Prof Nicole Brown

This is a call for contributions to an edited book on object methods in qualitative research. Submissions should be made to Dr Kaylan Schwarz.

This post links to my contribution to the Lex Academic Blog, in which I write about how to keep a research journal.

This is a link to a video for UCL Digital Assessment that explains how in my module we are letting students decide on how they want to be assessed.

In this post I share my reservation about reading lists, and I share the articles, journals and books that I see as my "go-to" publications.

I was invited to contribute to the ResDance Podcast. My contribution was about my Embodied Inquiry work, as part of my own research and as part of the Embodied Inquiry: Research Methods book.

This is an extract from my contribution to the LSE Impact blog exploring lessons from the COVID-19 pandemic.

In this article, I draw on three case studies to explore the relationship between participatory and creative research methods.

This post is a link to a recording from an event held via the Johannes Kepler Universität Linz, where I was asked to discuss ableism in academia.

This is my reshaping higher education contribution to the post-strike Big Meeting organised by Reclaim the University in June 2018.

This is my presentation related to a collaborative project at UCL to develop portfolios to become meaningful, external-facing assessments.

Providing feedback is important to improve learning. So here are some examples for providing feedback that foster students' engagement.

In this post I am asking "What's your message?". This is about teachers' behaviours and attitudes and how students perceive these.

Brain fog is difficult to explain. So I tried to create a simulation of an episode of brain fog.

Irrespective of the types of plagiarism, ultimately plagiarism is a punishable offence. Therefore, it is a good idea to get fully acquainted with the different types of plagiarism in order to be able to effectively avoid difficult situations. You are best advised to err on the side of caution and therefore credit too many authors and originators rather than not crediting others enough. Plagiarism is not a trivial offence, but theft and will be treated as such, irrespective of whether or not you plagiarise intentionally or unintentionally.

In teacher training there is a heavy focus on the educational context, but does the educational context really matter? Or is there a danger in being too reliant on statistical information relating to the educational context, in which we operate?