Publications and Presentations

Publications

  • Compton, M., Standen, A. & Watson, B. (2023) Realising the affordances of hybrid and online teaching for inclusive and sustainable education. JLDHE.
  • Compton, M. (Jan 2023) Whose afraid of ChatGPT? Teachers Going Gradeless Blog. (Available: https://www.teachersgoinggradeless.com/blog/afraid-of-chatgpt)
  • Payne, A. L., Compton, M. & Kennedy, S. (forthcoming, 2023). ‘Supporting and humanising behavioural change without the behaviourism: nudges and digital footprints.’ Human Data Interaction, Disadvantage and Skills in the Community: Enabling Cross-Sector Environments For Postdigital Inclusion. Springer.
  • Compton, M. & Alsford, A. (2022) Prestige, power, practice, and professional development: exploring transnational teachers’ experiences of a UK-based lecturer development course, International Journal for Academic Development, DOI: 10.1080/1360144X.2022.2119240
  • Compton, M. and Gilmour, A. (2022). Walking the tightrope: enabling mindset and practice transformation at scale through compassionate academic development, International Journal for Academic Development (pre-print) https://www.tandfonline.com/doi/full/10.1080/1360144X.2022.2066674 
  • Wong, P. & Compton, M. (18/5/2022), Stop Weighing Your Pigs! A discussion on ungrading (Part 1) (27 minutes), My Liminal Pod podcast series
  • Compton, M. (2021).  Sell them what they want; give them what they need: managing tensions and competing expectations in live online lecturer development workshops. Journal of Learning Development in Higher Education, (22).
  • Compton, M., Kristandl, G. & Ward, R. (2021). Empowering presenters and students in online teaching. Mentimeter blog 1 July 2021 (Available: https://www.mentimeter.com/blog/interactive-classrooms/empowering-presenters-and-students-in-online-teaching)
  • Compton, M. (2021). Lessons learned the hard way by a non IT whizz. Future FE pedagogies Vol 1 (available: https://www.fenews.co.uk/fe-voices/lessons-learned-the-hard-way-by-a-non-it-whizz/)
  • Compton, M. (2021). The curious case of long videos: how research evidence, institutional data and experience struggle to trump gut instincts. ALT blog Feb 16 2021 (Available: https://altc.alt.ac.uk/blog/2021/02/the-curious-case-of-long-videos-how-research-evidence-institutional-data-and-experience-struggle-to-trump-gut-instincts/#gref )
  • Compton, M., Jackson-Bruce, A. Krastev, V.(2020). Guerrilla teaching and a DIY exhibitions: How an assault on comfort zones can engage and inspire. Compass: Journal of Learning and Teaching 13 (1)
  • Compton, M. (2020). Will Covid-19 finally catalyse the way we exploit digital options in assessment and feedback? University of Greenwich Learning and Teaching Blog. (Available: https://blogs.gre.ac.uk/learning-teaching/2020/09/29/digital-assessment-feedback/)
  • Compton, M. & Gilmour, A. (2020). The time has come to make your breakout: opportunities and pitfalls when using breakouts in live online sessions. University of Greenwich Learning and Teaching Blog. (Available: https://blogs.gre.ac.uk/learning-teaching/2020/11/09/using-breakouts-in-live-online-sessions/)
  • Compton, M. (2019) Mentimeter: A student response system that can deliver on TEL promises. Mentimeter blog. (Available: https://www.mentimeter.com/stories/mentimeter-a-student-response-system-that-can-deliver-on-tel-promises)
  • Compton, M. & Rossi, V. (2019).Teaching observations, teaching quality and grading: ‘A huge can of worms’. SEDA Blog. Dec 4 2019. (Available: https://thesedablog.wordpress.com/2019/12/04/teaching-observations/)
  • Compton, M. (2019). Purpose, process and perception: Rethinking PGCert HE teaching observations. Educational Developments.20 (3) pp.18-21 London: SEDA
  • Compton, M. & Almpanis, T. (2019). Transforming lecturer practice and mindset: Re-engineered CPD and modelled use of cloud tools and social media by academic developers. Chapter in Rowell, C (ed.) Social Media and Higher Education: Case studies, Reflections and Analysis. Open Book Publishers
  • Compton, M. (2019) Interview with Martin Compton for Social Media in Higher Education Book  July 2019. DELcast #9: 10.11647/OBP.0162.25
  • Compton, M. (2019). Rethinking professional development observations of HE lecturers: Cases of the unorthodox (Doctoral dissertation, UCL (University College London)).
  • Compton, M., & Almpanis, T. (2018). One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning. Compass: Journal of Learning and Teaching, 11(1).
  • Compton, M., & Allen, J. (2018). Student Response Systems: a rationale for their use and a comparison of some cloud-based tools. Compass: Journal of Learning and Teaching, 11(1).
  • Compton, M., & Tran, D. (2017). Liminal space or in limbo? Post Graduate Researchers and their personal pie charts of identity. Compass: Journal of Learning and Teaching, 10(3).
  • Phillips, A., & Compton, M. (2016). Improving reading compliance with whole-class qualitative quiz questions. Compass: Journal of Learning and Teaching,, 9(13), 14-24.
  • Compton, M. (2016). The role of teaching observations: Developing or managing academic practice?. Compass: Journal of Learning and Teaching, 8(12).

Keynote Presentations

  • Compton, M. (2021). Blended futures: Point of no return or return to horror high? Kingston University festival of learning 25 June 2021
  • Compton, M. (2018). Subverting tech myths and fears. Richmond American University Digital Futures Conference, Richmond University, May 2018.
  • Compton, M. (2016). Putting the ‘e’ in teaching; taking the ‘no’ out of technology. Guernsey college annual celebration of practice.

Invited Presentations

  • Compton, M. (May, 2023) Teaching and Learning in the age of AI. UCL Education, Innovation and Edupreneurship Society event. UCL: IoE.
  • Compton, M and Smith, S. (Feb 2023) AI and accountancy education: What are the implications? Accounting Cafe https://accountingcafe.org/2023/01/16/artificial-intelligence-in-accounting-education/ 
  • Compton, M. (2022) Ungrading: More possibilities than you might think. University of Kent e-learning webinar series.
  • Compton, M. (April 2022) Hybrid teaching at UCL. QAA event: ‘Hybrid under the microscope’
  • Compton, M. (Jan 2022) Blended futures. Fashion Retail Academy
  • Compton, M. (Nov 2021) Hybrid teaching at UCL: changing landscapes and changing perspectives. Coventry University 19th November 2021.
  • Compton, M. & Jones-Dervitt, S. (2021). A question of HE: In conversation. Kingston University. 24 September 2021.
  • Pachler, N. & Compton, M. (2021). Connected and blended learning by design. Active, blended learning symposium, LJMU 30 June 2021.
  • Compton, M. (2021). Dealing with dissonance: digital education in crisis and beyond as a challenge to mindset. Kent e-learning webinar series (1 April 2021)
  • Compton, M & Chavrimootoo, D. (2020). Compassionate responses to remote, online and blended teaching and learning, Kingston University, July 2020.

Conference Presentations

  • Compton, M & Compton S. (Jan 2023) LTHE Chat hosts: Digitally accessible learning design. Summary wakelet 
  • Kennedy, E. & Compton, M. (Oct 2022) To ‘toy with’, ‘think about’ and ‘experiment with’: teacher development programmes as space for developing the artistry of teaching. Exploring Expertise Symposium. UWE.
  • Compton, M, Watson, B., Standen, A (2022)  Hybrid/ HyFlex inclusivity tensions. APT conference July 2022, UCL Presentation and videos available: https://reflect.ucl.ac.uk/mcarena/2022/06/29/apt22/
  • Mol, E. and Compton, M. (2022) Can ‘ungrading’ change the way students engage with feedback and learning? UCL Education conference. (6 April 2022)
  • Compton, M. (2021). 4 mini polemics about student engagement and online teaching: can you change my mind? UCL Education conference 14 April 2021, UCL Video available here: https://reflect.ucl.ac.uk/mcarena/2021/03/24/4-mini-polemics-about-student-engagement-and-online-teaching-can-you-change-my-mind/
  • Compton, M., & Gilmour, A. (2020). From “Top Tips” to “Transformation”:(re) constructing harmonious relationships with digital pedagogies. ALT Winter conference 14-16 December 2020
  • Compton, M. (2020). Practicing what we preach: exploiting multi-media assessment and feedback opportunities on a lecturer education programme. Academic Practice and Technology, 6 July, 2020, UCL
  • Compton, M and Drumm, L. (2019). “I had to put down my cup of tea and sit up”: Private online spaces for active learning. ALT Annual Conference 3-5 Sept 2019, University of Edinburgh
  • Compton, M. (2019). The cloud need not be nebulous: free(mium) apps for study support. MSA Cairo annual Teaching and Learning Conference, April 2019.
  • Compton, M. (2018). Observation of teaching and learning (OTL) and peer review for professional learning: double down or deviance? SEDA, Nov 2018
  • Compton, M. (2018). A post-digital spin on pre-digital teaching: Reinvigorating old pedagogies with cloud-based apps. UCL Medical Education Conference, UCL, June 2018.
  • Compton, M. (2018). Advance organisers in a post digital age. UCL Education conference, UCL April 2018
  • Compton, M., & Alsford, S. (2018, January). Innovation in early formative tasks: A multimedia approach to assessment, feedback and student reflection. In SHIFT 2018: Annual Conference of Learning, Teaching & Assessment. University of Greenwich
  • Compton, M. & Tran, D. (2017, June). (Fre) e-portfolios: a Googledocs solution for creating and managing student portfolios. APT conference, University of Greenwich, 2017.
  • Compton, M. (2017) Writing about and publishing on teaching and learning in HE. ADAPT annual teaching and learning conference. SBCS: Trinidad and Tobago,  6 April 2017
  • Compton, M. (2017, January). Peer observation of teaching: A critical discussion. In SHIFT 2017: Annual Conference of Learning, Teaching & Assessment.
  • Tran, D., & Compton, M. (2016, December). Perceptions of identity and belonging amongst postgraduate research students. In SHIFT 2017: Annual Conference of Learning, Teaching & Assessment.
  • Compton, M., & Tran, D. (2016, May). Simulated study skills tutorials: using an interactive video writing frame to begin the reflective writing process. APT conference, University of Greenwich.
  • Alsford, S. & Compton, M. (2016) Enhancing pedagogical knowledge and practice: staff development for and with international partners  https://srhe.ac.uk/arc/conference2016/abstracts/0023.pdf)
  • Alsford, S., & Compton, M. (2016, May). Lacunae in development of transnational education: the potential of online staff development. APT conference, University of Greenwich
  • Compton, M. (2016, January). Curate, communicate and collaborate: a hands on session using web 2.0 tools that make flipping and engagement easier. In SHIFT 2016: Annual Festival of Learning and Teaching. University of Greenwich
  • Compton, M. (2016, January). Easier blending & simpler flipping. In SHIFT 2016: Annual Festival of Learning and Teaching. University of Greenwich