Thursday, 25 June 2015

FW: Learning: Research and Practice



From: e-Learning Research [mailto:ELEARNINGRESEARCH@JISCMAIL.AC.UK] On Behalf Of Whittington, Katie
Sent: 25 June 2015 14:26
Subject: Learning: Research and Practice




Routledge would like to welcome one of our newest journals: Learning: Research and Practice. To celebrate the first published issue of Learning: Research and Practice, we have made Volume 1, Issue 1 free for the whole year!


Learning: Research and Practice aims to be the journal of choice for empirically supported learning theorisations that challenge the existing view. The intent is to support distinct and progressive research that responds to the problems of current educational practices and traditional views of learning. It seeks to publish articles that introduce innovative perspectives in due recognition of the intellectual history of the field, and grounded in empirically supported investigations of learning processes and outcomes. In recognising learning as a complex phenomenon, Learning welcomes scholarship of a variety of orientations and methodologies, drawing from, but not limited to, the psychological to the sociocultural, and the micro-genetic to the ecological.


Visit the journal’s homepage by clicking here.


Learning: Research and Practice is also looking for you to submit your paper. Click here to find out more about submission details.


We hope you enjoy!




Katie Whittington

Routledge Journals

Friday, 29 May 2015

Interesting article on why students don't answer questions

Wednesday, 13 May 2015

FW: UK Subject Centre Web Sites

Mick's website has a number of useful resources and now includes links to these archives which still contain useful subject specific information, reports and resources.




Apologies for cross-posting


Dear Colleagues


Have you ever wondered what happened to all those great resources accumulated over more than 10 years on the 24 UK Subject Centre websites?


The good news is that the websites of two Centres are still maintained – Economics; and Languages, Linguistics and Area Studies (LLAS); and 16 other Centres have archived their websites.  That leaves six which appear not to be available.


I have added a complete list with links to those still available to the resource page of my website


Hope the list will be useful. If anyone has a link to any of the missing six sites please get in contact.


Best wishes




PS I've been amazed that the bibliographies, handouts and sets of case studies on the resources page have been downloaded almost 59,000 times in the last four years. They seem to have had as much if not more impact as my publications, which have managed fewer than 3,500 citations!


Professor Mick Healey BA PhD NTF PFHEA

Higher Education Consultant and Researcher,

Emeritus Professor University of Gloucestershire,
Visiting Professor University College London,

Adjunct Professor Macquarie University,

International Teaching Fellow, University College Cork,

Co-Editor International Desk Council on Undergraduate Research Quarterly,

HE Academy Associate and UKPSF Accreditor.

1 Cherry Brook Gardens,
DN14 7FY, UK.


Email: alternative:;



Office/Home: +44 (0)1430 432 947;
Mobile: +44 (0)7952 095 129;
Skype: mick.healey;

For three new free publications each around 40,000 words see:


(2013) Developing and enhancing undergraduate final-year projects and dissertations


(2014) Developing research-based curricula in college-based higher education


(2014) Engagement through partnership: Students as partners in learning and teaching in higher education


For a series of international articles on undergraduate research see:


There have been almost 59,000 downloads of bibliographies and case studies from my website in the last four years



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Wednesday, 15 April 2015

FW: International Journal of ePortfolio - New Issue Now Available

A new issue of the IJeP, a double-blind, peer-reviewed, open access journal, is now available online at



The following articles comprise Volume 5, Number 1 of IJeP:



Instructional Articles

Preparedness Portfolios and Portfolio Studios: Supporting Self-Authoring Engineers
         Brook Sattler, University of Washington 
         Jennifer Turns, University of Washington

A Holocaust Exhibit ePortfolio: Actively Engaging
         Melissa Jordine, California State University, Fresno

Development and Sustainability of ePortfolios in Counselor Education: An Applied Retrospective
         Ann E. Luther, University of Nebraska at Omaha
         Paul Barnes, University of Nebraska at Omaha

Why ePortfolios? Student Perceptions of ePortfolio Use in Continuing Education Learning Environments
         Brad Wuetherick, Dalhousie University
         John Dickinson, University of Saskatchewan

Assessment Articles

General Education and ePortfolios: Syllabi and the Role of Faculty
         Jeffrey Appling, Clemson University
         Sarah Carson, GEL Labratories
         Andrew Dippre, Clemson University
         Ellen Gregory, Clemson University
         Megan Hembree, Clemson University
         Kaitlyn Kooi, Clemson University

         Kyle Pazzo, Clemson University
         Avery Shawen
South Carolina College of Pharmacy

Transformation Rubric for Engaged Learning: A Tool and Method for Measuring Life-Changing Experiences
         Emily Springfield, University of Michigan School of Dentristy
         Anne Gwozdek, University of Michigan School of Dentristy
         Andrew P. Smiler, Evaluation and Education Services, LLC

Technology, Policy, and Management Articles

Developing a Pathway for an Institution Wide ePortfolio Program
         Laurie Posey, The George Washington University
         Margaret M. Plack, The George Washington University
         Robert Snyder, The George Washington University
         Patricia Low Dinneen, The George Washington University
         Melissa Feuer, The George Washington University
         Andrew Wiss, The George Washington University

Reimagining Boundaries: How ePortfolios Enhance Learning for Adult Students
         Therese M. Madden, Notre Dame de Namur University

Book Review

A Review of ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios (WAC Clearinghouse, Parlor Press, 2013)
         Elizabeth Davis, University of Georgia



Please feel free to share this announcement with interested colleagues and on appropriate listservs.

Kind regards,






C. Edward Watson, Ph.D.

Director, Center for Teaching and Learning

Fellow, Institute of Higher Education

University of Georgia

Instructional Plaza North

Athens, GA  30602

Phone:  706-542-1355

FAX:  706-542-6587

Twitter:  @eddiewatson


Executive Editor

International Journal of ePortfolio (IJeP)


Executive Editor

International Journal of Teaching and Learning in Higher Education (IJTLHE)











Monday, 30 March 2015

Short summary of activity theory

Very good, brief summary of activity theory

Monday, 23 March 2015

Journal of Pedagogic Development

Journal of Pedagogic Development:

New Edition:

Vol 5, No 1 (2015): JPD 5(1)

Table of Contents


M. James C. Crabbe, Lucy O'Rorke, Eamonn Egan, Ali Hadawi
David William Stoten
Michelle Blackburn
Caroline Elbra-Ramsay, Anita Backhouse
Greg Michaelson
Gloria Park
Veronica Barnes


David Mathew

Book Reviews

Kathy-Ann Daniel-Gittens
Peter Norrington
Mary Malcolm
'via Blog this'

You don't need to take notes - the slides will be available......

One of the things that I notice when I observe lectures is that either very few students make any notes, or students have laptops and make occasional notes while watching the powerpoint on their screen.  There are a number of issues here:

Is note taking a necessary academic/professional skill - I often notice that when I give the observation feedback the lecturer general makes notes - we do make notes, and our students don't - is this a problem.

When the laptop option becomes predominant there are other problems - in giving feedback to a lecturer I often comment on their eye contact with the students - if there aren't any students looking at the lecturer - that becomes problematic.

At a deeper level there is a question about the value of handwritten note-taking, I use my tablet a lot so I am not sure about this - but two recent articles about the importance of handwritten notes -  and

Useful literature review from Sandra Sinfield -

Useful Infographic

Wednesday, 18 March 2015

Higher Education politics becoming hotter again?

Across the globe there have been recent outbursts of activity about the nature of Universities, funding etc, from Chile to Canada and now Holland - is this going to develop into a new wave of student protest?

Wednesday, 4 March 2015

FW: Studies in Higher Education: latest articles on Taylor & Francis Online


Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis

The online platform for Taylor & Francis Online content

New for Studies in Higher Education and online now on Taylor & Francis Online:

Facets of academic excellence in management education: conceptualization and instrument development in India
Amit Shukla & Shailendra Singh
DOI: 10.1080/03075079.2014.999316

The importance of networks in the transnational mobility of higher education students: attraction and satisfaction of foreign mobility students at a public university
Eugénia Pedro & Mário Franco
DOI: 10.1080/03075079.2014.999321

Labour-market orientation and approaches to studying – a study of the first Bologna Students at a Swedish Regional University
Anders Nelson & Mikael Sandberg
DOI: 10.1080/03075079.2015.1007942

Undergraduate student responses to feedback: expectations and experiences
Felicity Small & Kath Attree
DOI: 10.1080/03075079.2015.1007944

Global connectedness in higher education: student voices on the value of cross-cultural learning dialogue
Elina Lehtomäki, Josephine Moate & Hanna Posti-Ahokas
DOI: 10.1080/03075079.2015.1007943

What works and why? Student perceptions of 'useful' digital technology in university teaching and learning
Michael Henderson, Neil Selwyn & Rachel Aston
DOI: 10.1080/03075079.2015.1007946

Peer mentoring during the transition to university: assessing the usage of a formal scheme within the UK
Rosalyn Collings, Vivien Swanson & Ruth Watkins
DOI: 10.1080/03075079.2015.1007939

University students' unions: changing functions, a UK and comparative perspective
Lu Guan, Michael Cole & Frank Worthington
DOI: 10.1080/03075079.2015.1010076

Methodological challenges in international comparative post-secondary assessment programs: lessons learned and the road ahead
Raffaela Wolf, Doris Zahner & Roger Benjamin
DOI: 10.1080/03075079.2015.1004239

Assessing engineering competencies: the conditions for educational improvement
Frank Musekamp & Jacob Pearce
DOI: 10.1080/03075079.2015.1004238

Self-assessments or tests? Comparing cross-national differences in patterns and outcomes of graduates' skills based on international large-scale surveys
Martin Humburg & Rolf van der Velden
DOI: 10.1080/03075079.2015.1004237

Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews
Markus Dresel, Bernhard Schmitz, Barbara Schober, Christine Spiel, Albert Ziegler, Tobias Engelschalk, Gregor Jöstl, Julia Klug, Anne Roth, Bastian Wimmer & Gabriele Steuer
DOI: 10.1080/03075079.2015.1004236

Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology
Sara E. Brownell & Matthew J. Kloser
DOI: 10.1080/03075079.2015.1004234

How to reason with economic concepts: cognitive process of Japanese undergraduate students solving test items
Tadayoshi Asano & Michio Yamaoka
DOI: 10.1080/03075079.2015.1004240

Leading and managing in complexity: the case of South African deans
Oliver Seale & Michael Cross
DOI: 10.1080/03075079.2014.988705

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Thursday, 26 February 2015

FW: Educational Studies in Mathematics, Vol. 88, Issue 3 - New Issue Alert


If this email is not displayed correctly, please click here to read this table of contents online.

New Issue Alert


Dear Reader,

We are pleased to deliver your requested table of contents alert for Educational Studies in Mathematics. Volume 88 Number 3 is now available online.


Important News

Handbook on the History of Mathematics Education

Edited by: Alexander Karp and Gert Schubring. This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Start reading online!
» Learn more

In this issue

Learning to reason from samples

Dani Ben-Zvi, Arthur Bakker & Katie Makar

Data seen through different lenses

Clifford Konold, Traci Higgins, Susan Jo Russell & Khalimahtul Khalil

Developing students' reasoning about samples and sampling variability as a path to expert statistical thinking

Joan Garfield, Laura Le, Andrew Zieffler & Dani Ben-Zvi

What I see is not quite the way it really is: students' emergent reasoning about sampling variability

Maxine Pfannkuch, Pip Arnold & Chris J. Wild

Proper and paradigmatic metonymy as a lens for characterizing student conceptions of distributions and sampling

Jennifer Noll & Stacey Hancock

Developing students' reasoning about samples and sampling in the context of informal inferences

Maria Meletiou-Mavrotheris & Efi Paparistodemou

Learning to reason from samples: commentary from the perspectives of task design and the emergence of "big data"

Janet Ainley, Robert Gould & Dave Pratt

Do you want to publish your article in this journal?

Please visit the homepage of Educational Studies in Mathematics for full details on:

·         aims and scope

·         editorial policy

·         article submission

Impact Factor: 0.639 (2013)*
* Journal Citation Reports®, Thomson Reuters

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Wednesday, 18 February 2015

Enhancing self-efficacy in first year students

This research finds that:

"Subject-specific self-concepts of ability predict study-related self-concepts of ability according to individuals' similarity judgements. Subject-specific mastery experience predicts expectancy of success only if the respective school subject is emphasized in the course description."

So again making the link to previous study/knowledge explicitly enhances learning and student success.

British Journal of Educational Psychology
How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks

  1. Julia Gorges* and
  2. Thomas Göke

Another article about Kolb and Teaching

This time from the man himself – with others – it will be interesting to read the two together.



Becoming an experiential educator involves more than just being a

facilitator or matching learning style with teaching style. Experiential education

is a complex relational process that involves balancing attention to the learner and to

the subject matter while also balancing reflection on the deep meaning of ideas with the

skill of applying them.


To describe a dynamic matching model of education based on Experiential Learning

Theory and to create a self-assessment instrument for helping educators understand

their approach to education.


A dynamic matching model for “teaching around the learning cycle” describes

four roles that educators can adopt to do so—facilitator, subject expert, standardsetter/evaluator,

and coach. A self-assessment instrument called the Educator

Role Profile was created to help educators understand their use of these roles.


Research using the Educator Role Profile indicates that to some extent educators

do tend to teach the way they learn, finding that those with concrete learning styles

are more learner-centered, preferring the facilitator role; while those with abstract

learning styles are more subject-centered preferring the expert and evaluator roles.


A model for the practice of dynamic matching of educator roles, learner

style, and subject matter can aid in the planning and implementation of educational

experiences. With practice, both learners and educators can develop the flexibility to



David Andrew

HEA CPD Manager
Senior Tutor

Centre for Academic and Professional Development
Queen Mary, University of London

Mile End, London E1 4NS