All Outputs (15)

The bronze serpent: abuse, trauma and the lifted healer in the wilderness. (2023)
Journal Article
KING, F.J. and POOBALAN, I. 2023. The bronze serpent: abuse, trauma and the lifted healer in the wilderness. Journal of Anglican studies [online], FirstView. Available from: https://doi.org/10.1017/S1740355323000165

Many Christian groups and churches have been forced to recognize that they have been complicit in behaviour which has betrayed the gospel. How then is the church to address the historical reality of being an abusive healer? The image of the bronze se... Read More about The bronze serpent: abuse, trauma and the lifted healer in the wilderness..

Welcome enhancements: responding to feedback to deliver enhancements with impact. (2022)
Presentation / Conference
MASSIE, D. 2022. Welcome enhancements: responding to feedback to deliver enhancements with impact. Presented at the 2022 RGU annual learning and teaching conference (RGU LTC 2022): enhancing for impact, 21 October 2022, Aberdeen, UK.

This paper will cover RGU's institutional welcome, with a focus on the delivery of the Semester 1 2021 welcome offer, the evaluation of this project, and the actions taken as a result to make enhancements for the delivery of Semester 2's 2022 welcome... Read More about Welcome enhancements: responding to feedback to deliver enhancements with impact..

Supporting the enhancement of digital accessibility. (2022)
Presentation / Conference
MITCHELL, L. 2022. Supporting the enhancement of digital accessibility. Presented at the 2022 RGU annual learning and teaching conference (RGU LTC 2022): enhancing for impact, 21 October 2022, Aberdeen, UK.

As a university we are committed to ensuring that the digital content we produce is accessible, so that all students have an equitable experience and can fully participate in their studies. Within this, key aspects include the adoption of accessible... Read More about Supporting the enhancement of digital accessibility..

Showcasing the RGU digital learning standard. (2022)
Presentation / Conference
SIM, C. 2022. Showcasing the RGU digital learning standard. Presented at the 2022 RGU annual learning and teaching conference (RGU LTC 2022): enhancing for impact, 21 October 2022, Aberdeen, UK.

The purpose of the RGU (2022a) Digital Learning Standard (DLS) is to "provide a roadmap to ensure all students learn in a consistent, cohesive and inclusive digital learning environment, reflecting RGU's aims to provide a vibrant, equitable, and futu... Read More about Showcasing the RGU digital learning standard..

Designing an accessible user experience. (2022)
Presentation / Conference
MITCHELL, L. and ALLAN, J. 2022. Designing an accessible user experience. Presented at the 2022 RGU annual learning and teaching conference (RGU LTC 2022): enhancing for impact, 21 October 2022, Aberdeen, UK.

This poster provides advice to RGU staff on how to design web/digital user experiences that are as accessible as possible.

Designing structurally accessible content. (2022)
Presentation / Conference
MITCHELL, L. and ALLAN, J. 2022. Designing structurally accessible content. Presented at the 2022 RGU annual learning and teaching conference (RGU LTC 2022): enhancing for impact, 21 October 2022, Aberdeen, UK.

This poster provides advice to RGU staff on how to structure the content of resources so that they are as accessible as possible.

Designing accessible communication. (2022)
Presentation / Conference
MITCHELL, L. and ALLAN, J. 2022. Designing accessible communication. Presented at the 2022 RGU annual learning and teaching conference (RGU LTC 2022): enhancing for impact, 21 October 2022, Aberdeen, UK.

This poster provides advice to RGU staff on how best to communicate in a way that maximises accessibility.

Designing visually accessible content. (2022)
Presentation / Conference
MITCHELL, L. and ALLAN, J. 2022. Designing visually accessible content. Presented at the 2022 RGU annual learning and teaching conference (RGU LTC 2022): enhancing for impact, 21 October 2022, Aberdeen, UK.

This poster provides advice to RGU staff on how best to design learning content that is visually accessible.

Through the lens: enhancing assessment with video-based presentation. (2020)
Conference Proceeding
ZARB, M. and BIRTLESKELMAN, J. 2020. Through the lens: enhancing assessment with video-based presentations. In Proceedings of the 25th Association for Computing Machinery (ACM) Innovation and technology in computer science education conference 2020 (ITiCSE '20), 15-19 June 2020, Trondheim, Norway. New York: ACM [online], pages 187-192. Available from: https://doi.org/10.1145/3341525.3387376

This paper discusses a video-based approach trialled within Robert Gordon University. Students are typically asked to formally deliver presentations (either individually, or in groups) for summative assessment. Timetabling issues, large student numbe... Read More about Through the lens: enhancing assessment with video-based presentation..

Strengthening student engagement: evaluating the role of the digital skills agenda in higher education. (2019)
Presentation / Conference
LAWANI, A., SINGH, A., MCNEIL, A., DURACK, B. and KALUTARAGE, H. 2019. Strengthening student engagement: evaluating the role of the digital skills agenda in higher education. Presented at the 2019 Department for the Enhancement of Learning, Teaching and Access (DELTA) learning and teaching conference (LTC 2019): learning without borders, 2 May 2019, Aberdeen, UK.

Digital technology can contribute to all three areas of the TEF: teaching quality; learning environment; and student outcomes (Davies S, Mullan and Feldman 2017). Digital skills are helpful in designing enhanced and effective learning activities (Cop... Read More about Strengthening student engagement: evaluating the role of the digital skills agenda in higher education..

Enhancing individualised learning and interaction in online learning environments. (2008)
Thesis
WANG, D. 2008. Enhancing individualised learning and interaction in online learning environments. Robert Gordon University, PhD thesis. Hosted on OpenAIR [online]. Available from: https://doi.org/10.48526/rgu-wt-1695148

The quality of the student learning experience in an online learning course has raised many debates in educational studies. Evidence found in current literature indicates that individualised learning and interactive learning do contribute to the stud... Read More about Enhancing individualised learning and interaction in online learning environments..

Lifestyle and socio-demographic factors associated with high-risk HPV infection in UK women. (2007)
Journal Article
COTTON, S.C., SHARP, L., SETH, R., MASSON, L.F., LITTLE, J., CRUICKSHANK, M.E., NEAL, K. and WAUGH, N. 2007. Lifestyle and socio-demographic factors associated with high-risk HPV infection in UK women. British journal of cancer [online], 97(1), pages 133-139. Available from: https://doi.org/10.1038/sj.bjc.6603822

The world age-standardised prevalence of high-risk HPV (hrHPV) infection was 34.2% among 5,038 UK women aged 20–59 years, with a low-grade smear during 1999–2002, assessed for eligibility for TOMBOLA (Trial Of Management of Borderline and Other Low-... Read More about Lifestyle and socio-demographic factors associated with high-risk HPV infection in UK women..

Psychological effects of a low-grade abnormal cervical smear test result: anxiety and associated factors. (2006)
Journal Article
GRAY, N.M., SHARP, L., COTTON, S.C., MASSON, L.F., LITTLE, J., WALKER, L.G., AVIS, M., PHILIPS, Z., RUSSELL, I., WHYNES, D., CRUICKSHANK, M. and WOOLLEY, C.M. 2006. Psychological effects of a low-grade abnormal cervical smear test result: anxiety and associated factors. British journal of cancer [online], 94(9), pages 1253-1262. Available from: https://doi.org/10.1038/sj.bjc.6603086

Receipt of an abnormal cervical smear result often generates fear and confusion and can have a negative impact on a woman's well-being. Most previous studies have focussed on high-grade abnormal smears. This study describes the psychological and psyc... Read More about Psychological effects of a low-grade abnormal cervical smear test result: anxiety and associated factors..

Automated assessment of non-objective textual submissions. (2003)
Thesis
CHRISTIE, J.R. 2003. Automated assessment of non-objective textual submissions. Robert Gordon University, PhD thesis. Hosted on OpenAIR [online]. Available from: https://doi.org/10.48526/rgu-wt-1585045

The author sought to explore the methodology of automated marking of non-objective textual submissions. In so doing he tasked himself to discover how far automated assessment of text could be applied in the range of submissions from the single word t... Read More about Automated assessment of non-objective textual submissions..

Proceedings of the 2022 RGU learning and teaching conference: enhancing for impact.
Conference Proceeding
ROBERT GORDON UNIVERSITY. 2022. Proceedings of the 2022 RGU annual learning and teaching conference (RGU LTC 2022): enhancing for impact, 21 October 2022, Aberdeen, UK. Hosted on OpenAIR [online]. Available from: https://rgu-repository.worktribe.com/output/1839941

These presentations and posters were presented at the 2022 annual RGU "Learning and Teaching" conference. The theme of this year's conference was "enhancing for impact". While the overarching focus of the event was on impact, there were several sub-t... Read More about Proceedings of the 2022 RGU learning and teaching conference: enhancing for impact..