2024
Gleave, T., Goodman, S., Canning, S., & Prescott, D. (2024). LOW STAKES, HIGH REWARD: DEVELOPMENT AND EVALUATION OF AN ONLINE COMPARATIVE JUDGEMENT MARKING SYSTEM. In INTED Proceedings. IATED. doi:10.21125/inted.2024.1541DOI: 10.21125/inted.2024.1541
Gleave, T., Canning, S., & Prescott, D. (2024). MATCHING PEDAGOGY TO PRACTICE : ADAPTING TO COVID 19 AND BEYOND; MOVING A PHYSIOLOGY MOOC TO ON DEMAND STATUS. In INTED Proceedings. IATED. doi:10.21125/inted.2024.0153DOI: 10.21125/inted.2024.0153
2023
Voelkel, S., Bates, A., Gleave, T., Larsen, C., Stollar, E. J., Wattret, G., & Mello, L. V. (2023). Lecture capture affects student learning behaviour. FEBS OPEN BIO. doi:10.1002/2211-5463.13548DOI: 10.1002/2211-5463.13548
2022
Don't go chasing the marks: A study of the use of digital tools to encourage learner engagement with feedback and reflection (Conference Paper)
Gleave, T., & Goodman, S. (2022). Don't go chasing the marks: A study of the use of digital tools to encourage learner engagement with feedback and reflection. In Bioscience Education Summit 2022. University of Cardiff.
Slivers of Silver: Hybrid practical design, delivery, and challenges (Media)
Goodman, S., Gleave, T., & Floyd, R. (2022). Slivers of Silver: Hybrid practical design, delivery, and challenges. [Video Presentation].
No I in 'Team Feedback': A study of staff and student engagement with VLE feedback strategies (Conference Paper)
Goodman, S., & Gleave, T. (2022). No I in 'Team Feedback': A study of staff and student engagement with VLE feedback strategies. In Advance HE Teaching and Learning Conference 2022. University of Northumbria.
Technologies in Biomedical and Life Sciences Education Approaches and Evidence of Efficacy for Learning (Book)
Witchel, H. J., & Lee, M. W. (2022). Technologies in Biomedical and Life Sciences Education Approaches and Evidence of Efficacy for Learning. Springer.
Hybrid practical design, delivery, and challenges: practice informing practice (Conference Paper)
Goodman, S., Gleave, T., & Floyd, R. (2022). Hybrid practical design, delivery, and challenges: practice informing practice. In Microbiology Society Annual Conference 2022. Belfast.
DON’T GO CHASING THE MARKS: A STUDY OF THE USE OF DIGITAL TOOLS TO ENCOURAGE LEARNER ENGAGEMENT WITH FEEDBACK AND REFLECTION (Conference Paper)
Gleave, T., & Goodman, S. (2022). DON’T GO CHASING THE MARKS: A STUDY OF THE USE OF DIGITAL TOOLS TO ENCOURAGE LEARNER ENGAGEMENT WITH FEEDBACK AND REFLECTION. In INTED2022 Proceedings. IATED. doi:10.21125/inted.2022.0277DOI: 10.21125/inted.2022.0277
HYBRID PRACTICAL DESIGN, DELIVERY, AND CHALLENGES: PRACTICE INFORMING PRACTICE (Conference Paper)
Goodman, S., Gleave, T., & Floyd, R. (2022). HYBRID PRACTICAL DESIGN, DELIVERY, AND CHALLENGES: PRACTICE INFORMING PRACTICE. In INTED2022 Proceedings. IATED. doi:10.21125/inted.2022.0310DOI: 10.21125/inted.2022.0310
Online Science Education at Scale: Open and Distance Learning, MOOCS, and Other Learning Assets for Theory and Practice (Chapter)
Alston, P., Gleave, T., Hirst, M., & MacQueen, H. (2022). Online Science Education at Scale: Open and Distance Learning, MOOCS, and Other Learning Assets for Theory and Practice. In Methods in Physiology (pp. 383-416). Springer International Publishing. doi:10.1007/978-3-030-95633-2_13DOI: 10.1007/978-3-030-95633-2_13
2021
Flipped Classroom Physiology - Challenging our perception of what students want versus what they need (Conference Paper)
Floyd, R., Goodman, S., & Gleave, T. (2021). Flipped Classroom Physiology - Challenging our perception of what students want versus what they need. In Federation of European Physiological Sciences.
Concept to reflections: Staff perspective of Life Sciences Practical Design in a Virtual Environment (Conference Paper)
Goodman, S., Gleave, T., & Floyd, R. (2021). Concept to reflections: Staff perspective of Life Sciences Practical Design in a Virtual Environment. In Bioscience Education Summit. Royal Holloway.
2020
Physiology for all - Widening Access to Higher Education With a Massive Open Online Course. (Conference Paper)
Randles, R., Prescott, D., Gleave, T., Alston, P., & Grubb, B. (2020). Physiology for all - Widening Access to Higher Education With a Massive Open Online Course.. In Advance HE Teaching and Learning Conference. Online.
Prescott, D., Randles, R., Gleave, T., Alston, P., & Grubb, B. (2020). PHYSIOLOGY FOR ALL - REFLECTIONS ON THE DESIGN AND DELIVERY OF A MOOC TO ENHANCE SUBJECT KNOWLEDGE OF 16-19 YEAR-OLD PHYSIOLOGY STUDENTS. In 14TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2020) (pp. 3771). Retrieved from https://www.webofscience.com/
2019
Gleave, T., Alston, P., Prescott, D. E., Adamonyte, V., & Grubb, B. (2019). B Supporting the transition to HE: Reflections and evaluation of the design, development and delivery of a MOOC to promote discipline engagement. In SOLSTICE. Edge Hill University, Ormskirk.
Using a Massive Open Online Course (MOOC) to Disseminate Knowledge and Understanding of Physiology (Conference Paper)
Hall, S., Stokes, C., Gleave, T., Prescott, D., & Grubb, B. (2019). Using a Massive Open Online Course (MOOC) to Disseminate Knowledge and Understanding of Physiology. In The FASEB Journal Vol. 33. Wiley. doi:10.1096/fasebj.2019.33.1_supplement.766.21DOI: 10.1096/fasebj.2019.33.1_supplement.766.21
2018
'From seed to fruition' - Promoting discipline engagement on a global scale (Conference Paper)
Gleave, T., Adamonyte, V., Alston, P., Prescott, D. E., hickey, J., & Grubb, B. D. (2018). 'From seed to fruition' - Promoting discipline engagement on a global scale. In Higher Education Academy Annual Conference 2018, Teaching in the spotlight : Learning from global communities. Aston University.
Stepping out of the unknown’ – Reflections and Evaluation of the development of a Massive Open Online Course (MOOCs) to promote discipline engagement (Conference Paper)
Gleave, T., Adamonyte, V., hickey, J., Alston, P., Prescott, D. E., & Grubb, B. (2018, July 5). Stepping out of the unknown’ – Reflections and Evaluation of the development of a Massive Open Online Course (MOOCs) to promote discipline engagement. In Learning & Teaching Conference. University of Liverpool.
2017
'Erm...so what exactly is a MOOC' Tales from an academic's first time engagement in the development of a wholly online course (Conference Paper)
Gleave, T. L., & Alston, P. (2017, September 5). 'Erm...so what exactly is a MOOC' Tales from an academic's first time engagement in the development of a wholly online course. In ALT conference. University of Liverpool.
'Stepping into the unknown' Developing a MOOC to support discipline engagement (Conference Paper)
Gleave, T. L., & McNeill, A. (2017). 'Stepping into the unknown' Developing a MOOC to support discipline engagement. In University of Liverpool Learning and Teaching conference 2017. University of Liverpool.
2016
Physiology: A Student's Self-Test Colouring Book (Book)
Physiology: A Student's Self-Test Colouring Book (2016). .
2001
Cysteine string protein expression in mammary epithelial cells (Journal article)
Gleave, T. L., Beechey, R. B., & Burgoyne, R. D. (2001). Cysteine string protein expression in mammary epithelial cells. PFLUGERS ARCHIV-EUROPEAN JOURNAL OF PHYSIOLOGY, 441(5), 639-649. doi:10.1007/s004240000478DOI: 10.1007/s004240000478