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Portrait of  Abdul Jabbar Abdul Jabbar

a.jabbar@hud.ac.uk | 01484 473628



Biography

Position: Senior Lecturer - People, Management and Organisations
Qualifications: BA, MSc, FHEA
Research Group: Business Education Research Group


Abdul joined the University of Huddersfield Business School in 2001. Previously Abdul was a programmer working on Content Management Systems for the BUBL information service at the University of Strathclyde. Within his current role, Abdul is a Senior Lecturer in Digital Business with a focus on learning technologies and their application within blended and flexible learning courses. Abdul has developed modules with this kind of teaching in mind. He is instrumental in driving forward e-learning at school level and contributing to a programme of University wide strategic development.

Abdul's background is very much in software design and online development. He has a BA (Hons) In Interactive Media and a MSc in Internet Application Development and in addition he is also a member of the Higher Education Academy (FHEA).

  • Information systems
  • Digital Marketing & Communications
  • E-Business logistics & operations

Qualifications

  • PhD (Pending)
  • MSc Internet Application Development
  • BA (Hons) Interactive Media

Professional Membership & Activities

  • FHEA

Research & Scholarship

Abdul has worked on a wide range of internally and externally funded projects. His research ranges from Mobile Development to Business School Pedagogy. Abdul is also a member of the Business Education Research Group (BERG). His current research interests revolve around the areas of:

  • Culturally Responsive Teaching in UK Business Schools
  • Organsational Behaviour towards International Students
  • Distance and Flexible Learning Pedagogy
  • Mobile Learning
  • e-commerce retailing and Digital marketing

In addition, Abdul has worked on and been successful in applying for and obtaining Knowledge Transfer Partnerships with local companies. He is no stranger to conferences having delivered papers at multiple venues within his research areas and is in the process of completing his PHD with a working title “The Role of Culturally Responsive Teaching in UK Higher Education Business Schools””

Abdul’s research interests also include e-commerce retailing and Digital marketing. To this end Abdul is active in helping students develop and implement online Businesses. Abdul has been instrumental in helping students such as Michael Burke setup his business www.zurleys.co.uk from business concept, design and implementation.

Publications and Other Research Outputs

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The need to teach based on strengths underpins the principle that people differ in numerous ways, not just in terms of outward appearance but also in terms of culture, experience and how they think and process information. For many learning developers and academics this maybe a huge challenge, the background of many of their ethnic and religiously diverse students maybe alien to them. As higher education has grown it has seen an increase in diversity within the student body. Jabbar and Hardaker (2012) have outlined a five-pillar framework adapted from Villegas & Lucas (2002), which has identified the need for higher education to be more responsive to the needs and requirements of students of culture and ethnicity (Ladson-Billings 1995). The aim of the paper is to investigate through the use of in-depth interviews the characterising factors of the five-pillar framework within higher education. The interviews were carried out with the support of learning developers and academics. The phenomenological approach to the interviews allowed for discussion on the influences and experiences of academics and learning developers, leading towards a granular snapshot that explores the methods and mechanisms of pedagogy employed by learning developers and academics to teach, interact and engage with their culturally and ethnically diverse students. ', 'creators_id' => 'a.jabbar@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '1145', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '39', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => 'Jabbar, A. and G. Hardaker (2012). "The role of culturally responsive teaching for supporting ethnic diversity in British University Business Schools." Teaching in Higher Education: 1-13.? Nieto, S. (1999). The light in their eyes - creating multicultural learning communities. Stoke on Trent, Trentham Books. Gay, G. (2001). "PREPARING FOR CULTURALLY RESPONSIVE TEACHING." Journal of Teacher Education 53(2): 106-116. Villegas, A. M. and T. Lucas (2002). "Preparing culturally responsive teachers rethinking the curriculum." Journal of teacher education 53(1): 20-32. Kirkland, G. G. K. (2003). "Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education." Theory into Practice 42(3): 181-187. Nermin Said, S. and B. Katherine Richardson (2007). "PART III: CREATING MULTICULTURAL CLASSROOMS: Learning from the Experience of Muslim Students in American Schools: Towards a Proactive Model of School-Community Cooperation." Multicultural Perspectives 9(3): 44. Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy, Lawrence Erlbaum Associates (Taylor & Francis Group). 34: 159-165. Modood, T. (2006). "Ethnicity, Muslims and higher education entry in Britain." Teaching in Higher Education 11(2): 247-250. 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The presentation will demonstrate some audiovisuals produced during the project and is likely to be of interest for anyone who gives feedback electronically.', 'creators_id' => 'a.jabbar@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '1316', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '49', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => 'Brick, B and Holmes, J. (2008) ‘Using Screen Capture Software for Student Feedback.' In: Klinshuk, D. Sampson, G., Spector, J.M., Isaias, P., and Ifenthaler, D. (eds.) Cognition and Exploratory Leaning in Digital Age: Proceedings of the IADIS CELDA 2008 Conference, Freiburg, Germany: 339-342. Available from: http://www.iadis.net/dl/final_uploads/200818C046.pdf [Accessed 1 November 2012]. Brookhart, S. (2008) Types of Feedback and Their Purposes. Alexandria, VA, USA: Association for Supervision & Curriculum Development.? Cree, A. (2010) “Efficiently delivering rich detailed multimedia feedback to students using an easy to use combination of Camtasia studio and Microsoft software”. In: BMAF Annual Conference 2010. Assessment & Assessment Standards: Challenges for Business Education, 20 - 21 April 2010, Newcastle Marriott Gosforth Park, Newcastle upon Tyne. Available from: http://www.heacademy.ac.uk/assets/bmaf/documents/BMAF_Conference_2010/presentations/Cree_Andrew.pdf [Accessed 2 November 2012]. Ellis, C. (2011) The Benefits of using GradeMark [Screencast]. iParadigms Europe. Available at: http://plagiarismconference.org/resources/community-best-practice [Accessed on 06/02/2012].   National Student Forum, Annual Report 2009. Available at: http://www.bis.gov.uk/assets/biscore/higher-education/docs/n/09-p83-national-student-forum-annual-report-09 [Accessed 30 October 2012]. NUS (2010). Charter on Feedback and Assessment. Available at: http://www.nusconnect.org.uk/asset/news/6010/FeedbackCharter-toview.pdf [Accessed 30 October 2012]. Turnitin (2012) From the Margins: What Instructors Say on Student Papers. Available at: http://pages.turnitin.com/gm_comments.html [Accessed 30 October 2012]. University of Huddersfield (2012) We’re in the top ten of National Student Survey AGAIN! http://www.hud.ac.uk/students/unilife/studentnews/excellentstudentfeedbackunistaysontop.php [Accessed 30 October 2012]. 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and consume information is in a constant flux. This cycle of innovation requires academics to adapt to new methods and mechanisms of pedagogy. For many this is a step into the unknown and a challenge that forces them out of their comfort zone. MacCallum & Jeffrey (2009) citing Abrami (2001) include a lack of confidence or skills in using technology and enthusiasm towards technology as reasons why educators do not adopt technology in the classroom. A further barrier to the use of technology in our classrooms has been the absence of a clearly defined supporting pedagogy. Dias et al., (2008) note that “*o+ne of the main challenges impeding widespread adoption of MLearning is pedagogy”, while Garrison and Anderson (2003) suggest that “*t+o realise the potential of eLearning it is essential that we rethink our pedagogy”. Mishra and Koehler (2006) have proposed a framework which brings technological, pedagogical and content knowledge together. However a framework alone will not provide a solution and practitioners need to think through how technology can support teaching.', 'creators_id' => 'a.jabbar@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '1316', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '54', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => 'References Dias, A., Carvalho, J., Keegan, D., Kismihok, G., Mileva, N., Nix, J., & Rekkedal, T. (2008). An Introduction to Mobile Learning. http://www.ericsson.com/ericsson/corpinfo/programs/the_role_of_mobile_learning_in_european_education/products/wp/socrates_wp1_english.pdf [Accessed on 26 March 2012]. Garrison D. R., Anderson T. (2003) E-Learning in the 21st Century. Routledge Falmer. MacCallum, K., & Jeffrey, L. (2009). Identifying discriminating variables that determine mobile learning adoption by educators: An initial study. Same places, different spaces. Proceedings Ascilite Auckland. http://www.ascilite.org.au/conferences/auckland09/procs/maccallum.pdf [Accessed on 26 March 2012]. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.91.7990&rep=rep1&type=pdf [Accessed on 26 March 2012].', 'date_year' => '2012', 'status_changed_hour' => '14', 'gscholar_cluster' => undef, 'producers_name_family' => undef }, '11879' => { 'funders' => 'University of Huddersfield', 'conductors_name_family' => undef, 'num_pieces' => undef, 'department' => undef, 'contributors_id' => undef, 'gscholar_datestamp_second' => undef, 'keywords' => undef, 'lyricists_name_lineage' => undef, 'lyricists_id' => undef, 'edit_lock_since' => '1395748232', 'creatorlist' => { '1' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Ward', 'eprintid' => '11879', 'creators_name_honourific' => '', 'pos' => '1', 'creators_name_given' => 'Rupert', 'creators_id' => 'r.r.ward@hud.ac.uk' }, '0' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Ahmed', 'eprintid' => '11879', 'creators_name_honourific' => '', 'pos' => '0', 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=> undef, 'contributors_type' => undef, 'scopus_id' => undef, 'eprintid' => '11879', 'producers_name_given' => undef, 'thesis_type' => undef, 'projects' => undef, 'lastmod_year' => '2014', 'data_type' => undef, 'gscholar_datestamp_minute' => undef, 'editors_name_given' => undef, 'isbn' => '978-1-61208-164-9', 'include_in_cv' => 'no', 'editors_name_family' => undef, 'lastmod_month' => '3', 'event_dates' => 'October 23-29, 2011', 'fulltimestamp' => '20111023', 'learning_level' => undef, 'conductors_name_lineage' => undef, 'pages' => undef, 'source' => undef, 'lastmod_hour' => '11', 'number' => undef, 'rev_number' => '17', 'edit_lock_user' => '6', 'series' => undef, 'creators_name_lineage' => '', 'pos' => '0', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Abdul', 'exhibitors_name_lineage' => undef, 'divisions' => 'berg', 'institution' => undef, 'subjects' => 'L1', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '47', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => 'conference', 'importid' => undef, 'status_changed_day' => '10', 'datestamp_day' => '10', 'abstract' => 'In the UK, implementing personal development planning (PDP) is an obligatory requirement across all Higher Education awards. This has led to a number of institutions requiring students to produce electronic portfolios to meet this requirement. However, far too little attention has been paid to utilising the powerful functionalities and high levels of connectivity of emerging mobile technology. This social study seeks to discover a potential role of emerging mobile technology in portfolio development and its effects on students’ reflective capacity and engagement with PDP. To raise students’ engagement with PDP, a mobile application (HUD iPDP) for Apple mobile devices was developed with fifty-one undergraduate students participating in this study. The data collected was both qualitative and quantitative. Results revealed a high level of interest among students and the potential for mobile technology to enhance the process of PDP.', 'creators_id' => 'a.jabbar@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '3793', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '47', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2011', 'status_changed_hour' => '11', 'gscholar_cluster' => undef, 'producers_name_family' => undef }, '10193' => { 'funders' => undef, 'conductors_name_family' => undef, 'num_pieces' => undef, 'department' => undef, 'contributors_id' => undef, 'gscholar_datestamp_second' => undef, 'keywords' => undef, 'lyricists_name_lineage' => undef, 'lyricists_id' => undef, 'edit_lock_since' => '1395749111', 'creatorlist' => { '0' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Jabbar', 'eprintid' => '10193', 'creators_name_honourific' => '', 'pos' => '0', 'creators_name_given' => 'Abdul', 'creators_id' => 'a.jabbar@hud.ac.uk' } }, 'exhibitors_id' => undef, 'latitude' => undef, 'replacedby' => undef, 'status_changed_month' => '4', 'editors_name_honourific' => undef, 'admin_note' => undef, 'event_title' => 'Teaching and Learning Conference 2008: Enhancing Learning: Technology by Design', 'date_type' => 'completed', 'pres_type' => 'other', 'longitude' => undef, 'creators_name_honourific' => '', 'include_in_hebci' => 'no', 'producers_name_honourific' => undef, 'scopus_citation_count' => undef, 'datestamp_year' => '2011', 'fileinfo' => '', 'status_changed_second' => '59', 'exhibitors_name_honourific' => undef, 'editors_id' => undef, 'title' => 'Engaging the alternative', 'corp_creators' => undef, 'contributors_name_given' => undef, 'alt_title' => undef, 'contributors_name_family' => undef, 'sponsors' => undef, 'output_media' => undef, 'editors_name_lineage' => undef, 'dir' => 'disk0/00/01/01/93', 'overlay_journal_id' => undef, 'gscholar_datestamp_year' => undef, 'ispublished' => 'unpub', 'item_issues_count' => '0', 'conductors_name_given' => undef, 'sword_depositor' => undef, 'full_text_status' => 'none', 'lastmod_minute' => '5', 'refereed' => 'FALSE', 'contact_email' => 'a.jabbar@hud.ac.uk', 'copyright_holders' => undef, 'date_day' => undef, 'gscholar_impact' => undef, 'official_url' => undef, 'succeeds' => undef, 'datestamp_month' => '4', 'commentary' => undef, 'lastmod_day' => '25', 'publisher' => undef, 'pagerange' => undef, 'include_in_pedagogical' => 'no', 'task_purpose' => undef, 'status_changed_year' => '2011', 'book_title' => undef, 'thesis_name' => undef, 'event_location' => 'University of Huddersfield', 'type' => 'conference_item', 'publication' => undef, 'lastmod_second' => '21', 'place_of_pub' => undef, 'contributors_name_honourific' => undef, 'gscholar_datestamp_day' => undef, 'issn' => undef, 'datestamp_hour' => '8', 'exhibitors_name_given' => undef, 'creators_name_family' => 'Jabbar', 'composition_type' => undef, 'producers_id' => undef, 'datestamp_second' => '59', 'note' => undef, 'edit_lock_until' => '0', 'editor_note' => undef, 'pedagogic_type' => undef, 'date_month' => 9, 'rights' => undef, 'contributors_type' => undef, 'scopus_id' => undef, 'eprintid' => '10193', 'producers_name_given' => undef, 'thesis_type' => undef, 'projects' => undef, 'lastmod_year' => '2014', 'data_type' => undef, 'gscholar_datestamp_minute' => undef, 'editors_name_given' => undef, 'isbn' => undef, 'include_in_cv' => 'yes', 'editors_name_family' => undef, 'lastmod_month' => '3', 'event_dates' => '15th September 2008', 'fulltimestamp' => '20080900', 'learning_level' => undef, 'conductors_name_lineage' => undef, 'pages' => undef, 'source' => undef, 'lastmod_hour' => '12', 'number' => undef, 'rev_number' => '11', 'edit_lock_user' => '6', 'series' => undef, 'creators_name_lineage' => '', 'pos' => '0', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Abdul', 'exhibitors_name_lineage' => undef, 'divisions' => 'berg', 'institution' => undef, 'subjects' => 'L1', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '50', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => 'workshop', 'importid' => undef, 'status_changed_day' => '21', 'datestamp_day' => '21', 'abstract' => 'The way students access information has changed. The focus has shifted towards flexible and accessible methods of communication and interaction. One of the main tools that has facilitated this shift is the mobile phone, allowing access to the Internet, e-mail and SMS. Mobile phones have opened up new possibilities in interacting with students. This session intends to explore the way mobile phones and other input devices can be used to engage students with the learning process. Following the session the participants will be able to: • Understand the potential use of mobile phones to enhance learning in H.E. • Understand what kind of content is suitable for mobile delivery. • Plan how to implement the use of alternative input devices into their practice. 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Our research explores the British Muslim experience in the context of inclusive pedagogy practice in Business Schools. It is the aim of this paper to explore the relevance of culturally responsive teaching (Gay 2000) in supporting individual student learning differences in increasingly international Business Schools. Law (2004) argues that Universities are expected to be the interrogators of complex ethical problems, as servant and preserver of deeper democratic practices. To fulfil this role effectively universities need to shift away from what (Allen 1998) describes a ‘White Syllabus’. The need to demand from students the ability to adapt to the approach of the institution without the institution making an effort to adapt to the student is an outdated concept which puts many universities at a disadvantage when trying to attract International students to UK business Schools. This paper will look at the relevance of 'culturally responsive teaching' and how this pedagogical method utilises student’s cultural knowledge, prior experiences, and cultural differences to make learning more appropriate and effective for them. Such an approach teaches through the strengths of the students (Gay 2000) and the responsiveness of the educators. Our research adopts a culturally responsive framework (Villegas and Lucas, 2002) that looks at 5 salient characteristics and how they can be used to bridge the gap between learner and tutor and organisation. It will be analysed and argued that culturally responsive teaching can be used to develop inclusion and minimise prejudice within UK Business Schools for minority groups and for this study British Muslims. 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'lastmod_hour' => '12', 'number' => undef, 'rev_number' => '14', 'edit_lock_user' => '3483', 'series' => undef, 'creators_name_lineage' => '', 'pos' => '0', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Abdul', 'exhibitors_name_lineage' => undef, 'divisions' => 'berg', 'institution' => 'University of Huddersfield', 'subjects' => 'HE', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '23', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => undef, 'importid' => undef, 'status_changed_day' => '12', 'datestamp_day' => '12', 'abstract' => 'Mobile learning is not a new concept, learning whilst on the move or away from formal educational settings has been happening a long time with the use of books, journal articles, television, radio etc. However what is new is the vast array of devices now available to access learning and to take advantage of being mobile but still being able to capture information and share, collaborate and upload it to a worldwide audience. Mobile learning (mlearning) is a growing area of pedagogic research, however much of the research so far has focused taking traditional types of instructional learning and putting it on mobile devices, rather than using mobile devices for increased engagement in teaching sessions or for using the devices for capturing information as and when the students are mobile. Herrington et al (2009) claim that although mobile technologies have the potential to be used as powerful learning tools within higher education, “their current use appears to be predominantly within a didactic, teacher-centred paradigm, rather than a more constructivist environment” (p.2). Most mobile learning devices are centred around social learning, e.g. mobile phones, so their pedagogic potential needs to be further explored. So what is mlearning? Is it to do with use of mobile phones or just the student being able to access information whilst mobile? Kukulska-Hulme & Traxler (2007) define mobile learning as “learning delivered or supported solely or mainly by mobile technologies. These include hand-held computers, PDAs, mobile phones, smart phones wireless laptop pcs and personal media players such as the iPod.” (p.181). However they go on to say that this definition is bound by current technologies, and as technology is constantly changing and improving, we should be flexible in our definition of mobile learning. ', 'creators_id' => 'a.jabbar@hud.ac.uk', 'contributors_name_lineage' => '', 'userid' => '3494', 'patent_applicant' => undef, 'monograph_type' => 'project_report', 'datestamp_minute' => '23', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2010', 'status_changed_hour' => '13', 'gscholar_cluster' => undef, 'producers_name_family' => undef }, '13319' => { 'funders' => undef, 'conductors_name_family' => undef, 'num_pieces' => undef, 'department' => undef, 'contributors_id' => undef, 'gscholar_datestamp_second' => undef, 'keywords' => undef, 'lyricists_name_lineage' => undef, 'lyricists_id' => undef, 'edit_lock_since' => '1398178702', 'creatorlist' => { '1' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Fellowes', 'eprintid' => '13319', 'creators_name_honourific' => '', 'pos' => '1', 'creators_name_given' => 'Melanie', 'creators_id' => 'm.g.fellowes@hud.ac.uk' }, '0' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Hart', 'eprintid' => '13319', 'creators_name_honourific' => '', 'pos' => '0', 'creators_name_given' => 'Tina', 'creators_id' => 't.s.hart@hud.ac.uk' }, '2' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Jabbar', 'eprintid' => '13319', 'creators_name_honourific' => '', 'pos' => '2', 'creators_name_given' => 'Abdul', 'creators_id' => 'a.jabbar@hud.ac.uk' } }, 'exhibitors_id' => undef, 'latitude' => undef, 'replacedby' => undef, 'status_changed_month' => '5', 'editors_name_honourific' => undef, 'admin_note' => 'Emailed permission SJT 1/5/12', 'event_title' => 'Pelecon 2012 (Plymouth e-learning conference)', 'date_type' => 'submitted', 'pres_type' => 'paper', 'longitude' => undef, 'creators_name_honourific' => '', 'include_in_hebci' => 'yes', 'producers_name_honourific' => undef, 'scopus_citation_count' => undef, 'datestamp_year' => '2012', 'fileinfo' => '/style/images/fileicons/application_pdf.png;/13319/4/Jabbarfinal_paperpdf_GDL.pdf|/style/images/fileicons/application_pdf.png;/13319/5/Jabbarpptpdt.pdf|/style/images/fileicons/application_msword.png;/13319/2/final_paper_GDL.doc|/style/images/fileicons/application_vnd.ms-powerpoint.png;/13319/1/Jabbar%2C_Hart_%26_Fellowes_Presentation.pptx', 'status_changed_second' => '25', 'exhibitors_name_honourific' => undef, 'editors_id' => undef, 'title' => 'Digital Literacies – The challenges for a modern Law School.', 'corp_creators' => undef, 'contributors_name_given' => undef, 'alt_title' => undef, 'contributors_name_family' => undef, 'sponsors' => undef, 'output_media' => undef, 'editors_name_lineage' => undef, 'dir' => 'disk0/00/01/33/19', 'overlay_journal_id' => undef, 'gscholar_datestamp_year' => undef, 'ispublished' => 'submitted', 'item_issues_count' => '1', 'conductors_name_given' => undef, 'sword_depositor' => undef, 'full_text_status' => 'restricted', 'lastmod_minute' => '58', 'refereed' => undef, 'contact_email' => 'a.jabbar@hud.ac.uk', 'copyright_holders' => undef, 'date_day' => 19, 'gscholar_impact' => undef, 'official_url' => undef, 'succeeds' => undef, 'datestamp_month' => '5', 'commentary' => undef, 'lastmod_day' => '22', 'publisher' => undef, 'pagerange' => undef, 'include_in_pedagogical' => 'no', 'task_purpose' => undef, 'status_changed_year' => '2012', 'book_title' => undef, 'thesis_name' => undef, 'event_location' => 'Plymouth, UK', 'type' => 'conference_item', 'publication' => undef, 'lastmod_second' => '13', 'place_of_pub' => undef, 'contributors_name_honourific' => undef, 'gscholar_datestamp_day' => undef, 'issn' => undef, 'datestamp_hour' => '12', 'exhibitors_name_given' => undef, 'creators_name_family' => 'Jabbar', 'composition_type' => undef, 'producers_id' => undef, 'datestamp_second' => '26', 'note' => undef, 'edit_lock_until' => '1398182302', 'editor_note' => undef, 'pedagogic_type' => undef, 'date_month' => 4, 'rights' => undef, 'contributors_type' => undef, 'scopus_id' => undef, 'eprintid' => '13319', 'producers_name_given' => undef, 'thesis_type' => undef, 'projects' => undef, 'lastmod_year' => '2014', 'data_type' => undef, 'gscholar_datestamp_minute' => undef, 'editors_name_given' => undef, 'isbn' => undef, 'include_in_cv' => 'yes', 'editors_name_family' => undef, 'lastmod_month' => '4', 'event_dates' => '18 April - 20th April 2012', 'fulltimestamp' => '20120419', 'learning_level' => undef, 'conductors_name_lineage' => undef, 'pages' => undef, 'source' => undef, 'lastmod_hour' => '14', 'number' => undef, 'rev_number' => '27', 'edit_lock_user' => '6', 'series' => undef, 'creators_name_lineage' => '', 'pos' => '0', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Abdul', 'exhibitors_name_lineage' => undef, 'divisions' => 'hubs', 'institution' => undef, 'subjects' => 'K1', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '50', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => 'conference', 'importid' => undef, 'status_changed_day' => '1', 'datestamp_day' => '1', 'abstract' => 'The Huddersfield University Law School offers a range of distance and flexible learning courses. These courses are delivered on line through a virtual learning environment. The desire to widen participation was the original rationale for delivering courses in this way. The programmes were therefore primarily designed for those students who could not attend face to face sessions such as; overseas students who would find the cost of travelling to the UK prohibitive, students with family and/ or employment commitments and students with disabilities. The perceived changing student market and the recognition that more and more students will need to balance their study with other commitments has joined widening participation as an objective. It is vital that learning designs take account of a generation already used to technology in their learning and social life. This kind of provision leads to its own challenges for staff and students. It requires detailed planning on pedagogy to ensure that it is appropriate for the online environment. In addition for many staff the development of this type of pedagogy requires training in software that they were not overtly familiar with, as well as the development of additional “online” moderation skills to supplement their “offline” teaching skills. Whilst new courses should make full use of digital literacies, designers should appreciate the needs of mature students returning to studies. Such students will be faced with new methods of teaching and learning. Becoming proficient with the technology will be a challenge. This can be minimised by the implementation of e-learning bridging courses that are specifically designed to help students familiarise themselves with the technology before the commencement of the course. ', 'creators_id' => 'a.jabbar@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '1145', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '50', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2012', 'status_changed_hour' => '12', 'gscholar_cluster' => undef, 'producers_name_family' => undef }, '13318' => { 'funders' => undef, 'conductors_name_family' => undef, 'num_pieces' => undef, 'department' => undef, 'contributors_id' => undef, 'gscholar_datestamp_second' => undef, 'keywords' => undef, 'lyricists_name_lineage' => undef, 'lyricists_id' => undef, 'edit_lock_since' => '1395747501', 'creatorlist' => { '0' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Jabbar', 'eprintid' => '13318', 'creators_name_honourific' => '', 'pos' => '0', 'creators_name_given' => 'Abdul', 'creators_id' => 'a.jabbar@hud.ac.uk' } }, 'exhibitors_id' => undef, 'latitude' => undef, 'replacedby' => undef, 'status_changed_month' => '4', 'editors_name_honourific' => undef, 'admin_note' => undef, 'event_title' => 'The 7th Plymouth Enhanced Learning Conference', 'date_type' => 'published', 'pres_type' => 'paper', 'longitude' => undef, 'creators_name_honourific' => '', 'include_in_hebci' => 'yes', 'producers_name_honourific' => undef, 'scopus_citation_count' => undef, 'datestamp_year' => '2012', 'fileinfo' => '/style/images/fileicons/application_vnd.ms-powerpoint.png;/13318/1/The_walled_garden_presentation.pptx|/style/images/fileicons/application_pdf.png;/13318/2/PeLC%2D2012%2DConference%2DProgramme.pdf', 'status_changed_second' => '31', 'exhibitors_name_honourific' => undef, 'editors_id' => undef, 'title' => 'The Walled Garden in Higher Education', 'corp_creators' => undef, 'contributors_name_given' => undef, 'alt_title' => undef, 'contributors_name_family' => undef, 'sponsors' => undef, 'output_media' => undef, 'editors_name_lineage' => undef, 'dir' => 'disk0/00/01/33/18', 'overlay_journal_id' => undef, 'gscholar_datestamp_year' => undef, 'ispublished' => 'submitted', 'item_issues_count' => '1', 'conductors_name_given' => undef, 'sword_depositor' => undef, 'full_text_status' => 'public', 'lastmod_minute' => '38', 'refereed' => undef, 'contact_email' => 'a.jabbar@hud.ac.uk', 'copyright_holders' => undef, 'date_day' => 19, 'gscholar_impact' => undef, 'official_url' => undef, 'succeeds' => undef, 'datestamp_month' => '4', 'commentary' => undef, 'lastmod_day' => '25', 'publisher' => undef, 'pagerange' => undef, 'include_in_pedagogical' => 'no', 'task_purpose' => undef, 'status_changed_year' => '2012', 'book_title' => undef, 'thesis_name' => undef, 'event_location' => 'Plymouth', 'type' => 'conference_item', 'publication' => undef, 'lastmod_second' => '45', 'place_of_pub' => undef, 'contributors_name_honourific' => undef, 'gscholar_datestamp_day' => undef, 'issn' => undef, 'datestamp_hour' => '13', 'exhibitors_name_given' => undef, 'creators_name_family' => 'Jabbar', 'composition_type' => undef, 'producers_id' => undef, 'datestamp_second' => '31', 'note' => undef, 'edit_lock_until' => '0', 'editor_note' => undef, 'pedagogic_type' => undef, 'date_month' => 4, 'rights' => undef, 'contributors_type' => undef, 'scopus_id' => undef, 'eprintid' => '13318', 'producers_name_given' => undef, 'thesis_type' => undef, 'projects' => undef, 'lastmod_year' => '2014', 'data_type' => undef, 'gscholar_datestamp_minute' => undef, 'editors_name_given' => undef, 'isbn' => undef, 'include_in_cv' => 'yes', 'editors_name_family' => undef, 'lastmod_month' => '3', 'event_dates' => '18-20 April', 'fulltimestamp' => '20120419', 'learning_level' => undef, 'conductors_name_lineage' => undef, 'pages' => undef, 'source' => undef, 'lastmod_hour' => '11', 'number' => undef, 'rev_number' => '15', 'edit_lock_user' => '6', 'series' => undef, 'creators_name_lineage' => '', 'pos' => '0', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Abdul', 'exhibitors_name_lineage' => undef, 'divisions' => 'hubs', 'institution' => undef, 'subjects' => 'LB2300', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '51', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => 'conference', 'importid' => undef, 'status_changed_day' => '20', 'datestamp_day' => '20', 'abstract' => 'This study explores the online higher education experience of students who are enrolled on a traditional face-to-face undergraduate degree program. The core focus of the research was to investigate the Virtual learning Environment experience of students who study in Higher Education. Data was collected from 117 students who were enrolled on undergraduate degrees in the United Kingdom. The research is based on individual student questionnaires. Early findings indicate that student’s want an experience that is consistent with their classroom-based teaching. In many cases students perceived that the offline experience was disconnected from the online experience and came across as having been designed in a ad-hoc manner with little or no thought put in to the development process. This negative online experience was contaminating the experience of the course as a whole and indicated that students were viewing the online and offline experience as one holistic entity. To better understand the student perception in how Virtual Learning Environments are used and developed learner perceptions and academic course design will be discussed and the use of social media as a bridge between the offline and online environments will be explored.', 'creators_id' => 'a.jabbar@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '1145', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '51', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2012', 'status_changed_hour' => '13', 'gscholar_cluster' => undef, 'producers_name_family' => undef }, '10567' => { 'funders' => undef, 'conductors_name_family' => undef, 'num_pieces' => undef, 'department' => undef, 'contributors_id' => undef, 'gscholar_datestamp_second' => undef, 'keywords' => undef, 'lyricists_name_lineage' => undef, 'lyricists_id' => undef, 'edit_lock_since' => '1398178749', 'creatorlist' => { '1' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Fellowes', 'eprintid' => '10567', 'creators_name_honourific' => '', 'pos' => '1', 'creators_name_given' => 'Melanie', 'creators_id' => 'm.g.fellowes@hud.ac.uk' }, '0' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Hart', 'eprintid' => '10567', 'creators_name_honourific' => '', 'pos' => '0', 'creators_name_given' => 'Tina', 'creators_id' => 't.s.hart@hud.ac.uk' }, '2' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Jabbar', 'eprintid' => '10567', 'creators_name_honourific' => '', 'pos' => '2', 'creators_name_given' => 'Abdul', 'creators_id' => 'a.jabbar@hud.ac.uk' } }, 'exhibitors_id' => undef, 'latitude' => undef, 'replacedby' => undef, 'status_changed_month' => '5', 'editors_name_honourific' => undef, 'admin_note' => undef, 'event_title' => 'The Sixth International Blended Learning Conference', 'date_type' => 'completed', 'pres_type' => 'paper', 'longitude' => undef, 'creators_name_honourific' => '', 'include_in_hebci' => 'no', 'producers_name_honourific' => undef, 'scopus_citation_count' => undef, 'datestamp_year' => '2011', 'fileinfo' => '/style/images/fileicons/application_pdf.png;/10567/6/Hart_Fellowes_and_Jabbar_Final_Submission_20_5_2011.pdf|/style/images/fileicons/application_pdf.png;/10567/2/JabbarChallengespdf.pdf|/style/images/fileicons/application_vnd.ms-powerpoint.png;/10567/1/Jabbar%2C_Hart_%26_Fellowes_Presentation.pptx', 'status_changed_second' => '33', 'exhibitors_name_honourific' => undef, 'editors_id' => undef, 'title' => 'The challenges of student engagement on GDL blended learning ', 'corp_creators' => undef, 'contributors_name_given' => undef, 'alt_title' => undef, 'contributors_name_family' => undef, 'sponsors' => undef, 'output_media' => undef, 'editors_name_lineage' => undef, 'dir' => 'disk0/00/01/05/67', 'overlay_journal_id' => undef, 'gscholar_datestamp_year' => undef, 'ispublished' => 'unpub', 'item_issues_count' => '0', 'conductors_name_given' => undef, 'sword_depositor' => undef, 'full_text_status' => 'restricted', 'lastmod_minute' => '59', 'refereed' => 'TRUE', 'contact_email' => undef, 'copyright_holders' => undef, 'date_day' => 15, 'gscholar_impact' => undef, 'official_url' => undef, 'succeeds' => undef, 'datestamp_month' => '5', 'commentary' => undef, 'lastmod_day' => '22', 'publisher' => undef, 'pagerange' => undef, 'include_in_pedagogical' => 'no', 'task_purpose' => undef, 'status_changed_year' => '2011', 'book_title' => undef, 'thesis_name' => undef, 'event_location' => 'University of Hertfordshire, Hatfield, Herts., UK.', 'type' => 'conference_item', 'publication' => undef, 'lastmod_second' => '24', 'place_of_pub' => undef, 'contributors_name_honourific' => undef, 'gscholar_datestamp_day' => undef, 'issn' => undef, 'datestamp_hour' => '12', 'exhibitors_name_given' => undef, 'creators_name_family' => 'Jabbar', 'composition_type' => undef, 'producers_id' => undef, 'datestamp_second' => '33', 'note' => undef, 'edit_lock_until' => '0', 'editor_note' => undef, 'pedagogic_type' => undef, 'date_month' => 6, 'rights' => undef, 'contributors_type' => undef, 'scopus_id' => undef, 'eprintid' => '10567', 'producers_name_given' => undef, 'thesis_type' => undef, 'projects' => undef, 'lastmod_year' => '2014', 'data_type' => undef, 'gscholar_datestamp_minute' => undef, 'editors_name_given' => undef, 'isbn' => undef, 'include_in_cv' => 'yes', 'editors_name_family' => undef, 'lastmod_month' => '4', 'event_dates' => '15th June 2011', 'fulltimestamp' => '20110615', 'learning_level' => undef, 'conductors_name_lineage' => undef, 'pages' => undef, 'source' => undef, 'lastmod_hour' => '14', 'number' => undef, 'rev_number' => '36', 'edit_lock_user' => '6', 'series' => undef, 'creators_name_lineage' => '', 'pos' => '0', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Abdul', 'exhibitors_name_lineage' => undef, 'divisions' => 'hubs', 'institution' => undef, 'subjects' => 'K1', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '54', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => 'conference', 'importid' => undef, 'status_changed_day' => '26', 'datestamp_day' => '26', 'abstract' => 'The Huddersfield University Law School has provided the Graduate Diploma in Law since 1998 on a flexible learning basis. In 2010 it was decided to offer the course purely on a blended learning basis with no attendance required. Induction would be provided via completion of an online fully integrated e-learning bridging course which would act as a gateway to the School of Law’s e-learning provision. This kind of provision leads to its own challenges for staff and students. It required detailed planning on pedagogy that is appropriate to the online environment. This was supported by the development of learning designs (Agostinho 2002). In addition, for many staff the development of this type of pedagogy required training in software that they were not overly familiar with and the development of additional “online” moderation skills to supplement their “offline” teaching skills. The change in delivery mechanism brought additional challenges which have always existed in the “offline” environment in one guise or another; these include what methods can be utilised to engage students in the online learning process?, how to facilitate the learning of the struggling student at the same time as the high achiever?, how can academics achieve deep critical interaction between student and tutors while helping them to develop their academic and personal skills? Pure online blended learning has inherent problems that need to be addressed on behalf of academics and students. Current student feedback indicates that flexibility is a welcome addition but this needs to be underpinned with deeper academic support. Within this context how can academics develop pedagogy that supports student engagement without sacrificing the inherent flexibility? 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'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => 'workshop', 'importid' => undef, 'status_changed_day' => '26', 'datestamp_day' => '26', 'abstract' => 'A workshop which presents the use of audiovisual formative feedback used in both online quizzes and essays. The workshop focusses particularly on generic feedback and how it can be prepared. The task asks the participants to use the website www.splicd.com to edit a YouTube video so that a brief audiovisual clip could be used as feedback.', 'creators_id' => 'a.jabbar@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '1316', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '13', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => 'Brick, B. and Holmes, J. (2008) ‘Using Screen Capture Software for Student Feedback.' In: Klinshuk, D. Sampson, G., Spector, J.M., Isaias, P., and Ifenthaler, D. (eds.) Cognition and Exploratory Leaning in Digital Age: Proceedings of the IADIS CELDA 2008 Conference, Freiburg, Germany: 339-342. Available from: http://www.iadis.net/dl/final_uploads/200818C046.pdf [Accessed 9 June 2012]. Cree, A. (2010) “Efficiently delivering rich detailed multimedia feedback to students using an easy to use combination of Camtasia studio and Microsoft software”. In: BMAF Annual Conference 2010. Assessment & Assessment Standards: Challenges for Business Education, 20 - 21 April 2010, Newcastle Marriott Gosforth Park, Newcastle upon Tyne. Available from: http://www.heacademy.ac.uk/assets/bmaf/documents/BMAF_Conference_2010/presentations/Cree_Andrew.pdf [Accessed 16 January 2012].   National Student Forum, Annual Report 2009. Available at: http://www.bis.gov.uk/assets/biscore/higher-education/docs/n/09-p83-national-student-forum-annual-report-09 [Accessed 18 April 2012]. NUS (2010). Charter on Feedback and Assessment. Available at: http://www.nusconnect.org.uk/asset/news/6010/FeedbackCharter-toview.pdf [Accessed 17 April 2012]. ', 'date_year' => '2012', 'status_changed_hour' => '15', 'gscholar_cluster' => undef, 'producers_name_family' => undef } };

2013

Drozynska, A., Hill, P., Jabbar, A., Ireland, C. and Woods, P. (2013) ‘Analysing feedback on written assignments to produce reusable audiovisual feedback’. In: Teaching Writing Across Languages and Cultures, 7th Conference of the European Association for the Teaching of Academic Writing , 27-29 June 2013, Central European University, Budapest, Hungary

Jabbar, A (2013) ‘Technology and Implementation for distance learning students’. In: Higher Education Academy HEA Seminar on Improving the learning experience of overseas students on postgraduate academic law programmes, 25th June 2013, Huddersfield University Business School

Jabbar, A. and Hardaker, G. (2013) ‘The role of culturally responsive teaching for supporting ethnic diversity in British University Business SchoolsTeaching in Higher Education , 18 (3), pp. 272-284. ISSN 1356-2517

Jabbar, A (2013) ‘Characterising features of culturally responsive teaching in UK Higher Education Business Schools.’. In: 10th ALDinHE Conference 2013: Celebrating Learning Development, 25th – 27th March 2013, Plymouth University, UK

2012

Jabbar, A. and Ireland, C. (2012) ‘Audiovisual formative feedback in online quizzes and essays ’. In: Enhancing the Quality of Student Blended Learning through Integrative Formative Assessment Methods, 10 Jul 2012, The Business School, University of Huddersfield

Hart, T., Fellowes, M. and Jabbar, A. (2012) ‘Digital Literacies – The challenges for a modern Law School.’. In: Pelecon 2012 (Plymouth e-learning conference), 18 April - 20th April 2012, Plymouth, UK

Jabbar, A (2012) ‘The Walled Garden in Higher Education’. In: The 7th Plymouth Enhanced Learning Conference, 18-20 April, Plymouth

Ireland, C. and Jabbar, A. (2012) ‘Exploring mobile technology in the classroom’. In: 9th ALDinHE Conference: University of Leeds "Learning Development in a digital age: emerging literacies and learning spaces", 03-04 Apr 2012, University of Leeds

2011

Ahmed, E., Ward, R., White, S. and Jabbar, A. (2011) ‘Use of Emerging Mobile Technologies in Portfolio Development’. In: MOBILITY 2011: The First International Conference on Mobile Services, Resources, and Users. Barcelona, Spain: IARIA. pp. 81-85. ISBN 978-1-61208-164-9

Hart, T., Fellowes, M. and Jabbar, A. (2011) ‘The challenges of student engagement on GDL blended learning ’. In: The Sixth International Blended Learning Conference, 15th June 2011, University of Hertfordshire, Hatfield, Herts., UK.

Beddall-Hill, N., Jabbar, A. and Al Shehri, S. (2011) ‘Social Mobile Devices as Tools for Qualitative Research in Education: iPhones and iPads in Ethnography, Interviewing, and Design-Based Research Journal of the Research Center for Educational Technology , 7 (1), pp. 67-90. ISSN 1948-075x

2010

Jabbar, A. and Hardaker, G. (2010) ‘Inclusion and the relevance of culturally responsive teaching in U.K. Business schools’. In: BME Conference: Meeting the challenge: Improving black and minority ethnic student success and attainment , 8 July 2010, Coventry Techno Centre

Folley, S. and Jabbar, A. (2010) Mobile Learning Project Report Huddersfield: University of Huddersfield (Unpublished)

2009

Jabbar, A (2009) Pilot study on the use of text messaging as a means of communicating with students to aid retention Huddersfield: University of Huddersfield (Unpublished)

2008

Jabbar, A (2008) ‘Engaging the alternative’. In: Teaching and Learning Conference 2008: Enhancing Learning: Technology by Design, 15th September 2008, University of Huddersfield

Teaching and Professional Activities

Abdul has module leadership responsibilities for the modules Digital Marketing and Communications and e-Commerce.

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