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Jude was a Principal Lecturer and worked in a variety of roles at Oxford Brookes from 1990 to 2011, including Deputy Director of the ASKe Centre for Excellence in assessment standards (2005-8), and Brookes Teaching Fellow (2005-7). In 2008/9, she worked on secondment at the Royal Technical University in Stockholm Sweden as an educational developer.
Jude's interests include projects linked to deterring plagiarism, and to effective strategies for teaching International Students. She writes, runs workshops and addresses conferences on these topics, within Brookes, across the UK and internationally. As part of her work with international students, Jude collaborated with Dr Janette Ryan on the Teaching International Students (TIS) project (2009-11), funded under PMI2 and hosted at the Higher Education Academy. One TIS outcome was the Teaching International Students Lifecycle resource which brings together research, good practice and teachers' experiences. Jude is the author of The Handbook for Deterring Plagiarism in Higher Education (2nd ed 2007, Oxford Brookes University) and with Dr Ryan, she co-edited the text Teaching International Students: improving learning for all (2005, Routledge).
In 2009, Jude was awarded a National Teaching Fellowship and she used the funding in 20011-12 to travel in Australia, New Zealand and India, where she investigated teaching practices and shared expertise with tertiary and secondary school colleagues.
Patsy has extensive experience as a consultant in online learning and qualitative research locally and internationally and is is a member of ELESIG, e/Merge-Africa, the British Society of Gerontology and the BSG ERA- Emerging Researchers on Ageing.
After her retirement from the University of KwaZulu-Natal, where she designed, co-ordinated and implemented online and blended postgraduate and staff development courses on using online technology to facilitate teaching and learning to be more inclusive, interactive and collaborative, she moved to Oxford where she spent four years as an Educational Developer (e-Learning) at OCSLD, Oxford Brookes. In addition she was part of the Appreciative Inquiry project for the JISC-funded Users and Innovation Research Programme and subsequently a member of the Institutional Innovation Support Synthesis and Benefits Realisation Team. Patsy currently freelances as a qualitative researcher and is a listed international consultant and trainer for QSR NVIVO software for qualitative data analysis.
She is completing a PhD topic focused on online women 'doing old' in the 21st century.
Patsy has particular interests in interactive, collaborative learning, social software, diversity, and poetic inquiry.
Valerie resides in New South Wales, Australia and works with Australian universities on curriculum development projects for internationalisation. She is also an Affiliate of Oxford Brookes University and Visiting Fellow of Westminster Institute of Education, Oxford Brookes. Valerie was Deputy Head of the Oxford Centre for Staff and Learning Development from 2006 - 2010, and also the inaugural Director of CICIN, the Centre for International Curriculum Inquiry and Networking (now CCI, Centre for Curriculum Internationalisation).
Valerie's career has included: being Head of the Academic Development Unit at Monash University in Australia where she also worked at the Malaysian and South African campuses; and being Director of the Centre for the Enhancement of Learning and Teaching at the University of the South Pacific in Fiji. Other teaching and research experiences in New Zealand and Belize have included six years as a Research Fellow in the University of Otago Medical School researching women's health, which is the subject of her PhD.
Her research interests are: internationalisation of the curriculum, feminist pedagogy, reflective practice in multi-cultural environments, research supervision and academic writing. Her publications include:
and guest editor of two Special Issues of journals on internationalisation:
Jane is the Programme Lead for Public Health in the Faculty of Health and Life Sciences. She has worked there for 12 years, before this she was a health visitor. She teaches on a range of postgraduate and undergraduate modules including health promotion and facilitating learning both in the UK and in Hong Kong. These modules are taught on campus and as distance learning.
Over the last few years the distance learning modules have become more popular and she has developed her expertise in facilitating these. She has coordinated the development of a distance learning BSc in Nursing Studies, she also leads a distance learning health promotion module.
Jane has been involved with colleagues in developing an e-learning strategy for the school which has helped to coordinate. This has further enhanced the provision of e-learning in the school. Currently she is involved in evaluating the experience of e-learning from a staff and student perspective so that it can be further improved. She is also involved in helping colleagues to enhance their skills in e-learning
Jane is interested in the role of e-learning in enhancing the student experience and is currently developing the range of technologies used in the courses she facilitates.
Louise joined Oxford Brookes International as a teacher of English for Academic Purposes in 2008 while completing her MA in Education (Applied Linguistics). She teaches on a range of pre-sessional and in-sessional courses that aim to prepare non-native speakers of English for university study in the UK at undergraduate and postgraduate level. In addition, she is a tutor on OCSLD’s Teaching International Students online course and a member of the Centre for International Curriculum Inquiry and Networking (CICIN), leading workshops on Global Citizenship and Intercultural Group Work.
Prior to joining Brookes, Louise worked in France, Czech Republic, Slovakia, Hungary, Latvia and Ukraine, mainly for the British Council, as a teacher/project trainer on a range English for Specific Purposes courses. In her last post in Ukraine, she co-ordinated the British Council’s Peacekeeping English Project there, working with Ukrainian Armed Forces to support teachers preparing military personnel for international operations and peacekeeping duties. Louise’s interests include fostering intercultural awareness among learners & staff and engaging ‘home’ students in the process of internationalisation. She is also passionate about language learning and bilingualism.
Dr Jen Harvey is currently the Head of the Learning, Teaching and Technology Centre (LTTC) of the Dublin Institute of Technology. The LTTC provides a range of academic development and support for staff involved in third level teaching including a suite of Postgraduate Programmes. Jen has been in this role from 2003, prior to this she was the DIT Head of Distance Education.
Before moving to Dublin she worked as an Implementation Consultant for the LTDI a SHEFC funded project based in ICBL, Heriot Watt University, Edinburgh. Jen is involved in a number of local and national collaborative Strategic Innovation Projects relating to Workbased Learning, Learning Innovation and Education in Employment. Current research interests relate to the use of technology to support learning, student assessment strategies, practitioner based evaluations and Communities of Practice.
Juliet is Senior Lecturer in Language and Communication and Instructor English for Academic Purposes at the Westminster Institute of Education at Oxford Brookes. She teaches on the BA in Communication Media and Culture, the International Foundation Diploma, and the English for University Studies course.
After completing a BA in History and English Literature, Juliet moved to Paris where she lived for 15 years. Whilst there she worked for the Department of Education teaching phonetics and phonology to French lycée teachers. She also taught English at the MBA Institute and Versailles University. On her return to England she was a visiting lecturer in the department of Applied Linguistics at Luton University, where she studied for an MA in Intercultural Communication under Professor Helen Spencer-Oatey.
Juliet's research interests lie in the field of intercultural communication and rhetoric, and ways in which our perceptions of self and other, and our intersubjective constructions of that relationship, constrain and determine language choice. She is currently conducting research into student and educator practices and ideals relating to internationalisation of the curriculum and the student learning experience at Brookes.
David has worked in organisations in a number of management and learning and development roles including heading up a self financing business unit in a large public sector organisation. He has designed and delivered a range of interventions, including formal courses, accredited programmes, workshops and one to one coaching across a breadth of organisations, particularly in the research sector.
David has an MSc in Training and Performance Management and a number of specialist professional qualifications. A member of the British Psychological Society and their register of Competence in Occupational Testing he is accredited to facilitate a number of profiling instruments and questionnaires. He is also a qualified project management practitioner.
David is a Fellow of the Institute of Training and Organisational Learning and Associate of the Chartered Institute of Personnel and Development. He is particularly interested in the communication and processing of complex issues and developing practical solutions for individuals and organisations and the inter-relationship of business skills and processes and people skills and psychology.
Ellen Lessner - Ellen has worked in further education since 1984, and is currently the e-Learning Coordinator at Abingdon and Witney College. She has been involved with a number of JISC Support and Synthesis projects since 2005, including the Learner Experience of E-Learning and most recently, Lifelong Learning and Workforce Development, both part of the JISC e-Learning programme.
For many years Ellen has been advocating the use of technology to support students' learning, making the use of 'assistive' software a normal entitlement within an educational institution, and demonstrating how this can help people to learn rather than 'disabling' their learning. She has written articles for BECTA and TechDis on this subject, delivered training in college and for outside organisations and has participated in a number of case studies which highlight the importance of digital literacy. Her online experience includes completing the ‘Effective E- Facilitation’ and ‘Using Social Software’ courses and facilitating and participating in JISC online conferences.
Jenny Mackness is an independent online education consultant, specialising in content authoring, teaching and facilitating national and international online courses in Higher Education. These have included courses on leadership, e-facilitation, reflective practice, professional and personal development.
Her work also includes supporting e-learning projects, such as the JISC Institutional Innovation Programme and the development of training materials for the Autism Education Trust, work on communities of practice, such as for Scottish Autism and CPsquare, and work on massive open online courses (moocs), such as FSLT12 (First Steps in Learning and Teaching in Higher Education).
Jenny's current research interests include learners' experiences of e-learning, particularly within communities of practice and online networks, connectivism and connective knowledge within moocs, curriculum design for emergent learning, and synaesthesia and embodied learning.
Her most recent publications.
Dr Catherine Montgomery is Reader in Education at the University of Hull. Catherine’s particular areas of interest in the field of teaching and learning are the internationalisation of higher education, internationalisation of the curriculum, teaching international students and the development of graduates as ‘global citizens’. She also has expertise in assessment for learning and student engagement.
Catherine was awarded a National Teaching Fellowship in 2010 in recognition of her contribution to these fields, particularly for her work in developing staff approaches to responding to internationalisation and innovative teaching and learning for diverse student groups.
Catherine has a long track record of working with groups of staff across disciplines and in a wide range of universities across the UK and beyond. She is an experienced conference speaker having given more than 28 papers, keynotes and seminars in 9 different countries in recent years. Catherine is often invited to provide staff development at universities across the UK and recent work in this field has included sessions on effective international group work (at Edinburgh University) and innovative approaches to assessment (at Cumbria University).
Catherine has a strong research record supported by a list of internationally peer reviewed publications including a book entitled Understanding the International Student Experience, published by Palgrave Macmillan which has sold widely in the UK, USA and Australia since its publication in January 2010. Her doctoral study focused on the social networks of international students and investigated the link between international students’ friendships and their learning experiences.
Catherine is a member of a number of international networks and groups that focus on internationalisation including being a member of the inner network of CALPIU(Cultural and Linguistic Practices in the Internationalised University) at Roskilde University in Denmark; a key member of the CICIN (Centre for International Curriculum Inquiry and Networking); a project champion for TIS (HEA Teaching International Students Centre); as well as being a Visiting Fellow of CAPRI at Leeds Metropolitan University. Her interest in international and intercultural education has been a defining aspect of her career.
Catherine can provide tailored staff development and the following are indicative examples:
Jenny works part time at Bournemouth University (Centre for Excellence in Media Practice - in research on learning); and part time as an independent consultant, running workshops and projects. She has worked in higher education and professional development for 25 years and, particularly in the last five years has run large numbers of workshops in the UK and abroad. Most of the workshops relate to subject matter of her books, so that the content is well researched and based on substantial academic thinking, though she is happy to design courses/workshops on new topics or fit requirements and contexts. In terms of timing and length of workshops, there is complete flexibility. Jenny tends to use substantial handouts and they are designed to support short or long courses.
Jenny's books are all published by Routledge Falmer, London. They include Reflection in Learning and Professional Development (1999a); Learning Journals, a handbook for students, Academics and Professional Development (1999b) and second edition, 2006 with much new material); Improving the Impact of Short Courses and Workshops (2001); a Module and Programme Development Handbook, 2002); A Handbook of Reflective and Experiential Learning (2004); Learning Journals: a handbook for professional development and reflective practice (2006); Critical thinking an exploration of theory and practice (2008); Achieving success through academic assertiveness (2009); Uses of story in higher education and professional development (2010).
Jenny is currently involved in a substantial project for The Football Association, helping to create more reflective coaches and coach educators.
Chris Rust, Emeritus Professor of Higher Education, Oxford Brookes University.
Before retiring in September, 2014, after over 25 years at Oxford Brookes, Chris had been Associate Dean (Academic Policy). Previously, for ten years, he was Head of the Oxford Centre for Staff and Learning Development (OCSLD), and Deputy Director of the Human Resource Directorate.
Between 2005 - 2010 he was also a Deputy Director for two Centres for Excellence in Teaching and Learning - ASKe (Assessment Standards Knowledge Exchange) and the Reinvention Centre for undergraduate research (led by Warwick University).
In OCSLD, with thirteen colleagues, he helped to provide both staff and educational development support to the University’s academic Faculties and support Directorates for nearly 23 years. For six years he was Course Leader for the University’s initial training course for new teaching staff.
He achieved a PhD by publication in 2003 and became a professor in March, 2010.
He has researched and published on a range of issues including:
Most recently he has increasingly focused on researching and writing about assessment, including: improving student learning through active engagement with assessment feedback, and the significance of both explicit articulation and socialisation processes in improving students' understanding of assessment requirements and assessment feedback.
He is also interested in the design, development and use of social learning space in universities, as well as the development of research-based learning in the undergraduate curriculum, including its potential effect on university organization.
In the 90s he contributed to the design and delivery of a national programme of staff development in higher education on the issue of teaching more students and over the years has run numerous workshops around the country and internationally on a range of issues including teaching large classes, developing assessment strategies, and engaging students with assessment and feedback.
He is a Fellow of the RSA, a Senior Fellow of both SEDA (Staff and Educational Development Association) and was one of the first fourteen Senior Fellows of the UK Higher Education Academy, for whom he was also an accreditor.
Professor John Traxler is Professor of Mobile Learning, the world’s first and a full UK professor since September 2009, at the University of Wolverhampton UK. He is one of the pioneers of mobile learning and has been associated with mobile learning projects since 2001 when he was evaluator for m-learning, the first major EU project, embracing Sweden, Italy and UK. He is a Founding Director and current Vice-President of the International Association for Mobile Learning, responsible for the annual mLearnresearch conference running since 2002. He is co-editor of the definitive book, Mobile Learning: A Handbook for Educators and Trainers, with Professor Agnes Kukulska-Hulme. They are now working a second book, Mobile Learning: the Next Generation, to be published in 2015. He is co-authoring a book, Key Issues in Mobile Learning: Research and Practice, with Professors Norbert Pachler and John Cook, and Mobilizing Mathematics: Case Studies of Mobile Learning being used in Mathematics Education and Mobile Learning and STEM: Case Studies in Practice with Dr Helen Crompton, and has written more than 30 book chapters on mobile learning.
He has been responsible for large-scale implementations mobile learning implementations (MELaS in UK, SEMA in Kenya) and small-scale mobile learning research interventions (funded by HEA, Sony).
He has extensive experience developing mobile learning capacity amongst university teachers (national UK workshops for JISC, workshops in universities in South Africa, South Asia, Middle East, Europe and elsewhere) and e-learning (JISC e-learning experts group). Over the last five years he has become involved in policy (UNESCO Policy Guidelines, UK MoLeNET Programme, UK Association of Colleges, USAID mEducation Alliance) and strategy (UNRWA ICT Strategy, UK HEFCE CLL programme). He is a frequent international keynote speaker, this academic year in South Africa, Australia, and Europe, and has worked with a number of international agencies (ITU, ILO, British Council) and international corporates
He supervises and examines PhDs in mobile learning and reviews proposals for several national research funders (Leverhulme Trust, South African National Research Fund, the Canadian Social Sciences and Humanities Research Council, the Hong Kong Research Council, Deutsche Forschungsgemeinschaft (Research Foundation), Swiss National Science Foundation, BUPA Foundation and the Irish Research Council for the Humanities and Social Sciences). He gives frequent invited university seminars, this year Imperial, Oxford, Sorbonne.
He has been actively developing innovative approaches to the ethics of mobile and popular digital technologies (HEA, national prize Responsible Innovation in ICT Observatory) and contributes to early researcher development in the global South (IDRC SIRCA I & SIRCA II) specifically in mobile for education for development.
Marion is from a healthcare background with a 17 year career in the UK NHS as a nurse, midwife and health visitor prior to moving into a career in higher education.
Marion has pioneered the development of online distance learning programmes in the Faculty of Health & Life Sciences including the MSc Nursing Studies which bring together a global network of experienced nurse practitioners to collaborate using the latest teaching and learning technologies. She is also currently researching with colleagues in the Faculty of Technology, Design & Environment on developing mobile applications to support decision-making for people with diabetes.
Marion is seconded to OCSLD as a tutor on the Postgraduate Certificate in Teaching in Higher Education and has been part of a team who have recently ran one of the UK’s very first Massive Open Online Courses (MOOCS), #FSLT12. Marion also teaches on the online tutoring course for the London School of Hygiene and Tropical Medicine
Marion was awarded a Brookes Teaching Fellowship in 2012 in order to lead a project aimed at supporting lecturers and students to collaboratively write for publication.
Dave has worked in many areas of training and education, including teacher/trainer training for the Home Office and the Police, management training in industry and was Head of Quality Assurance (Training) with the Home Office.
Dave was initially educated as a psychologist with the Open University. He also has an MSc in research methodologies from Oxford University. He is currently engaged in doctoral research examining the links between institutional culture and learning motivation. Current research activity and interests include learning and accelerated learning, the philosophy of education, institutional culture and IT and learning.
Gina Wisker is Professor of higher education and contemporary literature and Head of the Centre for Learning and Teaching at the University of Brighton, where she also teaches English and supervises PhD students.
Gina's books include The Postgraduate Research Handbook (Palgrave Macmillan 2001, 2008), The Good Supervisor (Palgrave Macmillan 2005, 2012), Horror Fiction (Continuum 2005), Postcolonial and African American Women's Writing (Palgrave Macmillan 2000) and the Undergraduate Research Handbook (2009). She is co-editor of the SEDA journal Innovations in Education and Teaching International and was chair of the Heads of Educational Development Group.
Gina is a National Teaching Fellow (2005) and a higher education academy international scholar (2012).
Helen Whitehead is a learning consultant, writer and researcher. She has worked with schools, colleges and universities, the National College for School Leadership, creative industries, arts and literature, and business and media training. She has facilitated online communities of various kinds in HE and other education sectors for over ten years, has taught e-moderating and is an expert in facilitating online communities. She has developed online course materials in a variety of subjects at levels up to master's, and created and taught training courses in Web 2.0, e-learning applications including blogs, wikis, podcasting, collaborative learning, course design and redesign, content development and writing.