Mr Richard Warner
School of Education
College of Education, Behavioural and Social Science
My background is in Applied Linguistics and I have taught Academic English at both the University of Edinburgh (1999-1992) and the University of Adelaide (1993-present). My major roles in the School of Education are to enable master's student academic development through teaching into research processes and communication courses. In addition, I coordinated and taught in the Introductory Academic Program (IAP) for AusAID international students from 2006-2016. I also lectured in the Integrated Bridging Program (IBP) for postgraduate research students from its inception in 1994 until 2015. Currently I am also involved in an ongoing consulting capacity, co-chairing the committee (PAC) which oversees the Pre-Enrolment English Program (PEP) offered by Professional and Continuing Education at the University.My specific research interests include:-Cultural dimensions of academic writing, particularly in relation to plagiarism and feedback.-Development of lifelong learning through reflective practice.-Pedagogical approaches to student diversity, focussing on transcultural reflective practices.-Relevance of postgraduate research skills courses to thesis outcomes-Curriculum innovation, design and renewal, including new technologies.-Role of pathway programs for English as an Additional Language (EAL) students in enhancing their future success.
| Date | Institution name | Country | Title |
|---|---|---|---|
| 1989 - 1990 | University of Edinburgh | Scotland | MSc in Applied Linguistics |
| 1989 - 1990 | University of Edinburgh | Scotland | Graduate Diploma in Applied Linguistics |
| 1982 - 1985 | University of the West of England (UWE) | England | B.A.(Hons) in Social Sciences, |
| Date | Title | Institution | Country |
|---|---|---|---|
| 2011 - 2011 | Graduate Certificate in Higher Education, | University of Adelaide | Australia |
| Date | Title | Institution name | Country |
|---|---|---|---|
| 1986 | RSA Cert. (TEFL) Cambridge | Royal Society of Arts | England |
| Year | Citation |
|---|---|
| 2020 | Warner, R., & Picard, M. (2020). What do master’s students’ structured reflections say about the learning processes involved in commencing a research project?. Journal of University Teaching and Learning Practice, 17(1), 17 pages. Scopus3 WoS4 |
| 2015 | Warner, R., & Miller, J. (2015). Cultural dimensions of feedback at an Australian university: a study of international students with English as an additional language. Higher Education Research and Development, 34(2), 420-435. Scopus33 WoS29 |
| 2013 | Warner, R., & Picard, M. (2013). ALL academics facilitating articulated learning for English as an additional language students. Issues in Educational Research, 23(1), 83-96. Scopus2 |
| 2009 | Warner, R. (2009). Doing it the Wimba way - an initial evaluation of a voice tool for learning. Ergo, 1(2), 59-72. |
| 1999 | Warner, R. (1999). Plagiarism: An LBOTE Perspective. TESOL in Context, 9(2), 24-29. |
| Year | Citation |
|---|---|
| 2023 | Enomoto, K., Warner, R., & Nygaard, C. (Eds.) (2023). Enhancing Student Learning Outcomes. Faringdon, Oxfordshire, UK: Libri Publishing Ltd.. |
| 2022 | Enomoto, K., Warner, R., & Nygaard, C. (Eds.) (2022). Active Learning in Higher Education: Student Engagement and Deeper Learning Outcomes. Faringdon, Oxfordshire, SN7 7YR: Libri Publishing. |
| 2021 | Enomoto, K., Warner, R., & Nygaard, C. (Eds.) (2021). Teaching and Learning Innovations in Higher Education.. Faringdon, Oxfordshire: Libri Publishing. |
| 2018 | Enomoto, K., Warner, R., & Nygaard, C. (Eds.) (2018). Innovative Teaching and Learning Practices in Higher Education. Faringdon, Oxfordshire, UK: Libri Publishing. |
| Year | Citation |
|---|---|
| 2023 | Enomoto, K., Warner, R., & Nygaard, C. (2023). How to enhance student learning outcomes in higher education: the ESLO model. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Enhancing Student Learning Outcomes (pp. 1-31). Faringdon, Oxfordshire, UK: Libri Publishing Ltd.. |
| 2023 | Enomoto, K., Warner, R., & Nygaard, C. (2023). How to enhance student learning outcomes in higher education: the ESLO model. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Enhancing Student Learning Outcomes (pp. 1-31). Faringdon, Oxfordshire, UK: Libri Publishing Ltd.. |
| 2023 | Enomoto, K., & Warner, R. (2023). Enablers of student learning outcomes based on eight cases of second language learning and teaching in higher education. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Enhancing Student Learning Outcomes (pp. 57-89). Faringdon, Oxfordshire, UK: Libri Publishing Ltd.. |
| 2023 | Enomoto, K., & Warner, R. (2023). Enablers of student learning outcomes based on eight cases of second language learning and teaching in higher education. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Enhancing Student Learning Outcomes (pp. 57-89). Faringdon, Oxfordshire, UK: Libri Publishing Ltd.. |
| 2022 | Enomoto, K., Warner, R., & Nygaard, C. (2022). Passive learning and active learning in higher education: their underpinning learning theories and consequences for teaching and assessment. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Active Learning in Higher Education - Student Engagement and Deeper Learning Outcomes (pp. 1-34). Faringdon, Oxfordshire, UK: Libri Publishing. |
| 2022 | Enomoto, K., & Warner, R. (2022). Partnering with student leaders: active learning through integration of Peer Assisted Study Sessions into an undergraduate language course. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Active Learning in Higher Education - Student Engagement and Deeper Learning Outcomes (pp. 107-133). Faringdon, Oxfordshire, UK.: Libri Publishing. |
| 2021 | Enomoto, K., Warner, R., & Nygaard, C. (2021). What drives teaching and learning innovations in higher education?. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Teaching and Learning Innovations in Higher Education. (pp. 1-18). Faringdon, Oxfordshire: Libri Publishing. |
| 2021 | Warner, R., & Enomoto, K. (2021). An innovative assessment method to evaluate independent learning and academic writing skills. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Teaching and Learning Innovations in Higher Education. (pp. 209-231). Faringdon, Oxfordshire: Libri Publishing. |
| 2020 | Enomoto, K., Warner, R., & Miller, J. (2020). Enriching Australian Exchange Student Learning Experiences at Japanese Universities. In S. Kommers, & K. Bista (Eds.), Inequalities in Study Abroad and Student Mobility: Navigating Challenges and Future Directions (1 ed., pp. 56-70). New York: Routledge. |
| 2018 | Enomoto, K., Warner, R., & Nygaard, C. (2018). The why, what and how of innovative teaching and learning in higher education. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Innovative Teaching and Learning Practices in Higher Education (pp. 1-10). Faringdon, Oxfordshire, UK: Libri Publishing. |
| 2018 | Enomoto, K., Warner, R., & Nygaard, C. (2018). The why, what and how of innovative teaching and learning in higher education. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Innovative Teaching and Learning Practices in Higher Education (pp. 1-10). Faringdon, Oxfordshire, UK: Libri Publishing. |
| 2018 | Enomoto, K., Warner, R., Andersen, M., & Elbarrad, S. (2018). Enhancing student engagement and employability through the use of simulations. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Innovative Teaching and Learning Practices in Higher Education. (pp. 75-82). Faringdon, Oxfordshire, UK: Libri Publishing. |
| 2018 | Enomoto, K., Warner, R., Andersen, M., & Elbarrad, S. (2018). Enhancing student engagement and employability through the use of simulations. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Innovative Teaching and Learning Practices in Higher Education. (pp. 75-82). Faringdon, Oxfordshire, UK: Libri Publishing. |
| 2018 | Enomoto, K., & Warner, R. (2018). Developing undergraduate students’ transferable generic skills through an innovative group drama project. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Innovative Teaching and Learning Practices in Higher Education (pp. 115-140). Faringdon, Oxfordshire, UK: Libri Publishing. |
| 2018 | Enomoto, K., & Warner, R. (2018). Developing undergraduate students’ transferable generic skills through an innovative group drama project. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Innovative Teaching and Learning Practices in Higher Education (pp. 115-140). Faringdon, Oxfordshire, UK: Libri Publishing. |
| 2015 | Warner, R., & Enomoto, K. (2015). Embedding research skills in the curriculum design of a pathway programme for international students. In C. Guerin, P. Bartholomew, & C. Nygaard (Eds.), Learning to Research - Researching to Learn (pp. 19-38). Faringdon, Oxfordshire, England: Libri Publishing. |
| 2014 | Enomoto, K., & Warner, R. (2014). Promoting student reflection through considerate design of a virtual learning space. In L. Scott-Webber, J. Branch, P. Bartholomew, & C. Nygaard (Eds.), Learning space design in higher education (pp. 127-150). Oxfordshire, England: Libri Publishing. |
| 2013 | Enomoto, K., & Warner, R. (2013). Building student capacity for reflective learning. In C. Nygaard, J. Branch, & C. Holtham (Eds.), Learning in higher education: contemporary standpoints (1 ed., pp. 183-201). United Kingdom: Libri Publishing. |
| 2011 | Picard, M., Warner, R., & Velautham, L. (2011). Enabling postgraduate students to become autonomous ethnographers of their disciplines. In C. Nygaard, N. Courtney, & L. Frick (Eds.), Postgraduate Education: Form and Function (1 ed., pp. 149-166). United Kingdom: Libri Publishing. |
| 2011 | Warner, R. (2011). Giving feedback on assignment writing to international students - the integration of voice and writing tools. In W. Chan, K. Chin, M. Nagami, & T. Suthiwan (Eds.), Media in Foreign Language Teaching and Learning (Vol. 5, 1 ed., pp. 355-381). Singapore: Walter de Gruyter GmbH. WoS3 |
| Date | Institution | Department | Organisation Type | Country |
|---|---|---|---|---|
| 2012 - ongoing | University of Adelaide | Professional and Continuing Education- English Language Centre | School or college | Australia |
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