Dr Nicole Brown

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 blog post I try to answer the question that I am often asked in my presentations and workshops: "What should I do with notes and journals?".

This is an extract from my contribution to the LSE Higher Education blog exploring key principles to ensure accessibility in higher education.

This video about the benefits and challenges of participatory research builds on my original work presented at the PASAR conference in 2017.

Deeply embedded in personal experiences, this perceptive book provides examples for universities to develop inclusive practices, accessible working and learning conditions and a less ableist environment.

This post is a link to a recording from a presentation for AdvanceHE on the topic of how to challenge unconscious bias.

This is an extract from a guest post on the Supervising PhDs Community Blog. In the post, I discuss what research supervisors can do to support doctoral students who may have disabilities, chronic illnesses and/or neurodiversities.

In this short video, I am answering 5 interview questions on the occasion of the Disability History Month. 

This is my contribution to the RAI2018 conference in London "I can't describe what I'm going through - research, arts and therapy".

Strategies for learning names at the beginning of an academic year, and reasons for why learning names is important.

Alison Clark and Peter Moss developed their own way of carrying out research with children – the Mosaic approach. The idea behind the Mosaic approach is that researchers collect data through a wide range of means. These are what Clark and Moss consider "individual tiles". It is then the researcher's task to put these individual pieces together to form one big picture, just like many little tiles are formed into one big mosaic.

One of the most daunting aspects for new teachers is to manage behaviour in lessons. The dynamics of the classroom and the teacher's personality are probably key to how much classroom management you will need to do and which strategies you can use. However, there are some basic rules that you should consider and that will help you manage behaviour in your lesson.

This is a brief description of Kolb's reflective model.