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Items where Author is "Gilmour, Alison"

Items where Author is "Gilmour, Alison"

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academic development academic neoliberalism access active learning Arabs assembly line assessment assessment and feedback becoming belonging blended learning breakout rooms calls car manufacturing cognitive presence communities of inquiry community of inquiry compassion Copyright literacy data data analytics de-industrialisation digital pedagogy digital scholarship distance learning embedding wellbeing embedding wellbeing in the curriculum emergency remote teaching engagement evaluation facilitation feedback higher education inclusion industrial relations interaction intervention intifada Israel labour labour history learning analytics learning outcomes Linwood lockdown Love mental health mental wellbeing Microsoft Teams military occupation motivational interventions multi-level communications news occupied territory online online academic communities online communities online learning online teaching open university part-time staff pedagogy pedagogy of kindness post-war Scotland power predictive learning analytics privacy proactive professional development progression quiescence randomized control trial resistance retention sage on the stage settlement social media social presence socialisation solidarity staff development student student engagement student experience student led teaching awards student perceptions student support student transitions student voice teaching teaching design teaching staff trade unionism trade unions UKPSF university lecturers university student wellbeing usability virtual campus virtual communities web based communities webcams wellbeing widening access
Number of items: 155.

academic development

Compton, Martin and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) From “Top Tips” to “Transformation”: (re)constructing harmonious relationships with digital pedagogies. In: ALT Winter Conference 2020, 14-16 December 2020, Online. (Unpublished)

academic neoliberalism

Bowes-Catton, Helen, Brewis, Jo, Clarke, Caroline, Drake, Deborah, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Penn, Alison (2020) Talkin’ ’bout a revolution? From quiescence to resistance in the contemporary university. Management Learning, 51 (4). pp. 378-397. ISSN 1350-5076 (Print), 1461-7307 (Online) (doi:https://doi.org/10.1177/1350507620925633)

access

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) An inclusive approach to the ‘virtual campus’ – keeping student experiences in focus. Greenwich Learning and Teaching, University of Greenwich.

active learning

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Compton, Martin (2020) The time has come to make your breakout: opportunities and pitfalls when using breakouts in live online sessions. Greenwich Learning and Teaching, University of Greenwich.

Arabs

Philo, Greg, Gilmour, Alison ORCID: 0000-0003-2256-1995 , Gilmour, Maureen, Rust, Sue, Gaskell, Etta and West, Lucy (2003) The Israeli-Palestinian conflict: TV news and public understanding. In: Thussu, Daya and Freedman, Des, (eds.) War and the Media: Reporting Conflict 24/7. SAGE Publications, London. ISBN 978-0761943129 (doi:https://doi.org/10.4135/9781446215579.n10)

assembly line

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2007) The trouble with Linwood: compliance and coercion in the car plant, 1963–1981. Journal of Scottish Historical Studies, 27 (1). pp. 75-93. ISSN 1748-538x (Print), 1755-1749 (Online) (doi:https://doi.org/10.3366/jshs.2007.27.1.75)

assessment

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Exploring assessment and feedback through the lens of wellbeing – a conceptual mapping and suggestions for practice emerging from a recent a literature review. In: Medway Festival of Learning and Teaching 2020: Creative and Inclusive Assessment and Feedback, 10 September 2020, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) What are student perceptions of ‘good’ feedback from assessment? An exploration of student-led teaching award nomination data to explore student views on good practice. In: SHIFT 2020 – The University of Greenwich Annual Conference of Learning, Teaching and Assessment, 10 Jan 2020, University of Greenwich. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2018) What does Student-Led Teaching Award nomination data tell us about student perceptions of ‘good’ feedback? A report by Quality Assurance Agency for Higher Education Scotland. Project Report. Quality Assurance Agency Scotland.

assessment and feedback

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2018) What are student perceptions of good feedback from assessment? An exploration of student-led teaching award nomination data to explore student views on good practice. In: Assessment and Feedback: QAA Scotland Webinar Series, 25-29 Jun 2018. (Unpublished)

becoming

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Pegg, Ann (2015) From transition points to transition process – developing our conceptual understanding of “transition”. In: 12th International Enhancement Themes Conference - Enhancement and Innovation in Higher Education, 09-11 Jun 2015, Glasgow, UK. (Unpublished)

belonging

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Embedding wellbeing in the curriculum: using a wellbeing lens to consider blended and online learning. In: Winter Sandbox Series: Creative Online and Hybrid Course Designing, 11 Dec 2020 - 28 January 2021, The University of Hong Kong (online). (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and George, Rachel (2021) Exploring approaches to embedding wellbeing and compassion-focused pedagogy in the university curriculum. In: SHIFT 2021, Radically reimagining Higher Education for a new era: working together for a just and sustainable future, 13 January 2021, Online. (Unpublished)

blended learning

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Getting the Blend Right: Inspiring Student Learning through Blended Learning. In: Heriot-Watt Global Learning & Teaching Symposium, 27-29 October 2020, Online. (Unpublished)

breakout rooms

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Compton, Martin (2020) The time has come to make your breakout: opportunities and pitfalls when using breakouts in live online sessions. Greenwich Learning and Teaching, University of Greenwich.

calls

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) The issue of retention in distance learning: a strategic approach to using data to inform retention interventions. In: Strategic approaches to addressing disparities in student outcomes – Success for All Conference, 20 Jun 2017, Nottingham Trent University, UK. (Unpublished)

car manufacturing

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2009) Consultation, co-operation and collaboration at Chrysler: a 'new style' of management of the Linwood car plant, 1967-1978. Scottish Labour History Journal (44). pp. 74-90.

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2007) The trouble with Linwood: compliance and coercion in the car plant, 1963–1981. Journal of Scottish Historical Studies, 27 (1). pp. 75-93. ISSN 1748-538x (Print), 1755-1749 (Online) (doi:https://doi.org/10.3366/jshs.2007.27.1.75)

cognitive presence

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

communities of inquiry

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

community of inquiry

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

compassion

Gilmour, Alison ORCID: 0000-0003-2256-1995 and George, Rachel (2021) Exploring approaches to embedding wellbeing and compassion-focused pedagogy in the university curriculum. In: SHIFT 2021, Radically reimagining Higher Education for a new era: working together for a just and sustainable future, 13 January 2021, Online. (Unpublished)

Copyright literacy

Barranco Garcia, Irene and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) “We are not here as the Copyright police”: collaborative staff development to empower digital scholars. In: Radically reimagining Higher Education for a new era: working together for a just and sustainable future, SHIFT 2021, 13 January 2021, Online. (Unpublished)

data

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Cannell, Peter (2019) The use of data and evidence in retention and progression in Scottish sector higher education institutions. Project Report. Quality Assurance Agency Scotland.

data analytics

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) Predictive modelling and student retention: a collaborative enhancement project. In: 14th International Enhancement Themes Conference - Inspiring Excellence: transforming the student experience, 06-08 Jun 2017, Glasgow, UK. (Unpublished)

de-industrialisation

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2009) Consultation, co-operation and collaboration at Chrysler: a 'new style' of management of the Linwood car plant, 1967-1978. Scottish Labour History Journal (44). pp. 74-90.

digital pedagogy

Compton, Martin and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) From “Top Tips” to “Transformation”: (re)constructing harmonious relationships with digital pedagogies. In: ALT Winter Conference 2020, 14-16 December 2020, Online. (Unpublished)

digital scholarship

Barranco Garcia, Irene and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) “We are not here as the Copyright police”: collaborative staff development to empower digital scholars. In: Radically reimagining Higher Education for a new era: working together for a just and sustainable future, SHIFT 2021, 13 January 2021, Online. (Unpublished)

distance learning

Herodotou, Christothea, Naydenova, Galina, Boroowa, Avi, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Rienties, Bart (2020) How Can Predictive Learning Analytics and Motivational Interventions Increase Student Retention and Enhance Administrative Support in Distance Education? Journal of Learning Analytics, 7 (2). pp. 72-83. ISSN 1929-7750 (Online) (doi:https://doi.org/10.18608/jla.2020.72.4)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) The issue of retention in distance learning: a strategic approach to using data to inform retention interventions. In: Strategic approaches to addressing disparities in student outcomes – Success for All Conference, 20 Jun 2017, Nottingham Trent University, UK. (Unpublished)

embedding wellbeing

Gilmour, Alison ORCID: 0000-0003-2256-1995 and George, Rachel (2021) Exploring approaches to embedding wellbeing and compassion-focused pedagogy in the university curriculum. In: SHIFT 2021, Radically reimagining Higher Education for a new era: working together for a just and sustainable future, 13 January 2021, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Embedding wellbeing in our curriculum… my teaching starts in one week. In: The Staffroom Exchange, Ravensbourne University of London, 8 January 2021, Online. (Unpublished)

embedding wellbeing in the curriculum

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Embedding wellbeing in the curriculum: using a wellbeing lens to consider blended and online learning. In: Winter Sandbox Series: Creative Online and Hybrid Course Designing, 11 Dec 2020 - 28 January 2021, The University of Hong Kong (online). (Unpublished)

emergency remote teaching

Compton, Martin and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) From “Top Tips” to “Transformation”: (re)constructing harmonious relationships with digital pedagogies. In: ALT Winter Conference 2020, 14-16 December 2020, Online. (Unpublished)

engagement

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Embedding wellbeing in the curriculum: using a wellbeing lens to consider blended and online learning. In: Winter Sandbox Series: Creative Online and Hybrid Course Designing, 11 Dec 2020 - 28 January 2021, The University of Hong Kong (online). (Unpublished)

evaluation

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Cannell, Peter (2019) The use of data and evidence in retention and progression in Scottish sector higher education institutions. Project Report. Quality Assurance Agency Scotland.

facilitation

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Avoiding being the sage on the screen – Facilitating online sessions. Greenwich Learning and Teaching, University of Greenwich.

feedback

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Exploring assessment and feedback through the lens of wellbeing – a conceptual mapping and suggestions for practice emerging from a recent a literature review. In: Medway Festival of Learning and Teaching 2020: Creative and Inclusive Assessment and Feedback, 10 September 2020, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) What are student perceptions of ‘good’ feedback from assessment? An exploration of student-led teaching award nomination data to explore student views on good practice. In: SHIFT 2020 – The University of Greenwich Annual Conference of Learning, Teaching and Assessment, 10 Jan 2020, University of Greenwich. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2018) What does Student-Led Teaching Award nomination data tell us about student perceptions of ‘good’ feedback? A report by Quality Assurance Agency for Higher Education Scotland. Project Report. Quality Assurance Agency Scotland.

higher education

Gilmour, Alison ORCID: 0000-0003-2256-1995 and George, Rachel (2021) Exploring approaches to embedding wellbeing and compassion-focused pedagogy in the university curriculum. In: SHIFT 2021, Radically reimagining Higher Education for a new era: working together for a just and sustainable future, 13 January 2021, Online. (Unpublished)

Barranco Garcia, Irene and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) “We are not here as the Copyright police”: collaborative staff development to empower digital scholars. In: Radically reimagining Higher Education for a new era: working together for a just and sustainable future, SHIFT 2021, 13 January 2021, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Embedding wellbeing in our curriculum… my teaching starts in one week. In: The Staffroom Exchange, Ravensbourne University of London, 8 January 2021, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Exploring assessment and feedback through the lens of wellbeing – a conceptual mapping and suggestions for practice emerging from a recent a literature review. In: Medway Festival of Learning and Teaching 2020: Creative and Inclusive Assessment and Feedback, 10 September 2020, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Cannell, Peter (2019) The use of data and evidence in retention and progression in Scottish sector higher education institutions. Project Report. Quality Assurance Agency Scotland.

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2018) What does Student-Led Teaching Award nomination data tell us about student perceptions of ‘good’ feedback? A report by Quality Assurance Agency for Higher Education Scotland. Project Report. Quality Assurance Agency Scotland.

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) ‘A sector in transition’: exploring the nature of professional development in the Scottish HE sector. In: Society for Research into Higher Education Annual Conference 2014: Inspiring future generations; embracing plurality and difference in higher education, 10-12 Dec 2014, Cardiff, UK. (Unpublished)

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) Staff: enhancing teaching, reflection on two years of the project. In: 11th Enhancement Themes Conference, QAA Scotland, 12 June 2014, Edinburgh, UK. (Unpublished)

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) Staff: enhancing teaching. Educational Developments, 15 (1). pp. 17-20. ISSN 1469-3267

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2013) Staff: enhancing teaching, Final project report. Project Report. Online, Glasgow.

inclusion

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Let’s talk about webcams, and a pedagogy of kindness. Compass: Journal of Learning and Teaching, 14 (2):1. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v14i2.1177)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) An inclusive approach to the ‘virtual campus’ – keeping student experiences in focus. Greenwich Learning and Teaching, University of Greenwich.

industrial relations

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2007) The trouble with Linwood: compliance and coercion in the car plant, 1963–1981. Journal of Scottish Historical Studies, 27 (1). pp. 75-93. ISSN 1748-538x (Print), 1755-1749 (Online) (doi:https://doi.org/10.3366/jshs.2007.27.1.75)

interaction

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Maximising student engagement: Exploring design and facilitation approaches to support active learning in online teaching. In: Staff CPD, 17 December 2020, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Getting the Blend Right: Inspiring Student Learning through Blended Learning. In: Heriot-Watt Global Learning & Teaching Symposium, 27-29 October 2020, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Avoiding being the sage on the screen – Facilitating online sessions. Greenwich Learning and Teaching, University of Greenwich.

intervention

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Cannell, Peter (2019) The use of data and evidence in retention and progression in Scottish sector higher education institutions. Project Report. Quality Assurance Agency Scotland.

intifada

Philo, Greg, Gilmour, Alison ORCID: 0000-0003-2256-1995 , Gilmour, Maureen, Rust, Sue, Gaskell, Etta and West, Lucy (2003) The Israeli-Palestinian conflict: TV news and public understanding. In: Thussu, Daya and Freedman, Des, (eds.) War and the Media: Reporting Conflict 24/7. SAGE Publications, London. ISBN 978-0761943129 (doi:https://doi.org/10.4135/9781446215579.n10)

Israel

Philo, Greg, Gilmour, Alison ORCID: 0000-0003-2256-1995 , Gilmour, Maureen, Rust, Sue, Gaskell, Etta and West, Lucy (2003) The Israeli-Palestinian conflict: TV news and public understanding. In: Thussu, Daya and Freedman, Des, (eds.) War and the Media: Reporting Conflict 24/7. SAGE Publications, London. ISBN 978-0761943129 (doi:https://doi.org/10.4135/9781446215579.n10)

labour

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2007) The trouble with Linwood: compliance and coercion in the car plant, 1963–1981. Journal of Scottish Historical Studies, 27 (1). pp. 75-93. ISSN 1748-538x (Print), 1755-1749 (Online) (doi:https://doi.org/10.3366/jshs.2007.27.1.75)

labour history

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2009) Consultation, co-operation and collaboration at Chrysler: a 'new style' of management of the Linwood car plant, 1967-1978. Scottish Labour History Journal (44). pp. 74-90.

learning analytics

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Cannell, Peter (2019) The use of data and evidence in retention and progression in Scottish sector higher education institutions. Project Report. Quality Assurance Agency Scotland.

learning outcomes

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

Linwood

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2007) The trouble with Linwood: compliance and coercion in the car plant, 1963–1981. Journal of Scottish Historical Studies, 27 (1). pp. 75-93. ISSN 1748-538x (Print), 1755-1749 (Online) (doi:https://doi.org/10.3366/jshs.2007.27.1.75)

lockdown

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) An inclusive approach to the ‘virtual campus’ – keeping student experiences in focus. Greenwich Learning and Teaching, University of Greenwich.

Love

Bowes-Catton, Helen, Brewis, Jo, Clarke, Caroline, Drake, Deborah, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Penn, Alison (2020) Talkin’ ’bout a revolution? From quiescence to resistance in the contemporary university. Management Learning, 51 (4). pp. 378-397. ISSN 1350-5076 (Print), 1461-7307 (Online) (doi:https://doi.org/10.1177/1350507620925633)

mental health

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Embedding wellbeing in the curriculum: using a wellbeing lens to consider blended and online learning. In: Winter Sandbox Series: Creative Online and Hybrid Course Designing, 11 Dec 2020 - 28 January 2021, The University of Hong Kong (online). (Unpublished)

mental wellbeing

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Embedding wellbeing in the curriculum: using a wellbeing lens to consider blended and online learning. In: Winter Sandbox Series: Creative Online and Hybrid Course Designing, 11 Dec 2020 - 28 January 2021, The University of Hong Kong (online). (Unpublished)

Microsoft Teams

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Compton, Martin (2020) The time has come to make your breakout: opportunities and pitfalls when using breakouts in live online sessions. Greenwich Learning and Teaching, University of Greenwich.

military occupation

Philo, Greg, Gilmour, Alison ORCID: 0000-0003-2256-1995 , Gilmour, Maureen, Rust, Sue, Gaskell, Etta and West, Lucy (2003) The Israeli-Palestinian conflict: TV news and public understanding. In: Thussu, Daya and Freedman, Des, (eds.) War and the Media: Reporting Conflict 24/7. SAGE Publications, London. ISBN 978-0761943129 (doi:https://doi.org/10.4135/9781446215579.n10)

motivational interventions

Herodotou, Christothea, Naydenova, Galina, Boroowa, Avi, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Rienties, Bart (2020) How Can Predictive Learning Analytics and Motivational Interventions Increase Student Retention and Enhance Administrative Support in Distance Education? Journal of Learning Analytics, 7 (2). pp. 72-83. ISSN 1929-7750 (Online) (doi:https://doi.org/10.18608/jla.2020.72.4)

multi-level communications

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

news

Philo, Greg, Gilmour, Alison ORCID: 0000-0003-2256-1995 , Gilmour, Maureen, Rust, Sue, Gaskell, Etta and West, Lucy (2003) The Israeli-Palestinian conflict: TV news and public understanding. In: Thussu, Daya and Freedman, Des, (eds.) War and the Media: Reporting Conflict 24/7. SAGE Publications, London. ISBN 978-0761943129 (doi:https://doi.org/10.4135/9781446215579.n10)

occupied territory

Philo, Greg, Gilmour, Alison ORCID: 0000-0003-2256-1995 , Gilmour, Maureen, Rust, Sue, Gaskell, Etta and West, Lucy (2003) The Israeli-Palestinian conflict: TV news and public understanding. In: Thussu, Daya and Freedman, Des, (eds.) War and the Media: Reporting Conflict 24/7. SAGE Publications, London. ISBN 978-0761943129 (doi:https://doi.org/10.4135/9781446215579.n10)

online

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Getting the Blend Right: Inspiring Student Learning through Blended Learning. In: Heriot-Watt Global Learning & Teaching Symposium, 27-29 October 2020, Online. (Unpublished)

online academic communities

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

online communities

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

online learning

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Let’s talk about webcams, and a pedagogy of kindness. Compass: Journal of Learning and Teaching, 14 (2):1. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v14i2.1177)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Avoiding being the sage on the screen – Facilitating online sessions. Greenwich Learning and Teaching, University of Greenwich.

online teaching

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Maximising student engagement: Exploring design and facilitation approaches to support active learning in online teaching. In: Staff CPD, 17 December 2020, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Compton, Martin (2020) The time has come to make your breakout: opportunities and pitfalls when using breakouts in live online sessions. Greenwich Learning and Teaching, University of Greenwich.

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Avoiding being the sage on the screen – Facilitating online sessions. Greenwich Learning and Teaching, University of Greenwich.

open university

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) The issue of retention in distance learning: a strategic approach to using data to inform retention interventions. In: Strategic approaches to addressing disparities in student outcomes – Success for All Conference, 20 Jun 2017, Nottingham Trent University, UK. (Unpublished)

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

part-time staff

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

pedagogy

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

pedagogy of kindness

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Let’s talk about webcams, and a pedagogy of kindness. Compass: Journal of Learning and Teaching, 14 (2):1. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v14i2.1177)

post-war Scotland

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2009) Consultation, co-operation and collaboration at Chrysler: a 'new style' of management of the Linwood car plant, 1967-1978. Scottish Labour History Journal (44). pp. 74-90.

power

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2007) The trouble with Linwood: compliance and coercion in the car plant, 1963–1981. Journal of Scottish Historical Studies, 27 (1). pp. 75-93. ISSN 1748-538x (Print), 1755-1749 (Online) (doi:https://doi.org/10.3366/jshs.2007.27.1.75)

predictive learning analytics

Herodotou, Christothea, Naydenova, Galina, Boroowa, Avi, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Rienties, Bart (2020) How Can Predictive Learning Analytics and Motivational Interventions Increase Student Retention and Enhance Administrative Support in Distance Education? Journal of Learning Analytics, 7 (2). pp. 72-83. ISSN 1929-7750 (Online) (doi:https://doi.org/10.18608/jla.2020.72.4)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) The issue of retention in distance learning: a strategic approach to using data to inform retention interventions. In: Strategic approaches to addressing disparities in student outcomes – Success for All Conference, 20 Jun 2017, Nottingham Trent University, UK. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) Predictive modelling and student retention: a collaborative enhancement project. In: 14th International Enhancement Themes Conference - Inspiring Excellence: transforming the student experience, 06-08 Jun 2017, Glasgow, UK. (Unpublished)

privacy

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

proactive

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) The issue of retention in distance learning: a strategic approach to using data to inform retention interventions. In: Strategic approaches to addressing disparities in student outcomes – Success for All Conference, 20 Jun 2017, Nottingham Trent University, UK. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) Predictive modelling and student retention: a collaborative enhancement project. In: 14th International Enhancement Themes Conference - Inspiring Excellence: transforming the student experience, 06-08 Jun 2017, Glasgow, UK. (Unpublished)

professional development

Barranco Garcia, Irene and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) “We are not here as the Copyright police”: collaborative staff development to empower digital scholars. In: Radically reimagining Higher Education for a new era: working together for a just and sustainable future, SHIFT 2021, 13 January 2021, Online. (Unpublished)

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) ‘A sector in transition’: exploring the nature of professional development in the Scottish HE sector. In: Society for Research into Higher Education Annual Conference 2014: Inspiring future generations; embracing plurality and difference in higher education, 10-12 Dec 2014, Cardiff, UK. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) Staff: enhancing teaching, reflection on two years of the project. In: 11th Enhancement Themes Conference, QAA Scotland, 12 June 2014, Edinburgh, UK. (Unpublished)

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) Staff: enhancing teaching. Educational Developments, 15 (1). pp. 17-20. ISSN 1469-3267

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2013) Staff: enhancing teaching, Final project report. Project Report. Online, Glasgow.

progression

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Cannell, Peter (2019) The use of data and evidence in retention and progression in Scottish sector higher education institutions. Project Report. Quality Assurance Agency Scotland.

quiescence

Bowes-Catton, Helen, Brewis, Jo, Clarke, Caroline, Drake, Deborah, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Penn, Alison (2020) Talkin’ ’bout a revolution? From quiescence to resistance in the contemporary university. Management Learning, 51 (4). pp. 378-397. ISSN 1350-5076 (Print), 1461-7307 (Online) (doi:https://doi.org/10.1177/1350507620925633)

randomized control trial

Herodotou, Christothea, Naydenova, Galina, Boroowa, Avi, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Rienties, Bart (2020) How Can Predictive Learning Analytics and Motivational Interventions Increase Student Retention and Enhance Administrative Support in Distance Education? Journal of Learning Analytics, 7 (2). pp. 72-83. ISSN 1929-7750 (Online) (doi:https://doi.org/10.18608/jla.2020.72.4)

resistance

Bowes-Catton, Helen, Brewis, Jo, Clarke, Caroline, Drake, Deborah, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Penn, Alison (2020) Talkin’ ’bout a revolution? From quiescence to resistance in the contemporary university. Management Learning, 51 (4). pp. 378-397. ISSN 1350-5076 (Print), 1461-7307 (Online) (doi:https://doi.org/10.1177/1350507620925633)

Bowes-Catton, Helen, Brewis, Jo, Clarke, Caroline, Drake, Deborah, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Penn, Alison (2020) Talkin’ ’bout a revolution? From quiescence to resistance in the contemporary university. Management Learning, 51 (4). pp. 378-397. ISSN 1350-5076 (Print), 1461-7307 (Online) (doi:https://doi.org/10.1177/1350507620925633)

retention

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Cannell, Peter (2019) The use of data and evidence in retention and progression in Scottish sector higher education institutions. Project Report. Quality Assurance Agency Scotland.

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) The issue of retention in distance learning: a strategic approach to using data to inform retention interventions. In: Strategic approaches to addressing disparities in student outcomes – Success for All Conference, 20 Jun 2017, Nottingham Trent University, UK. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) Predictive modelling and student retention: a collaborative enhancement project. In: 14th International Enhancement Themes Conference - Inspiring Excellence: transforming the student experience, 06-08 Jun 2017, Glasgow, UK. (Unpublished)

sage on the stage

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Avoiding being the sage on the screen – Facilitating online sessions. Greenwich Learning and Teaching, University of Greenwich.

settlement

Philo, Greg, Gilmour, Alison ORCID: 0000-0003-2256-1995 , Gilmour, Maureen, Rust, Sue, Gaskell, Etta and West, Lucy (2003) The Israeli-Palestinian conflict: TV news and public understanding. In: Thussu, Daya and Freedman, Des, (eds.) War and the Media: Reporting Conflict 24/7. SAGE Publications, London. ISBN 978-0761943129 (doi:https://doi.org/10.4135/9781446215579.n10)

social media

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

social presence

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

socialisation

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Maximising student engagement: Exploring design and facilitation approaches to support active learning in online teaching. In: Staff CPD, 17 December 2020, Online. (Unpublished)

solidarity

Bowes-Catton, Helen, Brewis, Jo, Clarke, Caroline, Drake, Deborah, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Penn, Alison (2020) Talkin’ ’bout a revolution? From quiescence to resistance in the contemporary university. Management Learning, 51 (4). pp. 378-397. ISSN 1350-5076 (Print), 1461-7307 (Online) (doi:https://doi.org/10.1177/1350507620925633)

staff development

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) ‘A sector in transition’: exploring the nature of professional development in the Scottish HE sector. In: Society for Research into Higher Education Annual Conference 2014: Inspiring future generations; embracing plurality and difference in higher education, 10-12 Dec 2014, Cardiff, UK. (Unpublished)

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) Staff: enhancing teaching, reflection on two years of the project. In: 11th Enhancement Themes Conference, QAA Scotland, 12 June 2014, Edinburgh, UK. (Unpublished)

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) Staff: enhancing teaching. Educational Developments, 15 (1). pp. 17-20. ISSN 1469-3267

student

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2018) What does Student-Led Teaching Award nomination data tell us about student perceptions of ‘good’ feedback? A report by Quality Assurance Agency for Higher Education Scotland. Project Report. Quality Assurance Agency Scotland.

student engagement

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Maximising student engagement: Exploring design and facilitation approaches to support active learning in online teaching. In: Staff CPD, 17 December 2020, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Compton, Martin (2020) The time has come to make your breakout: opportunities and pitfalls when using breakouts in live online sessions. Greenwich Learning and Teaching, University of Greenwich.

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Getting the Blend Right: Inspiring Student Learning through Blended Learning. In: Heriot-Watt Global Learning & Teaching Symposium, 27-29 October 2020, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Avoiding being the sage on the screen – Facilitating online sessions. Greenwich Learning and Teaching, University of Greenwich.

student experience

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) An inclusive approach to the ‘virtual campus’ – keeping student experiences in focus. Greenwich Learning and Teaching, University of Greenwich.

student led teaching awards

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) What are student perceptions of ‘good’ feedback from assessment? An exploration of student-led teaching award nomination data to explore student views on good practice. In: SHIFT 2020 – The University of Greenwich Annual Conference of Learning, Teaching and Assessment, 10 Jan 2020, University of Greenwich. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2018) What does Student-Led Teaching Award nomination data tell us about student perceptions of ‘good’ feedback? A report by Quality Assurance Agency for Higher Education Scotland. Project Report. Quality Assurance Agency Scotland.

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2018) What are student perceptions of good feedback from assessment? An exploration of student-led teaching award nomination data to explore student views on good practice. In: Assessment and Feedback: QAA Scotland Webinar Series, 25-29 Jun 2018. (Unpublished)

student perceptions

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) What are student perceptions of ‘good’ feedback from assessment? An exploration of student-led teaching award nomination data to explore student views on good practice. In: SHIFT 2020 – The University of Greenwich Annual Conference of Learning, Teaching and Assessment, 10 Jan 2020, University of Greenwich. (Unpublished)

student support

Herodotou, Christothea, Naydenova, Galina, Boroowa, Avi, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Rienties, Bart (2020) How Can Predictive Learning Analytics and Motivational Interventions Increase Student Retention and Enhance Administrative Support in Distance Education? Journal of Learning Analytics, 7 (2). pp. 72-83. ISSN 1929-7750 (Online) (doi:https://doi.org/10.18608/jla.2020.72.4)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) The issue of retention in distance learning: a strategic approach to using data to inform retention interventions. In: Strategic approaches to addressing disparities in student outcomes – Success for All Conference, 20 Jun 2017, Nottingham Trent University, UK. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) Predictive modelling and student retention: a collaborative enhancement project. In: 14th International Enhancement Themes Conference - Inspiring Excellence: transforming the student experience, 06-08 Jun 2017, Glasgow, UK. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Pegg, Ann (2015) From transition points to transition process – developing our conceptual understanding of “transition”. In: 12th International Enhancement Themes Conference - Enhancement and Innovation in Higher Education, 09-11 Jun 2015, Glasgow, UK. (Unpublished)

student transitions

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Pegg, Ann (2015) From transition points to transition process – developing our conceptual understanding of “transition”. In: 12th International Enhancement Themes Conference - Enhancement and Innovation in Higher Education, 09-11 Jun 2015, Glasgow, UK. (Unpublished)

student voice

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2018) What are student perceptions of good feedback from assessment? An exploration of student-led teaching award nomination data to explore student views on good practice. In: Assessment and Feedback: QAA Scotland Webinar Series, 25-29 Jun 2018. (Unpublished)

teaching

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) ‘A sector in transition’: exploring the nature of professional development in the Scottish HE sector. In: Society for Research into Higher Education Annual Conference 2014: Inspiring future generations; embracing plurality and difference in higher education, 10-12 Dec 2014, Cardiff, UK. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) Staff: enhancing teaching, reflection on two years of the project. In: 11th Enhancement Themes Conference, QAA Scotland, 12 June 2014, Edinburgh, UK. (Unpublished)

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) Staff: enhancing teaching. Educational Developments, 15 (1). pp. 17-20. ISSN 1469-3267

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2013) Staff: enhancing teaching, Final project report. Project Report. Online, Glasgow.

teaching design

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Maximising student engagement: Exploring design and facilitation approaches to support active learning in online teaching. In: Staff CPD, 17 December 2020, Online. (Unpublished)

teaching staff

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

trade unionism

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2009) Consultation, co-operation and collaboration at Chrysler: a 'new style' of management of the Linwood car plant, 1967-1978. Scottish Labour History Journal (44). pp. 74-90.

trade unions

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2007) The trouble with Linwood: compliance and coercion in the car plant, 1963–1981. Journal of Scottish Historical Studies, 27 (1). pp. 75-93. ISSN 1748-538x (Print), 1755-1749 (Online) (doi:https://doi.org/10.3366/jshs.2007.27.1.75)

UKPSF

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) ‘A sector in transition’: exploring the nature of professional development in the Scottish HE sector. In: Society for Research into Higher Education Annual Conference 2014: Inspiring future generations; embracing plurality and difference in higher education, 10-12 Dec 2014, Cardiff, UK. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) Staff: enhancing teaching, reflection on two years of the project. In: 11th Enhancement Themes Conference, QAA Scotland, 12 June 2014, Edinburgh, UK. (Unpublished)

university lecturers

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

university student wellbeing

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Embedding wellbeing in the curriculum: using a wellbeing lens to consider blended and online learning. In: Winter Sandbox Series: Creative Online and Hybrid Course Designing, 11 Dec 2020 - 28 January 2021, The University of Hong Kong (online). (Unpublished)

usability

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

virtual campus

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) An inclusive approach to the ‘virtual campus’ – keeping student experiences in focus. Greenwich Learning and Teaching, University of Greenwich.

virtual communities

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

web based communities

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

webcams

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Let’s talk about webcams, and a pedagogy of kindness. Compass: Journal of Learning and Teaching, 14 (2):1. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v14i2.1177)

wellbeing

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Let’s talk about webcams, and a pedagogy of kindness. Compass: Journal of Learning and Teaching, 14 (2):1. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v14i2.1177)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Exploring assessment and feedback through the lens of wellbeing – a conceptual mapping and suggestions for practice emerging from a recent a literature review. In: Medway Festival of Learning and Teaching 2020: Creative and Inclusive Assessment and Feedback, 10 September 2020, Online. (Unpublished)

widening access

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Cannell, Peter (2019) The use of data and evidence in retention and progression in Scottish sector higher education institutions. Project Report. Quality Assurance Agency Scotland.

This list was generated on Sun May 19 13:00:48 2024 UTC.