The page provides a selection of the books and book chapters that the Learning Technology Team have been involved in.

Book Chapters

Barry, W. (2015). “Opinion Piece: On Distance Learning”. In: Lea, J. (Ed.), Enhancing Learning in Higher Education: Engaging with the Dimensions of Practice. Maidenhead, England: Open University Press. pp. 103-106.

Barry, W. (2015). “‘…and what do you do?’: Can we explain the unexplainable?”. In: Hopkins, D. (Ed.), The Really Useful #EdTechBook. London, England: CreateSpace. pp. 23-34.

Westerman, S. & Barry, W. (2009). “Mind the Gap: Staff Empowerment through Digital Literacy”. In: Mayes, T., Morrison, D., Mellar, H., Bullen, P., and Oliver, M. (Eds.), Transforming Higher Education through Technology-Enhanced Learning. York, England: The Higher Education Academy (HEA). pp 122-134.

Westerman, S. & Hurt, E. (2007). “Use of the Internet to support Learning in Practice”. In: West, S., Clark, T. & Jasper, M. (Eds.), Enabling Learning in Nursing and Midwifery Practice: A Guide for Mentors. Chichester, England: John Wiley & Sons Ltd. pp. 181-196.

Canterbury Christ Church University Books

Poole, P. & Wheal, A. (Eds.). (2011). Learning, Spaces & Technology: Exploring the Concept. Canterbury, England: Canterbury Christ Church University.

This publication is aimed at anyone who has, or may be, engaged in creating, managing or supporting a large-scale learning space. It is not simply an account of the jointly funded JISC/CCCU iBorrow Project at Canterbury Christ Church University. Rather, it draws on our experience within the project to look and reflect on the issues surrounding the phenomenon of large-scale learning centres which have been a feature of estate development within UK Higher Education for more than a decade.

Graham-Matheson, L. (Ed.). (2010). Research Informed Teaching: Exploring the Concept. Canterbury, England: Canterbury Christ Church University.

The HEA Teaching Informed and Enriched by Research Initiative at Canterbury Christ Church University, funded by HEFCE, encouraged academic departments to bid for funding to support projects which explored the concept. The book provides a record of their experiences and the institutional dimensions of the project.

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