Browse by Group

B

Biggins, D., Holley, D., Zezulkova, M. and Evangelinos, G., 2016. Digital Competence and Capability Frameworks in the Context of Learning, Self-Development and HE Pedagogy. In: 3rd EAI International Conference on e-Learning e-Education and Online Training, 31 August-2 September 2016, Dublin, 46-53.

D

Davis, G., Wright, H. and Holley, D., 2016. Write away from it all! The Value of Running a Writing Retreat for Doctoral Students. Practitioner Research in Higher Education, 10 (2), 54-66.

E

Evangelinous, G., Holley, D. and Kerrigan, M., 2016. Implementing a model and processes for mapping digital literacy in the curriculum (online badges). In: Proceedings of the European Distance and E-Learning Network 2016 Annual Conference: Re-Imagining Learning Environments. Budapest, 14-17 June, 2016. Budapest: European Distance and E-Learning Network – EDEN.

Evangelinos, G and Holley, D., 2016. Investigating the Digital Literacy Needs of Students in Healthcare Education (Project Report). Networks, 19, 53 - 60.

Evangelinos, G. and Holley, D., 2016. Investigating the Digital Literacy Needs of Healthcare Students: Using Mobile Tablet Devices for the Assessment of Student-Nurse Competency in Clinical Practice. In: e-LEOT 2015, 16 - 18 September 2015, Novodrate, Italy, 60 - 67.

H

Holley, D., Santos, P., Dennerlein, S., Theiler, D., Cook, J., Treasure-Jones, T., Attwell, G., Kowald, D. and Lex, E., 2016. Going beyond your personal learning network, using recommendations and trust through a multimedia question-answering service for decision-support: A case study in the healthcare. Journal of Universal Computer Science, 22 (3), 340-359.

Holley, D., Santos, P., Cook, J., Kerr, M. and Treasure-Jones, T., 2016. 'Cascades, torrents & drowning’ in information: Seeking help in the contemporary GP practice in the UK. Interactive Learning Environments, 24 (5), 954-967.

Holley, D., 2016. Setting up and Sharing: Insights into introducing Labyrinth practice in university settings. In: Sellers, J. and Moss, B., eds. Learning with the Labyrinth: Creating Reflective Space in Higher Education. London: Palgrave Macmillan.

Hobbs, M. and Holley, D., 2016. Augmented, Assessed, Addressed: Reframing the Curricula for First Year STEM Students. In: INTED 2016, 7 - 9 March 2016, Valencia, Spain, 7182 - 7189.

Holley, D., Hobbs, M. and Menown, C, 2016. The Augmented Library: Motivating STEM Students. Networks, 19, 77 - 84.

Hobbs, M. and Holley, D., 2016. Using Augmented Reality to Engage STEM Students with an Authentic Curriculum. In: e-LEOT 2015, 16 - 18 September 2015, Novodrate, Italy, 110-117.

Holley, D. and Howlett, P., 2016. Engaging our school teachers: An augmented reality (AR) approach to continuous professional development. In: 3rd EAI International Conference on e-Learning e-Education and Online Training, 31 August –2 September, 2016, Dublin, Republic of Ireland, 118 - 125.

M

Mbah, M., 2016. Towards the idea of the interconnected university for sustainable community development. Higher Education Research and Development, 35 (6), 1228- 1241.

P

Patton, D., 2016. Entrepreneurial Overconfidence and its Impact Upon Performance. International Small Business Journal, 35 (6), 709-728.

R

Ryan, M. D. and Goldsmith, B., 2016. Reviewing Australian screen history. Studies in Australasian Cinema, 10 (2), 179 -183.

W

Wardrop, A., Hutchings, M., Collins, B., Eccles, S., Heaslip, V., Hunt, C. and Pritchard, C., 2016. Troubling ideas for widening participation: how higher education institutions in England engage with research in their access agreements. Widening Participation and Lifelong Learning, 18 (2), 84-110.