Learning and Teaching
| Type | School |
|---|---|
| Faculty | Professional Services |
| Head of Academic School | Dr Ali Eyden |
Latest research outputs
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"This and the rest Maisters we all may mende": reconstructing the practices and anxieties of a manuscript miscellany's reader-compiler
Loffman, C. 2017. "This and the rest Maisters we all may mende": reconstructing the practices and anxieties of a manuscript miscellany's reader-compiler. Huntington Library Quarterly. 80 (2), pp. 277-292. https://doi.org/10.1353/hlq.2017.0016Journal article
'...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. 23-34Book chapter
Application of wavelets to the pre-processing of underwater sounds
Powell, K., Sapatinas, T., Bailey, T. and Krzanowski, W. 1995. Application of wavelets to the pre-processing of underwater sounds. Statistics and Computing. 5 (4), pp. 265-273. https://doi.org/10.1007/BF00162499Journal article
Augustine House: Scenarios for learning spaces
Collis, B., Poole, P. and Barry, W. 2009. Augustine House: Scenarios for learning spaces.Lecture
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.Conference paper
DEBUT (Digital Experience Building for University Teaching)
Westerman, S., Graham-Matheson, L. and Barry, W. 2008. DEBUT (Digital Experience Building for University Teaching).Conference paper
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. 25-31Book chapter
e-feedback: who's using it and why?
Starr, S. 2010. e-feedback: who's using it and why?Lecture
Efficacy of Turnitin in support of an institutional plagiarism policy
Starr, S. and Graham-Matheson, L. 2012. Efficacy of Turnitin in support of an institutional plagiarism policy.Conference paper
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. 92-93Book chapter
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. 92-93Book chapter
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. 14-19Book chapter
Gauging learner voice - e-feedback experience at Canterbury Christ Church University
Starr, S. 2011. Gauging learner voice - e-feedback experience at Canterbury Christ Church University.Lecture
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. 90-91Book chapter
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. 90-91Book chapter
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).Lecture
Independent family-owned local media groups?
O'Hara, S. 2020. Independent family-owned local media groups? in: Gulyas, A. and Baines, D (ed.) The Routledge Companion to Local Media London Routledge.Book chapter
Institutional plagiarism policy and Turnitin: perceptions and experiences of staff and students
Starr, S. 2011. Institutional plagiarism policy and Turnitin: perceptions and experiences of staff and students.Conference paper
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.Project report
Knowns and unknowns in innovation research: a psychological perspective
Taylor, J. 2005. Knowns and unknowns in innovation research: a psychological perspective. Brathay Organisation Development: Topical Papers. 9, pp. 1-4.Journal article
Learning landscapes: professional learning and the formation of coalescent space
Barry, W. 2018. Learning landscapes: professional learning and the formation of coalescent space.Conference paper
Mind the Gap - Bridging the digital divide
Westerman, S. and Barry, W. 2008. Mind the Gap - Bridging the digital divide.Lecture
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. 122-132Book chapter
Nicholas Brourriaud relational aesthetics
Abiker, K. 2012. Nicholas Brourriaud relational aesthetics. in: Pooke, G. and Newall, D. (ed.) Fifty key texts in art history Routledge.Book chapter
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.Journal article
Open spaces, mobile learning: findings from the iBorrow project
Barry, W. 2010. Open spaces, mobile learning: findings from the iBorrow project.Conference paper
Openness and the networked researcher
Barry, W. 2013. Openness and the networked researcher.Speech
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.Book chapter
Personal learning portal pilot: sharing learning resources
Lambert, G. and Barry, W. 2007. Personal learning portal pilot: sharing learning resources.Conference paper
Students as producers and active partners in enhancing equality and diversity: ‘culturosity’ at Canterbury Christ Church University
Lech, K., Hoople, L., Abiker, K., Mitchell, M. and Mooney, P. 2017. Students as producers and active partners in enhancing equality and diversity: ‘culturosity’ at Canterbury Christ Church University. Journal of Educational Innovation, Partnership and Change. 3 (2). https://doi.org/10.21100/jeipc.v3i2.533Journal article
Technologies for transformative learning
Starr, S. and Donovan, G. 2015. Technologies for transformative learning.Speech
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.Conference paper
The construction of legitimacy: a critical discourse analysis of the rhetoric of educational technology in post-pandemic higher education
Clark, D. 2023. The construction of legitimacy: a critical discourse analysis of the rhetoric of educational technology in post-pandemic higher education. Learning, Media and Technology. https://doi.org/10.1080/17439884.2022.2163500Journal article
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.Lecture
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.Lecture
The iBorrow experience
Barry, W. 2010. The iBorrow experience.Speech
The learner, the curriculum and the wardrobe
Barry, W. and Burroughs, L. 2014. The learner, the curriculum and the wardrobe.Speech
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 EducationPhD Thesis
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/10.1080/13603108.2022.2131650Journal article
The roots project: student sustainability, well-being, and global citizenship
Abiker, K. and Linehan, A. 2019. The roots project: student sustainability, well-being, and global citizenship. in: Leal Filho, W. and Consorte-McCrea, A. (ed.) Sustainability and the Humanities Springer. pp. 161-172Book chapter
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