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Against the Natural Order of Things: Why eLearning Refuses to Take Off

Baldwin, Jonathan (2015) Against the Natural Order of Things: Why eLearning Refuses to Take Off. In: Centennial Conversations: Essential essays in Professional, Continuing and Online Education. UPCEA, Washington, DC, pp. 141-156. ISBN 978-0-9864434-0-4

Being Irrelevant: A model for developing interdisciplinary teaching and learning

Baldwin, Jonathan (2013) Being Irrelevant: A model for developing interdisciplinary teaching and learning. In: International Enhancement Themes Conference, 11 - 13 June 2013, Glasgow, UK.

Quality assurance processes and creativity in teaching and learning: lessons from the creative industries

Baldwin, Jonathan (2016) Quality assurance processes and creativity in teaching and learning: lessons from the creative industries. In: SRHE Annual Research Conference 2016, 7-9 December 2016, Newport, Wales.

Abandoning History: Delivering Historical and Critical Studies to Practice-Based Students

Baldwin, Jonathan and McLean, Sarah (2005) Abandoning History: Delivering Historical and Critical Studies to Practice-Based Students. In: New Views: Repositioning Graphic Design History, October 27-29 2005, London College of Communication.

Visual Communication: From Theory to Practice

Baldwin, Jonathan and Roberts, Lucienne (2006) Visual Communication: From Theory to Practice. AVA Publishing, London. ISBN 9782940373093

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Variation in Students Conceptions of Assessment Using Learning Outcomes

Shreeve, Alison, Baldwin, Jonathan and Farraday, Gerald (2003) Variation in Students Conceptions of Assessment Using Learning Outcomes. In: The 11th Improving Student Learning Symposium: Theory, Research and Scholarship, 01 - 03 Sep 2003, Hinckley, UK.

The limitations of difference. Exploring variation in student conceptions of the link between assessment and learning outcomes

Shreeve, Alison, Baldwin, Jonathan and Farraday, Gerald (2004) The limitations of difference. Exploring variation in student conceptions of the link between assessment and learning outcomes. In: Proceedings of the 11th Improving Student Learning Symposium, Improving Student Learning: Theory, Research and Scholarship. The Oxford Centre for Staff and Learning Development, pp. 137-148. ISBN 1873576714