Augustine House: Scenarios for learning spaces

Lecture

Collis, B., Poole, P. and Barry, W. 2009. Augustine House: Scenarios for learning spaces.
AuthorsCollis, B., Poole, P. and Barry, W.
TypeLecture
Year2009
ConferenceStudent First Conference 2009
Official URLhttp://www.canterbury.ac.uk/support/staff-development/news/conference.asp
Publication process dates
Deposited11 Jul 2011
Permalink -

https://repository.canterbury.ac.uk/item/86284/augustine-house-scenarios-for-learning-spaces

  • 153
    total views
  • 0
    total downloads
  • 9
    views this month
  • 0
    downloads this month

Export as

Related outputs

The role of ‘knowledgeable others’ in supporting academics’ professional learning: implications for academic development
Barry, W. 2022. The role of ‘knowledgeable others’ in supporting academics’ professional learning: implications for academic development. Perspectives: Policy and Practice in Higher Education. https://doi.org/10.1080/13603108.2022.2131650
Using photovoice in Participatory educational research
Barry, W. and Beighton, C. 2021. Using photovoice in Participatory educational research. in: SAGE Research Methods Cases Part 1 SAGE.
How academics learn (or not!): an adventure in space and time (and matter)
Barry, W. 2019. How academics learn (or not!): an adventure in space and time (and matter).
Learning landscapes: professional learning and the formation of coalescent space
Barry, W. 2018. Learning landscapes: professional learning and the formation of coalescent space.
The professional learning of academics in higher education: a sociomaterial perspective
Barry, W. 2018. The professional learning of academics in higher education: a sociomaterial perspective. PhD Thesis Canterbury Christ Church University Faculty of Education
Crossing epistemic boundaries – the professional learning of academics in higher education
Barry, W. 2017. Crossing epistemic boundaries – the professional learning of academics in higher education.
Towards consistency: digital learning thresholds
Ashraf, W., Barry, W. and McFarlane, S. 2016. Towards consistency: digital learning thresholds. in: Domenech, J., Vincent-Vela, M., Pena-Ortiz, R., de la Poza, E. and Blazquez, D. (ed.) Proceedings of the 2nd International Conference on Higher Education Advances Valencia Universitat Politècnica de València.
The chamber of fear: a role playing approach to the recruitment and selection of learning technologists
Barry, W. and Starr, S. 2015. The chamber of fear: a role playing approach to the recruitment and selection of learning technologists.
Opinion piece: on distance learning
Barry, W. 2015. Opinion piece: on distance learning. in: Lea, J. (ed.) Enhancing Learning and Teaching in Higher Education: Engaging with the Dimensions of Practice Maidenhead Open University Press.
'...and what do you do?': Can we explain the unexplainable?
Barry, W. 2015. '...and what do you do?': Can we explain the unexplainable? in: Hopkins, D. (ed.) The Really Useful #EdTechBook London CreateSpace. pp. 23-34
The learner, the curriculum and the wardrobe
Barry, W. and Burroughs, L. 2014. The learner, the curriculum and the wardrobe.
Openness and the networked researcher
Barry, W. 2013. Openness and the networked researcher.
Through a black mirror, palely: the perceptions, realities and possibilities of the digital learner
Barry, W. 2012. Through a black mirror, palely: the perceptions, realities and possibilities of the digital learner.
Towards aligning pedagogy, space and technology inside a large-scale learning environment
Barry, W. 2011. Towards aligning pedagogy, space and technology inside a large-scale learning environment.
Towards aligning pedagogy, space and technology
Barry, W. 2011. Towards aligning pedagogy, space and technology. in: Poole, P. and Wheal, A. (ed.) Learning, spaces and technology: exploring the concept Canterbury Canterbury Christ Church University. pp. 62-67
Open spaces, mobile learning: findings from the iBorrow project
Barry, W. 2011. Open spaces, mobile learning: findings from the iBorrow project. Compass: The Journal of Learning and Teaching at the University of Greenwich. 1 (3), pp. 47-56.
The Generation Game: Exploding the myth behind the Google and Net Generations
Barry, W. 2009. The Generation Game: Exploding the myth behind the Google and Net Generations.
Mind the Gap - Bridging the digital divide
Westerman, S. and Barry, W. 2008. Mind the Gap - Bridging the digital divide.
The Generation Game: Exploding the myth behind the Net and Google Generations
Barry, W. 2008. The Generation Game: Exploding the myth behind the Net and Google Generations.
The iBorrow experience
Barry, W. 2010. The iBorrow experience.
What do we know about large scale learning spaces and pedagogy? Exploring research opportunities in Augustine House
Poole, P., Barry, W. and Collis, B. 2009. What do we know about large scale learning spaces and pedagogy? Exploring research opportunities in Augustine House.
Kent Personal Learner Portal pilot
Cartlidge, J., Ferguson, B., Poole, P., Lambert, G., Smith, S., Wilcox, M. and Barry, W. 2007. Kent Personal Learner Portal pilot. Canterbury Canterbury Christ Church University.
Open spaces, mobile learning: findings from the iBorrow project
Barry, W. 2010. Open spaces, mobile learning: findings from the iBorrow project.
Personal learning portal pilot: sharing learning resources
Lambert, G. and Barry, W. 2007. Personal learning portal pilot: sharing learning resources.
DEBUT (Digital Experience Building for University Teaching)
Westerman, S., Graham-Matheson, L. and Barry, W. 2008. DEBUT (Digital Experience Building for University Teaching).
Medium affecting mode: continuous summative assessment and collagorative groupwork in a VLE
Poole, P. and Kipar, N. 2006. Medium affecting mode: continuous summative assessment and collagorative groupwork in a VLE.
Research mindedness: a curriculum approach to RIT at CCCU
Poole, P. 2010. Research mindedness: a curriculum approach to RIT at CCCU. in: Graham-Matheson, L. (ed.) Research Informed Teaching: Exploring the concept Canterbury Canterbury Christ Church University. pp. 63-65
Resolving ambiguity: a way forward for relating scholarship, teaching and research in HE academic practice
Poole, P. 2010. Resolving ambiguity: a way forward for relating scholarship, teaching and research in HE academic practice. in: Graham-Matheson, L. (ed.) Research Informed Teaching: Exploring the Concept Canterbury Canterbury Christ Church University. pp. 56-62
DEBUT: personalised staff development
Barry, W. 2010. DEBUT: personalised staff development. in: Walker, S., Ryan, M. and Teed, R. (ed.) Making IT Personal: e-learning@greenwich/conference Post-Conference Reflections Greenwich University of Greenwich. pp. 25-31
From clicks to bricks: the delivery of learning objects to users
Lambert, G. and Barry, W. 2008. From clicks to bricks: the delivery of learning objects to users. in: Walker, S., Ryan, M. and Teed, R. (ed.) Designing for Learning: e-learning@greenwich/conference Post-Conference Reflections and Abstracts Greenwich University of Greenwich. pp. 14-19
Mind the gap: staff empowerment through digital literacy
Westerman, S. and Barry, W. 2009. Mind the gap: staff empowerment through digital literacy. in: Mayes, T., Morrison, D., Mellar, H., Bullen, P. and Oliver, M. (ed.) Transforming Higher Education Through Technology Enhanced Learning York The Higher Education Academy. pp. 122-132
Ethics and legality with ICT
Barry, W. 1998. Ethics and legality with ICT. in: Poole, P. (ed.) Talking about Information and Communications Technology in Subject Teaching - A Guide for Student Teachers, Mentors, Tutors: Primary KS1 & KS2 Canterbury Canterbury Christ Church University College. pp. 92-93
Health and safety with ICT
Barry, W. 1998. Health and safety with ICT. in: Poole, P. (ed.) Talking about Information and Communications Technology in Subject Teaching - A Guide for Student Teachers, Mentors, Tutors: Primary KS1 & KS2 Canterbury Canterbury Christ Church University College. pp. 90-91
Ethics and legality with ICT
Barry, W. 1998. Ethics and legality with ICT. in: Poole, P. (ed.) Talking about Information and Communications Technology in Subject Teaching - A Guide for Student Teachers, Mentors, Tutors: Secondary KS3 & KS4 Canterbury Canterbury Christ Church University College. pp. 92-93
Health and safety with ICT
Barry, W. 1998. Health and safety with ICT. in: Poole, P. (ed.) Talking about Information and Communications Technology in Subject Teaching - A Guide for Student Teachers, Mentors, Tutors: Secondary KS3 & KS4 Canterbury Canterbury Christ Church University College. pp. 90-91
Primary ICT handbook: English
Poole, P. 2001. Primary ICT handbook: English. Cheltenham Nelson Thornes.
A Canterbury Tale: workload planning and the ''active CV''
Parkinson, E., Green, S., McFarlane, S., Edwards, G. and Poole, P. 2010. A Canterbury Tale: workload planning and the ''active CV''. Educational Developments. 11 (3), pp. 9-11.
Meeting the interests and needs of gifted children: a strategy for teaching and learning
Stein, G. and Poole, P. 1997. Meeting the interests and needs of gifted children: a strategy for teaching and learning. Early Child Development and Care. 130 (1), pp. 13-19. https://doi.org/10.1080/0300443971300102