item: #1 of 392
          id: compass-10
      author: Cobo, Adriana
       title: The Parrot Brief: A drawing guide for first-year architecture students
        date: 2012
       words: 1857
      flesch: 52
     summary: Tutorial time is never sufficient, particularly when it comes to teaching drawing, so the guide is intended to contribute additional tutorial time for observational drawing and is to be used freely by students. New students need to be taught how to represent what they see.
    keywords: drawing; guide; students; teaching
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        item: #2 of 392
          id: compass-100
      author: Smith, Karen
       title: Editorial Team
        date: 2013
       words: 113
      flesch: -65
     summary: Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 7, 2013 Managing Editor Karen Smith, Educational Development Unit Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, School of Education Wendy Cealey Harrison, Learning and Quality Unit Ian McNay, School of Education Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, School of Engineering Sarah Crofts, Information and Library Services Paul Dennison, Educational Development Unit Edward Phillips, School of Humanities & Social Sciences Lynne Jump, School of Health & Social Care Ed de Quincey, School of Computing & Mathematical Sciences Malcolm Ryan, School of Education Nola Stair, Business School James Wisdom, Higher Education Consultant and Editor of the SEDA series
    keywords: school
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        item: #3 of 392
          id: compass-1002
      author: Colaiacomo, Silvia
       title: The Digital Classroom Project at the University of Kent
        date: 2020
       words: 1773
      flesch: 35
     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.
    keywords: education; learning; project; rooms; teaching
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        item: #4 of 392
          id: compass-1008
      author: Nishioka, hiromi
       title: Software Review: Meetup
        date: 2020
       words: 2292
      flesch: 45
     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.
    keywords: language; learners; learning; meetup
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        item: #5 of 392
          id: compass-101
      author: Smith, Karen
       title: Editors' Introduction
        date: 2013
       words: 806
      flesch: 52
     summary:  Julie Laxton (University of Leeds), Paul Dagg, Janet Hargreaves, Duane Laverick, and Carrie Mitchell (University of Huddersfield) provide a Case Study that describes a collaborative project between staff and students to develop a freely available self-assessment tool to rate students’ preparedness to enter professional practice. The intervention had a positive impact on student learning.
    keywords: conference; learning; university
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        item: #6 of 392
          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
       words: 2885
      flesch: 46
     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).
    keywords: exhibition; learning; lecturer; marketing; promotion; students; teaching; video
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        item: #7 of 392
          id: compass-1013
      author: Nishioka, hiromi
       title: Learning languages and culture using HiNative
        date: 2020
       words: 3007
      flesch: 47
     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).
    keywords: hinative; language; learners; learning; questions
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        item: #8 of 392
          id: compass-1015
      author: Keyms, Gillian
       title: Editorial Team
        date: 2019
       words: 203
      flesch: -18
     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.
    keywords: greenwich; university
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        item: #9 of 392
          id: compass-1022
      author: Bhandari, Renu
       title: A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice
        date: 2020
       words: 5329
      flesch: 41
     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.
    keywords: business; classroom; education; learners; learning; lecturers; online; session; students; teaching
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        item: #10 of 392
          id: compass-1024
      author: Walker, Simon
       title: Editorial
        date: 2019
       words: 2831
      flesch: 37
     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.
    keywords: attainment; gap; institution; learning; staff; students; university
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        item: #11 of 392
          id: compass-1025
      author: McDuff, Nona
       title: Preface
        date: 2019
       words: 817
      flesch: 43
     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.
    keywords: attainment; gap; students
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        item: #12 of 392
          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
       words: 5314
      flesch: 40
     summary: Staff actions in partnership with students are designed primarily to have a positive impact on the experience and outcomes of BAME students, but the research evidence suggests that favourable effects will accrue for all students. 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.
    keywords: attainment; bame; gap; ichc; learning; students; studies; table; teaching; ucl
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        item: #13 of 392
          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
       words: 1809
      flesch: 49
     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.
    keywords: academics; authors; conference; impostor; teaching
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        item: #14 of 392
          id: compass-1034
      author: Johnson, Kevin; George, Tema
       title: Supporting Inclusive Teaching Practice within a UK Further and Higher Education context.
        date: 2020
       words: 12302
      flesch: 44
     summary: ● Continued promotion of student support (student feedback). ● Developing links between students, staff, and student support (Oxford Brookes, 2014).
    keywords: articles; audio; compass; education; feedback; group; journal; learning; ravensbourne; staff; students; support; teaching; university; use; vol; written
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        item: #15 of 392
          id: compass-1035
      author: Ma, Zheng Feei
       title: Role play as a teaching method to improve student learning experience of a bachelor degree programme in a transnational context: an action research study
        date: 2020
       words: 4174
      flesch: 46
     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.
    keywords: education; journal; learning; play; role; role play; students; teaching
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        item: #16 of 392
          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
       words: 3677
      flesch: 35
     summary: Thematic analysis of student responses to these questions reveal that students had a clear view about how enterprise skills provide them with self-awareness, enhance their study skills and make them more future-ready to support their studies (figure 8). Sufficient disciplinary Case Studies Compass: Journal of Learning and Teaching, Vol 13, No 2, 2020 6 knowledge and understanding, that are also transferable into different learning contexts, are therefore key to supporting contemporary student enterprise learning.
    keywords: enterprise; figure; future; learning; session; skills; students; workshop
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        item: #17 of 392
          id: compass-1040
      author: Ghannam, Rami; Ahmad, Wasim
       title: Teaching teamwork to transnational students in engineering and technology
        date: 2020
       words: 5854
      flesch: 42
     summary: According to the literature, there are three main approaches for the formation of student teams: self-selection, random assignment and teacher assignment (Bacon et al., 1999). We therefore aimed to investigate the impact of a similar exercise on Chinese engineering students.
    keywords: compass; course; education; engineering; figure; journal; learning; skills; students; teaching; team; vol
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        item: #18 of 392
          id: compass-1050
      author: Leopold, Katherine; Reilly, Dawn
       title: Creating a pathway to employability in a Business School: developing professional practice through collaboration
        date: 2020
       words: 2400
      flesch: 42
     summary: The Office for Students (2018: 3) states the following: We want to ensure that students leave their courses with the knowledge, qualifications, skills and attributes that are required by employers, both now and into the future … Case Studies Compass: Journal of Learning and Teaching, Vol 13, No 1, 2020 2 Within an IS degree programme, opportunities to work in teams and to discuss ideas with their peers, thereby increasing students’ ‘soft’ employability skills, can be restricted. To create a pathway to employability, we have used a collaboration between a module leader and a Business School employability consultant to support second year students.
    keywords: employability; module; skills; students
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        item: #19 of 392
          id: compass-1051
      author: Mogaji, Emmanuel
       title: Could there be an alternative to Undergraduate Marketing Students’ Dissertation?
        date: 2020
       words: 2222
      flesch: 39
     summary: This piece offers a short and hopefully thought-provoking reflection upon UK student dissertations and support for undergraduate marketing students (Mogaji, 2019a); it raises questions about alternative methods for supporting undergraduate marketing students with their dissertations and acknowledges the challenges that undergraduates face; it identifies key issues that have given rise to questions about the dissertation process and provides alternatives for consideration by tutors and academic staff supporting their students; it also presents the potential advantages and limitations of adopting these alternative methods. 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).
    keywords: dissertation; research; students; topic
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        item: #20 of 392
          id: compass-1055
      author: Meredith, Richard Edward
       title: Thematic analysis of individual feedback: Improving cohort feedforward
        date: 2020
       words: 2559
      flesch: 45
     summary: Potential conceptual framework from transformative learning Having been unfrozen (Lewin, 1943) from my frame of reference of a marking process, what new frame pertaining to student learning activities might I change to? It contributes common factors, hitherto hidden in student assessment data in Turnitin’s global writing technology.
    keywords: activity; assessment; data; learning; student; teaching; theory
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        item: #21 of 392
          id: compass-1057
      author: Gao, Xiaowen
       title: Proposing a cross-cultural peer support programme to enhance Chinese direct entry students’ academic performance and learning experience
        date: 2020
       words: 1143
      flesch: 33
     summary: Chinese students often exclude themselves from other student groups owing to weak language skills. A cross-cultural PAL could build a bridge between Chinese students and students from different cultures to the benefit of all, academically and culturally.
    keywords: learning; peer; students
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        item: #22 of 392
          id: compass-1061
      author: Kumarasamy, Krishnamoorthy; Kalimuthu, Kalaivani; Narayanansamy, Mahalecumy
       title: Perceptions on Blended Learning in Higher Education among Academics and Learners in SEGI College Penang, Malaysia
        date: 2020
       words: 5294
      flesch: 26
     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,
    keywords: academics; april; journal; learners; learning; online; perceptions; students; study; teaching
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        item: #23 of 392
          id: compass-1062
      author: Robson, Robert
       title: Lecturer passion: a pre-requisite for inspirational teaching
        date: 2020
       words: 942
      flesch: 45
     summary: A lecturer’s passion for teaching does not in itself equate to inspirational teaching delivery, but it is, arguably, the key driver for change. 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).
    keywords: lecturers; passion; teaching
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        item: #24 of 392
          id: compass-1072
      author: Helmy, Heba Ezzeldin
       title: Improving students’ knowledge and skills using an innovative Pecha Kucha presentation assignment in a History of Economic Thought class
        date: 2020
       words: 6087
      flesch: 49
     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?
    keywords: assessment; assignment; disagree; journal; learning; pks; skills; students; teaching; thought
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        item: #25 of 392
          id: compass-1073
      author: Reilly, Dawn; Luo, Jing; Sun, Wenxian Hetty; Warren, Elizabeth
       title: Extended programmes: widening participation by narrowing content
        date: 2020
       words: 1313
      flesch: 49
     summary: Students achieve academic skills and familiarisation with the University’s support services and systems via a new extended project module, which exposes students – under the guidance of their personal tutor during timetabled project classes – to an academic research opportunity in their chosen discipline. In term two, the department with the highest number of extended students provided four weeks of taught sessions to its students on a programme-specific topic.
    keywords: programmes; students; year
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        item: #26 of 392
          id: compass-108
      author: Lewis, Jesmond
       title: A narrative approach to considering the role of the lecturer in developing autonomy in final year undergraduates
        date: 2014
       words: 2149
      flesch: 57
     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.
    keywords: course; forces; graduate; market; students
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        item: #27 of 392
          id: compass-1080
      author: Sabourin, Brandon M.
       title: Using Mindomo to Engage Students in Higher-Order Thinking
        date: 2020
       words: 2461
      flesch: 48
     summary: Keywords: Bloom’s Taxonomy, concept map, online collaboration, pedagogical design Introduction A concept map is a multimodal document created to represent the relationships between connected ideas. Traditionally created using analog materials, several digital applications have been designed for – or could be repurposed to allow – concept maps to be created digitally.
    keywords: concept; learning; map; mapping; maps; mindomo
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        item: #28 of 392
          id: compass-109
      author: Stoneham, Ray; Essop, Aliyah
       title: Supervision Tracking: Improving the student and staff experience for projects and dissertations
        date: 2014
       words: 1519
      flesch: 42
     summary: It is planned to integrate this further with a student learning analytics system (JISC, 2013; de Quincey and Stoneham, 2013) to give the ‘big picture’ of student engagement, with the aim of improving student retention and achievement. Case Studies Compass: Journal of Learning and Teaching, Vol 5, No 9, 2014 Supervision Tracking: Improving the student and staff experience for projects and dissertations Dr Ray Stoneham and Aliyah Essop University of Greenwich Communication between students and their supervisors in an academic environment has evolved from face-to-face meetings in college rooms to multi-faceted interaction using a range of increasingly complex digital tools (e.g. email, messaging, video, social media, cloud storage).
    keywords: learning; students; supervision; system
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        item: #29 of 392
          id: compass-1090
      author: Keyms, Gillian
       title: Editorial Team - title page
        date: 2020
       words: 182
      flesch: -130
     summary: Compass: Journal of Learning and Teaching, Vol 13, No 1, 2020 First published in February 2020 by: Greenwich Learning & Teaching University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Danielle Tran, Greenwich Learning & Teaching, University of Greenwich Guest Editors Liz Warren, Director of Teaching & Learning, Business Faculty, University of Greenwich Denise Hawkes, Head of Department - International Business and Economics, University of Greenwich Guest Co-editors Dawn Reilly, Gerhard Kristandl, Tesfa Mehari, Sara Gorgoni, Business Faculty, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Greenwich Learning & Teaching, University of Greenwich Editorial Board Paul Breen, University of Westminster Louise Hewitt, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Dawn Reilly, University of Greenwich Clare Rossato, University of Greenwich Danielle Tran, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Reviewers Timos Almpanis, University of Kingston Lucy Ansley, De Montfort University Monica Fernandes, Brunel University London Rachel George, University of Greenwich Man Fung LO, The Hong Kong Polytechnic University Harriet Lowe, University of Greenwich
    keywords: greenwich; university
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        item: #30 of 392
          id: compass-1091
      author: Zhou, Xue; Wolstencroft, Peter; Orim, Stella-Maris Izegbua
       title: Please don’t put your phones away: the application of learning technology in UK Higher Education, presenting a Framework for Implementation
        date: 2020
       words: 7358
      flesch: 51
     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.
    keywords: classroom; digital; education; journal; learning; lecturers; questions; students; teaching; technology; use
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        item: #31 of 392
          id: compass-1092
      author: Warren, Liz; Reilly, Dawn
       title: Editors' Introduction
        date: 2020
       words: 491
      flesch: 45
     summary: There are also submissions from those external to the event who want to share either their practice within Business Education or how we can learn from approaches in other disciplines, for example Breen, and Krastev; Compton, Jackson and Bruce. The foundation of Business Education is the same as every other discipline within education.
    keywords: business
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        item: #32 of 392
          id: compass-11
      author: Crofts, Sarah
       title: Teaching information skills for legal method
        date: 2012
       words: 2140
      flesch: 55
     summary: Most students use search engines such as Google where any type of search will produce results; the library databases to which we have access require a structured approach and it can be quite challenging explaining the significance of this to students (see ‘Challenges and problems’). Although many students do not appear to have the skills to evaluate the sources retrieved from Google, it is perhaps understandable that they prefer the Google interface to many library databases and catalogues.
    keywords: information; library; seminar; students
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        item: #33 of 392
          id: compass-110
      author: Rebbeck, Geoff
       title: A complete Greenwich degree in a personal learning space
        date: 2014
       words: 2683
      flesch: 42
     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.
    keywords: content; degree; learning; portfolio; space
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        item: #34 of 392
          id: compass-1107
      author: Olsen, Dennis A
       title: The impact of camera angles in learning videos on the perception of teaching excellence and emotional connectedness of students in the creative industries
        date: 2021
       words: 4740
      flesch: 47
     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).
    keywords: april; camera; content; learning; level; perception; presenter; students; teaching; videos
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        item: #35 of 392
          id: compass-1114
      author: Detyna, Michael; Dommett, Eleanor J.
       title: An investigation into in-lecture digital tools for engagement: a feasibility study
        date: 2021
       words: 7887
      flesch: 53
     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.’
    keywords: journal; learning; lectures; november; research; staff; students; teaching; technologies; technology; use; video; vol
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        item: #36 of 392
          id: compass-1115
      author: Smith, Susan Virginia; Pickford, Ruth; Priestley, Janice; Sellers, Rebecca
       title: Developing the Inclusive Course Design Tool: a tool to support staff reflection on their inclusive practice
        date: 2021
       words: 6115
      flesch: 31
     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.
    keywords: academic; april; course; design; education; groups; journal; learning; practice; questions; students; teaching; tool
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        item: #37 of 392
          id: compass-1119
      author: Herdan, Agnieszka; Neri, Lorenzo; Russo, Antonella; Warren, Elizabeth
       title: A blended learning approach towards reducing the written communication gap: the role of Self-Regulated Learning dimensions
        date: 2021
       words: 7208
      flesch: 49
     summary: The data also supports the conclusion by Love and Fry (2006), in their analysis of accounting students, that students consider this learning strategy to be a value-adding exercise in their learning journey. Learning strategies suggest the need for developing student skills in planning, creation of ideas, self-evaluation, self-monitoring and reflection.
    keywords: accounting; approach; education; journal; learning; self; skills; srl; students; study; teaching; writing
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        item: #38 of 392
          id: compass-112
      author: Simmonds, Tatiana; Gent, Darrenlloyd; Stoneham, Ray
       title: Effective/Cost-effective Screencasting
        date: 2014
       words: 3191
      flesch: 51
     summary: To make screencasting effective, a range of approaches was used: lectures delivered online before the timetabled lecture slot (a ‘flipped classroom’); screencast snippets to show how to perform specific technical tasks (screencast tutorials for practical sessions); live recordings of lectures. 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.
    keywords: course; learning; lecture; recording; screencasting; screencasts; students
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        item: #39 of 392
          id: compass-1121
      author: Bartlett, Debbie
       title: Case study: Using a codesign process as an opportunity and to increase assessment literacy and integrate the Sustainable Development Goals into learning and teaching.
        date: 2021
       words: 3750
      flesch: 37
     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.
    keywords: assessment; development; education; environmental; feedback; learning; sdgs; students; teaching
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        item: #40 of 392
          id: compass-1123
      author: McCabe, Rachel
       title: Cinematic Reproduction as Multimodal Composition in First-Year Composition
        date: 2021
       words: 5842
      flesch: 50
     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.
    keywords: assignment; composition; film; group; learning; production; scene; students; teaching; writing
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        item: #41 of 392
          id: compass-1127
      author: Keyms, Gillian
       title: Editorial team 13, 2
        date: 2020
       words: 145
      flesch: -15
     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
    keywords: greenwich
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        item: #42 of 392
          id: compass-113
      author: de Burca, Sancha
       title: Design Students Blogging: A Case Study of Identity and Convenience
        date: 2014
       words: 3324
      flesch: 55
     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.
    keywords: blogging; blogs; case; design; students; use; work
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        item: #43 of 392
          id: compass-1135
      author: George, Rachel; Yang, Yang
       title: Editors' Introduction 13, 2
        date: 2020
       words: 1958
      flesch: 34
     summary: The authors were able to define from their study Editors’ Introduction Compass: Journal of Learning and Teaching, Vol 13, No 2, 2020 2 some key elements for successful blended learning: appropriate teacher skills from proper training; provision of suitable resources; raising of student awareness of both the approach and the expectations; training for students in the use of digital tools; opportunities for teacher-student consultation; and, very significantly, teacher enthusiasm. Though this workshop, now embedded in the curriculum, was designed for bioscience students, the authors believe it to be readily transferable to other disciplines and recommend it as one means of engaging students in enterprise education.
    keywords: language; learning; students; teaching; technology; university
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        item: #44 of 392
          id: compass-1138
      author: Yassim, Mazia
       title: Defining Social Change as Social Action: HE's Role in Addressing Social Change
        date: 2021
       words: 1602
      flesch: 47
     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.
    keywords: change; education; journal; justice; students
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        item: #45 of 392
          id: compass-114
      author: Daniels, Gabriela
       title: Learning videos - do they work?
        date: 2014
       words: 4713
      flesch: 47
     summary: An additional benefit of using instructional videos of processes rather than book illustrations was identified as the potential of the videos to show more clearly the development of a product from 2D to 3D. Academic staff also expressed the need to produce additional resources linked to videos to enhance constructivist learning, such as machine-threading diagrams and a glossary of terms (particularly helpful to international students). In summary, the reusability value of instructional videos was confirmed amongst different staff groups, referring mainly to informal, learner-led situations.
    keywords: design; journal; learning; students; teaching; use; videos; view
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        item: #46 of 392
          id: compass-1141
      author: Boodia-Canoo, Nandini
       title: Learning Theories in the context of teaching Law
        date: 2021
       words: 3037
      flesch: 51
     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).
    keywords: approach; law; learning; students; teaching; theory
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        item: #47 of 392
          id: compass-1146
      author: Stenke, Katarina
       title: Learning how to read? the value of lectures in the context of HE English Literature
        date: 2021
       words: 5081
      flesch: 50
     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.
    keywords: english; isbn; learning; lectures; literature; reading; students; teaching; university
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        item: #48 of 392
          id: compass-115
      author: McNeill, Elaine; Peacock, Lesley
       title: The Development and Evaluation of Employability within the Fashion Curriculum: A Case Study
        date: 2014
       words: 4499
      flesch: 44
     summary: Assessment Portfolios A systematic body of student work relating to the students’ professional practice activities and accomplishments. Fashion students are mainly responsible for obtaining and securing their own placements.
    keywords: development; employability; fashion; industry; learning; module; practice; skills; students; work
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        item: #49 of 392
          id: compass-1152
      author: Jeevaruban, Jason; Boden, Gemma M
       title: The future of vocational higher education: the blended learning approach
        date: 2021
       words: 1216
      flesch: 42
     summary: I, along with many other vocational healthcare students, experienced a sense of anxiety on my return to clinical placement, following the transition to online learning at the beginning of the pandemic (Hickman, 2020). While online learning is composed of pre-prepared materials for students to work on at their own pace, as well as content delivered through live streaming platforms, blended learning adds vital elements of face-to-face teaching in seminars and practical sessions on campus.
    keywords: education; learning; online
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        item: #50 of 392
          id: compass-1153
      author: Madonia, Giuseppina
       title: Making a compulsory course compelling
        date: 2022
       words: 3324
      flesch: 48
     summary: Keywords: higher education, student-centred approach to learning, student partnership, student experience. As my group was part of a larger group of PPD students, I am not able to report specifically on their end-of-module feedback.
    keywords: case; group; learning; partnership; students; teaching
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        item: #51 of 392
          id: compass-1155
      author: Hurford, Donna; Read, Andrew
       title: Realising the inclusive potential of online teaching and learning for marginalised students
        date: 2021
       words: 1348
      flesch: 29
     summary: Opinion Pieces Compass: Journal of Learning and Teaching, Vol 14, No 1, 2021 1 Realising the inclusive potential of online teaching and learning for marginalised students Donna Hurford1, Andrew Read2 University of Southern Denmark1, London South Bank University, UK2 Online teaching and learning can certainly contribute to inclusive and accessible teaching and learning.
    keywords: learning; students; teaching; universities
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        item: #52 of 392
          id: compass-116
      author: Fee, Ken
       title: Teaching a Master of Professional Practice in Games Development A case study of the ‘MProf’ in Games Development at the University of Abertay Dundee
        date: 2014
       words: 4652
      flesch: 43
     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.
    keywords: development; games; industry; practice; professional; students; teaching; team; work
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        item: #53 of 392
          id: compass-117
      author: Shackleford-Cesare, Karen
       title: Identifying Factors that Influence the Uptake and Use of Moodle by Academics in three Arts Departments at Roehampton University
        date: 2014
       words: 9330
      flesch: 52
     summary: Confidence in the prevailing assumption that ICT and e-learning technologies would by default lead to a radical adaptation or ‘disruption’ of teaching practice was implicit in this drive (Blin and Munro, 2008; Bush and Mott, 2009; 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).
    keywords: academics; education; journal; learning; moodle; online; practice; respondents; students; support; teaching; technologies; technology; tools; use; vol
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        item: #54 of 392
          id: compass-1175
      author: Gibson, Poppy Frances; Morgan, Robert; Sinclair, Andrew; Hartiss, Rachael; Kosek, Agnieszka; Clark, Ashley
       title: The power of a partnership approach: the tripartite relationship between academics, academic skills staff and students
        date: 2021
       words: 2222
      flesch: 42
     summary: Views from academic skills staff on why this partnership works The benefits of embedding academic skills in subject programmes have been acknowledged for some time (Wingate and Andon, 2011; Wingat et al., 2006). Each of us responds favourably to trust: tutors addressing a student’s academic needs with academic skills development will place their trust in her; a student will trust his tutors to help him improve his academic performance; tutors show trust in the efficacy of academic skills as part of teaching programmes.
    keywords: learning; skills; staff; students; teaching
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        item: #55 of 392
          id: compass-1177
      author: Gilmour, Alison
       title: Let’s talk about webcams, and a pedagogy of kindness
        date: 2021
       words: 2059
      flesch: 35
     summary: Keywords: webcams; pedagogy of kindness; online learning; compassion; inclusion The context of COVID-19 has seen many higher education teachers embrace synchronous online teaching via various web-conferencing platforms, but this practice has been accompanied by discussion about – possibly even an “obsession” (Bali, 2020) with – the setting of expectations for student use of webcams and rules and policies associated with deploying web camera technology. Active engagement does not depend on having your camera on and, in fact, it ought to be supported in a range of ways, all valued equally; also, development of student digital literacies should be scaffolded.
    keywords: learning; pedagogy; students; use; webcam
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        item: #56 of 392
          id: compass-1178
      author: Aynsley, Sarah; Ball, Valerie; Berry, Jonathan; Hancock, Angela; Harrison, Rebecca; Maddock, Katie; Morris, Andrew; Pooler, Alison; Procter, Patricia; Crawford, Russell
       title: Pedagogic development of a gamified approach to enhancing engagement in interprofessional education
        date: 2022
       words: 3743
      flesch: 35
     summary: Rationale for the approach to IPE at Keele University Our prior experience and formal evaluation of the IPE programme at Keele University have demonstrated that healthcare students sometimes lack interest in in the IPE philosophy and highlighted that some students might fail, at this point in their training, to see how IPE is linked to their courses. From the evidence in the literature about the benefits of linked learning, collaboration between the health professions early in student development can lead to improved patient outcomes.
    keywords: education; game; gamification; ipe; learning; november; professional; roles; students
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        item: #57 of 392
          id: compass-1182
      author: Bartlett, Debbie; Sims, Deborah
       title: Assessment strategies and employability in the environmental and engineering sectors
        date: 2021
       words: 6776
      flesch: 39
     summary: Perceptions of assessment tasks that demonstrated transferable skills, particularly communication, tended to contrast with the view voiced by Martini (2019) that students do not always recognise the importance of transferable skills, such as communication. It may be that the value of assessment tasks becomes apparent only when these are used in the workplace.
    keywords: assessment; employers; environmental; feedback; graduates; learning; management; question; responses; skills; students; teaching
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        item: #58 of 392
          id: compass-1184
      author: Yang, Yang; George, Rachel
       title: Editors' Introduction 14, 1.
        date: 2021
       words: 2410
      flesch: 21
     summary: The detailed findings of this research paint a very positive picture of the impact of the approach on students’ written communication skills as well as on student engagement and confidence, for such a method appears to promote a sense of personal responsibility for learning and a degree of autonomy; students also have control over their pace of study. Dennis A Olsen, of the University at West London, conducts an interesting exploration into and evaluation of the application of ‘talking-head’ videos as a pedagogical tool in the online delivery of material to undergraduate students following subject courses in the creative industries.
    keywords: course; learning; paper; students; teaching; university
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        item: #59 of 392
          id: compass-1185
      author: Farrant, Catherine; Marinciu, Raluca; Reilly, Dawn; Warren, Liz
       title: Supporting students with resits to build self-efficacy
        date: 2021
       words: 6271
      flesch: 52
     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.
    keywords: efficacy; exam; learning; period; resit; self; students; support; teaching
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        item: #60 of 392
          id: compass-1186
      author: Magaji, Adewale; Cabral, Ana; Lambirth, Andrew; McDonald, Roger; Brett, Ashley; Philpott, Christopher
       title: Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders
        date: 2021
       words: 4331
      flesch: 36
     summary: The purpose of this case study is to highlight the steps involved in carrying out action research and any challenges that teachers may encounter in this learning process. This led to the development of an innovative model for the facilitation of action research and collaboration between the university team and participants.
    keywords: action; development; learning; model; participants; research; teachers; teaching; university
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        item: #61 of 392
          id: compass-119
      author: Kiernan, Mary; Kazimoglu, Cagin; Bacon, Liz; Mackinnon, Lachlan
       title: Developing an Educational Game to support Cognitive Learning
        date: 2014
       words: 2730
      flesch: 49
     summary: Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts? Table 1 shows a set of game activities and describes how students can develop their skills in CT through game-play and, more specifically, through playing Program Your Robot.
    keywords: game; learning; programming; students; thinking
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        item: #62 of 392
          id: compass-12
      author: Dennison, Paul
       title: Reflective practice: The enduring influence of Kolb’s Experiential Learning Theory
        date: 2012
       words: 2445
      flesch: 52
     summary: Conclusions David Kolb’s Experiential Learning Theory survives as a powerful influence in business and management, despite years of criticism and, among other things, is still the most commonly cited source justifying the use of reflective practice. 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.
    keywords: development; elt; kolb; learning; practice; reflective
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        item: #63 of 392
          id: compass-120
      author: Kiernan, Mary
       title: The Challenges of using disruptive technologies/innovations in a cyber-landscape
        date: 2015
       words: 2254
      flesch: 54
     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.
    keywords: course; learning; mooc; online; socialisation; students
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        item: #64 of 392
          id: compass-1202
      author: Hughes, Julie; Cureton, Debra; Jones, Jenni
       title: ‘I'll play the game, but I cannot stay’ : The role of third space professionals in encouraging the retention, success and sense of belonging of undergraduate students
        date: 2021
       words: 5124
      flesch: 48
     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?
    keywords: acs; case; education; journal; learning; role; students; support; teaching; university; vol
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        item: #65 of 392
          id: compass-1203
      author: Dobbins, Kerry; Adams, Neil F; Bishop, Ellen; Ismayilli, Mehman; Papadopoulou, Martha; Phillips, Megan L; Tauchner, Nadine; van Wessem, Elizabeth; Watkins, Joe
       title: The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project
        date: 2021
       words: 7466
      flesch: 46
     summary: As indicated previously, there is emerging evidence of peer observation practices (in a variety of formal and informal ways) being used to support GTA development. 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.
    keywords: experience; gtas; journal; learning; observation; observer; peer; process; project; teaching
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        item: #66 of 392
          id: compass-1205
      author: Gao, Xiaowen
       title: Engaging students affectively to stimulate social presence in online learning
        date: 2021
       words: 1386
      flesch: 40
     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.
    keywords: learning; online; students
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        item: #67 of 392
          id: compass-1206
      author: Gibson, Poppy Frances; Bale, Amber
       title: The body healing phenomenon: learning, teaching and living through a pandemic
        date: 2021
       words: 1620
      flesch: 50
     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.
    keywords: body; february; healing; journal; mind
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        item: #68 of 392
          id: compass-121
      author: Crofts, Sarah
       title: Editor's Introduction
        date: 2013
       words: 878
      flesch: 44
     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.
    keywords: articles; issue; research; students
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        item: #69 of 392
          id: compass-1213
      author: Farrant, Catherine Anne; Tybura, Julia; Rafe, Melanie; Ackon, Nelly; Schmidt, Marie-Christin; Chantaboury, Amonlath
       title: “A brain to pick, an ear to listen and a push in the right direction” (John C. Crosby)
        date: 2021
       words: 2003
      flesch: 48
     summary: Conference reflections Compass: Journal of Learning and Teaching, Vol 14, No 3, 2021 2 Pedagogy and design We provided student mentors with a two-hour training workshop, predicated on research by Gray et al. (2016) which encourages ‘active listening’ and ‘powerful questioning’. As the theme of the conference was co-creation with students, we asked student mentors to reflect on their mentoring experience and present this at the conference.
    keywords: journal; learning; mentoring; mentors; support
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        item: #70 of 392
          id: compass-1216
      author: Correia, Nuno N.
       title: Co-organising hackathons with students: opportunities and best practices
        date: 2021
       words: 2459
      flesch: 46
     summary: Regarding the limitations (identified from student feedback) of the hackathons conducted, we highlight the lack of adequate prior information about the difficulty level and the tools involved. Meeting other students and “the freebies” were also mentioned as positive factors, as was the friendliness of the organisers.
    keywords: attention; computing; feedback; hackathons; participants; students
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        item: #71 of 392
          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
       words: 4592
      flesch: 49
     summary: As it is an open online resource, students new to the programme can engage with these blog posts before they officially embark upon it, and the blog posts can help support online induction activities to reassure new students and help them feel part of a broader community. The publication can also help support new students in understanding assessment processes at the beginning of the course unit.
    keywords: assessment; course; health; learning; platform; students; writing
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        item: #72 of 392
          id: compass-1218
      author: Hewitt, Louise; Owusu-Kwarteng, Louise
       title: Autobiographical accounts of students working on the Innocence Project London (IPL): students telling their story about how working on the IPL affected their lives
        date: 2021
       words: 1690
      flesch: 48
     summary: Student voices The project was devised to give students the opportunity not only to record their individual stories but also to weave into them the stories of the IPL clients who inspire them (Cotterill and Letherby, 1993). 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.
    keywords: innocence; ipl; stories; students
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        item: #73 of 392
          id: compass-1219
      author: Abu, Lija; Chipfuwamiti, Craig; Costea, Adrian-Mihai; Kelly, Alison Faith; Major, Krisztina; Mulrooney, Hilda Mary
       title: Staff and student perspectives of online teaching and learning; implications for belonging and engagement at university – a qualitative exploration
        date: 2021
       words: 7764
      flesch: 31
     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.
    keywords: belonging; education; journal; june; learning; level; online; relationships; sense; staff; students; teaching; university; vol
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        item: #74 of 392
          id: compass-1220
      author: Gao, Xiaowen
       title: Engaging students in online learning: technology-integrated distance learning for Chinese students at partner institutions in China
        date: 2021
       words: 3391
      flesch: 43
     summary: Keywords: Online delivery, student engagement, Chinese TNE students Introduction Over the past two decades, learner-centred active learning has taken precedence over traditional lecturer-centred lecturing as the preferred pedagogy. Second, although the integrated approach increased student engagement in large groups for synchronous learning, it didn’t create opportunities for asynchronous group learning.
    keywords: group; learning; online; questions; students; teaching
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        item: #75 of 392
          id: compass-1221
      author: Kofler, Helen
       title: Employability themes for economic recovery
        date: 2021
       words: 1975
      flesch: 28
     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.
    keywords: conference; delegates; february; skills; working
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        item: #76 of 392
          id: compass-1223
      author: Cross, Iain David; Congreve, Alina
       title: The climate emergency in higher education: working together to meet the challenge of student activism
        date: 2021
       words: 2071
      flesch: 41
     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).
    keywords: change; climate; conference; teaching; workshop
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        item: #77 of 392
          id: compass-1224
      author: Mansi, Gemma
       title: Bridging the gap between markers’ tacit knowledge and students’ assessment literacy
        date: 2021
       words: 3873
      flesch: 42
     summary: Keywords: tacit knowledge, student feedback, criteria, dialogue, assessment writing Introduction There has been significant development in assessment materials across programmes at the University of Greenwich, particularly since the introduction of a new ‘Feedback and Assessment Policy’ in 2019. Assessment-specific grading criteria, rubrics, assignment briefs and a standardised format for student feedback have all been introduced to deliver a more detailed and specific understanding of what is expected from student assignments.
    keywords: assessment; case; knowledge; staff; students; tacit; university
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        item: #78 of 392
          id: compass-123
      author: Laycock, Angela
       title: Grounding research projects in the undergraduate curriculum: assessment strategies
        date: 2013
       words: 4916
      flesch: 40
     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.
    keywords: assessment; law; learning; project; research; students; team; theory; undergraduate; university
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        item: #79 of 392
          id: compass-1230
      author: Fernandes, Monica
       title: What does decolonising the curriculum mean for STEM subjects?
        date: 2021
       words: 1316
      flesch: 29
     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?
    keywords: curriculum; stem; students; subjects
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        item: #80 of 392
          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
       words: 10893
      flesch: 42
     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.
    keywords: articles; classroom; context; education; february; journal; learners; learning; new; research; role; students; study; teaching; technologies; technology; use; vol
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        item: #81 of 392
          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
       words: 5901
      flesch: 44
     summary: Despite this, GT offers educators the ability to pre-design learning spaces specific to their audience, to communicate effortlessly between entire spaces and small groups and to provide tailored support to students and/or student groups as they progress through the activities in a DL synchronous environment. These elements included those relating to communicating with others (both educators and student peers), the use of interactive materials, the ability to move within the space and the aesthetics of the platform (figure 3, A-C).
    keywords: case; education; educators; face; journal; learning; platform; sessions; students; teaching
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        item: #82 of 392
          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
       words: 1325
      flesch: 45
     summary: Reference list Caskurlu, S., Richardson, J.C., Maeda, Y. and Kozan, K. (2021) 'The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis.' There's more than meets the eye with engaging students in online learning.
    keywords: learning; online; students
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        item: #83 of 392
          id: compass-1239
      author: Getti, Giulia Tullia Marianna; Harris, Sarah; Alexandru, Ioana-Cristina; Boulas, Raphaelle; Brempong, Louise; Huckstepp, Rebekah; Gandhi, Vishwa Hiteshbhai; Muntean, Diana Patricia; Pires Piedade, Ana; Tresserras Segura, Clara; Ugwuanyi, Adanonso
       title: The challenges of teaching and learning during a pandemic become an opportunity: reflections on a student and academic partnership.
        date: 2021
       words: 1745
      flesch: 48
     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.
    keywords: education; experience; learning; students; teaching
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        item: #84 of 392
          id: compass-124
      author: Keyms, Gillian
       title: Editorial Team
        date: 2013
       words: 116
      flesch: -77
     summary: Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 8, 2013 Managing Editor Karen Smith, Educational Development Unit Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, Faculty of Education & Health Wendy Cealey Harrison, Academic Quality Unit Ian McNay, Faculty of Education & Health Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, Faculty of Engineering & Science Sarah Crofts, Information and Library Services Paul Dennison, Educational Development Unit Edward Phillips, Faculty of Architecture, Computing & Humanities Lynne Jump, School of Health & Social Care Ed de Quincey, Faculty of Architecture, Computing & Humanities Malcolm Ryan, Independent Critical Friend Nola Stair, Faculty of Business James Wisdom, Higher Education Consultant and Editor of the SEDA series
    keywords: faculty
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        item: #85 of 392
          id: compass-1241
      author: Kristandl, Gerhard
       title: “All the world’s a stage” – the Open Broadcaster Software (OBS) as enabling technology to overcome restrictions in online teaching
        date: 2021
       words: 5774
      flesch: 59
     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
    keywords: cam; case; figure; journal; learning; obs; role; screen; software; students; teaching
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        item: #86 of 392
          id: compass-1249
      author: Fuller, Stephanie
       title: Building communities of practice in distance learning courses for higher education teacher development
        date: 2022
       words: 8451
      flesch: 46
     summary: While there is much literature establishing the theoretical underpinnings of online communities of practice, there remains a lack of detailed research into the practical features of successful examples of these communities and the ways in which they can be developed (Kirschner and Lai, 2007). Research has previously been undertaken into online communities of practice within teacher education (special issue of Technology, Pedagogy and Education Vol 16, Issue 2, 20071), though it has focused on compulsory education teacher training and, while there is research supporting the use of a communities of practice approach in developing HE teachers (Patton and Parker, 2017), this has not explored in detail such communities within an online or distance learning context.
    keywords: communities; community; development; distance; learning; participants; peer; practice; sense; teaching
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        item: #87 of 392
          id: compass-1254
      author: AlZadjali, Ramla
       title: Comparing approaches to feedback in the context of English language teaching in higher education
        date: 2022
       words: 1417
      flesch: 37
     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.’
    keywords: feedback; language; students
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        item: #88 of 392
          id: compass-1258
      author: Williams, Neil Anthony; Benjamin, Audrey
       title: An investigation of students' views on decolonising the science curriculum
        date: 2022
       words: 5930
      flesch: 43
     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.
    keywords: actions; compass; curriculum; decolonisation; january; journal; learning; science; students; teaching
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        item: #89 of 392
          id: compass-1261
      author: Chu, Duyen; Nguyen, Hien
       title: Recapping: effective pedagogy to ensure inclusivity and optimise learning and teaching experiences
        date: 2022
       words: 6675
      flesch: 53
     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.
    keywords: experience; journal; learning; recapping; recaps; students; study; teachers; teaching; use
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        item: #90 of 392
          id: compass-1262
      author: Keyms, Gillian
       title: Editorial Team 14, 2
        date: 2021
       words: 209
      flesch: -44
     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
    keywords: greenwich; university
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        item: #91 of 392
          id: compass-1263
      author: George, Rachel; Yang, Yang
       title: Introduction to volume 14, issue 2 of Compass, Journal of Learning & Teaching
        date: 2021
       words: 2508
      flesch: 31
     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.
    keywords: author; greenwich; learning; students; support; teaching; university
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        item: #92 of 392
          id: compass-1266
      author: Keyms, Gillian
       title: Editorial Team SHIFT 2021 Special Edition
        date: 2021
       words: 196
      flesch: -139
     summary: Compass: Journal of Learning and Teaching, Vol 14, No 3, 2021 First published in August 2021 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Guest Editor for this edition Riccardo De Vita, University of Greenwich Tania Struetzel, University of Greenwich Editors Rachel George, University of Greenwich Yang Yang, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, University of Greenwich Editorial Board Paul Breen, University of Westminster Louise Hewitt, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Dawn Reilly, University of Greenwich Clare Rossato, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Reviewers Anna Costantino, University of Greenwich Riccardo De Vita, University of Greenwich Rachel George, University of Greenwich Stefano Ghinoi, University of Greenwich Louise Hewitt, University of Greenwich Jing Luo, University of Greenwich Ade Magaji, University of Greenwich Michael Okereke, University of Greenwich Sandhiran Patchay, University of Greenwich Sterling Rauseo, University of Greenwich Nataliya Rumyantseva, University of Greenwich Martin Snowden, University of Greenwich Tania Struetzel, University of Greenwich Crystal Tsay, University of Greenwich Surinder Walia, University of Greenwich Yang Yang, University of Greenwich
    keywords: greenwich; university
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        item: #93 of 392
          id: compass-1271
      author: De Vita, Riccardo De Vita; Struetzel, Tania
       title: Editors' Introduction for SHIFT 2021 Special Edition
        date: 2021
       words: 2012
      flesch: 42
     summary: Focusing on the lessons learnt and starting to capitalise on them is important if, as the article by Greve and Tan suggests, new models to promote student engagement based on a variety of technological platforms are becoming the ‘new normal’. The content of such blogs is expected to become a learning resource for future students, also generating continuity across different cohorts.
    keywords: learning; shift2021; students; teaching
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        item: #94 of 392
          id: compass-1276
      author: Reilly, Dawn; Leopold, Katherine
       title: 'Next slide, please': developing students' digital literacy and online collaboration skillsets
        date: 2022
       words: 3115
      flesch: 39
     summary: The business school offers a range of activities to support students as they develop the skills they need to make them more employable. This case study will show how, in an online environment, we have used a technical module on the programme to give students the experience of working in virtual teams.
    keywords: digital; employability; module; online; skills; students
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        item: #95 of 392
          id: compass-1285
      author: Buttazzoni, Adrian
       title: Pedagogical approaches to support student resilience in higher-education settings: A systematic literature review
        date: 2022
       words: 9287
      flesch: 11
     summary: Efforts to improve student resilience in HE may be bolstered by programs and strategies that go beyond traditional healthcare service delivery: for instance, initiatives such as in-course pedagogical approaches which target enhancing student resilience awareness and understanding. Articles Compass: Journal of Learning and Teaching, Vol 15, No 1, 2022 1 Pedagogical approaches to support student resilience in higher-education settings: A systematic literature review Adrian Buttazzoni University of Waterloo (Waterloo, Ontario, Canada)
    keywords: approaches; articles; development; education; et al; health; journal; june; learning; methods; programs; resilience; review; strategies; stress; students; support; teaching; vol
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        item: #96 of 392
          id: compass-1293
      author: Habtay, Yehdego
       title: Development of modular and accessible teaching labs, incorporating modelling and practical experimentation
        date: 2022
       words: 3651
      flesch: 40
     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.
    keywords: case; electronics; laboratory; learning; module; power; students; work
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        item: #97 of 392
          id: compass-1294
      author: Thompson, Andrew David; Vohmann, Barbara
       title: The perceptions of undergraduate surveying students of online learning during a pandemic and their preparation as industry practitioners
        date: 2022
       words: 3613
      flesch: 47
     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).
    keywords: environment; experience; face; learning; online; students; teaching
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        item: #98 of 392
          id: compass-1299
      author: Wepener, Tiani
       title: Using Flipgrid for teaching practice: Pre-service student teachers’ reflections and lessons learnt
        date: 2022
       words: 3384
      flesch: 28
     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).
    keywords: flipgrid; learners; lesson; student; teachers; teaching; video
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        item: #99 of 392
          id: compass-13
      author: Ainley, Patrick
       title: Higher than what?
        date: 2012
       words: 2201
      flesch: 52
     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’.
    keywords: academic; education; knowledge; society; students
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        item: #100 of 392
          id: compass-1303
      author: Rapley, Eve; Talbot, Michael
       title: Making the invisible visible: Value and reward for personal tutors
        date: 2022
       words: 2184
      flesch: 40
     summary: Personal tutoring and the pandemic – legitimate academic work in the spotlight Despite those who position personal tutoring as ‘nice to have, but not really that important’ – a sideshow encouraging academic do-gooders to dish out “tea and sympathy” (McIntosh and Grey, 2017) – we would argue that, far from being peripheral, personal tutoring has never been so important. If we take seriously (as we should) the assertion that the values of personal tutoring espoused by Lochtie et al., (2018) – for example, being approachable, non-judgmental and authentic, developing rapport and listening – are key skills as well as values, then this hitherto hidden element of personal tutoring practice needs equal development and recognition.
    keywords: academic; education; learning; teaching; tutoring; work
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        item: #101 of 392
          id: compass-131
      author: Stoneham, Ray
       title: On Being Original
        date: 2015
       words: 3566
      flesch: 47
     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.
    keywords: assessment; case; learning; plagiarism; students; turnitin; university; work
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        item: #102 of 392
          id: compass-1336
      author: George, Rachel
       title: Editor's Introduction
        date: 2022
       words: 2077
      flesch: 24
     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.
    keywords: feedback; learning; students; study; teaching; university
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        item: #103 of 392
          id: compass-1337
      author: Alupei, Ciprian
       title: Editorial Team
        date: 2022
       words: 121
      flesch: -55
     summary: Compass: Journal of Learning and Teaching, Vol 15, No 1, 2022 First published in February 2022 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editors Rachel George, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Ciprian Alupei, University of Greenwich Editorial Board Paul Breen, University of Westminster Louise Hewitt, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Dawn Reilly, University of Greenwich Clare Rossato, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Reviewers Claire Rossato Debra Cureton Ed de Quincey Emma Kennedy Eve Rapley James Wisdom Kerry Dobbins Lorraine Smith Martin Snowden Monica Fernandes Rachel George Surinder Walia Yang Yang
    keywords: greenwich; university
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        item: #104 of 392
          id: compass-1339
      author: Force, Susan; Goss-Sampson, Mark; Harris, Sarah
       title: Low-stakes, VLE intensive, formative approach to maths teaching as a pedagogic strategy for improving assessment outcomes
        date: 2022
       words: 3764
      flesch: 44
     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.
    keywords: anxiety; journal; learning; maths; numeracy; quiz; skills; students; teaching
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        item: #105 of 392
          id: compass-1341
      author: Parkin, John
       title: You did what at the weekend? - A workshop to develop the digital awareness and understanding of digital footprints amongst primary education studies undergraduates
        date: 2022
       words: 4129
      flesch: 39
     summary: Phase Action 1 Ethical approval acquired by university ethics committee 2 Initial focus group to explore undergraduate understanding of digital footprints and topics to include in the workshop 3 Analysis of focus group transcript and identifying topics to develop further 4 Creation of digital footprint workshop 5 Delivery of digital footprint workshop 6 Evaluative focus group to discuss the workshop 7 Analysis of evaluative focus-group data Table 1. A workshop to develop the digital awareness and understanding of digital footprints amongst Primary Education Studies undergraduates John Parkin School of Education and Social Care, Anglia Ruskin University Peterborough, United Kingdom Abstract Digital footprints, the records left online through the use of social media such as Twitter and Instagram, are a growing concern for the future employability of undergraduates.
    keywords: case; focus; footprints; group; learning; media; online; students; workshop
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        item: #106 of 392
          id: compass-1343
      author: VLACHOS, Peter
       title: It's online, but is it learning? - A reflection on the acceleration towards digital distance learning (DDL) in mainstream higher education.
        date: 2022
       words: 2279
      flesch: 51
     summary: DDL students need a quiet, distraction-free environment. Introduction The Coronavirus pandemic (March 2020-March 2022) accelerated investment in and use of digital distance learning (DDL) in higher education (HE).
    keywords: ddl; distance; journal; july; learning; students; teaching
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        item: #107 of 392
          id: compass-1351
      author: Pappu, Anusha; Bogaars, Alistair
       title: An examination of co-teaching in an online environment
        date: 2022
       words: 4182
      flesch: 54
     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.
    keywords: case; learning; module; online; person; students; teaching
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        item: #108 of 392
          id: compass-1354
      author: Evans, Thomas Rhys
       title: Open Scholarship and Decolonisation in Higher Education
        date: 2023
       words: 2990
      flesch: 39
     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).
    keywords: decolonisation; et al; july; knowledge; scholarship; science
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        item: #109 of 392
          id: compass-1357
      author: Connolly, Steve; Wicks, Karen
       title: Part-time higher education students’ interactions with a virtual learning environment as an exploration of theories of connectivism
        date: 2023
       words: 7325
      flesch: 48
     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.
    keywords: connectivism; data; information; journal; learning; staff; students; teaching; use; vle; vol
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        item: #110 of 392
          id: compass-136
      author: Betteney, Mark
       title: Exit velocity: is there truth in the commonly-held belief that grades for undergraduate students tend to improve from Year 2 to Year 3? A case study
        date: 2015
       words: 3221
      flesch: 62
     summary: I have tried to reassure these students that, from my experience of leading Progression and Award Boards (PABs), it is the norm for student grades to accelerate (i.e. the trend is for Year 3 grades to be better than those in Year 2, in spite of the increase in academic demands). I realise immediately that my assumption that student grades improve from Year 2 to Year 3 has been established in my mind because we have an official name for it.
    keywords: end; second; students; year
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        item: #111 of 392
          id: compass-1362
      author: George, Rachel
       title: Volume 15, Issue 2, Summer Editorial Summary
        date: 2022
       words: 1505
      flesch: 27
     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.
    keywords: learning; students; study; teaching; university
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        item: #112 of 392
          id: compass-1363
      author: Brown, Peter
       title: Editorial Team
        date: 2022
       words: 122
      flesch: 2
     summary: First published in August 2022 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Rachel George, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistants Ciprian Alupei, University of Greenwich Peter Brown, University of Greenwich Editorial Board Paul Breen, University of Westminster Louise Hewitt, University of Greenwich Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Dawn Reilly, University of Greenwich Clare Rossato, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Leanne de Main, De Montfort University Reviewers Agi Ryder Dawn Reilly Ed de Quincey Emma Kennedy Eve Rapley James Wisdom Jenny Marie Kailey Hazeldene Lorraine Smith Man Fung LO Rachel George Stuart Sims Suzan Koseoglu
    keywords: greenwich; university
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        item: #113 of 392
          id: compass-1367
      author: Bhandari, Renu
       title: Supporting the wellbeing of associate lecturers at the Open University through a creative arts intervention
        date: 2023
       words: 4208
      flesch: 54
     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.
    keywords: als; case; connectedness; health; journal; learning; studies; teaching; vol; wellbeing
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        item: #114 of 392
          id: compass-1368
      author: Jeavons, Charlotte; Moreno Leguizamon, Carlos; Cole, Linda
       title: Exploring Learning experiences of Black Asian and Minority Ethnic (BAME) students in a Public Health Undergraduate Degree.
        date: 2024
       words: 7419
      flesch: 45
     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.
    keywords: compass; experiences; group; health; interview; january; journal; learning; research; students; study; teaching; university
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        item: #115 of 392
          id: compass-1372
      author: Pattacini, Laurence; Beard, Hannah
       title: Learning to learn: pathway to practice
        date: 2023
       words: 6830
      flesch: 40
     summary: Higgins, R., Hartley, P. and Skelton, A. (2002) ‘The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning.’ ‘Learning styles of design students and the relationship of academic performance and gender in design education.’
    keywords: education; employability; february; journal; learning; practice; professional; research; skills; students; teaching; university; vol
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        item: #116 of 392
          id: compass-1373
      author: Jones, Bethan; Brady, Stephanie
       title: Completing a Ph.D. – Does it have to be a Lonely Existence?
        date: 2023
       words: 1501
      flesch: 42
     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.
    keywords: health; ph.d; research; students
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        item: #117 of 392
          id: compass-1378
      author: Yan, Lili; Reilly, Dawn
       title: Building working relationships with peers: an induction activity for students
        date: 2023
       words: 2884
      flesch: 53
     summary: We recognise that these are new students who may lack confidence and so give students the option of how to present (that is, one or two people present on behalf of the group, or everyone takes a turn at a small part). Students then work in small groups using the library PCs straight away which enables students to start to build friendships and work independently.
    keywords: activity; induction; students; university
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        item: #118 of 392
          id: compass-138
      author: Keyms, Gillian
       title: Editorial Team
        date: 2012
       words: 92
      flesch: -49
     summary: Compass: Journal of Learning and Teaching Managing Editor Karen Smith, Educational Development Unit Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, School of Education Ian McNay, School of Education Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, School of Engineering Paul Dennison, Educational Development Unit Mark Ingham, School of Architecture, Design & Construction Lucie Pollard, School of Science Lynne Jump, School of Health & Social Care Ed De Quincey, School of Computing & Mathematical Sciences Malcolm Ryan, School of Education James Wisdom, Higher Education Consultant and Editor of the SEDA series
    keywords: school
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        item: #119 of 392
          id: compass-1380
      author: Yassim, Mazia
       title: A Postgraduate Marketing Programme’s Journey Towards Internationalisation
        date: 2023
       words: 4503
      flesch: 40
     summary: This is the approach whereby the curriculum is internationalised through the use of case studies, global perspectives, interactions with international students and faculty (within the institution) and virtual exchanges with faculty and students from different countries. For example, for claiming to produce global citizens, often on the basis only of a marketing dimension (Baker and Fang, 2021); for using Case Studies Compass: Journal of Learning and Teaching, Vol 16, No 1, 2023 58 internationalisation as a means of increasing revenues by a focus on developing trans-national education partners and recruiting more international students (Stein et al., 2019).
    keywords: case; education; internationalisation; journal; learning; programme; students; teaching
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        item: #120 of 392
          id: compass-1386
      author: Imadojemun, Mya
       title: It’s the colonisation of the mind: How the legacy of the British Empire has impacted the University of Greenwich.
        date: 2023
       words: 9229
      flesch: 41
     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).
    keywords: article; black; british; compass; empire; greenwich; history; isbn; journal; july; learning; research; slavery; students; teaching; universities; university; uog; vol; white
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        item: #121 of 392
          id: compass-1389
      author: Gibson, Poppy Frances
       title: Combining words and drawings, the better to understand students’ lived experiences
        date: 2023
       words: 2960
      flesch: 50
     summary: The findings help reveal to the reader the lived experiences of students and present opportunities to consider intervention practices that can be used to support student transition from further education (FE) into HE. Case Studies Compass: Journal of Learning and Teaching, Vol 16, No 1, 2023 20 Combining words and drawings, the better to understand students’ lived experiences Dr Poppy Gibson Faculty of Health, Education, Medicine and Social Care, Anglia Ruskin University, UK
    keywords: case; journal; learning; students; teaching; vol; year
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        item: #122 of 392
          id: compass-139
      author: Bath, Diana
       title: When feedback holds us back
        date: 2015
       words: 1007
      flesch: 52
     summary: The risks posed by assessed reflection From student course evaluation feedback, I have become increasingly aware that, for many students, the fact that the Reflective Journal is an assessed piece leads them to perceive it as yet another assessment hoop to be jumped through, if they are to meet the assessment criteria. It seems that, by level 5, many students have an imagined ‘internal template’ or ‘formula’ for essay writing which is tried and tested.
    keywords: learning; students
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        item: #123 of 392
          id: compass-1392
      author: Cabral, Ana; Fuller, Steph
       title: Key factors for designing and delivering an effective asynchronous professional learning experience
        date: 2023
       words: 8508
      flesch: 40
     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.
    keywords: community; development; education; experience; feedback; journal; learning; online; participants; peer; sense; teaching; vol
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        item: #124 of 392
          id: compass-14
      author: Bladen, Charles
       title: The Gonzo lecture: Counterculture in the classroom
        date: 2012
       words: 2093
      flesch: 51
     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.
    keywords: acosta; gonzo; hirst; lecture; style; thompson
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        item: #125 of 392
          id: compass-140
      author: McKenna, Duncan
       title: TESTA@Greenwich - engaging students in feedback and assessment
        date: 2015
       words: 1279
      flesch: 48
     summary: What’s more, we believe that working directly with students in a partnership is vital to the success of any process of student engagement and therefore to the success of any modern university. Their role is to create a bridge between us, the staff, and the student body; by operating outside the conventional channels of staff/student communication and by using their first-hand knowledge of what concerns students, they will, we hope, enable us to draw both sides closer to each other and to begin building a sustainable structure for student engagement, with students closely involved in assessment and feedback innovation, as both means and end.
    keywords: feedback; learning; students
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        item: #126 of 392
          id: compass-1406
      author: Harrison, Oliver; Monahan, Martin
       title: Freehand drawing – a learning and teaching perspective
        date: 2023
       words: 7264
      flesch: 48
     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.
    keywords: articles; compass; drawing; freehand; isbn; journal; learning; october; students; teaching; use; vol
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        item: #127 of 392
          id: compass-1413
      author: van der Sluis, Hendrik; Tausch-Nebel, Lasse
       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
        date: 2023
       words: 4767
      flesch: 36
     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.
    keywords: block; case; immersive; journal; learning; modules; scheduling; semester; students; studies; teaching
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        item: #128 of 392
          id: compass-1414
      author: Cathey, Christie; Needy, Lydia; Hoogland, Charles
       title: The Midterm Wrapper: Quasi-Experimental Evidence of an Effective Performance Intervention
        date: 2023
       words: 7112
      flesch: 52
     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.
    keywords: assignment; learning; midterm; midterm wrapper; performance; semester; students; wrapper; wrapper assignment
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        item: #129 of 392
          id: compass-1418
      author: Iqbal, Nabeel
       title: Teaching introductory economics: an interdisciplinary approach
        date: 2023
       words: 2357
      flesch: 41
     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.
    keywords: economics; interdisciplinary; learning; students; teaching
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        item: #130 of 392
          id: compass-1424
      author: George, Rachel
       title: Volume 16, Issue 1, Spring Editorial Summary
        date: 2023
       words: 2302
      flesch: 31
     summary: This thoughtful study by Laurence Pattacini and Hannah Beard of the University of Sheffield reports on findings from two research exercises – involving both current students and alumni from the same five-year course in the field of design that incorporates a year (the fourth) in practice – to test student understanding of transferable skills and capabilities and their application in the workplace, with the aim of increasing proficiency in learning to learn through promotion of graduate attributes, such as strong communication, independence, autonomy, creativity and adaptability. A further paper investigates the use of freehand drawing as a teaching method, while another explores the use of drawings, combined with written responses, as an approach to understanding students’ lived experiences.
    keywords: compass; learning; students; study; teaching; university
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        item: #131 of 392
          id: compass-1425
      author: Brown, Peter
       title: Editorial Team
        date: 2023
       words: 70
      flesch: 4
     summary: Compass: Journal of Learning and Teaching, Vol 16, No 1, 2023 1 First published in March 2023 by: University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Rachel George, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistants Peter Brown, University of Greenwich Reviewers Angeliki Voskou Dawn Reilly Emma Kennedy Eve Rapley James Wisdom Kendall Jarrett Lorraine Smith Rachel George Stuart Sims
    keywords: greenwich
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        item: #132 of 392
          id: compass-1428
      author: Peng, Sheng-Hsiang Lance
       title: Exploring humour within the PhD experience: a first-hand reflection
        date: 2023
       words: 2172
      flesch: 46
     summary: and ‘What changes can be made within this context to improve the mental wellbeing of PhD students?’ Dr Lanckman tweeted: ‘PhD students:
    keywords: experience; humour; march; phd; research; students
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        item: #133 of 392
          id: compass-1432
      author: Scott, Mike; Gibson, Poppy Frances
       title: Designing Institutional Systems that Support Neurodivergent Educators
        date: 2023
       words: 2080
      flesch: 30
     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.
    keywords: educators; institutions; learning; support; work
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        item: #134 of 392
          id: compass-1435
      author: Stripe, Katie; Simpson-Bergel, Erin
       title: (Re)defining learning design: a framework fit for the twenty-first century
        date: 2023
       words: 6484
      flesch: 44
     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.
    keywords: compass; content; course; design; education; journal; learning; process; students; teaching; theories; vol
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        item: #135 of 392
          id: compass-1436
      author: Parkin, John
       title: Enhancing student understanding through playful learning using Playmobil pro
        date: 2023
       words: 3724
      flesch: 49
     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.
    keywords: case; education; journal; learning; participants; playmobil; pro; students
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        item: #136 of 392
          id: compass-1438
      author: Caulker, Ewomazino
       title: Reducing disruptive noise in lecture halls by connecting with our students
        date: 2023
       words: 2565
      flesch: 29
     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.
    keywords: caulk; file:///c:/users; learning; noise; students
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        item: #137 of 392
          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
       words: 6803
      flesch: 39
     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).
    keywords: attendance; education; expectations; february; journal; learning; staff; students; study; support; teaching; university; work
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        item: #138 of 392
          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
       words: 2307
      flesch: 30
     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.’
    keywords: food; health; journal; social; students
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        item: #139 of 392
          id: compass-1456
      author: Wepener, Tiani; Mpisi, Tony; Botes, Wiets; Felix, Alan; du Plessis, Odette; Hanekom, Gert
       title: Teacher Educators’ Experiences of Using The Mursion® Simulation Programme: A Case of a South African University
        date: 2024
       words: 6502
      flesch: 44
     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.
    keywords: classroom; education; educators; learning; mursion; program; service; simulation; software; teacher; teaching
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        item: #140 of 392
          id: compass-1466
      author: Cheung, Alex
       title: Editorial Team
        date: 2023
       words: 105
      flesch: -28
     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
    keywords: greenwich; university
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        item: #141 of 392
          id: compass-1467
      author: Cheung, Alex
       title: Volume 16, Issue 2, Summer Editorial Summary
        date: 2023
       words: 2075
      flesch: 26
     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.
    keywords: author; education; greenwich; learning; research; students; university
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        item: #142 of 392
          id: compass-1469
      author: Quan, Lianfeng; Reilly, Dawn
       title: Mastering the transition: induction activities for Chinese students to facilitate adaption to the UK learning environment
        date: 2024
       words: 3771
      flesch: 39
     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.
    keywords: cde; induction; learning; students; study; teaching
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        item: #143 of 392
          id: compass-1491
      author: Keshishi, Nayiri
       title: Embracing mindful reading: leveraging technology to soothe sensory stress
        date: 2024
       words: 1850
      flesch: 35
     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.
    keywords: december; journal; learning; reader; reading; review
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        item: #144 of 392
          id: compass-1492
      author: Day, Michael James
       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
        date: 2024
       words: 8028
      flesch: 41
     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.
    keywords: article; books; information; journal; learning; libraries; library; physical; piracy; research; students; study; time; university
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        item: #145 of 392
          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
       words: 7820
      flesch: 52
     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.
    keywords: assessment; education; fail; feedback; grades; grading; journal; learning; pandemic; pass; students; teaching; wellbeing
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        item: #146 of 392
          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
       words: 3664
      flesch: 44
     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
    keywords: april; community; education; health; learning; play; public; skills; street; students
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        item: #147 of 392
          id: compass-15
      author: Brunskell-Evans, Heather
       title: When the shift hits the critical fan: A Foucauldian analysis
        date: 2012
       words: 3151
      flesch: 39
     summary: Higher education as the object of government control The Further and Higher Education Act 1992 marked a qualitative shift in the state’s relationship with higher education. His aim was not to ascertain the legitimacy or illegitimacy of state power, but to understand the nature of governmental power in modern liberal democracies since the 19 th century as specific forms of state ‘reason’, linked to technologies that exercise collective power over individuals as ‘free’ subjects.
    keywords: education; foucault; government; new; power; state
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        item: #148 of 392
          id: compass-1503
      author: Lawson, Aaron; Stewart, Jill; Turner, Ellis; Passmore, Peter; Costley, Carol
       title: Re-thinking housing inspection and regulation: using 360 technology as a new approach in environmental health practice training
        date: 2024
       words: 115
      flesch: 28
     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)
    keywords: university
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        item: #149 of 392
          id: compass-151
      author: Randall, Carol
       title: Why I love Twitter
        date: 2012
       words: 996
      flesch: 61
     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.
    keywords: education; people; twitter
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        item: #150 of 392
          id: compass-1516
      author: Cheung, Alex
       title: Editorial Team 17.1
        date: 2024
       words: 100
      flesch: -27
     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
    keywords: greenwich; university
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        item: #151 of 392
          id: compass-1517
      author: Cheung, Alex
       title: Editor's Introduction
        date: 2024
       words: 1839
      flesch: 31
     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.
    keywords: authors; learning; research; students; teaching; university
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        item: #152 of 392
          id: compass-152
      author: Valsamidis, Antony
       title: A Learner’s Experience of a Massive Online Open Course (MOOC)
        date: 2012
       words: 1187
      flesch: 58
     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.
    keywords: course; stanford; thrun
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        item: #153 of 392
          id: compass-1529
      author: Lehtonen, Aura; Pillay, Renginee
       title: Resistances to Anti-Racist and Decolonial Work in HE: Reflections on Discomfort
        date: 2025
       words: 1867
      flesch: 46
     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.
    keywords: discomfort; education; june; teaching
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        item: #154 of 392
          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
       words: 2722
      flesch: 40
     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.
    keywords: course; learners; learning; network; students; teaching
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        item: #155 of 392
          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
       words: 5309
      flesch: 51
     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).
    keywords: case; journal; learning; poster; sbs; sdgs; students; study; teaching; vol
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        item: #156 of 392
          id: compass-1538
      author: Fitton, Triona
       title: Learning to 'Write Right': Examining the impact of targeted interventions upon students experiencing intersectional disadvantage
        date: 2025
       words: 4214
      flesch: 51
     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.
    keywords: bame; case; education; learning; students; study; teaching; university
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        item: #157 of 392
          id: compass-1539
      author: Ali, Nazim; Aynsley, Sarah
       title: Using Artificial Intelligence to support students’ active learning
        date: 2025
       words: 3040
      flesch: 47
     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.
    keywords: approach; case; feedback; genai; learning; students; study
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        item: #158 of 392
          id: compass-154
      author: Stair, Nola
       title: Enhancing Online Interactivity & Engagement: Impacting Student Learning
        date: 2012
       words: 4727
      flesch: 36
     summary: Electronic communication between administrators, academics and students has been enhanced beyond e-mail to regularly include blogs, online discussion boards, videoconferencing and wikis. Case 1 Prior to the integration of online discussion boards, many PPD1 tutors commented that students arrived unprepared for tutorials having not engaged with course materials independently or were passively involved during tutorials.
    keywords: boards; case; discussion; interaction; learner; learning; students
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        item: #159 of 392
          id: compass-1541
      author: Weinel, Jon
       title: Students want more authentic activity and less research-led teaching
        date: 2025
       words: 1763
      flesch: 51
     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.
    keywords: activity; games; research; students; teaching
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        item: #160 of 392
          id: compass-1547
      author: Gibson, Poppy
       title: Students’ self-reported barriers to success: an Interpretative Phenomenological Analysis of students on an undergraduate Primary Education Studies degree in London
        date: 2025
       words: 3691
      flesch: 46
     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.’
    keywords: education; journal; learning; november; students; study; university; year
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        item: #161 of 392
          id: compass-1548
      author: Gingrich, Oliver; Flynn, Ryan; Watkins, Julie
       title: Fostering independent animation learners through an inclusive, scaffolded pedagogy
        date: 2025
       words: 4652
      flesch: 45
     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.
    keywords: animation; approach; case; journal; learning; level; practice; research; students; study; teaching
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        item: #162 of 392
          id: compass-155
      author: Rankin, Sandra; Demetre, James
       title: The Experience of Online Marking and the Future Development of Online Marking Practice
        date: 2012
       words: 4825
      flesch: 47
     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.
    keywords: feedback; grademark; learning; marking; online; paper; university
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        item: #163 of 392
          id: compass-1551
      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.
        date: 2025
       words: 5377
      flesch: 44
     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.
    keywords: challenges; education; journal; learning; lecturers; march; research; students; study; teaching; university; vol
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        item: #164 of 392
          id: compass-1553
      author: Spinks, Jenny; Mundair, Jules
       title: Transition: Developing a sense of belonging amongst University of Greenwich students using NextLevel
        date: 2025
       words: 1635
      flesch: 48
     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.
    keywords: belonging; nextlevel; students; university
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        item: #165 of 392
          id: compass-1555
      author: Connor, Emma; Ai, Jingyang
       title: Using drama-based approaches with Technology Enhanced Active Learning (TEAL) Classroom to enhance undergraduate students’ engagement and learning
        date: 2025
       words: 2158
      flesch: 40
     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).
    keywords: drama; education; learning; students; teal; technology
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        item: #166 of 392
          id: compass-156
      author: Carr, Louise; Lee, Howard
       title: Developing the Feedback Process: Promoting Teacher and Student Dialogue via the Use of Screen Capture and Audio
        date: 2012
       words: 3401
      flesch: 48
     summary: Other research on video feedback (but not specifically Camtasia) has highlighted, from staff feedback, the need for time management if this mode is to be successful (Crook et al., 2012); ●● Privacy: it is not appropriate to post Camtasia feedback files on Moodle, since there is open access within student cohorts: guaranteeing privacy between the tutor and student is vital. Staff that were developing Camtasia feedback in this study were all able to: (i) display each assignment or poster electronically on screen; (ii) highlight specific parts of the text or figures/ tables as the cursor scrolled downwards; (iii) simultaneously give matching audio comments focussing on the point(s) as they were covered by the cursor, and; (iv) indicate how the student might achieve improvements to secure a higher future assessment grade.
    keywords: camtasia; feedback; learning; staff; students; use; video
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        item: #167 of 392
          id: compass-1561
      author: Colaiacomo, Silvia; Ai, Jingyang; Catalina, Nicoleta
       title: Co-creating ‘Map My Assessment’: a strategic tool for programme assessment planning and student success
        date: 2025
       words: 4778
      flesch: 42
     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).
    keywords: assessment; development; education; journal; learning; mma; project; staff; student; teaching; tool
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        item: #168 of 392
          id: compass-1563
      author: Bruno, Alex
       title: Classroom Safety for Student Sex Workers: A Case Study at the University of Greenwich
        date: 2025
       words: 3927
      flesch: 38
     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.
    keywords: classroom; research; sex; sex workers; student; student sex; study; workers
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        item: #169 of 392
          id: compass-157
      author: Stoneham, Ray
       title: Managed Learning Environments in Universities: Are they Achievable?
        date: 2012
       words: 2803
      flesch: 55
     summary: A MLE therefore includes student record systems, register and library systems, with a clear emphasis on integration, processes and quality assurance (QA). It could be seen as a prototype, parts of which could be scaled up and fully integrated into corporate systems to provide an MLE solution for a university.
    keywords: cms; learning; mle; students; system; university
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        item: #170 of 392
          id: compass-1572
      author: Gheorghiu, Natalia
       title: A Navigating the Praxis of Case Discussion Groups: A Critical Perspective on Experiential Learning in Counselling Training
        date: 2025
       words: 2000
      flesch: 47
     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
    keywords: counselling; june; learning; new; students
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        item: #171 of 392
          id: compass-1574
      author: van der Sluis, Hendrik
       title: Visual Narratives in Higher Education: A Scoping Review of Comic, Manga, Graphic Novels and Cartoons as Educational Tools
        date: 2025
       words: 8129
      flesch: 43
     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
    keywords: article; cartoons; comics; compass; education; et al; january; journal; learning; novels; research; review; students; teaching; use; vol
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        item: #172 of 392
          id: compass-158
      author: Bailey, Isobel
       title: An Evaluation of the Use of a New Virtual Learning Environment for a Postgraduate Hospital Pharmacist Programme
        date: 2012
       words: 2436
      flesch: 59
     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.
    keywords: learning; programme; students; work
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        item: #173 of 392
          id: compass-1585
      author: Cheung, Alex
       title: Editorial Team 17.2
        date: 2025
       words: 100
      flesch: 24
     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
    keywords: greenwich
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        item: #174 of 392
          id: compass-1586
      author: Cheung, Alex
       title: Editor’s Introduction
        date: 2025
       words: 1860
      flesch: 21
     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.
    keywords: authors; learning; staff; students; study; university
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        item: #175 of 392
          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
       words: 1799
      flesch: 41
     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.
    keywords: education; marketing; meta; skills; students
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        item: #176 of 392
          id: compass-1588
      author: Mohale, Ntshimane Elphas; Suliman, Zuleika
       title: The Influence of Generative AI and Its Impact on Critical Cognitive Engagement In an Open Access, Distance Learning University.
        date: 2025
       words: 9773
      flesch: 43
     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).
    keywords: cognitive; education; engagement; et al; genai; journal; june; learning; lecturers; research; students; study; teaching; thinking; tools; use
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        item: #177 of 392
          id: compass-159
      author: Bacon, Liz; MacKinnon, Lachlan
       title: Using Virtual and Augmented Reality to Create Realistic Training Events
        date: 2012
       words: 5168
      flesch: 44
     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.
    keywords: crisis; games; learning; management; pandora; scenario; stress; system; trainees; training
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        item: #178 of 392
          id: compass-1596
      author: Page, Nigel
       title: Can a Compositional Effect Explain (at Least Some of) the Degree Awarding Gap? Insights from Commuting Students and Implications for Practice
        date: 2025
       words: 2052
      flesch: 39
     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.
    keywords: awarding; commuting; effects; gap; students
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        item: #179 of 392
          id: compass-16
      author: Webb, Edwin
       title: Towards a culture of learning: A European policy perspective
        date: 2012
       words: 2436
      flesch: 42
     summary: ■ Non-formal learning is not provided by an education or training institution and typically it does not lead to certification. Non-formal learning is intentional from the learner’s point of view.
    keywords: european; formal; learning; outcomes
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        item: #180 of 392
          id: compass-160
      author: Edwards, Mark
       title: Implementing an Electronic Notebook in Science
        date: 2012
       words: 5008
      flesch: 46
     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.
    keywords: cambridgesoft; data; elnb; laboratory; learning; notebook; pilot; science; software; student; university
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        item: #181 of 392
          id: compass-1602
      author: Nwosu, Chiamaka
       title: From Passive to Active Learning: Enhancing Statistics Education with KitaaSTAT
        date: 2025
       words: 1741
      flesch: 47
     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.
    keywords: learning; software; statistics; students; teaching
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        item: #182 of 392
          id: compass-1607
      author: Brownhill, Simon Peter
       title: Hello! Goodbye! : Sharing salutations and valedictions with students in the university classroom
        date: 2025
       words: 2588
      flesch: 56
     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
    keywords: journal; june; learning; piece; s&v; students; teaching
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        item: #183 of 392
          id: compass-1608
      author: Dogru-Dastan, Humeyra; Mare, Zivai
       title: Student insights into Gen-AI Use in writing academic essays in higher education: motives, benefits and challenges: Motives, benefits, and challenges 
        date: 2025
       words: 5097
      flesch: 50
     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).
    keywords: assessments; learning; outcomes; students; study; tools; use; writing
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        item: #184 of 392
          id: compass-161
      author: Ade-Ojo, Gordon; Sowe, Nicola
       title: Physical and Psychological Factors Inhibiting the Use of Technological Devices in the Development of Collaborative Feedback in the Reflective Practice amongst Trainee Teachers
        date: 2012
       words: 7572
      flesch: 45
     summary: The final focus, which is what is reported in this paper focuses on potential physical and psychological inhibitions to the use of digital recordings from the view point of trainee teachers. Second, do trainee teachers have a difference in perception between these potential problems in terms of whether they are psychological or physical in origin?
    keywords: data; development; education; feedback; issue; learning; participants; research; teacher; teaching; trainees; university; use
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        item: #185 of 392
          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
       words: 8222
      flesch: 42
     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.
    keywords: article; education; journal; july; learning; participants; research; staff; students; teaching; tools; training
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        item: #186 of 392
          id: compass-1611
      author: Page, Nigel
       title: Simulating Innovation: Using SimVenture Validate to Develop Innovation Literacy in Bioscience Enterprise
        date: 2025
       words: 1500
      flesch: 23
     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.
    keywords: bioscience; enterprise; innovation; students; validate
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        item: #187 of 392
          id: compass-1612
      author: Phairor, Klairoong Hawa; Murekian, Octavio
       title: Sim City: Marketing Edition: Where Strategy Meets Reflection
        date: 2025
       words: 2018
      flesch: 45
     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.
    keywords: game; learning; marketing; performance; simulation; students
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        item: #188 of 392
          id: compass-1617
      author: Flannery, Lauren
       title: Pausing to Be Human in the Neoliberal University: Relational Pedagogy and the Politics of Presence 
        date: 2025
       words: 2123
      flesch: 43
     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.
    keywords: education; human; june; learning; teaching
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        item: #189 of 392
          id: compass-1618
      author: Betteney, Mark; Yin, Bing; Kpukumu, John; Cox, Michelle; Malhi, Meena; Mulhare, Della; Olaifa, Mutiat; Duan, Xiaonan
       title: Generative Artificial Intelligence and the doctoral student: procedural and ethical considerations.
        date: 2025
       words: 1797
      flesch: 48
     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).
    keywords: genai; students; university; use
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        item: #190 of 392
          id: compass-1631
      author: Mohamadi, Fatemeh
       title: Hard-to-Reach Students, or Hard-to-Reach Lecturers? A Personal Reflection
        date: 2025
       words: 1952
      flesch: 46
     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.
    keywords: april; education; learning; students; teaching
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        item: #191 of 392
          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
       words: 1694
      flesch: 54
     summary: Figure 1: A) Example of Google Glass (Wikimedia Commons). Commentary: Google Glass: a head-up display to facilitate teaching and learning.
    keywords: glass; learning; students; teaching; use
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        item: #192 of 392
          id: compass-1642
      author: Cheung, Alex
       title: Editorial Team 18.1
        date: 2025
       words: 102
      flesch: 44
     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
    keywords: greenwich; university
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        item: #193 of 392
          id: compass-1643
      author: Cheung, Alex
       title: Editor’s Introduction
        date: 2025
       words: 3208
      flesch: 28
     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.
    keywords: assessment; author; genai; greenwich; learning; students; teaching; university
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        item: #194 of 392
          id: compass-168
      author: Challinor, Jane
       title: Angels in the architecture - and devils in the detail: how the learning space impacts on teaching and learning
        date: 2015
       words: 3704
      flesch: 46
     summary: Over the previous three years, the introduction of selected Web 2.0 tools (such as social bookmarking) and an increasing emphasis on group work had shifted the focus of the module towards the development of these new skills (in particular, collaborative problem- solving and digital skills), but resources to support this approach were limited: to familiarise students with specific web-based tools, staff were obliged to use a small, twenty-seat IT suite with fixed PCs set out in rows, one machine per student, and this meant repeating the session five times to deal with the entire cohort; a traditional seminar room was similarly restrictive, as they had to manage group work by re-arranging tables to enable students to face each other. Students, according to Beichner (2014), were not enjoying learning and employers required different skills from graduates.
    keywords: classroom; group; journal; learning; module; scale; skills; students; teaching
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        item: #195 of 392
          id: compass-169
      author: Keyms, Gillian
       title: Editorial Team
        date: 2014
       words: 136
      flesch: -94
     summary: Compass: Journal of Learning and Teaching, Vol 5, No 9, 2014 First published in 2014 by: Educational Development Unit University of Greenwich Greenwich Campus Old Royal Naval College Park Row London SE10 9LS United Kingdom Managing Editor Karen Smith, Educational Development Unit Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, Faculty of Education & Health Wendy Cealey Harrison, Academic Quality Unit Ian McNay, Faculty of Education & Health Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, Faculty of Engineering & Science Sarah Crofts, Information and Library Services Paul Dennison, Educational Development Unit Edward Phillips, Faculty of Architecture, Computing & Humanities Lynne Jump, School of Health & Social Care Ed de Quincey, Faculty of Architecture, Computing & Humanities Malcolm Ryan, Independent Critical Friend Nola Stair, Faculty of Business James Wisdom, Higher Education Consultant and Editor of the SEDA series
    keywords: faculty; unit
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        item: #196 of 392
          id: compass-17
      author: Wilson, Jon
       title: Getting the best out of your students through cultural appreciation – multiculturalism in a ‘British’ university business classroom setting
        date: 2012
       words: 4966
      flesch: 46
     summary: Whilst this remains contentious – especially from the perspective of a lecturer, as quality of delivery and service does not necessarily guarantee student satisfaction, it appears that students are becoming more and more comfortable with defining themselves as such. Normally at the start of a new course, as part of an ice breaker, I ask students to tell one another something about themselves.
    keywords: academic; appreciation; business; classroom; culture; education; knowledge; learning; process; students
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        item: #197 of 392
          id: compass-178
      author: Walker, Simon
       title: Editor's Introduction
        date: 2014
       words: 879
      flesch: 42
     summary: Sancha de Burca’s survey of design students who use blogging is further evidence of how learners today are using the convenience of technology to record their learning journey and contribute to the development of professional identities. Their case study examines the trade-off between effective use of staff time and student satisfaction, and how some of the technological and cost obstacles may be overcome.
    keywords: case; learning; use
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        item: #198 of 392
          id: compass-18
      author: Speare, Jane
       title: What If We Taught Teachers to Think More Like Poets?
        date: 2012
       words: 1051
      flesch: 62
     summary: Many wannabe teachers at interview tell me they want to teach imaginatively; to make a difference to the lives of jaded teenagers and to enthuse their learners with ideas and skills from their subject area. The importance of sound As teacher trainers we rightly tell our trainees to learn to shut up a bit.
    keywords: learning; teachers; use
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        item: #199 of 392
          id: compass-181
      author: Stoneham, Ray
       title: Bridging the gap with intranets
        date: 2015
       words: 1953
      flesch: 48
     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
    keywords: cms; gap; intranets; learning; university
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        item: #200 of 392
          id: compass-19
      author: Thorley, Melanie
       title: The Institutional Benefits of Mentoring
        date: 2012
       words: 497
      flesch: 39
     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.
    keywords: mentoring; university
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        item: #201 of 392
          id: compass-20
      author: Crofts, Sarah
       title: Do They Use Anything Other Than Google?
        date: 2012
       words: 1132
      flesch: 61
     summary: Everyone knew about enclosing phrases in quote marks to find the words in that exact order, for example, ‘assisted suicide’ but most were not aware of other basic search tools such as the OR connector to find any of the words in a search, for example ‘assisted suicide’ OR euthanasia OR ‘mercy killing’, outlined in the Google web search help pages: www.google.com/support/websearch. An understanding of the way Google carries out searches may help explain to searchers why they do not retrieve the required results.
    keywords: google; search; students
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        item: #202 of 392
          id: compass-205
      author: Cabral, Ana Paula; Huet, Isabel
       title: Growing separation between teaching/ learning and research – anticipating the impacts from REF 2014.
        date: 2015
       words: 5930
      flesch: 44
     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).
    keywords: academics; assessment; case; education; impact; learning; quality; research; students; teaching
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        item: #203 of 392
          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
       words: 839
      flesch: 67
     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.
    keywords: open; sessions
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        item: #204 of 392
          id: compass-213
      author: Baughan, Patrick; Lindsay, Sian; Parker, Pam
       title: Common themes and missing pieces: the educational value of postgraduate teaching development programmes
        date: 2015
       words: 5247
      flesch: 43
     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.
    keywords: development; education; learning; programmes; research; tdps; teaching
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        item: #205 of 392
          id: compass-216
      author: Morris, Craig Martin
       title: A reflection on the opportunities and challenges associated with teaching the sociology of employability.
        date: 2015
       words: 2511
      flesch: 48
     summary: Yet the university’s five-themed strategy (academic attainment, employability skills, job finding skills, work experience and transition to work) is clearly working – with 85.9% of Greenwich graduates surveyed in the 2014 DLHE survey being in employment or further study (up from 83.1% just two years earlier). Articles Compass: Journal of Learning and Teaching, Vol 7, No 11, 2015 Teaching the sociology of employability: the opportunities and challenges Craig Morris, Department of History, Politics and Social Sciences, University of Greenwich
    keywords: course; education; employability; sociology; students
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        item: #206 of 392
          id: compass-22
      author: Rhodes, Verna
       title: Communication and Presentation Skills – A Little Help Goes a Long Way
        date: 2012
       words: 748
      flesch: 54
     summary: Last January Andrew Sinclair, Study Skills Lecturer, held a workshop on presentation skills and, as expected, we were met with 23 ‘presentation phobic’ students. Amidst the rising demand for young people to demonstrate a higher standard of communication skills, one of the most popular requests for sixth form support includes help with presentations, not least because part of the Extended Project Qualification (EPQ) includes an assessed presentation.
    keywords: presentation; students
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        item: #207 of 392
          id: compass-221
      author: Stoneham, Ray
       title: Failing Students need Big Data and Learning Analytics: Hype or Reality?
        date: 2015
       words: 1505
      flesch: 51
     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.
    keywords: analytics; big; data; learning; students
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        item: #208 of 392
          id: compass-225
      author: Seals, Richard C
       title: Humanoid Robots: Useful or Useless?
        date: 2015
       words: 2118
      flesch: 45
     summary: If the Robothespian were to be used in a university education context, then it would be interacting with human students, and so the obvious first step was to consider how it might (easily) be incorporated into a real, live, student-based activity. Students typically do the audio recording in a single take and submit all their hesitations, stumbles, errors and poor oral presentation techniques.
    keywords: engineering; presentation; robothespian; students; use
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        item: #209 of 392
          id: compass-227
      author: Spencer, Barry
       title: Rocket Science in a Virtual World
        date: 2015
       words: 3166
      flesch: 47
     summary: In education, virtual worlds provide unique learning opportunities for accurate/real contexts and activities for experiential learning, simulation, modelling of complex scenarios and social interaction that may not be experienced in other learning modalities (Atkinson, 2009). Throughout Soto’s (2013) study, which reviewed twenty-eight Instructional Design models, the ADDIE model, with its five phases of Analysis, Design, Development, Implementation and Evaluation, was found to be the most common Instructional Design process (75.4%) for virtual worlds.
    keywords: design; journal; learning; notecard; rocket; students; teaching; total; world
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        item: #210 of 392
          id: compass-229
      author: Keyms, Gillian
       title: Compass 10 Editorial Team
        date: 2015
       words: 137
      flesch: -92
     summary: Compass: Journal of Learning and Teaching, Vol 6, No 10, 2015 First published in 2015 by: Educational Development Unit University of Greenwich Greenwich Campus Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Monika Pazio, Educational Development Unit Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, Faculty of Education & Health Wendy Cealey Harrison, Academic Quality Unit Ian McNay, Faculty of Education & Health Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, Faculty of Engineering & Science Sarah Crofts, Information and Library Services Paul Dennison, Educational Development Unit Edward Phillips, Faculty of Architecture, Computing & Humanities Lynne Jump, Faculty of Education & Health Ed de Quincey, Keele University Malcolm Ryan, Independent Critical Friend Nola Stair, Faculty of Business James Wisdom, Higher Education Consultant and Editor of the SEDA series
    keywords: faculty; unit
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        item: #211 of 392
          id: compass-23
      author: Headington, Rita; Hales, Alison
       title: “Practising What We Preach”: Social Constructivism and Course Design
        date: 2012
       words: 5814
      flesch: 54
     summary: We intended, “students to take responsibility for their own learning ... establishing trust between student and teacher” (HEA 2009a), by providing authentic learning experiences that would reflect their professional contexts and enable students to work with one another towards a common goal. Student experience of e-learning.
    keywords: assessment; course; feedback; greenwich; learning; online; students; tutors; university
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        item: #212 of 392
          id: compass-236
      author: Pazio, Monika
       title: Editor's Introduction
        date: 2015
       words: 935
      flesch: 37
     summary: All of the submissions fall under the broad theme of a range of approaches to enhancing student engagement and university teaching. 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.
    keywords: learning; students; teaching
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        item: #213 of 392
          id: compass-237
      author: Field, Jennifer
       title: Can we learn anything from China about Education in Mathematics?
        date: 2015
       words: 1691
      flesch: 43
     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.
    keywords: approach; learning; mathematics; national; teaching
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        item: #214 of 392
          id: compass-24
      author: Gould, Andy; Nicholls, Mike; Hall, Dai
       title: Credit Where Credit is Due. Innovative Teaching Within the Applied Professional Studies Suite of Programmes
        date: 2012
       words: 2225
      flesch: 53
     summary: The innovative use of programme level and module level learning contracts and marking criteria means that credit can be given with confidence for learning at higher education level for learning directly related to the student’s needs and ambitions. Referral to experts for marking One other aspect of maintaining academic rigour in the assessment of APS students is the facility to refer students’ work to subject specialists.
    keywords: learning; level; programme; student
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        item: #215 of 392
          id: compass-245
      author: Ainley, Patrick
       title: The Business Studies University
        date: 2015
       words: 1495
      flesch: 40
     summary: So it is ‘student choice’, in so far as it is available, that becomes the central guiding activity of students in such collections of study that the contemporary Business University now brings together. What has been called the Business Studies University (whether in Business Studies or not) will then provide a model for mass HE beneath a traditionally academic elite HE to which research is increasingly confined.
    keywords: business; students; studies; university
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        item: #216 of 392
          id: compass-246
      author: Fadipe, Dorothea
       title: Testing, Testing, Testing
        date: 2015
       words: 1571
      flesch: 40
     summary: In my opinion, one of the major drivers of reductionism in many undergraduate degrees is the high profile accorded to and the emphasis placed upon summative assessments. What stimulates this focus on summative assessment?
    keywords: assessment; education; learning; student; teaching
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        item: #217 of 392
          id: compass-25
      author: Gravelle, Maggie
       title: Dilemmas in Development Raised by a Teacher Training Project in Cambodia
        date: 2012
       words: 2781
      flesch: 52
     summary: They suggest that teachers often feel that teacher education programmes fail to understand the contexts within which they are working. Teacher education in a global context: towards a defensible theory of teacher education.
    keywords: cambodia; development; education; journal; project; teachers
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        item: #218 of 392
          id: compass-258
      author: Byrne, Angela
       title: Podcasting for Learning and Assessment in Undergraduate History
        date: 2016
       words: 3061
      flesch: 47
     summary: The student skillset is broadened (through exposure to new software, techniques and requirements) and student learning and engagement with the subject matter are enhanced (through independent learning and exposure to others’ ideas). Student feedback At the outset it should be noted that a switch to an electronic system saw low feedback rates in this academic year.
    keywords: assessment; learning; peer; podcast; research; review; students
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        item: #219 of 392
          id: compass-26
      author: Ainley, Patrick
       title: To the Dissertation and Beyond: Independent Study in the New Undergraduate Curriculum
        date: 2012
       words: 2511
      flesch: 46
     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.
    keywords: education; learning; research; students; study; university
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        item: #220 of 392
          id: compass-265
      author: Stripe, Katie
       title: Flipping the Debate
        date: 2016
       words: 1860
      flesch: 48
     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).
    keywords: change; education; learning; technology
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        item: #221 of 392
          id: compass-267
      author: Atkinson, Adele
       title: Flipping Wounds
        date: 2016
       words: 3302
      flesch: 58
     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.
    keywords: ebl; face; learning; module; students; time
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        item: #222 of 392
          id: compass-269
      author: Boldyreff, Cornelia; Arafa, Yasmine; Malik, Asif; Wicks, Andy; Windall, Gillian
       title: The BCS Appathon Challenge at Greenwich
        date: 2016
       words: 2857
      flesch: 53
     summary: The Appathon aimed not merely to give participants an understanding of app development - its ambitious aim was to get participants to create their own simple app during a one-hour, highly-interactive workshop. To support students, Andy Wick’s videos will be adapted by the project team and additional material on team working in app development will be introduced.
    keywords: appathon; apps; bcs; greenwich; programming; students
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        item: #223 of 392
          id: compass-27
      author: Walker, Simon; Ainley, Patrick Ainley; McNay, Ian; Cealey Harrison, Wendy
       title: Editors' Introduction
        date: 2012
       words: 471
      flesch: 32
     summary: The development of such curricula and pedagogies will support the drive towards greater student engagement and afford the possibility of moving towards the co- creation of knowledge with students. Our 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.
    keywords: learning; teaching
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        item: #224 of 392
          id: compass-270
      author: Watling, Sue
       title: E-teaching as companion to e-learning; supporting digital pedagogies and practice in higher education
        date: 2016
       words: 4130
      flesch: 44
     summary: However, the potential for a more meaningful approach to digital learning will always be enhanced if multiple media are deployed to present content via more stimulating, interactive peer activities. Jisc (2013) ‘Enable your staff to work with digital technologies.’
    keywords: education; experience; journal; learning; online; research; students; teaching; technology
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        item: #225 of 392
          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
       words: 2721
      flesch: 58
     summary: In what ways can the humanities, here largely defined as a collection of academic disciplines that include literature, drama and film, be used to enhance the learning of those practising, or seeking to practise, in the fields of public health and leadership? There is a burgeoning body of literature (Johnson and Jackson 2005; Cornett, 2006; Jensen and Curtis, 2008; Smith, 2009; Edwards et al, 2015) which suggests that, by incorporating into our teaching the humanities, including film, we can enhance the learning experience of our students and help lay the foundations for greater sensitivity, understanding and empathy, as well as make the learning more ‘real’.
    keywords: film; health; journal; leadership; learning; students; teaching
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        item: #226 of 392
          id: compass-274
      author: Bradshaw, Noel-Ann
       title: Creating videos to assist students’ understanding of the graduate recruitment process
        date: 2016
       words: 1833
      flesch: 50
     summary: She contacted several students, took up their ideas and trained them to take a role in the actual filming. The trend towards flipping the classroom in recent years has resulted in greater use of video and, consequently, it is a medium that students are familiar with.
    keywords: greenwich; learning; students; university; videos
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        item: #227 of 392
          id: compass-275
      author: Dix, Alan
       title: More than one way to flip a class: learning analytics for mixed models of learning
        date: 2016
       words: 4308
      flesch: 46
     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.
    keywords: analytics; class; classroom; face; learning; material; students; teaching; video
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        item: #228 of 392
          id: compass-277
      author: Kacmaz, Zeynep
       title: Peer Observation of Teaching in E-learning environments in UK Universities
        date: 2016
       words: 7965
      flesch: 38
     summary: At the micro level, in-depth case studies of implementations of POT e-learning environments could be carried out at university level, or comparative studies undertaken of the application of POT in e-learning environments in selected UK universities. As Bennett and Barp (2008:559) point out, there is a wide range of issues that require further research in the context of online POT, such as teacher/learner rights within online observation, the role of the emerging e-pedagogy and patterns of student learning in the online context.
    keywords: development; environments; journal; learning; observation; online; peer; pot; practice; staff; teaching; universities; university
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        item: #229 of 392
          id: compass-279
      author: Compton, Martin
       title: The role of teaching observations: Developing or managing academic practice?
        date: 2016
       words: 2290
      flesch: 47
     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).
    keywords: education; journal; learning; observations; peer; teaching
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        item: #230 of 392
          id: compass-28
      author: Walker, Simon
       title: Editorial Team
        date: 2012
       words: 87
      flesch: -31
     summary: Compass: The Journal of Learning and Teaching at the University of Greenwich Issue 1, 2009 1 Editors Simon Walker, Head of Educational Development Patrick Ainley, School of Education & Training Ian McNay, School of Education & Training Wendy Cealey Harrison, Head of Learning & Quality Unit Contributing Editor Robert Teed Editorial Assistant Gillian Keyms Editorial Board Alec Coutroubis, School of Engineering Paul Dennison, Business School Samer El-Daher, School of Engineering Rita Headington, School of Education & Training Lynne Jump, School of Health & Social Care Professor Freda Tallantyre, Higher Education Academy
    keywords: school
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        item: #231 of 392
          id: compass-281
      author: Georgin, Laurence; Stuart, Kristina; Wainwright, Rebecca; Anwar, Rameesha; Hammed, Abisola Tina
       title: Southampton Feedback Champions: Students and staff improving feedback together, University of Southampton
        date: 2016
       words: 4192
      flesch: 46
     summary: The new project built on SPEAQ and aimed to explore the creation, collection and application of feedback in a full range of contexts and through a variety of tools and mechanisms with the potential to enhance good feedback practices. Students were employed as Southampton Feedback Champions (SFC) to collect and develop further examples of good feedback practice as identified by Southampton students and staff.
    keywords: feedback; learning; practice; project; staff; students; teaching; university
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        item: #232 of 392
          id: compass-283
      author: Kandler, Clifton; Thorley, Melanie
       title: Panopto: the Potential Benefits for Disabled Students
        date: 2016
       words: 1841
      flesch: 32
     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.
    keywords: learning; lecture; potential; students; university
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        item: #233 of 392
          id: compass-284
      author: Keyms, Gillian
       title: Editorial Team
        date: 2015
       words: 137
      flesch: -92
     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
    keywords: faculty; unit
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        item: #234 of 392
          id: compass-285
      author: Pazio, Monika
       title: Editor's Introduction
        date: 2015
       words: 1236
      flesch: 30
     summary: The section concludes with Dorothea Fadipe’s opinion piece; a cheerfully cynical view of the measurement of the quantifiable by means of summative assessment – which is given more and more emphasis by demands for institutional accountability in a market-driven world, and by the expectations of students who see themselves as paying customers - nevertheless celebrates the challenge to reductionism by a perception of the recent growth in risk-based curriculum design, significant student contribution to the conversation of education and verification of achievement by a more phenomenological consideration of student learning. Students within this have choice, the ‘central guiding activity’ of The BSU, by which they may acquire mastery not of all business knowledge, but what will equip them well for future employment.
    keywords: development; learning; students; university
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        item: #235 of 392
          id: compass-29
      author: Walker, Simon; Cealey Harrison, Wendy; Ainley, Patrick; McNay, Ian
       title: Editors’ introduction
        date: 2012
       words: 1286
      flesch: 46
     summary: Compass: The Journal of Learning and Teaching at the University of Greenwich Issue 2, 2010 2 Sarah asks the same of law students who are used to ‘googling’ answers to the questions they are asked and ask themselves. Furthermore the confidence of our community of students, teachers and researchers is shown, not only by the capital projects to which we are committed and which the financial reserves the university has accumulated through previous effort allow it to afford, but by the pedagogical changes the university is prepared to undertake.
    keywords: greenwich; learning; students; university
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        item: #236 of 392
          id: compass-30
      author: Walker, Simon
       title: Editorial Team
        date: 2012
       words: 88
      flesch: -37
     summary: Compass: The Journal of Learning and Teaching at the University of Greenwich Issue 2, 2010 Editors Simon Walker, Head of the Educational Development Unit Patrick Ainley, School of Education Ian McNay, School of Education Wendy Cealey Harrison, Head of the Learning & Quality Unit Editorial Assistant Gillian Keyms, Educational Development Unit Editorial Board Alec Coutroubis, School of Engineering Paul Dennison, Educational Development Unit Rita Headington, School of Education/Educational Development Unit Lynne Jump, School of Health & Social Care Lucie Pollard, School of Science Professor Freda Tallantyre, Higher Education Academy
    keywords: school
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        item: #237 of 392
          id: compass-319
      author: Crawford, Russell
       title: The Traditional Lecture: A case of Academic Chuunibyou?
        date: 2016
       words: 991
      flesch: 52
     summary: As an experienced lecturer who enjoys giving lectures, I frequently find myself having to advocate this style of teaching to colleagues, in order to counter widespread criticism of it that seems to stem from both ‘popular’ opinion and what I consider ‘academic chuunibyou’. Other teaching modes, such as team teaching, small-group discussion and peer-to-peer learning, have not been as critically lambasted as the poor old lecture though, as one might expect, they themselves do not actually fare any better when subjected to the same degree of scrutiny (Fischer et al, 2004; Topping and Ehly, 1998; Shulman, 2000).
    keywords: learning; lecture; teaching
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        item: #238 of 392
          id: compass-32
      author: Walker, Simon
       title: Editorial Team
        date: 2012
       words: 90
      flesch: -39
     summary: Editors Simon Walker, Head of the Educational Development Unit Patrick Ainley, School of Education Ian McNay, School of Education Wendy Cealey Harrison, Head of the Learning & Quality Unit Editorial Assistant Gillian Keyms, Educational Development Unit Editorial Board Alec Coutroubis, School of Engineering Paul Dennison, Educational Development Unit Ed De Quincey, School of Computing & Mathematical Sciences Mark Ingham, School of Architecture, Design & Construction Lucie Pollard, School of Science Lynne Jump, School of Health & Social Care Malcolm Ryan, School of Education James Wisdom, Higher Education Consultant and Editor of the SEDA series
    keywords: school
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        item: #239 of 392
          id: compass-321
      author: Stoneham, Ray
       title: Panopto with Moodle: Enabling videos and screencasts to be effective assessment tools for all
        date: 2016
       words: 1104
      flesch: 44
     summary: Video recording, using Panopto on mobile Opinion Pieces Compass: Journal of Learning and Teaching, Vol 9, No 13, 2016 devices, of presentations, interviews or performances is also possible. They also experimented with video recording, finding it a useful preparation for video interviews and a confidence-builder for their presentation skills.
    keywords: assessment; recording; students
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        item: #240 of 392
          id: compass-328
      author: Little, Chris
       title: Mentimeter Smartphone Student Response System: A class above clickers
        date: 2016
       words: 1247
      flesch: 55
     summary: Heaslip, G., Donovan, P. and Cullen, J. G. (2014) ‘Student response systems and learner engagement in large classes.’ The positive effects frequently reported from SRS use are often indicative of more engaging teaching, in which regular checks on student learning are conducted by the practitioner anyway (Poirer and Feldman, 2007).
    keywords: learning; mentimeter; questions; teaching
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        item: #241 of 392
          id: compass-33
      author: Walker, Simon
       title: Editors' Introduction
        date: 2012
       words: 1117
      flesch: 41
     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.
    keywords: conference; learning; teaching; university
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        item: #242 of 392
          id: compass-335
      author: Phillips, Arron; Compton, Martin
       title: Improving reading compliance with whole class qualitative quiz questions
        date: 2016
       words: 5657
      flesch: 56
     summary: This small case study draws on existing research into why students do not read and evaluative research into strategies designed to combat this phenomenon. Hatteberg and Steffy (ibid.), for example, cite multiple studies since the early 1970s that show that no more than 30% of students complete reading tasks for any purpose.
    keywords: class; compliance; learning; questions; reading; students; studies; study; teaching
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        item: #243 of 392
          id: compass-338
      author: Boylan, Frances
       title: The 12 Apps of Christmas: an innovative and effective online student and educator support
        date: 2016
       words: 3509
      flesch: 53
     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.
    keywords: apps; course; learning; participants; students; teaching
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        item: #244 of 392
          id: compass-339
      author: Huijser, Henk; Wilson, James; Johnson, Dawn; Xie, Jianmei
       title: Implementing a Communities of Practice model to enhance learning and teaching at a transnational university in China.
        date: 2016
       words: 3935
      flesch: 46
     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.
    keywords: cops; learning; practice; teaching; university; wenger; xjtlu
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        item: #245 of 392
          id: compass-341
      author: Bardy, Helen; Loveland-Armour, Lorraine; Parkes, Sarah
       title: University, e-portfolio and students: perpetuating a sense of failure?
        date: 2016
       words: 4966
      flesch: 41
     summary: Instead, they are active partners in the life and learning of the University and partnership in this sense is the goal of student engagement. Enhancing retention, progression and achievement through student partnership.
    keywords: dyslexia; education; learning; mahara; partnership; students; teaching; university; work
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        item: #246 of 392
          id: compass-342
      author: Ainley, Patrick
       title: An academic question
        date: 2016
       words: 817
      flesch: 35
     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.
    keywords: academic; business
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        item: #247 of 392
          id: compass-343
      author: Keyms, Gillian
       title: Editorial Team for Issue 12
        date: 2016
       words: 158
      flesch: -40
     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
    keywords: university
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        item: #248 of 392
          id: compass-344
      author: Tran, Danielle
       title: Editors Introduction to Issue 12
        date: 2016
       words: 1814
      flesch: 31
     summary: His account of his first steps in flipping the classroom points to the necessity of very diverse ways of using materials to Editor’s Introduction Compass: Journal of Learning and Teaching, Vol 8, No 12, 2016 meet student needs and to the advantages, thanks to the analytics, both of targeted feedback to students and (for the academic, very much accountable) a comforting sense of control over learning. It intended to foster a range of student skills as well as diversifying assessment methods, with both formative peer and summative lecturer feedback.
    keywords: compass; education; learning; observation; students; teaching
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        item: #249 of 392
          id: compass-345
      author: François, Claudia; Gilardi, Filippo; Halim, Dunant; Hirzel, Thomas; Tan, K Cohen
       title: Engaging and Empowering Student Representatives as Agents of Change at The University of Nottingham Ningbo China
        date: 2016
       words: 6568
      flesch: 41
     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.
    keywords: feedback; lcf; learning; module; naa; representatives; staff; student; student representatives; teaching
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        item: #250 of 392
          id: compass-352
      author: Ferrier, Andrew James
       title: A WIKI for your Thoughts- Can WIKIS promote a collaborative learning environment?
        date: 2017
       words: 3723
      flesch: 51
     summary: With more students and less time, the tutor faces such restrictive choices as presenting a mini lecture or planning activities with limited scope, with the resultant challenge of judging what (if any) learning has been achieved. With this question in mind, the report tool in Moodle was used to track incidences of student interaction with Wikis, correlating them with end-of-term student results (a rather crude test, but a useful snapshot of any positive correlation between high attainment scores and the use of collaborative learning activities and Wikis).
    keywords: course; group; knowledge; learning; students; teaching; wikis
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        item: #251 of 392
          id: compass-368
      author: Robinson, Francesca
       title: Embedding TEL in an initial course in Teaching & Learning in HE: a co-design approach
        date: 2017
       words: 5812
      flesch: 49
     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.
    keywords: education; learning; participants; students; teaching; technology; tools; use; web
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        item: #252 of 392
          id: compass-371
      author: Jewitt, Katharine
       title: The MOOC Revolution – massive open online courses: the answer to problems facing education or an experiment that could destroy centuries of tradition.
        date: 2017
       words: 6708
      flesch: 53
     summary: The nature of educational research, learning and teaching is always changing and evolving: we academics cannot ignore anything with the potential to create powerful learning experiences that make educational environments connected, collaborative and personalised, developing in students the digital literacy skills essential to their growth in an ever-changing digital world. It encourages students to take ownership and be responsible for their own learning, enabling them to choose what they want to learn depending on their interest.
    keywords: courses; education; khan; learning; moocs; new; september; students; teachers; teaching; technology; world
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        item: #253 of 392
          id: compass-372
      author: Yerrabati, Sridevi
       title: How adults learn: A Reflective essay
        date: 2017
       words: 1493
      flesch: 56
     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’.
    keywords: adults; learning; students
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        item: #254 of 392
          id: compass-374
      author: Yerrabati, Sridevi
       title: Choosing Appropriate Assessment and Feedback Methods
        date: 2017
       words: 1786
      flesch: 48
     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.
    keywords: assessment; feedback; learning; students
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        item: #255 of 392
          id: compass-375
      author: Sherwood, Rebecca
       title: Supporting eLearners by increasing Digital Literacy Skills in Healthcare Educators
        date: 2017
       words: 8000
      flesch: 45
     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).
    keywords: case; education; face; group; journal; learning; students; studies; teachers; teaching; technology; time; tools; use
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        item: #256 of 392
          id: compass-399
      author: Peart, Daniel James
       title: Mobile Technology in Higher Education – Give it a Go: A Perspective from Bioscience
        date: 2017
       words: 2574
      flesch: 65
     summary: This article offers a reflection upon a project that observed student use of mobile technologies to support their learning. Key words: Self-directed, informal, iPads, mobile education Introduction The use of mobile technologies to support teaching and learning in Higher Education is becoming much more popular and even necessary as a generation of school children that will ultimately become our students is already familiar with it (Henderson and Yeow, 2012, Looi et al, 2011, Looi et al, 2016, Pegrum et al, 2013).
    keywords: learning; staff; students; teaching; technology; use
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        item: #257 of 392
          id: compass-40
      author: Derounian, James
       title: ‘Inspiring learners’ – inspiring colleagues
        date: 2012
       words: 499
      flesch: 46
     summary: A survey in 2009–10 of some 1,500 London University students recorded 83% claiming greater self-confidence plus an interest in trying new things. Learners investing £50,000 plus – in the form of student debt accumulated by the end of their degree – should expect inspirational teaching and learning as payback for their investment of time, money and energy.
    keywords: learning; university
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        item: #258 of 392
          id: compass-406
      author: Rust, Chris Ian
       title: The Emperor has no clothes
        date: 2017
       words: 1107
      flesch: 55
     summary: Chris Rust Abstract This piece argues that an opportunity has been wasted and the proposed metrics and methodology for the TEF will not validly assess teaching excellence. We should certainly benefit from a system that rigorously assessed teaching excellence – but this is not it!
    keywords: excellence; student; teaching
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        item: #259 of 392
          id: compass-41
      author: Clarke, Sandra
       title: Teaching ‘dry’ subjects without tears
        date: 2012
       words: 1168
      flesch: 54
     summary: 1 Teaching ‘dry’ subjects without tears Sandra Clarke University of Greenwich, School of Humanities & Social Sciences Every discipline has some subjects which are not readily accessible to students, or which seem at first glance to have limited relevance to their lives. Primarily, they have a detailed and technical subject matter, making it easy to overload students before they have seen the bigger picture.
    keywords: learning; students; teaching
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        item: #260 of 392
          id: compass-411
      author: Derounian, James
       title: TEF - Tiresomely Extraneous & Flawed?
        date: 2017
       words: 1778
      flesch: 50
     summary: Brexit, for example, represents something of an iceberg – large and still hidden in swirling mist, yet potentially damaging to UK student teaching and learning: departing the EU jeopardises a range of collaborations and research projects including the European TEF Special Edition Compass: Journal of Learning and Teaching, Vol 10, No 2, 2017 Union’s Horizon 2020 programme and the ERASMUS student exchange scheme. 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.”
    keywords: october; students; teaching; tef; university
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        item: #261 of 392
          id: compass-417
      author: Hewitt, Louise
       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
        date: 2017
       words: 3848
      flesch: 63
     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.
    keywords: classroom; learning; material; students; teaching; year
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        item: #262 of 392
          id: compass-42
      author: Heaney, Rose
       title: Improving the blend on a herbal medicine programme
        date: 2012
       words: 1987
      flesch: 49
     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.
    keywords: learning; patient; students; use; videos
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        item: #263 of 392
          id: compass-426
      author: Iwaniec, Malgorzata; Simmonds, Tatiana; Swan, Zoe
       title: A practical case study exploring how flipped learning affects the development of problem solving skills in two different disciplines
        date: 2017
       words: 5833
      flesch: 53
     summary: The questions differed slightly, as law students were asked about specific documents, whereas computing students were asked about relevant pdf.s in general. The law results demonstrated that a significant number of law students watched the material before the lecture: 86.4%, with only 13.6% watching the material twice in advance of the class.
    keywords: case; classroom; journal; law; learning; problem; skills; solving; students; studies; teaching
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        item: #264 of 392
          id: compass-427
      author: Benske, Karla; MacNeill, Sheila
       title: Addressing the Unconscious Bias Gap - A reflection on reactions to a case study on Unconscious Bias presented at the APT conference 2016
        date: 2017
       words: 1583
      flesch: 49
     summary: Another step could be for HEIs to move beyond the procedures/processes and incorporate proactive CPD on cognitive biases for all staff that includes exercises that enable learning and understanding of the effect biases have on our day-to-day working life for both students and staff. To support the institution’s mission and vision, a small cross-institutional team developed a range of resources to support and foster awareness and understanding of unconscious bias.
    keywords: admissions; bias; learning; teaching
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        item: #265 of 392
          id: compass-429
      author: Keyms, Gillian
       title: Editorial Team
        date: 2016
       words: 173
      flesch: -130
     summary: Compass: Journal of Learning and Teaching, Vol 9, No 13, 2016 First published in 2016 by: Educational Development Unit University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Danielle Tran, Educational Development Unit, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit, University of Greenwich Editorial Board Patrick Ainley, Faculty of Education & Health, University of Greenwich Ian McNay, Faculty of Education & Health, University of Greenwich Simon Walker, Educational Development Unit, University of Greenwich Malcolm Ryan, Independent Critical Friend James Wisdom, Higher Education Consultant and Editor of the SEDA series Lynne Jump, Faculty of Education & Health, University of Greenwich Sarah Crofts, Independent Critical Friend Paul Dennison, Educational Development Unit, University of Greenwich Edward Phillips, School of Law, University of Greenwich Catriona McAllister, University of Reading Mark Dawson, Brunel University London Gillian Lazar, Middlesex University London Reviewers Martin Compton, University of Greenwich Duncan McKenna, University of Greenwich Monika Pazio, Imperial College London Ed de Quincey, Keele University Ray Stoneham, University of Greenwich
    keywords: greenwich; university
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        item: #266 of 392
          id: compass-43
      author: Rankin, Sandra; Willson, Rob
       title: Video media as an assessment tool in psychology
        date: 2012
       words: 1382
      flesch: 54
     summary: By involving students in a new type of poster activity using video and YouTube as part of their course assessment, we wanted to put the fun back into learning and make it more engaging for students. Making short videos was introduced onto a generic skills and personal development course which encourages students to engage in a variety of activities to help them develop their skills and recognise their own strengths and weaknesses.
    keywords: activity; learning; students; video
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        item: #267 of 392
          id: compass-430
      author: Tran, Danielle
       title: Editor's Introduction Compass 13
        date: 2016
       words: 1357
      flesch: 32
     summary: An investigation into the challenges and problems facing student representatives of the ‘Learning Community Forum’ (LCF) at The University of Nottingham Ningbo China by Claudia François, Filippo Gilardi, Dunant Halim, Thomas Hirzel, and K Cohen Tan considers two internal case studies. Since this university values student ‘voice’ very highly, the quality and relevance of feedback is crucial to achieving institutional and educational change; there are therefore implications for the training of student representatives.
    keywords: case; learning; student; study; teaching
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        item: #268 of 392
          id: compass-44
      author: Bath, Diana
       title: Let’s get personal: A call for personalised pedagogy
        date: 2012
       words: 3346
      flesch: 51
     summary: Indeed, revisions to what is deemed valuable learning experience may not be easily reconciled with current models of quality assurance. The term ‘learning process,’ is used both as verb and noun.
    keywords: embodied; experience; learner; learning; process; teaching
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        item: #269 of 392
          id: compass-45
      author: Hart, Jennefer; Zamenopoulos, Theo; Garner, Steve
       title: The learningscape of a virtual design atelier
        date: 2012
       words: 5007
      flesch: 44
     summary: Sydney: UNSW. Binder, T., De Michelis, G., Gervautz, M., Jacucci, G., Matkovic, K., Psik, T. and Wagner, I. (2004), ‘Supporting confi gurability in a mixed-media environment for design students’, Personal and Ubiquitous Computing, Vol. 8. (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.
    keywords: atelier; design; face; learning; new; students; studio; teaching; technologies; university
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        item: #270 of 392
          id: compass-47
      author: Barry, Wayne
       title: Open spaces, mobile learning: findings from the iBorrow project
        date: 2012
       words: 4573
      flesch: 49
     summary: Radio-frequency identification (RFID) tags were placed inside iBorrow notebooks in the anticipation that the geo-location tracking data overlaid with additional information would provide a better understanding on how students use the digital and electronic resources available to them as individuals or within groups. ● As the university has five campuses spread out across Kent, application virtualisation enables applications to be dynamically delivered to desktop PCs and iBorrow notebooks thus reducing the amount of time and travelling IT staff would be required to do in order to maintain and upgrade computer software.
    keywords: augustine; data; house; iborrow; learning; notebooks; students; university
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        item: #271 of 392
          id: compass-479
      author: Ainley, Patrick
       title: The management of business or the business of management?
        date: 2017
       words: 864
      flesch: 44
     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.
    keywords: business; management
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        item: #272 of 392
          id: compass-48
      author: Brick, Billy
       title: How effective are web 2.0 language learning sites in facilitating language learning?
        date: 2012
       words: 2493
      flesch: 57
     summary: The lack of grammar exercises is also one of the main criticisms of the blogger Street-Smart Language Learning (2010), who reported on his attempt to study the German case system using Livemocha, and his eventual decision to abandon Livemocha in favour of other language learning web sites and books. 1 How effective are web 2.0 language learning sites in facilitating language learning?
    keywords: language; learners; learning; livemocha; snss
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        item: #273 of 392
          id: compass-482
      author: Brown, Sally
       title: Recognising and Rewarding Teaching Excellence: an argument for authentic metrics
        date: 2017
       words: 851
      flesch: 33
     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.
    keywords: learning; teaching
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        item: #274 of 392
          id: compass-484
      author: Race, Phil
       title: The Teaching Excellence Framework (TEF) : yet more competition – and on the wrong things!
        date: 2017
       words: 738
      flesch: 49
     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.
    keywords: tef
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        item: #275 of 392
          id: compass-485
      author: Nerantzi, Chrissi
       title: Quality teaching through openness and collaboration – an alternative to the TEF?
        date: 2017
       words: 1238
      flesch: 40
     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.
    keywords: academic; learning; teaching
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        item: #276 of 392
          id: compass-487
      author: McNay, Ian
       title: TEF: why and how? Ideological and operational imperatives driving policy
        date: 2017
       words: 3407
      flesch: 50
     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.
    keywords: education; government; learning; quality; research; students; teaching; tef
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        item: #277 of 392
          id: compass-488
      author: Heaney, Conor; Mackenzie, Hollie
       title: The Teaching Excellence Framework: Perpetual Pedagogical Control in Postwelfare Capitalism
        date: 2017
       words: 6834
      flesch: 37
     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.
    keywords: bis; control; education; journal; learning; market; paper; sector; teaching; tef; white
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        item: #278 of 392
          id: compass-49
      author: Smith, Karen
       title: Editorial Team
        date: 2012
       words: 98
      flesch: -51
     summary: Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 4, 2012 Editors Simon Walker, Educational Development Unit Patrick Ainley, School of Education Ian McNay, School of Education Karen Smith, Educational Development Unit Editorial Assistant Gillian Keyms, Educational Development Unit Editorial Board Alec Coutroubis, School of Engineering Paul Dennison, Educational Development Unit Ed De Quincey, School of Computing & Mathematical Sciences Mark Ingham, School of Architecture, Design & Construction Lucie Pollard, School of Science Lynne Jump, School of Health & Social Care Malcolm Ryan, School of Education James Wisdom, Higher Education Consultant and Editor of the SEDA series
    keywords: school
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        item: #279 of 392
          id: compass-490
      author: Moore, J M
       title: Against the TEF: For Quality Learning
        date: 2017
       words: 1048
      flesch: 51
     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).
    keywords: learning; students; teaching
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        item: #280 of 392
          id: compass-496
      author: Gibbs, Graham
       title: Evidence does not support the rationale of the TEF
        date: 2017
       words: 4073
      flesch: 51
     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.
    keywords: fees; institutions; learning; metrics; quality; teaching; tef
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        item: #281 of 392
          id: compass-50
      author: Smith, Karen; Walker, Simon; Ainley, Patrick; McNay, Ian
       title: From the Editors
        date: 2012
       words: 1206
      flesch: 46
     summary: vi A further feature of the White Paper is the professionalisation of higher education teaching (BIS, 2011: p.9). On 21 March 2012, Dr James Atherton from University of Bedfordshire will develop arguments about reflective practice and its appropriateness for higher education teaching and learning in his lecture: ‘reflective practice: an idea whose time is past’.
    keywords: education; greenwich; learning; university
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        item: #282 of 392
          id: compass-502
      author: Grogan, Samuel
       title: Students as consumers? There is a potential alternative…
        date: 2017
       words: 1004
      flesch: 51
     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.
    keywords: consumer; education; student
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        item: #283 of 392
          id: compass-51
      author: Alsford, Sally
       title: The Greenwich Graduate – Engaging With Students
        date: 2012
       words: 2163
      flesch: 40
     summary: Students were invited to discuss their experiences and aspirations at this event and academic staff were also invited to engage with students to understand what being a Greenwich graduate could – or should – mean. 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?”
    keywords: graduate; greenwich; statement; students; university
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        item: #284 of 392
          id: compass-518
      author: Betteney, Mark
       title: Where have all the full stops gone? The dangers of striving for ‘University-level’ punctuation.
        date: 2017
       words: 1862
      flesch: 59
     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.
    keywords: education; primary; punctuation; writing
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        item: #285 of 392
          id: compass-52
      author: Ainley, Patrick
       title: For A Really Open University
        date: 2012
       words: 778
      flesch: 38
     summary: D6010-11_Compass_Jan2012_WEB.pdf Opinion pieces For A Really Open University Patrick Ainley School of Education Lord Browne’s Independent Review of Higher Education Funding and Student Finance, codified in the Government’s White Paper, Higher education: students at the heart of the system, marks the end of efforts to reform society through education. The logic of reform carried forward to the inclusion of children with special needs, a common exam at 16 and a National Curriculum sold to school teachers as a universal entitlement, as well as – more recently – widening participation in higher education to nearly half of 18–30 year olds.
    keywords: education; schools; students
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        item: #286 of 392
          id: compass-53
      author: Dennison, Paul
       title: Problems With Evidencing Reflective Practice (And Their Possible Resolution)
        date: 2012
       words: 680
      flesch: 46
     summary: Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 4, 2012 12 ● As part of the coaching process, we show students how to select and present evidence of reflection that will make them appear professional. 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’.
    keywords: evidence; students
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        item: #287 of 392
          id: compass-530
      author: Hillman, Nick
       title: Is the TEF a good idea – and will it work?
        date: 2017
       words: 1503
      flesch: 61
     summary: So, I understand where the Government is coming from on the TEF, but I do worry about the statistical proxies by which university teaching is to be measured. The Teaching Excellence Framework (TEF) is designed to evaluate the quality of teaching and learning in higher education and to reward or punish institutions accordingly.
    keywords: learning; teaching; tef
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        item: #288 of 392
          id: compass-54
      author: Smith, Karen
       title: The Greenwich Graduate Initiative – An Interview With Professor Simon Jarvis
        date: 2012
       words: 3335
      flesch: 43
     summary: Greenwich Graduate Initiative – equipping the next generation of graduates. It is therefore embedded in programme design: “Greenwich graduates need to be at the forefront of people’s thinking.
    keywords: graduate; greenwich; initiative; simon; university
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        item: #289 of 392
          id: compass-55
      author: Bradshaw, Noel-Ann
       title: Undergraduates Speak Out! Undergraduate Mathematics Conference: Tomorrow’s Mathematicians Today
        date: 2012
       words: 2041
      flesch: 50
     summary: The idea for a mathematics conference for undergraduates presented itself after the author took a group of Greenwich students to the IMA’s Younger Members’ conference in November 2008. Greenwich students benefitted enormously and some of those who presented, and are now in their final year, had this to say about their experience: “Speaking at TMT was undoubtedly the highlight of my mathematical career thus far.”
    keywords: conference; mathematics; research; students; undergraduate
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        item: #290 of 392
          id: compass-56
      author: Stair, Nola
       title: E-Transition Learning Objects
        date: 2012
       words: 1644
      flesch: 40
     summary: Conclusions and recommendations This project has enabled a better understanding of the difficulties that new students encounter, as well as the needs of returning students. The university’s managed learning environment (MLE, or portal) and virtual learning environment (VLE) would be used as flexible delivery channels to distribute engaging, meaningful and relevant resources for the ongoing transitional needs of students.
    keywords: greenwich; learning; los; students; university
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        item: #291 of 392
          id: compass-569
      author: Kitchener, Iain L
       title: Are Accelerated Degrees the Future for Higher Education?
        date: 2017
       words: 1728
      flesch: 47
     summary: This is clearly a provocative question, though recent announcements about raising the yearly fees universities can charge students on accelerated degree programmes should give us pause for thought. This article will explore the drivers for accelerated degrees, identify some of the issues surrounding the initiative and consider important next steps towards ensuring that such a project is truly successful.
    keywords: degrees; education; learning; march; students
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        item: #292 of 392
          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
       words: 3364
      flesch: 50
     summary: Whilst I have made several recommendations for change, with particular emphasis on applying increased attention to delivering teaching, learning and assessment that focuses on the entire course content, I believe that practical projects are a relevant and worthwhile component of student learning. When discussing individual student projects, Anderson et al (1998) make a number of points relevant to group projects; in particular they suggest that the time spent on practical projects or ‘learning by doing’ must be useful to the student and relevant to the overall learning outcomes of the course.
    keywords: assessment; course; group; learning; students; teaching
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        item: #293 of 392
          id: compass-58
      author: Birch, Chris
       title: The Road Ahead
        date: 2012
       words: 3365
      flesch: 44
     summary: Many universities have hundreds of thousands of square metres of space, and therefore an average sized university (150,000 m2) can easily spend £45m per annum on the capital, revenue and debt servicing of this estate. In the world in which we now live, corporate research and development budgets dwarf those of most universities.
    keywords: knowledge; learning; need; teaching; time; universities; university
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        item: #294 of 392
          id: compass-59
      author: Brown, Charmaine
       title: Friend or foe! The Professionalisation Agenda: Teacher Educators In The Lifelong Learning Sector (LLS)
        date: 2012
       words: 2223
      flesch: 45
     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.
    keywords: education; funding; learning; skills; teacher; teaching
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        item: #295 of 392
          id: compass-60
      author: Brunskell-Evans, Heather
       title: Demystifying Theory
        date: 2012
       words: 2709
      flesch: 41
     summary: I briefly rehearsed the nub of the contention between Foucauldian and Marxist educational theorists with regard to how to analyse political power. These sites conjoin and consolidate from the bottom up with larger structures of state power in a network whose overarching effect is oppression.
    keywords: education; foucault; power; self; system
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        item: #296 of 392
          id: compass-61
      author: Richardson, Gemma Louise
       title: M Level primary mathematics CPD: an identity crisis?
        date: 2013
       words: 6379
      flesch: 52
     summary: Primary teacher identity, commitment and career in performative school cultures in British Educational Research Journal, Volume 34, Issue 5, pp. Key words: primary mathematics; continuing professional development; teacher identity; professional identity; Masters-level Introduction This paper presents the findings of a small scale empirical study focusing on early career primary teachers (ECTs) and the relationship between issues of identity and engagement with Masters level primary mathematics Continuing Professional Development (M-level PM CPD).
    keywords: cpd; identities; identity; learning; level; london; mathematics; professional; research; teachers; teaching; university
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        item: #297 of 392
          id: compass-611
      author: Tran, Danielle
       title: Editor's Introduction
        date: 2017
       words: 1458
      flesch: 31
     summary: An opinion piece by Daniel James Peart aims to allay the possible fears of academic teachers about embracing the use of mobile technologies in teaching and learning draws its conclusions from the observation of student practice with mobile devices. This issue of Compass explores further the applications of technology to learning and teaching and emphasises the importance of academics’ partnership with students in their growing command of digital devices and tools, including social web tools.
    keywords: classroom; learning; students; teaching
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        item: #298 of 392
          id: compass-612
      author: Keyms, Gillian
       title: Editorial Team
        date: 2017
       words: 164
      flesch: -38
     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
    keywords: greenwich; university
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        item: #299 of 392
          id: compass-616
      author: James, Alison
       title: Why play matters in a world of REF, TEF and What the Jeff
        date: 2017
       words: 3719
      flesch: 61
     summary: Building on our earlier ventures together, Chrissi Nerantzi and I are producing an international collection of play practices in HE for Palgrave Macmillan (2018). It was clear that if balloon play could bring home to participants complex concepts relevant to body functioning and sports science, there must be countless other playful ways to inspire learning.
    keywords: festival; learning; new; people; play; students; teaching; university; ways
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        item: #300 of 392
          id: compass-617
      author: Keyms, Gillian
       title: Editorial Team
        date: 2017
       words: 145
      flesch: -101
     summary: Compass: Journal of Learning and Teaching, Vol 10, No 2, 2017 First published in May 2017 by: Educational Development Unit University of Greenwich Old Royal Naval College Park Row London SE10 9LS United Kingdom Editor Danielle Tran, Educational Development Unit, University of Greenwich Sub-editor Jim Bennett, Gold Leaf Editorial Assistant Gillian Keyms, Educational Development Unit, University of Greenwich Editorial Board Patrick Ainley, Faculty of Education & Health, University of Greenwich Ian McNay, Faculty of Education & Health, University of Greenwich Simon Walker, Educational Development Unit, University of Greenwich James Wisdom, Higher Education Consultant and Editor of the SEDA series Sarah Crofts, Independent Critical Friend Paul Dennison, Educational Development Unit, University of Greenwich Edward Phillips, School of Law, University of Greenwich Catriona McAllister, University of Reading Gillian Lazar, Middlesex University London Ed de Quincey, Keele University Reviewers Monica Fernandes, Brunel University London Mark Dawson, Brunel University London
    keywords: university
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        item: #301 of 392
          id: compass-618
      author: Walker, Simon; Tran, Danielle
       title: Editors' Introduction
        date: 2017
       words: 2426
      flesch: 39
     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.
    keywords: education; excellence; learning; students; teaching; tef
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        item: #302 of 392
          id: compass-62
      author: Smith, Karen
       title: Editors' Introduction
        date: 2013
       words: 1132
      flesch: 36
     summary: Their research suggest that college staff have a new professional confidence in using technology that stems from their own curiosity as to how technology could be used to enhance student learning. The conference sought to promote dialogue around the differential attainment of students of different ethnicities.
    keywords: greenwich; learning; students; university
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        item: #303 of 392
          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
       words: 6219
      flesch: 53
     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.
    keywords: charts; identity; learning; pgrs; phd; pie; research; role; student; teaching
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        item: #304 of 392
          id: compass-63
      author: Orlinska, Jad
       title: Editorial Team
        date: 2013
       words: 101
      flesch: -54
     summary: Compass: The Journal of Learning and Teaching at the University of Greenwich, Issue 5, 2012 Managing Editor Karen Smith, Educational Development Unit Editorial Assistant Gillian Keyms, Educational Development Unit Advisory Board Patrick Ainley, School of Education Ian McNay, School of Education Simon Walker, Educational Development Unit Editorial Board Alec Coutroubis, School of Engineering Paul Dennison, Educational Development Unit Mark Ingham, School of Architecture, Design & Construction Lucie Pollard, School of Science Lynne Jump, School of Health & Social Care Ed De Quincey, School of Computing & Mathematical Sciences Malcolm Ryan, School of Education James Wisdom, Higher Education Consultant and Editor of the SEDA series
    keywords: school
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        item: #305 of 392
          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
       words: 1040
      flesch: 50
     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.
    keywords: culture; london; students
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        item: #306 of 392
          id: compass-65
      author: Bradshaw, Noel-Ann; Lakin, Steve
       title: The Greenwich Maths Arcade: A Tool For Nurturing The Inquiring Mind
        date: 2013
       words: 2094
      flesch: 61
     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.
    keywords: arcade; games; maths; students; university
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        item: #307 of 392
          id: compass-66
      author: Phillips, Edward
       title: Law Games – Role Play And Simulation In Teaching Legal Application And Practical Skills: A Case Study
        date: 2013
       words: 2028
      flesch: 49
     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.
    keywords: education; law; learning; role; teaching
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        item: #308 of 392
          id: compass-663
      author: Robinson, Francesca
       title: Using an open digital space assessment on a course for new teachers in higher education
        date: 2018
       words: 4844
      flesch: 50
     summary: As a result, in several posts, more attention was given to content than to the style (though I have found, in general, that the style varies and that some blog posts do, in fact, have more academic formality). During the second year, I observed that: • in contrast to the previous year, very few questions were asked during the course introductory days about the digital assignment – perhaps because participants could refer to the screencast and had the chance to see posts by the first cohort; • although there was an option to comment on other posts, only a few participants did this.
    keywords: digital; learning; participants; posts; space; task; teaching
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        item: #309 of 392
          id: compass-665
      author: Goudie, Scott Malcolm
       title: “Online CPD courses: Do they enhance student knowledge?”
        date: 2018
       words: 1344
      flesch: 44
     summary: In recent years, online CPD courses have become far more commonplace. Online CPD courses should be scrutinised for design and relevant pedagogical merits.
    keywords: cpd; learning; online
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        item: #310 of 392
          id: compass-668
      author: Boden, Gemma M; Hart, Lindsay
       title: Kahoot - Game Based Student Response System
        date: 2018
       words: 1475
      flesch: 52
     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.
    keywords: kahoot; learning; students
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        item: #311 of 392
          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
       words: 2413
      flesch: 50
     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.
    keywords: assessment; feedback; learning; students; university
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        item: #312 of 392
          id: compass-675
      author: El Sheikh, Samia Adly Hanna; Youssef Assaad, Reda
       title: The impact of changing learning environment on students’ learning in marketing education: A case-study applied in higher education in Egypt
        date: 2018
       words: 5196
      flesch: 42
     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).
    keywords: approach; environment; grades; learning; marketing; semester; students; teaching
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        item: #313 of 392
          id: compass-68
      author: Stewart, Will
       title: Transforming A Face-To-Face Module For An Online Environment: A Transferable Pedagogical Model
        date: 2013
       words: 4053
      flesch: 54
     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.
    keywords: face; learning; module; online; students; teaching
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        item: #314 of 392
          id: compass-69
      author: Gammie, Shivaun
       title: Evaluation Of Web-Based Learning Sets For A Postgraduate Community Pharmacist Programme
        date: 2013
       words: 3150
      flesch: 49
     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.
    keywords: dimdim; learning; sets; teaching; web
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        item: #315 of 392
          id: compass-691
      author: Kelly, Peter Colin
       title: Applying STEEPLE to course and curriculum design
        date: 2018
       words: 3821
      flesch: 46
     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.
    keywords: course; curriculum; design; education; environment; learning; students; technology
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        item: #316 of 392
          id: compass-693
      author: Zhi, Jin
       title: Understanding the Big Picture: The VFX HE Online Mentoring Programme
        date: 2018
       words: 3678
      flesch: 49
     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.
    keywords: industry; learning; mentoring; programme; students; teaching; vfx
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        item: #317 of 392
          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
       words: 5733
      flesch: 56
     summary: Takes control of student devices by managing slide advance. ‘Clicking their way to success: using student response systems as a tool for feedback.’
    keywords: journal; learning; lecturer; options; questions; responses; reviews; students; teaching; technology; use; vol
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        item: #318 of 392
          id: compass-697
      author: Casey, John
       title: Web annotation technologies for learning
        date: 2018
       words: 1051
      flesch: 36
     summary: What is web annotation? Applications for Learning With web annotation, what is developing are powerful ways of interacting with web content and other web users.
    keywords: annotation; learning; web
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        item: #319 of 392
          id: compass-7
      author: McNay, Ian
       title: I prefer research to feed my teaching, not lead it
        date: 2012
       words: 1484
      flesch: 57
     summary: So, research-led teaching is a dangerous myth; research fed teaching will be good. My research on research quality assessment led to a conference session where I asked participants whether research policy was linked to teaching policy.
    keywords: policy; research; students; teaching
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        item: #320 of 392
          id: compass-70
      author: Davies, Christine
       title: A Case Study On Learners’ Perspectives On Technology For Learning
        date: 2013
       words: 1351
      flesch: 52
     summary: The following two questions (c and d) examined the range of technologies students had encountered and the influence of lecturers in that experience, with question e specifically looking at methods of communication. For example, online submission of assessments was introduced across the university, and training for both staff and students was put in place to ensure that the institutional virtual learning environment (VLE), in this case Blackboard, has widespread and consistent use.
    keywords: learning; technology; university
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        item: #321 of 392
          id: compass-701
      author: Tran, Danielle
       title: Editor's Introduction
        date: 2017
       words: 1187
      flesch: 28
     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.
    keywords: education; learning; students
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        item: #322 of 392
          id: compass-704
      author: Li, Fon Yan; Boden, Gemma
       title: Flipped classroom: a student experience
        date: 2018
       words: 1883
      flesch: 49
     summary: When undertaken properly, flipped learning can be a rewarding and modern alternative to the traditional classroom, as the teacher and student must coexist and work together to create a united approach (Yamashita and Yasueda, 2017). The resources used in the deployment of flipped learning vary in accordance with the topic taught.
    keywords: classroom; learning; students; teaching; time
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        item: #323 of 392
          id: compass-705
      author: Keyms, Gillian
       title: Editorial Team
        date: 2017
       words: 160
      flesch: -36
     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
    keywords: greenwich; university
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        item: #324 of 392
          id: compass-708
      author: Compton, Martin; Almpanis, Timos
       title: One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning
        date: 2018
       words: 4844
      flesch: 38
     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.
    keywords: cloud; cpd; education; journal; learning; teaching; technology; tools; training; use
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        item: #325 of 392
          id: compass-71
      author: Ecclesfield, Nigel; Rebbeck, Geoff; Garnett, Fred
       title: The Case Of The Curious And The Confident - The Untold Story Of Changing Teacher Attitudes To E-Learning And “Technology In Action” In The FE Sector
        date: 2013
       words: 5421
      flesch: 42
     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.
    keywords: learning; practice; responses; survey; teachers; teaching; technology; use; work
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        item: #326 of 392
          id: compass-711
      author: Thompson, David
       title: Lights, camera, action research! Engaging filmmaking students in feedback
        date: 2018
       words: 3415
      flesch: 59
     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.
    keywords: feedback; learning; process; research; students; teaching; work
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        item: #327 of 392
          id: compass-714
      author: Garnham, Wendy A; Betts, Tab
       title: The Padlet Project: Transforming student engagement in Foundation Year seminars
        date: 2018
       words: 3685
      flesch: 49
     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).
    keywords: learning; module; padlet; project; students; teaching; term
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        item: #328 of 392
          id: compass-715
      author: Clarke, Sandra
       title: Using technology as a way of evolving assessment practice
        date: 2018
       words: 1838
      flesch: 48
     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).
    keywords: assessment; learning; moodle; questions; students
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        item: #329 of 392
          id: compass-718
      author: Usher, Julie; MacNeill, Sheila; Creanor, Linda
       title: Evolutions of Carpe Diem for learning design
        date: 2018
       words: 3307
      flesch: 41
     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
    keywords: carpe; design; diem; learning; process; staff; teaching
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        item: #330 of 392
          id: compass-719
      author: Lakin, Steve
       title: The use of Moodle for Formative Assessment in Mathematics
        date: 2018
       words: 1149
      flesch: 49
     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.
    keywords: moodle; technology
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        item: #331 of 392
          id: compass-72
      author: Davies, Chantal; Garrett, Matthew
       title: The BME Student Experience At A Small Northern University: An Examination Of The Experiences Of Minority Ethnic Students Undertaking Undergraduate Study Within A Small Northern University
        date: 2013
       words: 5381
      flesch: 45
     summary: This includes Osler’s (1999) work on the educational experiences of BME undergraduates in Britain, the work of Connor et al., (2004) on the influences on participation in HE of minority ethnic students, that of Givens, Almeida, Holden and Taylor (1999), on the ethnic minority experience in initial teaching training, Mai Sims’s (2007) case study on student experience of diversity, Jessop and Williams’s (2009) work on the minority ethnic student experience in a small, mainly ‘white’, university and the more recent NUS (2011) report on the experiences of Black students in further and higher education. The intention of the research project described in this paper has been to build upon the body of existing work on BME student experience.
    keywords: bme; education; equality; experience; minority; research; students; university
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        item: #332 of 392
          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
       words: 5006
      flesch: 57
     summary: Pedagogical rationale Experiential learning via games has been found to have a positive impact on conceptual understanding, skill development and student motivation (Felicia, 2011). Games can provide a risk-free environment to practise skills, apply knowledge and get feedback (Kafai and Burke, 2015).
    keywords: case; class; discussion; game; journal; learning; students; teachers; teaching
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        item: #333 of 392
          id: compass-722
      author: Grussendorf, Sonja
       title: A critical assessment of the NMC Horizon reports project
        date: 2018
       words: 5544
      flesch: 52
     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.
    keywords: consortium; education; horizon; learning; media; nmc; predictions; reports; technology
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        item: #334 of 392
          id: compass-723
      author: Garsten, Nicky
       title: It's good to talk in the Digital Age
        date: 2018
       words: 1067
      flesch: 38
     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.
    keywords: digital; october; students
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        item: #335 of 392
          id: compass-73
      author: Shoderu, Ronke; Kane, Suzanne; Husbands, Deborah; Holly, Debbie
       title: Developing A Sense Of Belonging: Findings From A Three Institution Study With Implications For BME Students And Staff Engagement.
        date: 2013
       words: 4136
      flesch: 54
     summary: The research team endeavoured to record student narratives by listening to the lived-life experiences of students, without interruption where possible. This might include university experiences, or not.”
    keywords: education; experience; jean; journal; life; sense; students; university
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        item: #336 of 392
          id: compass-730
      author: Pates, Dominic William
       title: Using wireless collaboration to enhance university learning spaces and encourage mobile learning practices
        date: 2018
       words: 2307
      flesch: 46
     summary: Gillies, C.G.M. (2016) ‘To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom.’ It considers how mobile devices might facilitate transformed pedagogies, if socialised within learning spaces.
    keywords: cochrane; conference; devices; learning; mobile; teaching
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        item: #337 of 392
          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
       words: 2516
      flesch: 62
     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’
    keywords: children; learning; student; teachers; teaching
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        item: #338 of 392
          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
       words: 3648
      flesch: 44
     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.
    keywords: biology; cancer; education; feedback; learning; students; subject; teaching; training
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        item: #339 of 392
          id: compass-75
      author: Stoneham, Ray
       title: In praise of Yellow Pages
        date: 2013
       words: 1403
      flesch: 57
     summary: Referencing is a high level skill that many students at university will never attain, in the same way that others will never learn to drive no matter how hard they try. For example, deciding whether a reference is needed to Pele or Messi, depending on the audience, is something many students would not even consider.
    keywords: google; referencing; students
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        item: #340 of 392
          id: compass-774
      author: Dinning, Track
       title: Assessment of Entrepreneurship in Higher Education: An evaluation of current practices and proposals for increasing authenticity
        date: 2018
       words: 6586
      flesch: 36
     summary: Assessing learning in Australian universities: ideas, strategies and resources for quality in students assessment. Finally, the paper concludes with a set of proposals aligned to academics, students and external practitioners for making entrepreneurship assessment more authentic.
    keywords: assessment; business; education; educators; entrepreneurship; journal; learning; september; students; teaching; university; use
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        item: #341 of 392
          id: compass-778
      author: Helmy, Heba Ezzeldin
       title: Solving the group project assessment quandary: Can instructor’s partitioning of groups topics among students be the solution?
        date: 2018
       words: 6923
      flesch: 51
     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.
    keywords: assessment; group; instructor; learning; members; project; students; topic
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        item: #342 of 392
          id: compass-78
      author: Farr, Jackie
       title: 'Shared listening': using a World cafe approach as a revision tool in a final year undergraduate programme
        date: 2013
       words: 3115
      flesch: 49
     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.
    keywords: café; disability; sport; students; teaching; university; world
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        item: #343 of 392
          id: compass-780
      author: Hockham, David
       title: The governments new career strategy: an end to placements for English Higher Education performing arts students?
        date: 2018
       words: 1086
      flesch: 52
     summary: The governments new career strategy: an end to placements for English Higher Education performing arts students? With only 1300 active theatres in the UK (TheatresTrust, 2018) – many of which not suitable for placements, as the figure includes pop-up and temporary venues, as well as school and college theatres – it appears that the needs of the 8000 young people and the number of placement places are irreconcilable.
    keywords: education; learning; students
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        item: #344 of 392
          id: compass-786
      author: Stoszkowski, John
       title: Using Flipgrid to develop social learning
        date: 2018
       words: 1414
      flesch: 47
     summary: Technology Reviews Compass: Journal of Learning and Teaching, Vol 11, No 2, 2018 Using Flipgrid to develop social learning John Stoszkowski University of Central Lancashire Abstract Flipgrid is an online video discussion platform designed to empower learners and facilitate social interaction between students. Introduction Flipgrid (www.flipgrid.com), an online video discussion platform, is designed to empower learners and facilitate collaboration and social learning between students.
    keywords: flipgrid; learning; students; video
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        item: #345 of 392
          id: compass-79
      author: MacNeill, Sheila; Johnston, Bill
       title: The Digital University in the Modern Age: A proposed framework for strategic development
        date: 2013
       words: 1759
      flesch: 31
     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.
    keywords: digital; greenwich; learning; university
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        item: #346 of 392
          id: compass-791
      author: Weston, Daniel
       title: Exploring first-year undergraduates’ perceptions of poetry and their acquisition of skills in reading poetry for study at university
        date: 2018
       words: 4662
      flesch: 55
     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.
    keywords: focus; groups; learning; participants; poetry; students; study; teaching
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        item: #347 of 392
          id: compass-794
      author: Nerantzi, Chrissi; Jackson, Norman; Mouratoglou, Nikos; Baff, Debbie
       title: Learning and teaching partnership narratives relating to the open course ‘Creativity for Learning in Higher Education’ (#creativeHE)
        date: 2018
       words: 5183
      flesch: 44
     summary: I also now use it in many situations in the workplace ranging from taking notes at meetings, brainstorming for course development, and as a communication tool. One of the strengths was the partnership between participants and course facilitators.
    keywords: academic; course; creativehe; creativity; development; learning; participants; teaching
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        item: #348 of 392
          id: compass-8
      author: Wraith, Ben
       title: Student incentives: More than a free condom
        date: 2012
       words: 908
      flesch: 61
     summary: By ensuring that many costs were rolled up early in the Student incentives: More than a free condom 2 academic year, the effect could have been that fewer students experienced financial difficulties later in the year. Besides a possible increase in efficiency, could this small change bring about increased happiness both for staff, who become bonus-givers rather than fine-imposers, and students, who are confronted with pleasing bonuses rather than fines and harsh language?
    keywords: students; work
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        item: #349 of 392
          id: compass-80
      author: Smith, Karen
       title: Pecha Kucha or creatively crafting chit chat presentations with concision and precision
        date: 2013
       words: 934
      flesch: 63
     summary: Miller Beyer (2011) compared student Pecha Kuchas presentations with those using PowerPoint. It turns out that the Pecha Kucha is everywhere; it is trade-marked, there are Pecha Kucha nights, Pecha Kucha training, and almost 19,000 Pecha Kucha videos on YouTube.
    keywords: kucha; pecha; teaching
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        item: #350 of 392
          id: compass-800
      author: Nerantzi, Chrissi; Gossman, Peter
       title: Cross-boundary communities, an alternative vision for academic development
        date: 2018
       words: 5801
      flesch: 28
     summary: Towards an alternative approach During this research, evidence was gathered in relation to the attractiveness of such practitioner-led collaborations in the area of open cross-institutional academic development (Nerantzi, 2017a; Nerantzi, 2017b). It is proposed that the framework could be used and adapted by those considering the development and implementation of cross-institutional academic development – or, indeed, other provision.
    keywords: boundary; collaborative; community; development; education; journal; learning; open; staff; teaching
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        item: #351 of 392
          id: compass-81
      author: Laxton, Julie; Dagg, Paul; Hargreaves, Janet; Laverick, Duane; Mitchell, Carrie
       title: Student collaboration in developing an on-line self assessment tool, to enhance development for student and newly qualified professionals
        date: 2013
       words: 3347
      flesch: 47
     summary: We therefore thought that looking more widely at student collaboration within an educational setting might offer some insights. Whilst these are only limited initial results, the team feel that they offer justification for the strategy of student collaboration.
    keywords: assessment; collaboration; learning; research; students; teaching; tool; university
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        item: #352 of 392
          id: compass-812
      author: Gibson, Poppy Frances
       title: From Humanities to Metahumanities: Transhumanism and the Future of Education
        date: 2018
       words: 1901
      flesch: 26
     summary: Transhumanism suggests that human life will be better and even fulfilled in a new way, if humans can overcome some of the finite conditions now given (Henriksen, 2015). This piece aims to identify some key questions in the area of transhumanism and education as four themes are considered: teachers, human hardware, curriculum and lifelong learning.
    keywords: brain; ebscohost; education; journal; learning; transhumanism
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        item: #353 of 392
          id: compass-815
      author: Pattacini, Laurence
       title: Experiential Learning: the field study trip, a student-centred curriculum.
        date: 2018
       words: 6628
      flesch: 39
     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.’
    keywords: assessment; curriculum; experience; field; journal; landscape; learning; module; research; students; study; teaching; trip
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        item: #354 of 392
          id: compass-817
      author: Ryan, Richie; Noonan, Gina; McElheron, Eddie
       title: Using mobile technology to facilitate formative assessment and support learning in apprenticeship programmes
        date: 2018
       words: 2136
      flesch: 44
     summary: The cards below provide an overview of a selection of quiz modes and describe how these were used by students‡ and embedded into classroom learning activities by tutors. Quizlet is a mobile learning application that provides a variety of quiz modes based on the creation of a single deck of flashcards.
    keywords: application; learning; modes; quizlet; students; technology
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        item: #355 of 392
          id: compass-82
      author: Stokes, Jane; Cummins, Keena
       title: Video Use in Reflective Practice: Experience from Educating Speech and Language Therapists
        date: 2013
       words: 3534
      flesch: 51
     summary: In using video reflection in student education we have endeavoured to replicate this through the use of campus-based preparatory and debriefing sessions which create a framework to build on strengths as a ‘dialogue mediated by video’ (Cave et al 2011 p181). From our experience in facilitating video reflection with speech and language therapy students, clinicians and education practitioners, the process of video reflection needs to be established within a course of a minimum of four weeks.
    keywords: language; learning; speech; student; university; use; video
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        item: #356 of 392
          id: compass-826
      author: Mogaji, Emmanuel
       title: With the integration of learning apps, what are Moodle’s prospects?
        date: 2018
       words: 1669
      flesch: 55
     summary: I attended the SHIFT (2018) conference to present my work on student engagement using Kahoot!, an online quiz system, projected in class, with which students can engage on their laptops, tablets or smartphones. Moodle is the virtual learning environment (VLE) for the University of Greenwich and lecturers and students are meant to use it as a one-stop hub for student engagement.
    keywords: learning; moodle; students; teaching
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        item: #357 of 392
          id: compass-83
      author: Bennett, Linda
       title: Plymouth University goes digital for better access to textbooks
        date: 2013
       words: 4025
      flesch: 57
     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.
    keywords: books; gee; learning; library; plymouth; students; textbooks; university
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        item: #358 of 392
          id: compass-830
      author: Keyms, Gillian
       title: Editorial Team Volume 11, No 1 2018
        date: 2018
       words: 188
      flesch: -45
     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
    keywords: greenwich; university
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        item: #359 of 392
          id: compass-831
      author: Tran, Danielle
       title: Editor's Introduction TEL Special Edition
        date: 2018
       words: 2517
      flesch: 33
     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.
    keywords: assessment; design; learning; paper; students; teaching; technology
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        item: #360 of 392
          id: compass-837
      author: Beaumont, Kizzy
       title: Google Classroom: An online learning environment to support blended learning
        date: 2018
       words: 1893
      flesch: 50
     summary: Technology Reviews Compass: Journal of Learning and Teaching, Vol 11, No 2, 2018 Table 1: Summary of Student Learning staff review of Google Classroom functionality. In addition, the possibilities for collaborative work between students (and staff) offered by Google apps which can be shared via Google Classroom, is a unique selling point and supports development of real-world digital skills.
    keywords: classroom; google; learning; online; student
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        item: #361 of 392
          id: compass-84
      author: Arshad, Kamran; Imran, Muhammad Ali
       title: Increasing the interaction time in a lecture by integrating flipped classroom and just-in-time teaching concepts
        date: 2013
       words: 4219
      flesch: 52
     summary: This material can also be improved over time, based on student feedback and requests. This article incorporates a flipped classroom approach with JiTT method by providing tutorial videos prior to the actual lecture and then obtaining student feedback using a carefully designed assignment for the students.
    keywords: assignments; feedback; learning; lecture; students; teaching; time; university
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        item: #362 of 392
          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
       words: 1598
      flesch: 46
     summary: This conference piece draws parallels between the pressures, tensions and opportunities that conferences can provide. Pressures Public speaking anxiety (PSA) is the most commonly-experienced type of anxiety (Kumar et al., 2017, p.287), yet conferences are often are often well-attended, with much competition for their presentation opportunities.
    keywords: article; conference; gibson; space
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        item: #363 of 392
          id: compass-843
      author: Vallely, Kat Sarah Anne; Gibson, Poppy
       title: Engaging students on their devices with Mentimeter
        date: 2018
       words: 1888
      flesch: 44
     summary: Fast forward two years and, with its focus on student engagement, this review provides an interesting insight into snapshot cases of Mentimeter’s incorporation into sessions with students from the Teacher Education Department. The article presents the use of Mentimeter in both lectures and seminars and provides three illustrative screenshots; it discusses, with reference to recent literature, the advantages and disadvantages of Mentimeter as a form of student engagement; it shares three key multi-disciplinary strategies that can be supported by Mentimeter to engage students: ‘gauging opinion’, ‘engaging discussion’ and ‘voicing concerns’.
    keywords: journal; mentimeter; students; teaching
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        item: #364 of 392
          id: compass-844
      author: Gebbels, Maria
       title: Re-engineering challenging and abstract topics using Kahoot!, a student response system.
        date: 2018
       words: 4927
      flesch: 50
     summary: These benefits, as student feedback suggests, include better conceptual understanding and increased motivation, resulting in the transition from surface to deep learning Keywords: student response system; learning technology; consolidation of learning; student engagement; confidence, feedback Introduction This case study is based on the author’s evaluation of the effects and benefits of implementing Kahoot!, also known as a ‘student response system’ (SRS), in the delivery of material for research methods tutorials to second-year undergraduate hospitality management students. These benefits, as student feedback suggests, include better Case Studies Compass: Journal of Learning and Teaching, Vol 11, No 2, 2018 conceptual understanding and increased motivation, resulting in the transition from surface to deep learning Furthermore, students enjoyed completing the Kahoot!
    keywords: case; feedback; journal; kahoot; learning; methods; research; students; teaching
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        item: #365 of 392
          id: compass-85
      author: Carruthers- Jones, Ian
       title: A mobile device supported blended learning approach for postgraduate students where absenteeism from classes had previously been an issue
        date: 2013
       words: 4313
      flesch: 56
     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.
    keywords: approach; author; course; learning; students; teaching; university; use
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        item: #366 of 392
          id: compass-851
      author: Kamilaki, Maria
       title: “What’s your story?”: Storytelling as an affective learning strategy
        date: 2018
       words: 1672
      flesch: 44
     summary: Keywords: storytelling, affective learning, phatic communication Content delivery and prioritisation of cognitive goals have long prevailed as a foundation for curriculum development and evaluation in university education (Krathwohl, 2002, p.212). Lea, S.J., Stephenson, D. and Troy, J. (2003) ‘Higher Education Students’ Attitudes to Student-Centred Learning: Beyond educational bulimia.’
    keywords: affective; learning; storytelling; students; teaching
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        item: #367 of 392
          id: compass-852
      author: Jones, Peter
       title: Reasons to be different: a ‘post-1992’ perspective
        date: 2018
       words: 1286
      flesch: 25
     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.
    keywords: education; learning; september; students
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        item: #368 of 392
          id: compass-855
      author: Sorrentino, Miriam
       title: The STEPS course: Support through Tutoring, Employability and Professional Skills.
        date: 2018
       words: 4356
      flesch: 54
     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.
    keywords: april; education; journal; social; steps; student; tutoring; university; year
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        item: #369 of 392
          id: compass-87
      author: Crofts, Sarah
       title: Technology reviews by First Year Law Students
        date: 2013
       words: 1642
      flesch: 57
     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.
    keywords: assessment; information; law; students
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        item: #370 of 392
          id: compass-882
      author: Tran, Danielle
       title: Why we shouldn’t shy away from discussions around decolonising curricula
        date: 2019
       words: 883
      flesch: 29
     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.
    keywords: curricula; decolonising
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        item: #371 of 392
          id: compass-9
      author: Bradshaw, Noel-Ann
       title: Tribute to triplets: A model for successful group work
        date: 2012
       words: 1296
      flesch: 65
     summary: Students’ feedback has suggested that, unusually for group work, the allocation of members to groups was seen as fair to all in the class. Once the students realised group work was on the agenda, they pestered me frequently, asking who would be in their groups and saying things like; ‘I don’t want anyone in my group who won’t pull their weight’.
    keywords: group; students; work
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        item: #372 of 392
          id: compass-91
      author: Thompson, Andrew David
       title: A response to ‘teaching ‘dry’ subjects without tears’
        date: 2013
       words: 893
      flesch: 58
     summary: The premise of Clarke (2011:3) is that for a subject such as land law, ‘We have in mind a number of features which make a subject appear uninteresting and unapproachable to the average student’ and, as such, requires a special topic- specific teaching strategy to be effectively conveyed beyond the needs of any general HE taught subject. Conclusion Everyone will be expected to teach subjects, core to a HE programme, that are not his or her own primary topic of interest or experience.
    keywords: learning; subject; teaching
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        item: #373 of 392
          id: compass-92
      author: Stair, Nola
       title: Bubbl.us – Web 2.0 Mind Mapping
        date: 2013
       words: 1415
      flesch: 55
     summary: If so, consider incorporating the use of mind maps as one of your teaching strategies. However, I have finally come across a useful online application that seamlessly enhances student-student and student-tutor engagement - Bubbl.us - which is based upon Web 2.0 technology and facilitates an interactive online sharing of mind maps among students and/or with their tutors.
    keywords: maps; mind; students
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        item: #374 of 392
          id: compass-93
      author: PS, Paul Stoneman
       title: Trial of a ‘webinar’ to improve student perception of engagement
        date: 2013
       words: 1381
      flesch: 63
     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’.
    keywords: participants; students; time; webinar
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        item: #375 of 392
          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
       words: 3799
      flesch: 47
     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.
    keywords: attainment; cdes; chinese; learning; students; teaching
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        item: #376 of 392
          id: compass-933
      author: Pickford, Ruth
       title: A holistic framework for developing excellent academic practice
        date: 2018
       words: 4753
      flesch: 24
     summary: Internationally, references to excellent academic practices are found in most nations’ policy documents, yet none has, to date, developed an accepted definition of excellent academic practice. The context of developing excellent academic practice How academic practice is perceived in a university depends on a combination of factors, including externally imposed metrics and criteria, the institution’s self-identified mission, each discipline’s approach to research and education, student perspectives and the perspectives and goals of those who teach and/or support learning.
    keywords: development; excellence; framework; learning; practice; research; staff; teaching
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        item: #377 of 392
          id: compass-936
      author: Barefoot, Helen Catherine; Boons, Cage
       title: Developing a BME Student Advocate Programme
        date: 2019
       words: 4085
      flesch: 41
     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).
    keywords: advocates; bme; learning; members; staff; students; teaching; university
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        item: #378 of 392
          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
       words: 7035
      flesch: 41
     summary: Keywords: BME, Narrative, Critical Incident 1.0 Introduction The BME attainment gap (i.e. the difference in the percentage of white students achieving a first or upper second class degree (2i) compared to the percentage of black and minority ethnic (BME) students achieving a first or 2i degree) has been a long-standing concern within the UK higher education (HE) sector (Broecke and Nicholls, 2007; Berry and Loke, 2011; Equality Challenge Unit, 2017). The Equality Challenge Unit (ECU, 2018) emphasises the importance of using data during staff development workshops and it was hoped that presenting robust data from a range of sources, including programme-level data (Barefoot et al., op.cit.)
    keywords: data; education; incident; journal; narratives; op.cit; programme; race; staff; students; teaching; white
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        item: #379 of 392
          id: compass-940
      author: Maccabe, Rebecca; Micallef, Ricarda; Carew, Dr Mark
       title: Peer-assisted learning to support attainment in Pharmacy
        date: 2019
       words: 3664
      flesch: 53
     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.
    keywords: learning; mentors; module; pal; pharmacy; progression; students
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        item: #380 of 392
          id: compass-941
      author: Gravestock, Phil; Cureton, Debra
       title: From Local to Institutional Attainment Change: scaling-up local initiatives
        date: 2019
       words: 3846
      flesch: 37
     summary: These activities included: • dissemination via faculty and institutional learning and teaching events; • use of the annual peer-review activities within the academic faculties; • alignment of the Graduate Teaching Assistants’ work with the project outcomes; • integration of the project outcomes into the University’s Postgraduate Certificate in Higher Education and Professional Practice; • a series of Students’ Union ‘summits’, which encouraged members of staff to pledge to undertake work to reduce the gap in student outcomes. Mountford-Zimdars, A., Sabri, D., Moore, J., Sanders, J., Jones, S. and Higham, L. (2015) Causes of differences in student outcomes.
    keywords: activities; assessment; learning; outcomes; students; teaching; university
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        item: #381 of 392
          id: compass-942
      author: Cureton, Debra; Gravestock, Phil
       title: ‘We Belong’: differential sense of belonging and its meaning for different ethnicity groups in higher education
        date: 2019
       words: 6733
      flesch: 48
     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.
    keywords: bame; belonging; belongingness; female; learning; level; op.cit; sense; students; university
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        item: #382 of 392
          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
       words: 2009
      flesch: 37
     summary: Opinion Pieces Compass: Journal of Learning and Teaching, Vol 12, No 1, 2019 Creating conditions for student success on a two-year accelerated degree Poppy Frances Gibson, Sharon Perera, Robert Morgan, Bonnie Kerr University of Greenwich Abstract Two-year degrees are intensive degree programmes that offer increased flexibility in Higher Education (HE) and are becoming a more appealing option for many students seeking HE study (Baty, 2017; Cabral and Lambirth, 2017), but, with lower entry requirements, are students undertaking a degree when unequipped and unprepared for the challenges that accelerated study presents? The course uses an innovative framework that embeds academic skills in the taught programme to help students to manage better the challenges that the accelerated degree brings.
    keywords: september; skills; students; year
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        item: #383 of 392
          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
       words: 6962
      flesch: 49
     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).
    keywords: attainment; creation; events; experience; institution; learning; programme; staff; students; teaching; university
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        item: #384 of 392
          id: compass-951
      author: Owusu-Kwarteng, Louise
       title: ‘Livin and Learnin’, Tellin’ stories, Challengin’ narratives: Critical reflections on engaging students from marginalised groups in academic research activities.
        date: 2019
       words: 3274
      flesch: 37
     summary: Examples of involving research students in research through modules ‘Applying Sociology’ is a 15-credit (one-term) level 4 (first year) module, focusing specifically on the ways in which communities shape the individual/self. The second, ‘Livin’ and learnin’, critical reflections on staff and student educational experiences’ happened in May 2018.
    keywords: experiences; learning; research; sociology; staff; students; teaching
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        item: #385 of 392
          id: compass-955
      author: Hughes, Annie Livingstone; Michener, Christina; Mohamed, Kamal; McDuff, Nona
       title: Curriculum co-creation as a transformative strategy to address differential student outcomes: the example of Kingston University’s Student Curriculum Consultant Programme
        date: 2019
       words: 6350
      flesch: 42
     summary: The case studies highlight varying degrees of co-creation between student Curriculum Consultants and academic staff and their programmes. Mountford-Zimdars, A., Sabri, D., Moore, J., Sanders, J., Jones, S. and Higham, L. (2015) Causes of differences in student outcomes.
    keywords: consultants; course; creation; curriculum; education; learning; programme; staff; students; teaching
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        item: #386 of 392
          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
       words: 1242
      flesch: 51
     summary: Dr Ray Stoneham and Matt Prichard, School of Computing & Mathematical Sciences, University of Greenwich The National Student Survey and other student surveys regularly highlight student dissatisfaction with the nature and timescale of the provision of feedback (NUS 2010; National Student Forum, Annual Report 2009; Thompson & Meredith 2012). Previous studies in this area have established through interviews that alternative methods of feedback can be very effective, but most studies have been quite small scale and focused on just audio (Nortcliffe & Middleton 2007; Lunt & Curran 2010; King, McGugan & Bunyan 2008), although video and screencasts (Stannard 2007; Brick & Holmes (2008) are becoming more widely used.
    keywords: access; feedback; learning; students
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        item: #387 of 392
          id: compass-968
      author: Breen, Paul
       title: Situating observations as part of a teaching portfolio
        date: 2020
       words: 2878
      flesch: 42
     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”.
    keywords: development; educators; learning; practice; teacher; teaching
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        item: #388 of 392
          id: compass-97
      author: Ainley, Patrick
       title: Education Is Never For Its Own Sake, It’s Much More Important Than That
        date: 2013
       words: 957
      flesch: 49
     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’.
    keywords: education; research
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        item: #389 of 392
          id: compass-98
      author: Bradshaw, Noel-Ann; Richardson, Karen
       title: Book Reviews for Mathematics Undergraduates: an assignment to enhance reading and writing skills essential for today’s workplace and to promote collaboration between library and academic staff’
        date: 2013
       words: 2485
      flesch: 58
     summary: Introduction In 2008 one of the authors was given the task of creating suitable Personal Development Planning (PDP) material for first year maths students. Assignment Having found a way to identify these books in the library, the task now was to create an assessment that encouraged first year maths students to read the books, make use of the library and practice their writing skills.
    keywords: books; library; maths; skills; students
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        item: #390 of 392
          id: compass-99
      author: Jump, Lynne
       title: ‘Flipping the classroom’: a theoretical and practical exploration
        date: 2013
       words: 6654
      flesch: 46
     summary: The academic is then free to provide face to face support to individual students, to correct misinformation and to organise small group activities. During the weekly face-to-face classroom sessions the academic is free to support individual students, discuss problems and misconceptions as well as chat informally about issues raised by the students in small groups.
    keywords: academic; classroom; course; education; face; learning; students; study; teaching; university
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        item: #391 of 392
          id: compass-993
      author: Keyms, Gillian
       title: Editorial Team
        date: 2018
       words: 181
      flesch: -13
     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
    keywords: greenwich; university
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        item: #392 of 392
          id: compass-996
      author: Walker, Simon
       title: Editor's introduction
        date: 2018
       words: 3399
      flesch: 27
     summary: This issue of Compass is delightfully varied and reflects the serious feelings of staff passionate about their practice and about student learning; it also demonstrates how their quest for evidence underpins critical and active responses to changing practices. A very positive technology review of the student response system Mentimeter, as deployed by a teacher education department, reinforces the views of others who have found it helpful in engaging students.
    keywords: assessment; compass; development; education; learning; paper; students; teaching; university
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