Learning from the learners' experience: e-Learning@greenwich post-conference reflections

This publication comprises papers from presenters who, having made a conference presentation, were invited to author an academic paper about their work

’I learned about myself’: using blogs to foster self-reflection and collaborative learning.

Paper presentation on blogging at the Designs on e-Learning Conference UNCW, NC

An account of research into the anxiety pupils and students may experience when answering questions and presenting in whole class contexts, with a focus on the coping strategies the learners may employ

Paper that links with the powerpoint presentation given by Dr Julie Anderson at the ECER conference in Ghent (September 2007

What we do with words, and what they do with us

This is an invited paper based on the keynote presentation that Professor Ralf St Clair made at the 2019 Australian Council for Adult Literacy Conference in Sydney, Australia on 4 October

UALTC 2010 The Value of Fieldwork

Abstract submitted to the Annual Learning and Teaching Conference 2010. Paper delivered as a presentation under the Research-Informed Curriculum strand

Weak Conservation Laws for Minimizers which are not Pontryagin Extremals

We prove a Noether-type symmetry theorem for invariant optimal control problems with unrestricted controls. The result establishes weak conservation laws along all the minimizers of the problems, including those minimizers which do not satisfy the Pontryagin Maximum Principle.Comment: Accepted for presentation (Paper No: 113) at the 2nd International Conference "Physics and Control" (PhysCon 2005), August 24-26, 2005, Saint Petersburg, Russia. To appear in the respective Conference Proceeding

Developing the developers – supporting development of online conference presentations

Delivering online tuition has become standard practice in most universities with many students receiving part of their tuition online. However, so far there appears to be a resistance to utilising online delivery for staff and academic development. An online academic development conference was delivered to 150 teaching staff delegates over the course of a week. The conference structure was to have a keynote presentation and eleven shorter discussion presentations, each with their own dedicated asynchronous discussion forum. Conference presenters were each asked to produce a video presentation of up to 7 minutes and run an associated online forum. This paper reports on the experience of the presenters in producing their video presentations and running the forums. It will highlight the valuable development opportunity for presenters as well as summarising their experiences. Finally it will outline the lessons we have learnt and propose some recommendations for others considering running online staff development conferences

UALTC 2010 Embedding Outcomes of Research into Specific Learning Difficulties into Future Module Delivery: An Example from Nursing

Abstract submitted to the Annual Learning and Teaching Conference 2010. Paper delivered as a presentation under the Institutional Research to Enhance the Student Experience strand