021
pages: 19
extension: .pdf
mime: application/pdf
words: 7887
sentence: 391
flesch: 53
cache: cache/compass-1114.pdf
txt: txt/compass-1114.txt
summary:
  Fried, C.B. (2008) ‘In-class laptop use and its effects on student learning.’ Fiester, H. and Green, T. (2016) ‘Student use of backchannels.’


id: compass-843
author: Vallely, Kat Sarah Anne; Gibson, Poppy
title: Engaging students on their devices with Mentimeter
date: 2018
pages: 6
extension: .pdf
mime: application/pdf
words: 1888
sentence: 81
flesch: 44
cache: cache/compass-843.pdf
txt: txt/compass-843.txt
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’.


id: compass-1107
author: Olsen, Dennis A
date: 2021
pages: 11
extension: .pdf
mime: application/pdf
words: 4740
sentence: 220
flesch: 47
cache: cache/compass-1107.pdf
txt: txt/compass-1107.txt
title:
  The impact of camera angles in learning videos on the perception of teaching excellence and emotional connectedness of students in the creative industries

summary:
  According to Hansch and colleagues (2015, p.4), “talking head videos” – that is, videos featuring one or more presenters talking at the camera – are among the most widely used audio-visual content in online learning settings. This socio-demographic cohort exhibits a distinct desire for “educational opportunities that use technology and visual media” (Mohr and Mohr, 2017, p.92), thus Articles Compass: Journal of Learning and Teaching, Vol 14, No 1, 2021 2 furthering the continuous production of video content and its integration into HE as part of online, hybrid and collaborative learning environments (Greenberg and Zanetis, 2012; Johnson et al., 2014).


id: compass-1219
date: 2021
pages: 20
extension: .pdf
mime: application/pdf
words: 7764
sentence: 374
flesch: 31
cache: cache/compass-1219.pdf
txt: txt/compass-1219.txt
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

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). No breaks • More meetings; back-to-back (12; 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.


id: compass-942
author: Cureton, Debra; Gravestock, Phil
date: 2019
pages: 17
extension: .pdf
mime: application/pdf
words: 6733
sentence: 328
flesch: 48
cache: cache/compass-942.pdf
txt: txt/compass-942.txt
title:
  ‘We Belong’: differential sense of belonging and its meaning for different ethnicity groups in higher education

summary:
  The groups of students whose developing sense of belonging is most vulnerable should now include BAME students; furthermore, BAME students should be considered when developing activities to encourage student belonging. 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.


id: compass-1363
author: Brown, Peter
title: Editorial Team
date: 2022
pages: 1
extension: .pdf
mime: application/pdf
words: 122
sentence: 2
flesch: 2
cache: cache/compass-1363.pdf
txt: txt/compass-1363.txt
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


id: compass-1303
author: Rapley, Eve; Talbot, Michael
title: Making the invisible visible: Value and reward for personal tutors
date: 2022
pages: 6
extension: .pdf
mime: application/pdf
words: 2184
sentence: 115
flesch: 40
cache: cache/compass-1303.pdf
txt: txt/compass-1303.txt
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.


id: compass-1266
author: Keyms, Gillian
title: Editorial Team SHIFT 2021 Special Edition
date: 2021
pages: 1
extension: .pdf
mime: application/pdf
words: 196
sentence: 1
flesch: -139
cache: cache/compass-1266.pdf
txt: txt/compass-1266.txt
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


id: compass-1432
author: Scott, Mike; Gibson, Poppy Frances
title: Designing Institutional Systems that Support Neurodivergent Educators
date: 2023
pages: 6
extension: .pdf
mime: application/pdf
words: 2080
sentence: 100
flesch: 30
cache: cache/compass-1432.pdf
txt: txt/compass-1432.txt
summary:
  Institutional systems play a crucial role in supporting ND educators and designing hiring processes that are inclusive and welcoming to ND individuals is a key strategy. ND educators are individuals who have atypical neurological development, which includes conditions such as autism, dyslexia, attention deficit hyperactivity disorder (ADHD), dyspraxia, dyscalculia, dysgraphia and Tourette Syndrome.


id: compass-1456
author: Wepener, Tiani; Mpisi, Tony; Botes, Wiets; Felix, Alan; du Plessis, Odette; Hanekom, Gert
date: 2024
pages: 16
extension: .pdf
mime: application/pdf
words: 6502
sentence: 295
flesch: 44
cache: cache/compass-1456.pdf
txt: txt/compass-1456.txt
title:
  Teacher Educators’ Experiences of Using The Mursion® Simulation Programme: A Case of a South African University

summary:
  The findings suggest that the software has the potential to enhance teacher education by providing a realistic and immersive classroom experience for pre-service teachers. Keywords: Higher education, Mursion®, pre-service teachers, simulation training, teacher educators, teacher training Introduction The COVID-19 pandemic and resulting social-distancing restrictions compelled many educational institutions to consider methods of teaching alternative to the traditional face to face.


id: compass-1596
author: Page, Nigel
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 2052
sentence: 96
flesch: 39
cache: cache/compass-1596.pdf
txt: txt/compass-1596.txt
title:
  Can a Compositional Effect Explain (at Least Some of) the Degree Awarding Gap? Insights from Commuting Students and Implications for Practice

summary:
  Opinion Piece Compass: Journal of Learning and Teaching, Vol 18, No 1, 2025 24 As a comparator, recalculated white and Black means (represented by red dotted lines) show the impact on overall values if white students had the same commuting ratio as Black students and vice versa (figure 1). Therefore, if Black students had similar commuting patterns to those of white students, the awarding gap might be reduced.


id: compass-1440
author: Ravel, Kanthan; Jayaram, Rhea; Mulrooney, Hilda Mary
title: Food insecurity among students: why does it matter and how should universities address it?
date: 2023
pages: 7
extension: .pdf
mime: application/pdf
words: 2307
sentence: 138
flesch: 30
cache: cache/compass-1440.pdf
txt: txt/compass-1440.txt
summary:
  University students are particularly at risk: full- time United Kingdom (UK) students are more than three times more likely to experience FI than the rest of the population (Yao et al., 2020). UCAS (2021) ‘450% increase in student mental health declarations over last decade but progress still needed to address declarations stigma.’


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
pages: 5
extension: .pdf
mime: application/pdf
words: 1809
sentence: 98
flesch: 49
cache: cache/compass-1033.pdf
txt: txt/compass-1033.txt
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 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.


id: compass-1491
author: Keshishi, Nayiri
title: Embracing mindful reading: leveraging technology to soothe sensory stress
date: 2024
pages: 6
extension: .pdf
mime: application/pdf
words: 1850
sentence: 110
flesch: 35
cache: cache/compass-1491.pdf
txt: txt/compass-1491.txt
summary:
  This review explores mindful reading as a strategy to alleviate this stress and enhance digital reading experiences by integrating technology and mindfulness practices. It explores technologies designed to support mindfulness practices, emphasizing their potential for fostering a harmonious relationship between readers and digital content; in doing so, it advocates for a mindful approach to digital reading that promotes relaxation as well as comprehension.


id: compass-1080
author: Sabourin, Brandon M.
title: Using Mindomo to Engage Students in Higher-Order Thinking
date: 2020
pages: 7
extension: .pdf
mime: application/pdf
words: 2461
sentence: 110
flesch: 48
cache: cache/compass-1080.pdf
txt: txt/compass-1080.txt
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.


id: compass-1035
author: Ma, Zheng Feei
date: 2020
pages: 10
extension: .pdf
mime: application/pdf
words: 4174
sentence: 210
flesch: 46
cache: cache/compass-1035.pdf
txt: txt/compass-1035.txt
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

summary:
  Articles Compass: Journal of Learning and Teaching, Vol 13, No 1, 2020 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.


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
pages: 5
extension: .pdf
mime: application/pdf
words: 2009
sentence: 92
flesch: 37
cache: cache/compass-944.pdf
txt: txt/compass-944.txt
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.


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
pages: 6
extension: .pdf
mime: application/pdf
words: 2885
sentence: 119
flesch: 46
cache: cache/compass-1010.pdf
txt: txt/compass-1010.txt
summary:
  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. Whilst it may be fair to argue that the approach was more likely to have flourished in creative contexts, its application reflects wider acknowledgement that business and marketing educators need to consider how work environments and work practices are https://protect-eu.mimecast.com/s/L-7TCYWGzTg0YWJTGweyG?domain=youtu.be Case Studies Compass: Journal of Learning and Teaching, Vol 13, No 1, 2020 2 foregrounding gaps in students’ work-readiness as curricula struggle to keep pace (Ye et al., 2017).


id: compass-1202
author: Hughes, Julie; Cureton, Debra; Jones, Jenni
date: 2021
pages: 12
extension: .pdf
mime: application/pdf
words: 5124
sentence: 245
flesch: 48
cache: cache/compass-1202.pdf
txt: txt/compass-1202.txt
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

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. Thomas, L., Hill, M., O’ Mahony, J. and Yorke, M. (2017) Supporting Student Success: strategies for institutional change: What Works?


id: compass-1555
author: Connor, Emma; Ai, Jingyang
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 2158
sentence: 98
flesch: 40
cache: cache/compass-1555.pdf
txt: txt/compass-1555.txt
title:
  Using drama-based approaches with Technology Enhanced Active Learning (TEAL) Classroom to enhance undergraduate students’ engagement and learning

summary:
  Zakopoulos, V., Makri, A., Ntanos, S. and Tampakis, S. (2023) ‘Drama/Theatre Performance in Education through the Use of Digital Technologies for Enhancing Students’ Sustainability Awareness: A Literature Review.’ Key words: Experiential learning, simulation games, role play, learning technology, collaborative learning, technology enhanced active learning, TEAL Technology-enhanced active learning in education Technology-enhanced/enabled active learning (TEAL) is an educational format combining technological tools, student experiences and instructional content delivered by lecturers to create an engaging, interactive learning environment (Dourmashkin, Tomasik and Rayyan, 2020).


id: compass-1551
date: 2025
pages: 18
extension: .pdf
mime: application/pdf
words: 5377
sentence: 321
flesch: 44
cache: cache/compass-1551.pdf
txt: txt/compass-1551.txt
author:
  Muchowe, Regis; Chingwaro, Lloyd; Moyo, Tafadzwa; Kwinje, Cathrine; Mavunga, Gertrude; Mubango, Hazel; Dangaiso7, Philip; Wellington Varevi

title:
  Developing a framework for an inclusive learning environment under resource constraints in State Universities in Zimbabwe.

summary:
  Participant XI The lecturer is a focal point of inclusive university learning (Bovill et al., 2016). This study supports the view that inclusive education is more likely to come about once lecturers are recognised.


id: compass-1152
author: Jeevaruban, Jason; Boden, Gemma M
title: The future of vocational higher education: the blended learning approach
date: 2021
pages: 3
extension: .pdf
mime: application/pdf
words: 1216
sentence: 56
flesch: 42
cache: cache/compass-1152.pdf
txt: txt/compass-1152.txt
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.


id: compass-1386
author: Imadojemun, Mya
date: 2023
pages: 30
extension: .pdf
mime: application/pdf
words: 9229
sentence: 657
flesch: 41
cache: cache/compass-1386.pdf
txt: txt/compass-1386.txt
title:
  It’s the colonisation of the mind: How the legacy of the British Empire has impacted the University of Greenwich.

summary:
  This research investigated the outcome of these legacies within UK universities, with a focus on the University of Greenwich. And because UK universities are neoliberal melting pots of “ethnocentrism, elitism, exclusion”; cutting out the cancer of coloniality is impossible (Moosavi, 2020, p.342; Bhambra et al., 2018; Mignolo, 2014; Connell, 2007a; Johnson and Joseph-Salisbury, 2018; Andrews, 2018).


id: compass-1618
title: Generative Artificial Intelligence and the doctoral student: procedural and ethical considerations.
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 1797
sentence: 72
flesch: 48
cache: cache/compass-1618.pdf
txt: txt/compass-1618.txt
author:
  Betteney, Mark; Yin, Bing; Kpukumu, John; Cox, Michelle; Malhi, Meena; Mulhare, Della; Olaifa, Mutiat; Duan, Xiaonan

summary:
  The thesis must be defended and no amount of GenAI use will help a student on the day of the viva. The piece identifies our diverse attitudes, anxieties, aspirations or apprehensions regarding the use of generative artificial intelligence (GenAI).


id: compass-1586
author: Cheung, Alex
title: Editor’s Introduction
date: 2025
pages: 4
extension: .pdf
mime: application/pdf
words: 1860
sentence: 49
flesch: 21
cache: cache/compass-1586.pdf
txt: txt/compass-1586.txt
summary:
  Emma Connor and Jingyang Ai, of the University of Greenwich, strongly recommend a particular combination of teaching strategies to engage higher education students: ‘technology-enhanced active learning’ (TEAL), the authors believe, with its digital tools, flexible classroom layouts and group work, goes very well with drama methods – such as role play, improvisation and simulation – to serve many valuable purposes. The overall message of this very empathetic case study is that knowledge of students as individuals with specific circumstances and needs is fundamental to nurturing them and guiding them to success in their courses and beyond.


id: compass-1072
author: Helmy, Heba Ezzeldin
date: 2020
pages: 16
extension: .pdf
mime: application/pdf
words: 6087
sentence: 305
flesch: 49
cache: cache/compass-1072.pdf
txt: txt/compass-1072.txt
title:
  Improving students’ knowledge and skills using an innovative Pecha Kucha presentation assignment in a History of Economic Thought class

summary:
  : Attitudes toward PK formative assignment uploaded on Moodle Question Response No. Percentage Average Standard deviation 1. Do you agree that the PK enhanced my group learning through learning with other students?


id: compass-1034
author: Johnson, Kevin; George, Tema
title: Supporting Inclusive Teaching Practice within a UK Further and Higher Education context.
date: 2020
pages: 41
extension: .pdf
mime: application/pdf
words: 12302
sentence: 678
flesch: 44
cache: cache/compass-1034.pdf
txt: txt/compass-1034.txt
summary:
  ● Continued promotion of student support (student feedback). ● Developing links between students, staff, and student support (Oxford Brookes, 2014).


id: compass-1466
author: Cheung, Alex
title: Editorial Team
date: 2023
pages: 1
extension: .pdf
mime: application/pdf
words: 105
sentence: 1
flesch: -28
cache: cache/compass-1466.pdf
txt: txt/compass-1466.txt
summary:
  Compass: Journal of Learning and Teaching, Vol 16, No 2, 2023 1 First published in August 2021 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editors Rachel George, University of Greenwich Angeliki Voskou, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Alex Cheung, University of Greenwich Reviewers Anna Costantino Agi Ryder Angeliki Voskou Charmaine Brown Debra Cureton Ed De Quincey Emma Kennedy Eve Rapley Hiu Fung Jimmy Lo James Wisdom Kailey Hazeldene Kerry Dobbins Laura Muncey Leanne de Main Lorraine Smith Matthew Jones Matthew Jones Nicky Garsten Peter VLACHOS Rachel George Stuart Sims Suzan Koseoglu


id: compass-1271
author: De Vita, Riccardo De Vita; Struetzel, Tania
title: Editors' Introduction for SHIFT 2021 Special Edition
date: 2021
pages: 5
extension: .pdf
mime: application/pdf
words: 2012
sentence: 83
flesch: 42
cache: cache/compass-1271.pdf
txt: txt/compass-1271.txt
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 content of such blogs is expected to become a learning resource for future students, also generating continuity across different cohorts.


id: compass-1424
author: George, Rachel
title: Volume 16, Issue 1, Spring Editorial Summary
date: 2023
pages: 5
extension: .pdf
mime: application/pdf
words: 2302
sentence: 67
flesch: 31
cache: cache/compass-1424.pdf
txt: txt/compass-1424.txt
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.


id: compass-1425
author: Brown, Peter
title: Editorial Team
date: 2023
pages: 1
extension: .pdf
mime: application/pdf
words: 70
sentence: 1
flesch: 4
cache: cache/compass-1425.pdf
txt: txt/compass-1425.txt
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


id: compass-1572
author: Gheorghiu, Natalia
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 2000
sentence: 91
flesch: 47
cache: cache/compass-1572.pdf
txt: txt/compass-1572.txt
title:
  A Navigating the Praxis of Case Discussion Groups: A Critical Perspective on Experiential Learning in Counselling Training

summary:
  Inspired by the praxis model within pedagogy and intent on improving student learning, I investigated how best to use critical reflection, dialogue and tempo to mitigate potential cognitive and emotional overload. Galley 18_1_1572 Gheorghiou Opinion Piece Compass: Journal of Learning and Teaching, Vol 18, No 1, 2025 8 Navigating the praxis of case discussion groups: a critical perspective on experiential learning in counselling training Natalia Gheorghiu Institute for Lifecourse Development, Centre for Mental health


id: compass-1516
author: Cheung, Alex
title: Editorial Team 17.1
date: 2024
pages: 1
extension: .pdf
mime: application/pdf
words: 100
sentence: 1
flesch: -27
cache: cache/compass-1516.pdf
txt: txt/compass-1516.txt
summary:
  Compass: Journal of Learning and Teaching, Vol 17, No 1, 2024 1 First published in August 2021 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editors Rachel George, University of Greenwich Angeliki Voskou, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Alex Cheung, University of Greenwich Reviewers Angeliki Voskou Dawn Reilly Ed De Quincey Elena Papadaki Emma Kennedy Eve Rapley Hiu Fung Jimmy Lo Kerry Dobbins Lorraine Smith Matthew Jones Michael Day Muhammad Osman Rachel George Rahesh Ram Sharada Wasti Stuart Sims Silvia Colaiacomo Sue Force Suzan Koseoglu Gillian Lazar


id: compass-1498
author: Tiwari, Ritika; Bolarinwa, Obasanjo Afolabi; Bolarinwa, Obasanjo Afolabi
title: Exploring the impact of street play as a powerful pedagogical tool in public health programs
date: 2024
pages: 10
extension: .pdf
mime: application/pdf
words: 3664
sentence: 179
flesch: 44
cache: cache/compass-1498.pdf
txt: txt/compass-1498.txt
summary:
  In addition to the benefits for the cohort of public health students, there were implications for the wider student community. Galley 17_1_1498_Tiwari_Bolarinwa Case Study Compass: Journal of Learning and Teaching, Vol 17, No 1, 2024 6 Exploring the impact of street play as a powerful pedagogical tool in public health programmes Ritika Tiwari Business and Health Studies, Public Health, York St John University, London, United Kingdom Obasanjo Afolabi Bolarinwa Business and Health Studies, Public Health, York St John University Department of Demography and Population Studies, University of Witwatersrand, Johannesburg, South Africa


id: compass-1553
author: Spinks, Jenny; Mundair, Jules
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 1635
sentence: 76
flesch: 48
cache: cache/compass-1553.pdf
txt: txt/compass-1553.txt
title:
  Transition: Developing a sense of belonging amongst University of Greenwich students using NextLevel

summary:
  NextLevel Live practice NextLevel Live supports peer-to-peer connections, enabling interactions with other students not studying on their courses. As well as focusing on study skills, students in NextLevel Live engage in informal conversations with one another and, when students open up about their learning experiences, we have found that other students begin supporting each other, sometimes with evident humour, too.


id: compass-1517
author: Cheung, Alex
title: Editor's Introduction
date: 2024
pages: 4
extension: .pdf
mime: application/pdf
words: 1839
sentence: 54
flesch: 31
cache: cache/compass-1517.pdf
txt: txt/compass-1517.txt
summary:
  The sample in this survey was diverse, but student responses were often very similar, regardless of demographic characteristics. In consequence, the authors identify a need for further research – such as how paid work and ethnicity relate to academic skills – and emphasise the importance of student support.


id: compass-1563
author: Bruno, Alex
title: Classroom Safety for Student Sex Workers: A Case Study at the University of Greenwich
date: 2025
pages: 10
extension: .pdf
mime: application/pdf
words: 3927
sentence: 194
flesch: 38
cache: cache/compass-1563.pdf
txt: txt/compass-1563.txt
summary:
  Defining student sex work Sex work is broadly defined as the transaction of sexual services, performances or goods for material compensation (Weitzer, 2010), encompassing a range of activities with varying levels of intimacy and organisational roles. Pilot study A pilot study conducted at the University of Greenwich used a quantitative approach to investigate how student sex work is perceived and addressed within academic settings, focusing on interactions between staff and students.


id: compass-852
author: Jones, Peter
title: Reasons to be different: a ‘post-1992’ perspective
date: 2018
pages: 3
extension: .pdf
mime: application/pdf
words: 1286
sentence: 63
flesch: 25
cache: cache/compass-852.pdf
txt: txt/compass-852.txt
summary:
  The IARS International Institute, which works with disadvantaged young people, and where a former student has recently progressed from internship to permanent employment, prompted “I’d love to work for an organisation like that!” 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.


id: compass-1373
author: Jones, Bethan; Brady, Stephanie
title: Completing a Ph.D. – Does it have to be a Lonely Existence?
date: 2023
pages: 4
extension: .pdf
mime: application/pdf
words: 1501
sentence: 71
flesch: 42
cache: cache/compass-1373.pdf
txt: txt/compass-1373.txt
summary:
  Opinion Pieces Compass: Journal of Learning and Teaching, Vol 16, No 1, 2023 9 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.


id: compass-1469
author: Quan, Lianfeng; Reilly, Dawn
date: 2024
pages: 9
extension: .pdf
mime: application/pdf
words: 3771
sentence: 172
flesch: 39
cache: cache/compass-1469.pdf
txt: txt/compass-1469.txt
title:
  Mastering the transition: induction activities for Chinese students to facilitate adaption to the UK learning environment

summary:
  The goal of this induction is to familiarise CDE students with the United Kingdom (UK) learning environment to counter the academic culture shock which international students can experience. This immediate engagement with student-centred learning jumpstarts independent study skills, collaboration and friendships among CDE students.


id: compass-1186
date: 2021
pages: 10
extension: .pdf
mime: application/pdf
words: 4331
sentence: 194
flesch: 36
cache: cache/compass-1186.pdf
txt: txt/compass-1186.txt
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

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.


id: compass-1611
author: Page, Nigel
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 1500
sentence: 72
flesch: 23
cache: cache/compass-1611.pdf
txt: txt/compass-1611.txt
title:
  Simulating Innovation: Using SimVenture Validate to Develop Innovation Literacy in Bioscience Enterprise

summary:
  The inclusion of a dedicated sustainability block further encouraged consideration of the benefits of sustainability, an increasingly vital aspect of bioscience innovation. Visual thumbnail examples of some of the customisable resources that can be created, exported and shared from Validate Technology Review Compass: Journal of Learning and Teaching, Vol 18, No 1, 2025 169 Wishlist for future development While Validate excels as a strategic tool, it currently lacks explicit support for scientific and technical dimensions fundamental to bioscience innovation.


id: compass-1182
author: Bartlett, Debbie; Sims, Deborah
title: Assessment strategies and employability in the environmental and engineering sectors
date: 2021
pages: 15
extension: .pdf
mime: application/pdf
words: 6776
sentence: 264
flesch: 39
cache: cache/compass-1182.pdf
txt: txt/compass-1182.txt
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.


id: compass-1435
author: Stripe, Katie; Simpson-Bergel, Erin
title: (Re)defining learning design: a framework fit for the twenty-first century
date: 2023
pages: 16
extension: .pdf
mime: application/pdf
words: 6484
sentence: 305
flesch: 44
cache: cache/compass-1435.pdf
txt: txt/compass-1435.txt
summary:
  The problem A major issue in discussing learning design is a lack of consistency in the profession: ‘learning designer’, ‘instructional designer’, ‘academic developer’ and ‘learning technologist’ are just some of the terms used to describe those working in the area. Learning design has been described as “the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations” (Wagner, 2011, p.34) in order to facilitate learning, a definition which further suggests that the field is very process-driven.


id: compass-1220
author: Gao, Xiaowen
date: 2021
pages: 8
extension: .pdf
mime: application/pdf
words: 3391
sentence: 156
flesch: 43
cache: cache/compass-1220.pdf
txt: txt/compass-1220.txt
title:
  Engaging students in online learning: technology-integrated distance learning for Chinese students at partner institutions in China

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. Second, although the integrated approach increased student engagement in large groups for synchronous learning, it didn’t create opportunities for asynchronous group learning.


id: compass-1185
author: Farrant, Catherine; Marinciu, Raluca; Reilly, Dawn; Warren, Liz
title: Supporting students with resits to build self-efficacy
date: 2021
pages: 12
extension: .pdf
mime: application/pdf
words: 6271
sentence: 266
flesch: 52
cache: cache/compass-1185.pdf
txt: txt/compass-1185.txt
summary:
  Furthermore, the data collected from students related to their experience of resit support in the previous academic year. In our study, fifteen students participated in a one-to-one interview to speak about their experiences of resit support on their programmes.


id: compass-1467
author: Cheung, Alex
title: Volume 16, Issue 2, Summer Editorial Summary
date: 2023
pages: 4
extension: .pdf
mime: application/pdf
words: 2075
sentence: 53
flesch: 26
cache: cache/compass-1467.pdf
txt: txt/compass-1467.txt
summary:
  The paper offers the options , none of which will be without institutional cost, but, to balance the increased social responsibility they would shoulder, universities should (and this is the authors’ preference) consider a mutually beneficial collaboration with their communities, offering expertise, research, knowledge-exchange and practical help to local community groups as well as a pool of student volunteers (of particular value to students themselves) in exchange for student access to community cafés, social supermarkets and community meals. Mya Imadojemun, University of Greenwich, is the author of a piece of research – into how the legacy of the British Empire has affected the University of Greenwich – that used semi- structured interviews with some of this institution’s staff and students.


id: compass-1587
author: Murekian, Octavio; Phairor, Klairoong; Sudarshan, Surabil
title: Balancing the Scales: A Reflection on Technical and Meta-Skills in Marketing Education
date: 2025
pages: 4
extension: .pdf
mime: application/pdf
words: 1799
sentence: 88
flesch: 41
cache: cache/compass-1587.pdf
txt: txt/compass-1587.txt
summary:
  While technical skills like data analytics and digital tools are essential, meta-skills such as creativity, adaptability and problem-solving remain crucial in a rapidly evolving industry. Keywords: meta-skills, business pedagogy, technical skills Why meta-skills matter in marketing Over the years in marketing, we have observed students become proficient in technical skills – learning Tableau, mastering Google Analytics, optimising search-engine rankings: they produce dashboards, run programmatic ads and build digital strategies with remarkable technical competence.


id: compass-1438
author: Caulker, Ewomazino
title: Reducing disruptive noise in lecture halls by connecting with our students
date: 2023
pages: 8
extension: .pdf
mime: application/pdf
words: 2565
sentence: 139
flesch: 29
cache: cache/compass-1438.pdf
txt: txt/compass-1438.txt
summary:
  It argues that creating a predictable, safe, and empathic environment, in which students are encouraged to express themselves and engage actively, can play a key role in supporting positive behaviours and reducing disruptive noise. When students are unsure how to participate in the session and uncertain about their role in the lecture theatre or when they feel disconnected from their lecturers, a probable consequence is disruptive noise, with inevitably deleterious effects on peers and teaching staff.


id: compass-1406
author: Harrison, Oliver; Monahan, Martin
title: Freehand drawing – a learning and teaching perspective
date: 2023
pages: 23
extension: .pdf
mime: application/pdf
words: 7264
sentence: 375
flesch: 48
cache: cache/compass-1406.pdf
txt: txt/compass-1406.txt
summary:
  Similarly, there is little attention to how its use may contribute to a more dialectical understanding of ‘teaching’ (i.e., how freehand drawings can help the teaching of certain material) and ‘learning’ (i.e., how freehand drawing can help an understanding of that material). Key words: freehand drawing, visual learning, learning styles, teaching social and political theory 1.


id: compass-1389
author: Gibson, Poppy Frances
title: Combining words and drawings, the better to understand students’ lived experiences
date: 2023
pages: 14
extension: .pdf
mime: application/pdf
words: 2960
sentence: 137
flesch: 50
cache: cache/compass-1389.pdf
txt: txt/compass-1389.txt
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


id: compass-1643
author: Cheung, Alex
title: Editor’s Introduction
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 3208
sentence: 88
flesch: 28
cache: cache/compass-1643.pdf
txt: txt/compass-1643.txt
summary:
  This author offers a range of personal strategies that he has found to be influential in developing rapport, improving relationships and making students feel included and respected. He accepts that some teachers may find it difficult to devote time and effort to such ways of making students welcome and offers alternative, simpler, ways of moving towards a more personal interaction.


id: compass-1439
author: Dolecka, Magdalena; Khan, Noor U; Sivagurunathan, Vanee; Kelly, Alison Faith; Mulrooney, Hilda Mary
title: Student and staff expectations of university life - a pilot study.
date: 2024
pages: 16
extension: .pdf
mime: application/pdf
words: 6803
sentence: 376
flesch: 39
cache: cache/compass-1439.pdf
txt: txt/compass-1439.txt
summary:
  Moores, E., Birdi, G.K. and Higson, H.E. (2019) ‘Determinants of university students’ attendance.’ In January 2023, the Office for National Statistics identified that 92% of higher education students reported that their cost of living had increased and that 49% felt they had financial difficulties, despite the government’s freezing tuition fees for two years and providing additional hardship funds (ONS, 2023; Department for Education, 2023).


id: compass-1153
author: Madonia, Giuseppina
title: Making a compulsory course compelling
date: 2022
pages: 8
extension: .pdf
mime: application/pdf
words: 3324
sentence: 157
flesch: 48
cache: cache/compass-1153.pdf
txt: txt/compass-1153.txt
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.


id: compass-1548
author: Gingrich, Oliver; Flynn, Ryan; Watkins, Julie
title: Fostering independent animation learners through an inclusive, scaffolded pedagogy
date: 2025
pages: 14
extension: .pdf
mime: application/pdf
words: 4652
sentence: 248
flesch: 45
cache: cache/compass-1548.pdf
txt: txt/compass-1548.txt
summary:
  At level 5, we then prepare BA Animation students directly for dissertation writing. This has led to significant positive results, specifically among our global majority students, as BA Animation students outperformed other programmes last year.


id: compass-1241
author: Kristandl, Gerhard
date: 2021
pages: 16
extension: .pdf
mime: application/pdf
words: 5774
sentence: 251
flesch: 59
cache: cache/compass-1241.pdf
txt: txt/compass-1241.txt
title:
  “All the world’s a stage” – the Open Broadcaster Software (OBS) as enabling technology to overcome restrictions in online teaching

summary:
  ‘Exploring the potential of role play in higher education: development of a typology and teacher guidelines.’ Table A2: OBS screen components and their purpose Case Studies Compass: Journal of Learning and Teaching, Vol 14, No 2, 2021 12


id: compass-1529
author: Lehtonen, Aura; Pillay, Renginee
title: Resistances to Anti-Racist and Decolonial Work in HE: Reflections on Discomfort
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 1867
sentence: 85
flesch: 46
cache: cache/compass-1529.pdf
txt: txt/compass-1529.txt
summary:
  Keywords: anecdotes, anti-racist pedagogies, decolonisation, embodiment, safe spaces Introduction While United Kingdom higher education (HE) institutions and staff are increasingly engaged in projects on inclusive pedagogies, decolonising the curriculum, addressing awarding differentials etc. – at the same time resistance to this kind of work is common, whether by colleagues or students. In this opinion piece, we reflect (borrowing from other scholars’ development and use of “anecdotal theory”) on examples of resistance that we have encountered as academics conducting research on anti-racist pedagogies and decolonising HE.


id: compass-1602
author: Nwosu, Chiamaka
title: From Passive to Active Learning: Enhancing Statistics Education with KitaaSTAT
date: 2025
pages: 6
extension: .pdf
mime: application/pdf
words: 1741
sentence: 90
flesch: 47
cache: cache/compass-1602.pdf
txt: txt/compass-1602.txt
summary:
  Abstract Many challenges affecting statistics instruction stem from the choice of statistical software, as many of the software programs used for teaching statistics were originally designed for proficient users to conduct advanced analyses (Abbasnasab Sardareh, 2021). As most statistics courses emphasise proficiency in statistical software and often require students to master coding syntax within a limited timeframe, learners may experience statistical anxiety.


id: compass-1276
author: Reilly, Dawn; Leopold, Katherine
title: 'Next slide, please': developing students' digital literacy and online collaboration skillsets
date: 2022
pages: 7
extension: .pdf
mime: application/pdf
words: 3115
sentence: 145
flesch: 39
cache: cache/compass-1276.pdf
txt: txt/compass-1276.txt
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.


id: compass-1362
author: George, Rachel
title: Volume 15, Issue 2, Summer Editorial Summary
date: 2022
pages: 3
extension: .pdf
mime: application/pdf
words: 1505
sentence: 39
flesch: 27
cache: cache/compass-1362.pdf
txt: txt/compass-1362.txt
summary:
  In a very informative case study, the authors, Anusha Pappu and Alistair Bogaars, compare student outcomes (across a range of parameters) for similar business school groups co-taught and taught by a single person, is based on a mixed-method approach. 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.


id: compass-855
author: Sorrentino, Miriam
title: The STEPS course: Support through Tutoring, Employability and Professional Skills.
date: 2018
pages: 10
extension: .pdf
mime: application/pdf
words: 4356
sentence: 234
flesch: 54
cache: cache/compass-855.pdf
txt: txt/compass-855.txt
summary:
  Johnston, V. (1997) 'Why do first year students fail to progress to their second year? Keywords: personal tutor, academic tutors, student support, retention, social life.


id: compass-1367
author: Bhandari, Renu
date: 2023
pages: 15
extension: .pdf
mime: application/pdf
words: 4208
sentence: 261
flesch: 54
cache: cache/compass-1367.pdf
txt: txt/compass-1367.txt
title:
  Supporting the wellbeing of associate lecturers at the Open University through a creative arts intervention

summary:
  1. enhance wellbeing and reduce isolation of Access ALs by providing an opportunity for online creative expression. Key words: creative arts, higher education, wellbeing, online spaces, inclusive, connectedness 1.


id: compass-1380
author: Yassim, Mazia
title: A Postgraduate Marketing Programme’s Journey Towards Internationalisation
date: 2023
pages: 14
extension: .pdf
mime: application/pdf
words: 4503
sentence: 230
flesch: 40
cache: cache/compass-1380.pdf
txt: txt/compass-1380.txt
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).


id: compass-1585
author: Cheung, Alex
title: Editorial Team 17.2
date: 2025
pages: 1
extension: .pdf
mime: application/pdf
words: 100
sentence: 2
flesch: 24
cache: cache/compass-1585.pdf
txt: txt/compass-1585.txt
summary:
  Compass: Journal of Learning and Teaching, Vol 17, No 2, 2025 1 First published in August 2021 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editors Rachel George, University of Greenwich Angeliki Voskou, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Alex Cheung, University of Greenwich Reviewers Ada Lee Amanda Wilkinson Angeliki Voskou Denise Angela Miller Emma Kennedy Gillian Diane Lazar Hiu Fung Jimmy Lo James Wisdom Julie Mundair Kerry Dobbins Matthew Jones Michael Day Michael I Okereke Muhammad Osman Oindrila Dutta Jenny Spinks Rachel George Stuart Sims Peter Vlachos


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
pages: 19
extension: .pdf
mime: application/pdf
words: 5901
sentence: 248
flesch: 44
cache: cache/compass-1232.pdf
txt: txt/compass-1232.txt
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).


id: compass-1612
author: Phairor, Klairoong Hawa; Murekian, Octavio
title: Sim City: Marketing Edition: Where Strategy Meets Reflection
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 2018
sentence: 111
flesch: 45
cache: cache/compass-1612.pdf
txt: txt/compass-1612.txt
summary:
  I see marketing simulation games as part of a bigger conversation in educational theory. Marketing simulation games encourage students to move beyond short- term results, balancing experimentation with reflection on the sustainability of their decisions.


id: compass-1492
author: Day, Michael James
date: 2024
pages: 17
extension: .pdf
mime: application/pdf
words: 8028
sentence: 336
flesch: 41
cache: cache/compass-1492.pdf
txt: txt/compass-1492.txt
title:
  Reimagining Library Learning Spaces, or Risking Digital Piracy in Universities: Students Views on Spatial Boundaries, Time, and Self-Study Modalities in the Post-Digital Era of AI

summary:
  The issue thus becomes how, where, and why students engage with digital libraries that are illegal, rather than rely on their universities. Limiting the time spent doing research and information retrieval was a common theme with regard to digital repositories: students were very aware of the benefits of digital libraries and ebooks without such barriers as pay walling.


id: compass-1418
author: Iqbal, Nabeel
title: Teaching introductory economics: an interdisciplinary approach
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 2357
sentence: 136
flesch: 41
cache: cache/compass-1418.pdf
txt: txt/compass-1418.txt
summary:
  Before entering higher education (HE), economics students will typically have gained a foundation of knowledge in mathematical and scientific concepts. These examples are suitable for introductory economics classrooms in which students gain a foundation of basic scientific and mathematical concepts.


id: compass-1631
author: Mohamadi, Fatemeh
title: Hard-to-Reach Students, or Hard-to-Reach Lecturers? A Personal Reflection
date: 2025
pages: 5
extension: .pdf
mime: application/pdf
words: 1952
sentence: 108
flesch: 46
cache: cache/compass-1631.pdf
txt: txt/compass-1631.txt
summary:
  ISBN: 0415908086 Kahu, E.R. and Nelson, K. (2018) ‘Student engagement in the educational interface: If teaching excellence is measured primarily by outputs, such as National Student Survey (NSS) or Postgraduate Taught Experience Survey (PTES) scores or publication metrics, we risk overlooking the human-centred practices that truly transform student experiences.


id: compass-1532
author: McClure, Colin Derek; Michael, Laura
title: Knowing your SDGs: Using peer-led assessment to support authentic learning in sustainability
date: 2025
pages: 16
extension: .pdf
mime: application/pdf
words: 5309
sentence: 236
flesch: 51
cache: cache/compass-1532.pdf
txt: txt/compass-1532.txt
summary:
  Procedure Both cohorts were required to present a poster of their projects (in small groups for SBS students; individually for SNBE) and show an appreciation and understanding of the SDGs in their work (appendix 1). SBS students showed an appreciation of considering perspectives on the SDGs from another discipline: “made you consider other aspects, like the impact on people” (SBS Student 3); “makes you think about other topics and the wider impact...look at the bigger picture” (SBS Student 1).


id: compass-1496
author: Currant, Neil; Bunting, Liz; Hill, Vikki; Salines, Emily
title: Rethinking assessment? Research into the affective impact of higher education grading
date: 2024
pages: 19
extension: .pdf
mime: application/pdf
words: 7820
sentence: 427
flesch: 52
cache: cache/compass-1496.pdf
txt: txt/compass-1496.txt
summary:
  Though these are important measures of mitigating some of the emotional aspects we have discussed in this paper, there remains the challenge of fully addressing the affective dimensions inherent in graded assessment. Kohn, Stommel and other ungrading advocates would argue that not using grades is a far better solution so that feedback practices can fully focus on student learning.


id: compass-1357
author: Connolly, Steve; Wicks, Karen
date: 2023
pages: 22
extension: .pdf
mime: application/pdf
words: 7325
sentence: 306
flesch: 48
cache: cache/compass-1357.pdf
txt: txt/compass-1357.txt
title:
  Part-time higher education students’ interactions with a virtual learning environment as an exploration of theories of connectivism

summary:
  Figure 4 shows both students’ use – and staff perceptions of student use – of different elements of the VLE. Staff perceptions of student use mirrored these findings.


id: compass-1354
author: Evans, Thomas Rhys
title: Open Scholarship and Decolonisation in Higher Education
date: 2023
pages: 9
extension: .pdf
mime: application/pdf
words: 2990
sentence: 172
flesch: 39
cache: cache/compass-1354.pdf
txt: txt/compass-1354.txt
summary:
  Open scholarship practices are considered predominantly (but not exclusively) positive in helping overcome the precarity faced by minoritised researchers when negotiating power, championing their voice, and democratising knowledge generation and dissemination (Fox et al., 2021; Pownall et al., 2021). Other similar assumptions are made within open scholarship practices: for example, that sharing datafiles without associated codebooks, data dictionaries or metadata is sufficient for transparency (Buchanan et al., 2021).


id: compass-1547
author: Gibson, Poppy
date: 2025
pages: 10
extension: .pdf
mime: application/pdf
words: 3691
sentence: 149
flesch: 46
cache: cache/compass-1547.pdf
txt: txt/compass-1547.txt
title:
  Students’ self-reported barriers to success: an Interpretative Phenomenological Analysis of students on an undergraduate Primary Education Studies degree in London

summary:
  Statistics show that, even before the COVID-19 pandemic, university students were flagged as a ‘vulnerable group’ for mental health disorders, with reports that one in five students suffered impaired mental health (Kohls et al., 2023). Córdova Olivera, P., Gasser Gordillo, P., Naranjo Mejía, H., La Fuente Taborga, I., Grajeda Chacón, A. and Sanjinés Unzueta, A. (2023) ‘Academic stress as a predictor of mental health in university students.’


id: compass-1436
author: Parkin, John
title: Enhancing student understanding through playful learning using Playmobil pro
date: 2023
pages: 10
extension: .pdf
mime: application/pdf
words: 3724
sentence: 212
flesch: 49
cache: cache/compass-1436.pdf
txt: txt/compass-1436.txt
summary:
  Methods used are the analysis of Playmobil pro representations and exit tickets completed by participants. Like the notion that the richness of LSP creations comes both from what they represent and from subsequent discussions (McClusker, 2014), Playmobil pro representations had the power to facilitate rich conversations among participants.


id: compass-1610
author: Zhou, Xue; Fang, Lei; Schofield, Lilian
title: Assessing AI Literacy among Academic Staff: Insights from a Higher Education Survey
date: 2025
pages: 22
extension: .pdf
mime: application/pdf
words: 8222
sentence: 412
flesch: 42
cache: cache/compass-1610.pdf
txt: txt/compass-1610.txt
summary:
  The paper begins with a literature review of the benefits and challenges of AI adoption in HE, including staff AI literacy and TPACK. It evaluates familiarity with AI concepts and confidence in using AI tools in teaching and practice, defining AI concepts as the capabilities, usage and applications of AI tools across various fields.


id: compass-1378
author: Yan, Lili; Reilly, Dawn
title: Building working relationships with peers: an induction activity for students
date: 2023
pages: 8
extension: .pdf
mime: application/pdf
words: 2884
sentence: 133
flesch: 53
cache: cache/compass-1378.pdf
txt: txt/compass-1378.txt
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.


id: compass-1368
author: Jeavons, Charlotte; Moreno Leguizamon, Carlos; Cole, Linda
date: 2024
pages: 17
extension: .pdf
mime: application/pdf
words: 7419
sentence: 369
flesch: 45
cache: cache/compass-1368.pdf
txt: txt/compass-1368.txt
title:
  Exploring Learning experiences of Black Asian and Minority Ethnic (BAME) students in a Public Health Undergraduate Degree.

summary:
  This exploratory study used qualitative interviews to investigate student experiences from a critical intercultural perspective. Case Study Compass: Journal of Learning and Teaching, Vol 17, No 1, 2024 9 To address differential outcomes, it is essential to understand student experiences in relation to their intersectional background(s) rather than ethnicity alone, as many awarding-gap projects currently do.


id: compass-1428
author: Peng, Sheng-Hsiang Lance
title: Exploring humour within the PhD experience: a first-hand reflection
date: 2023
pages: 6
extension: .pdf
mime: application/pdf
words: 2172
sentence: 126
flesch: 46
cache: cache/compass-1428.pdf
txt: txt/compass-1428.txt
summary:
  and ‘What changes can be made within this context to improve the mental wellbeing of PhD students?’ Dr Lanckman tweeted: ‘PhD students:


id: compass-1541
author: Weinel, Jon
title: Students want more authentic activity and less research-led teaching
date: 2025
pages: 4
extension: .pdf
mime: application/pdf
words: 1763
sentence: 85
flesch: 51
cache: cache/compass-1541.pdf
txt: txt/compass-1541.txt
summary:
  In this opinion piece I argue that the principle of authentic activity is an essential foundation for enhancing student experience and employability in video games development and, in many cases, should be prioritised over the more pervasive principle held in higher education of ‘research-led teaching’, which many universities prioritise (Marshall, 2015, p.30). Through a discussion of five specific strategies used for enhancing authentic activity on a games development degree programme, the author argues that authentic activity may, in some situations, be a more appropriate guiding principle for designing teaching activities than research-led teaching.


id: compass-1392
author: Cabral, Ana; Fuller, Steph
title: Key factors for designing and delivering an effective asynchronous professional learning experience
date: 2023
pages: 27
extension: .pdf
mime: application/pdf
words: 8508
sentence: 371
flesch: 40
cache: cache/compass-1392.pdf
txt: txt/compass-1392.txt
summary:
  We discuss the results of our study in terms of the effectiveness of this range of factors, considering the specific context of our module; we raise relevant questions about the issues and dilemmas involved in designing and delivering asynchronous learning courses when participants have a dual role as both learners and teachers. This debate within the literature highlights the close interconnection of the different factors at play in the effectiveness of asynchronous learning experiences.


id: compass-1561
author: Colaiacomo, Silvia; Ai, Jingyang; Catalina, Nicoleta
date: 2025
pages: 13
extension: .pdf
mime: application/pdf
words: 4778
sentence: 219
flesch: 42
cache: cache/compass-1561.pdf
txt: txt/compass-1561.txt
title:
  Co-creating ‘Map My Assessment’: a strategic tool for programme assessment planning and student success

summary:
  Consequently, this study serves as an exploratory example, highlighting potential benefits of co-construction for student development rather than offering definitive evidence of broader employability impact. Working together in this way builds relationships that enhance student learning, retention, and graduate outcomes (Bovill and Woolmer, 2019; Crawford, 2012).


id: compass-1642
author: Cheung, Alex
title: Editorial Team 18.1
date: 2025
pages: 1
extension: .pdf
mime: application/pdf
words: 102
sentence: 4
flesch: 44
cache: cache/compass-1642.pdf
txt: txt/compass-1642.txt
summary:
  Editorial Team 18.1 Compass: Journal of Learning and Teaching, Vol 18, No 1, 2025 1 First published in August 2021 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editors Rachel George, University of Greenwich Angeliki Voskou, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Alex Cheung, University of Greenwich Reviewers Ada Lee Angeliki Voskou Dawn Reilly Ed de Quincey Emma Kennedy Eve Rapley Hiu Fung Jimmy Lo Jenny Spinks Jingyang Ai Matthew Jones Michael Day


id: compass-1588
author: Mohale, Ntshimane Elphas; Suliman, Zuleika
date: 2025
pages: 29
extension: .pdf
mime: application/pdf
words: 9773
sentence: 562
flesch: 43
cache: cache/compass-1588.pdf
txt: txt/compass-1588.txt
title:
  The Influence of Generative AI and Its Impact on Critical Cognitive Engagement In an Open Access, Distance Learning University.

summary:
  Such initiatives should address the risks of GenAI content while equipping students to use GenAI tools ethically, ensuring they complement, rather than replace, authentic learning. Many students turn to GenAI tools for assistance with assignments and examinations, in order to cope with these demands, (Hoernig, 2024; Sevnarayan and Potter; 2024).


id: compass-1413
author: van der Sluis, Hendrik; Tausch-Nebel, Lasse
date: 2023
pages: 16
extension: .pdf
mime: application/pdf
words: 4767
sentence: 254
flesch: 36
cache: cache/compass-1413.pdf
txt: txt/compass-1413.txt
title:
  “You can concentrate better on the topics and invest more time in it”: A case study evaluating the impact of immersive scheduling on students

summary:
  Literature reviews have shown that, in comparison to semester-length modules, immersive scheduling results in either the same or better learning outcomes (Burton and Nesbit, 2008; Daniel, 2000; Davies, 2006). Case Studies Compass: Journal of Learning and Teaching, Vol 16, No 2, 2023 47 “You can concentrate better on the topics and invest more time in it”: A case study evaluating the impact of immersive scheduling on students Hendrik van der Sluis, Lasse Tausch-Nebel Flensburg University of Applied Sciences Abstract This case study explores the influence of immersive scheduling or block teaching introduced in the first semester to two cohorts of the first-year undergraduate Business Administration (BBA) programme at the Flensburg University of Applied Sciences in North Germany.


id: compass-1539
author: Ali, Nazim; Aynsley, Sarah
title: Using Artificial Intelligence to support students’ active learning
date: 2025
pages: 9
extension: .pdf
mime: application/pdf
words: 3040
sentence: 149
flesch: 47
cache: cache/compass-1539.pdf
txt: txt/compass-1539.txt
summary:
  We have previously shown this prompt structure to be effective in guiding GenAI models to provide feedback that is aligned with curriculum objectives, offering both accuracy in assessment and constructive feedback to support student learning (Ali and Aynsley, 2024).. The necessity of supporting students to be active learners warrants the development and integration of active learning approaches within curricula.


id: compass-1617
author: Flannery, Lauren
title: Pausing to Be Human in the Neoliberal University: Relational Pedagogy and the Politics of Presence
date: 2025
pages: 7
extension: .pdf
mime: application/pdf
words: 2123
sentence: 119
flesch: 43
cache: cache/compass-1617.pdf
txt: txt/compass-1617.txt
summary:
  Keywords: relational pedagogy, connection, higher education, presence, affect Introduction In higher education (HE) today, the relentless pace of work and the emphasis on metrics, outputs and performance leave little room for simply being, for pausing, feeling and connecting as human beings. It provides a framework for reimagining educational spaces as sites of human connection and mutual presence, where learning is shaped as much by how we relate as by what we teach.


id: compass-1608
author: Dogru-Dastan, Humeyra; Mare, Zivai
date: 2025
pages: 13
extension: .pdf
mime: application/pdf
words: 5097
sentence: 264
flesch: 50
cache: cache/compass-1608.pdf
txt: txt/compass-1608.txt
title:
  Student insights into Gen-AI Use in writing academic essays in higher education: motives, benefits and challenges: Motives, benefits, and challenges 

summary:
  This study provides insights into key areas on which academic institutions can focus to make AI tools more valuable in assessments, where their application is now inevitable. Much existing research has focused on acceptance of AI or on ethical concerns, such as the risk of plagiarism, and has focused less on understanding the extent to which AI tools affect assessment learning outcomes for students, with a discernible gap in the literature in this regard (Chan and Hu, 2023).


id: compass-1538
author: Fitton, Triona
date: 2025
pages: 10
extension: .pdf
mime: application/pdf
words: 4214
sentence: 180
flesch: 51
cache: cache/compass-1538.pdf
txt: txt/compass-1538.txt
title:
  Learning to 'Write Right': Examining the impact of targeted interventions upon students experiencing intersectional disadvantage

summary:
  Cynically, it could be argued that students with borderline grade averages represent the ‘low-hanging fruit’ in tackling DAGs, but the fact that a large proportion of BAME students had also entered university with a BTEC (n=26) meant that this group’s members were far Case Study Compass: Journal of Learning and Teaching, Vol 17, No 2, 2025 43 more likely not to attain a 2:1, owing to the intersectional inequities facing them. This can be compared to an improvement of only 2.8 for BAME BTEC students who did not attend any session.


id: compass-1607
author: Brownhill, Simon Peter
title: Hello! Goodbye! : Sharing salutations and valedictions with students in the university classroom
date: 2025
pages: 8
extension: .pdf
mime: application/pdf
words: 2588
sentence: 155
flesch: 56
cache: cache/compass-1607.pdf
txt: txt/compass-1607.txt
summary:
  My varied practice in education as an early years-primary school teacher/international trainer/academic (current) confirms my belief that respect and communication (as per the above) can be stimulated by sharing salutations and valedictions (S&V) with university students at all levels and in a variety of HE classrooms1. Sharing salutations and valedictions with students in the university classroom Simon Brownhill University of Bristol Abstract


id: compass-1414
author: Cathey, Christie; Needy, Lydia; Hoogland, Charles
title: The Midterm Wrapper: Quasi-Experimental Evidence of an Effective Performance Intervention
date: 2023
pages: 18
extension: .pdf
mime: application/pdf
words: 7112
sentence: 283
flesch: 52
cache: cache/compass-1414.pdf
txt: txt/compass-1414.txt
summary:
  Results of numerous studies have pointed to the effectiveness of exam wrappers at improving student performance on subsequent exams in a variety of academic disciplines (Craig et al., 2016; It takes very little time and effort on the part of the student or instructor, but, as our results show, it leads to impressive improvements in student performance.


id: compass-1372
author: Pattacini, Laurence; Beard, Hannah
title: Learning to learn: pathway to practice
date: 2023
pages: 24
extension: .pdf
mime: application/pdf
words: 6830
sentence: 370
flesch: 40
cache: cache/compass-1372.pdf
txt: txt/compass-1372.txt
summary:
  Higgins, R., Hartley, P. and Skelton, A. (2002) ‘The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning.’ ‘Learning styles of design students and the relationship of academic performance and gender in design education.’


id: compass-1574
author: van der Sluis, Hendrik
date: 2025
pages: 23
extension: .pdf
mime: application/pdf
words: 8129
sentence: 403
flesch: 43
cache: cache/compass-1574.pdf
txt: txt/compass-1574.txt
title:
  Visual Narratives in Higher Education: A Scoping Review of Comic, Manga, Graphic Novels and Cartoons as Educational Tools

summary:
  Articles included in the review Research Article Compass: Journal of Learning and Teaching, Vol 18, No 1, 2025 95 Rationale for using comics: engagement, communication and broadened perspectives Comics have been used primarily for two related purposes: (1) to communicate academic content in an engaging and accessible way, thereby activating, broadening, and deepening students’ understanding and thinking; and (2) to challenge students’ perspectives, address misconceptions, and promote active learning through reflection and dialogue. Tools for creating and distributing educational comics


