Publications

Overview of publications including journal papers, book contributions, published conference papers, and short articles.

Rennie, F., Smyth, K., Davies, G., Connor, S. and Patterson, L. (2017 in press). Exploring the university as an e-textbook provider of scholarly work. Journal of Perspectives in Applied Academic Practice.

Anderson, L., Bamber, V. and Smyth, K. (2017) (Eds) Student Transitions. Special Issue of Journal of Perspectives in Applied Academic Practice, Vol. 5, No. 2Published in partnership with QAA Scotland. Available online http://jpaap.napier.ac.uk/index.php/JPAAP/issue/current

Smyth, K. and Bain, Y. (Eds) (2016) Early career research. Special Issue of Education in the North, Vol. 23, No. 2. Available online http://www.abdn.ac.uk/eitn/journal/.

Smyth, K., Rennie, F., Davies, G., Sillars, M. and Woolvin, A. (2016) Undertaking your research project: Essential guidance in getting started for undergraduates and postgraduates (e-book). Published by eTIPS.

The above e-textbook was produced through the Jisc funded eTIPS project. It is complemented by a companion website of additional resources at http://www.etextbooks.ac.uk/research-projects/.

Hall, R. and Smyth, K. (2016) Dismantling the Curriculum in Higher Education. Open Library of Humanities. Vol 2, No 1. Available online DOI: http://doi.org/10.16995/olh.66

Smyth, K., MacNeill, S. and Hartley, P. (2016) Technologies and academic development. In D. Baume and C. Popovic (Eds.) Advancing Practice in Academic Development. Routledge, pp.121-141.

Rennie, F. and Smyth. K. (2015) How to write a research dissertation: Essential guidance in getting started for undergraduates and postgraduates (e-book). Published by eTIPS.

The above e-textbook was produced through the Jisc funded eTIPS project. It is complemented by a companion website of additional resources at http://www.etextbooks.ac.uk/dissertation/.

Smyth, K. (2015) Within, across and beyond: ‘third spaces’ in tertiary education. DECADE – A collection of reflections to mark 10 years of Architecture and Design Scotland. Edinburgh: Architecture and Design Scotland, p.31. Available online at http://www.ads.org.uk/decade-a-collection-of-reflections-to-mark-10-years-of-ads/

Smyth, K., MacNeill, S., and Johnston, B. (2015) Visioning the Digital University – from institutional strategy to academic practice. Educational Developments, 16(2). pp.13-17.

Gunn, C., Creanor, L., Lent, N. and Smyth, K. (2014) Representing academic development. Journal of Perspectives in Applied Academic Practice, Vol.2, No.2. Available online http://jpaap.napier.ac.uk/index.php/JPAAP/article/view/92/html.

Adamson, E. and Smyth, K. (2014) Enhancing the student experience through innovation in assessment and feedback. Core paper in Educational innovation and enhancement theme of NET (Networking for Education in Healthcare) 2014 conference, Churchill College, Cambridge, 2-4 September. Available online http://bit.ly/1IrnqX6

Smyth, K., Vlachopoulos, P., Walker, D. and Wheeler, A. (2013) Cross-institutional development of an online open course for educators: confronting current challenges and imagining future possibilities. In M. Gosper, J. Hedberg, and H. Carter (Eds.) Electric Dreams. Proceedings of ascilite Sydney 2013, pp.826-829. Available online http://www.ascilite.org.au/conferences/sydney13/program/papers/Smyth,%20Keith.php

The above paper won the Ascilite 2013 Best Paper Award in the category of ‘Imagining the Future’.

Smyth, K. (2013) Sharing and shaping effective institutional practice in TEL through the 3E Framework. In S. Greener (Ed) Case studies in e-learning. Reading: Academic Publishing International, pp.141-159.

Strickland, K., Smyth, K., Vlachopoulos, V., and Walker, D. (2013) Perspectives in applied academic practice: development of a cross-institutional open access journal to support early career academics. Proceedings of the International Enhancement Themes Conference: Enhancement and Innovation in Higher Education, Crowne Plaza Hotel, Glasgow,11-13 June. Glagow: QAA Scotland, pp.525-529. Available online https://openair.rgu.ac.uk/handle/10059/937

Bovill, C., Sheward, L. and Smyth, K. (2013) Underground and undervalued: a survey of Scottish pedagogic research in higher education. In C. Rust (Ed) Improving Student Learning through research and scholarship: 20 years of ISL. Oxford: The Oxford Centre for Staff and Educational Development, Chapter 1 pp. 27-39.

Wheeler, A., Vlachopoulos, P., Smyth, K., Aitchison, K., Walker, D. and Walsh, L. (2013) Development and internationalization of an OER module: a case study examining the challenges, benefits and successes of the module team’s collaborative undertakings. Higher Education Academy. Available online http://www.heacademy.ac.uk/assets/documents/oer/OER-INT-016-Aston.docx

Smyth, K., Vlachopoulos, P., Walker, D. and Wheeler, A. (2013) Promoting global collaboration in academic development though OERs: challenges and opportunities. Proceedings of OER13: Creating a Virtuous Circle, University of Nottingham, 26-27 March. Paper available via http://www.medev.ac.uk/oer13/file/68/60/

Fotheringham, J. and Smyth, K. (2013) Student generated content: pedagogy and practice. Social media: challenges and opportunities for education in modern society, Social Media Research Papers, Vol.1, No.1. Lithuania: Mykolo Romerio Universitetas/ISTUS (Institutional Strategies Targeting the Uptake of Social Networking in Adult Education), pp. 5-8.

Smyth, K. (2012) Sharing and shaping effective institutional practice in TEL through the 3E Framework. Proceedings of the 11th European Conference on e-learning ECEL), University of Groningen, Groningen, The Netherlands, 26-27 October. Academic Conferences International, pp.523-531.

Bovill, C., Sheward, L. and Smyth, K. (2012) Higher Education Research in Scotland: Report of a survey undertaken by Universities Scotland Educational Development SubCommittee.  Edinburgh: Universities Scotland Educational Development Sub‐Committee. Available via http://core.kmi.open.ac.uk/display/9648633

Smyth, K. and Bruce, S. (2012) Employing the 3E Framework to underpin institutional practice in the active use of technology. Educational Developments, 13(1), pp. 17-21.

Smyth, K. (2012) MSc Blended and Online Education. Edinburgh Napier University Teaching Fellows Journal, March 2012, Feature Article, p. 8. Also available online http://staff.napier.ac.uk/services/academicdevelopment/TFscheme/Documents/TFJ_march_2012_FINAL.pdf

Gray, C. and Smyth, K. (2012) Collaboration creation: Lessons learned from establishing an online professional learning community. Electronic Journal of e-Learning, Vol.10, No.1, pp. 60‑75. Available online http://www.ejel.org/volume10/issue3

Fotheringham, J. and Smyth, K. (2011) Using social media in education: for tutors in Centres. Commissioned guide for CIPD. Available via http://www.cipd.co.uk/hr-resources/factsheets/social-media-education-tutors.aspx (Full access requires online account).

Gray, C. and Smyth, K. (2011) Social not-working? Evaluating and building an online learning community. In P. Balcean (Ed), Proceedings from the 6th International Conference on e-learning (ICEL), University of British Columbia, Kelowna, Canada, 27th-28th June. Academic Conferences International, pp. 137-147.

Johnson, M. and Smyth, K. (Eds) (2011) Learning technology and institutional strategy. Special issue of Campus-Wide Information Systems on Learning Technology and Institutional Strategy, Vol. 28, No. 4. This features the paper Johnson, M. and Smyth, K. (2011) Diversity, value and technology: exposing value pluralism in institutional strategy, pp. 211-220.

Smyth, K., Whitton, N. and Fotheringham, J. (2011) Write-TEL (Writing for publication in technology-enhanced learning). In Engaging hearts and minds: engaging with academics in the use of technology-enhanced learning. UCISA Best Practice Guide, pp. 52-58. Oxford: UCISA. Available online http://www.ucisa.ac.uk/engaging

Smyth, K., Whitton, N. and Fotheringham, J. (2011) Write-TEL – online supported scholarly writing in technology-enhanced learning. Edinburgh Napier Teaching Fellows Journal, October 2011, pp. 19-20. Available online http://staff.napier.ac.uk/services/academicdevelopment/TFscheme/Documents/tfjoct%202011.pdf

Smyth, K., Comrie, A., Gray, M. and Mayes, T. (2010). Embedding and sustaining change in technology-enhanced education: lessons learned from a cross-institutional transformation project. Invited paper for Education in the North, Issue 18, Available online http://www.abdn.ac.uk/eitn/display.php?article_id=65.

Smyth, K. and Mainka, C. (2010) Pedagogy and learning technology: a practical guide (revised e-book edition). Edinburgh: Edinburgh Napier University. This revised e-book edition is published Creative Commons and offers a range of reusable guidelines, activities, and rubrics.

Smyth, K. (2010) Towards a digitally inclusive Edinburgh Napier? Editorial for Edinburgh Napier Teaching Fellows Journal, June to September issue.

Smyth, K. (2010) Our space or theirs? Invited article for ICT Skills Briefing, Issue 14, March 2010, pp.4-5.

Comrie, A., Mayes, J.T., Mayes, N. and Smyth, K. (Eds) (2009) Learners in the co-creation of knowledge: proceedings of the LICK 2008 Symposium. Edinburgh: Napier University in association with TESEP.

Comrie, A., Smyth, K. and Mayes, T. (2009) Learners in control: the TESEP approach. In T. Mayes, D. Morrison, H. Mellar, P. Bullen and M. Oliver (Eds) Transforming higher education through technology-enhanced learning, pp. 208-234. York: Higher Education Academy.

Smyth, K. (2009) Transformative online education for educators: cascading progressive practice in teaching, learning and technology. In D.Remenyi (Ed), Proceedings from the 8th European conference on e-learning, University of Bari, Italy, 29th-30th October. Academic Conferences International, pp. 549-557.

Smyth, K. and Mainka, C. (2009) Embedding the TESEP 3E Approach in the professional development of educators: a case study of the MSc Blended and Online Education. In Comrie, A., Mayes, J.T., Mayes, N. and Smyth, K. (Eds) Learners in the co-creation of knowledge: proceedings of the LICK 2008 Symposium. Edinburgh: Napier University in association with TESEP, pp. 98-108.

Smyth, K. (2008) Partnership, pedagogy and technology for transformational education. Proceedings of the 1st International Conference on Learning and Teaching: Enhancing Learning and Teaching in Higher Education. TAR College, Malaysia, 4th-5th August 2008.

Smyth, K., Mainka, C. and Brown, N. (2007). Teacher’s conceptions of and approaches to online teaching. In D.Remenyi (Ed), Proceedings from the 6th European conference on e-learning, Copenhagen Business School, Copenhagen, 4th-5th October. Academic Conferences International, pp. 583-590.

Smyth, K., Comrie, A., Foulis, L., Mayes, T. and McCran, J. (2007) Pedagogical transition through technology-enhanced learning, In The Times they are A-changin’: Researching Transitions in Lifelong Learning, Proceedings of the Centre for Research into Lifelong Learning (CRLL) Conference 2007, Stirling University, UK, 22nd-24th June.

Smyth, K. (2006) Contributed ‘second thoughts’ commentary to Chapter 9: Why and how should we start innovating nowadays? of Cowan, J. (2006). On becoming an innovative university teacher: reflection in action (2nd edition). Maidenhead: OU Press, pp. 134-158.

Smyth, K. and Mainka, C. (2006) Pedagogy and learning technology: a practical guide.  Edinburgh: Napier University.

Brown, N., Smyth, K. and Mainka, C. (2006). Looking for evidence of deep learning in constructively aligned online discussions. In S. Banks, V. Hodgson, C. Jones, B. Kemp, D. McConnell and C. Smith (Eds), Proceedings of the Fifth International Conference on Networked Learning 2006. Lancaster: Lancaster University, pp. 315-322.

Mainka, C., Smyth, K. and Brown, N. (2005) Constructive alignment in the VLE. In D. Remenyi (Ed), Proceedings from the 4th European conference on e-learning, Amsterdam, 10th-11th November. Academic Conferences International, pp. 227-235.

Beasley, N. and Smyth, K. (2004) Expected and actual student use of an online learning environment: a critical analysis. Electronic Journal of E-Learning (EJEL). Vol 2 (1). Available online: http://digilib.unsri.ac.id/download/issue1-art21-beasley-smythe.pdf

Smyth, K. and Buckner, K. (2004) Towards a theoretical framework for understanding the nature of networked learning. Proceedings of the 2004 European Conference on eLearning, Universite Paris Dauphine, Paris, 25th – 26th November.  Academic Conferences International, pp. 375-386

Beasley, N. and Smyth, K. (2003) Students’ selective use of a virtual learning environment: reflections and recommendations. Proceedings of the 2003 European Conference on eLearning, Glasgow Caledonian University 6th –7th November 2003. Academic Conferences International, pp. 71-80.

Smyth, K. and Buckner, K. (2000) Individual approaches to studying and the affordances of interacting with networked learning environments. In M. Asensio, J. Foster, V. Hodgson & D. McConnell (Eds.), Networked Learning 2000: Innovative approaches to lifelong learning and higher education through the internet. Lancaster University and The University of Sheffield, pp. 315-322.

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