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da Gandra, Maria and van Neck, Maaike (2015) InformForm online platform.
Winter, Jennie and Barton, Graham and Allison, Joseph and Debby, Cotton (2015) Learning Development and Education for Sustainability: what are the links? Journal for Learning Development in Higher Education, 1 (8). pp. 1-23. ISSN 1759-667X
Willcocks, Judy (2020) The Pedagogic Prescription: art and design teaching practice and object-based wellbeing’. In: Object-based learning and Well-being; Exploring Material Connections. Routledge. ISBN 9781138388048
Troisi, Anna (2015) Teaching Computer Music to academically Engage At-risk Students. International Journal of Arts Education, 10 (4). pp. 25-36. ISSN 2326-9944
Teunissen, José and Danjoux, Michèle (2022) Future recruitment strategies for Fashion-Tech. In: IFFTI/NTU 2022. Re-Imagine, 5-8 April 2022, Nottingham Trent University.
Panesar, Lucy (2017) Academic support and the BAME attainment gap: Using data to challenge assumptions. Spark: UAL Creative Teaching and Learning Journal, 2 (1). pp. 45-49. ISSN 2397-6594
Panesar, Lucy (2016) Study support and BAME students - a data driven approach. In: LCF College Conference, Part 3: Race Matters: The attainment of BAME students, 22/06/2016, Mary Ward House, London.
O'Shea, Crimson (2022) Digital hubs. In: Spark! Live, 14 December 2022, University of the Arts London, Online.
Kenny, Polly (2007) CLIP/CETL Fellowship Report 2006/7 : Enhancing practice - to investigate an appropriate strategy for using Clip Cetl enhanced textile facilities to improve the student learning experience. Project Report. University of the Arts London, London.
James, Alison and Barton, Graham (2014) Threshold concepts, systems thinking and Lego Serious Play: 3D ways of thinking. In: 5th Biennial International Threshold Concepts Conference: Threshold concepts in practice, 9-11 July 2014, Durham University.
Ingham, Mark and Sadowska, Noemi (2023) Becoming Learners in Laboratories of Learning: A Rhizomatic Assemblage of Nomadic Pedagogies. In: Rhizome Metaphor: The Legacy of Deleuze and Guattari in Education and Learning. Springer Nature Singapore, Singapore, pp. 93-110. ISBN 978-981-19-9056-4
Ingham, Mark and Edwards, Harriet (2014) “eRTFs” (Enriched Text Formats) Online, continuous and present writing in Art and Design. In: Screen Writes, 27/06/2014, London College of Communication.
Ingham, Mark (2010) "Never judge a book by its movie.". In: Inspiring Learners: Equipping the Next Generation of Graduates, 06.07.2010, University of Greenwich.
Follows, Chris and Munro Kerr, Rosemary (2019) Open Design & Citizen-Centered Innovation at Tate Exchange 2019. Project Report. University of the Arts London. (Unpublished)
Follows, Chris, Digital Maker Collective (2018) Arts Work of the Future. [Show/Exhibition]
Finnigan, Terry and Aronstam, Diana (2007) CLIP/CETL Fellowship Report 2006/7 : Visual Directions, an integrated approach to teaching and learning materials. Project Report. University of the Arts London, London.
Burns, Elliott and Rees, Jake Charles and MacLachlan, Jen (2016) Everybody Phones Out: teaching experiments with Instagram. Spark: UAL Creative Teaching and Learning Journal, 1 (2). pp. 79-94. ISSN 2397-6594
Barton, Graham and James, Alison (2017) Threshold Concepts, LEGO Serious Play® and whole systems thinking: towards a combined methodology. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education (PESTLHE). ISSN 1750-8428