Updated version of presentation delivered at HEA Social Sciences annual conference 2014.
These slides form part of a blog post, which can be accessed via: http://bit.ly/1sqOwEa
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
Keynote presentationgiven at the Trail and Error: Journalism and Media Education TWG European Communications Research Association Conference, University of Minho, Braga, Portugal
Do you have issues concerning academic integrity? Is ghostwriting increasing in your context? Are you interested in learning about different approaches from others in managing and promoting academic integrity? Academic integrity continues to be a global issue as increased accessibility to technology provides new challenges for teachers and managers, especially in English language learning contexts.
In this session, Cara Dinneen, Juliana Kendi and Alison Black explored policy and institutional support for academic integrity, teacher and student support strategies, and assessment design.
Studying Learning Expeditions in Crossactionspaces with Digital Didactical De...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
Keynote presentationgiven at the Trail and Error: Journalism and Media Education TWG European Communications Research Association Conference, University of Minho, Braga, Portugal
Do you have issues concerning academic integrity? Is ghostwriting increasing in your context? Are you interested in learning about different approaches from others in managing and promoting academic integrity? Academic integrity continues to be a global issue as increased accessibility to technology provides new challenges for teachers and managers, especially in English language learning contexts.
In this session, Cara Dinneen, Juliana Kendi and Alison Black explored policy and institutional support for academic integrity, teacher and student support strategies, and assessment design.
Studying Learning Expeditions in Crossactionspaces with Digital Didactical De...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Craig Green, Information and Learning Services Manager at John Wheatley College on the services offered to young people at the Bridge in Easterhouse. Some successes dealing with problems relating to territorialism and antisocial behaviour.
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Presentation at HEA-funded workshop 'Work-based learning in Politics and International Studies: from theory to practice'.
The workshop brought together key stakeholders in the delivery of work-based learning and employability skills in the Politics and International Relations (IR) disciplines including academics, employers and careers advisors. Through presentations and discussion delegates had the opportunity to share best practice on existing work-based learning schemes and developing employability skills.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1x0KPae
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Craig Green, Information and Learning Services Manager at John Wheatley College on the services offered to young people at the Bridge in Easterhouse. Some successes dealing with problems relating to territorialism and antisocial behaviour.
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
Planning For And Supporting Productive Online InquiryJulie Coiro
How are online reading comprehension practices integrated into classroom instructional routines? In this session, Julie explains how curriculum-based information challenges and performance-based online reading comprehension measures can be used to capture the skills and practices of more and less skilled online readers. Then, she reviews practical examples of how to support elementary and secondary students as developing online readers using a model of Internet Reciprocal Teaching. She also shares research-based ideas for how to move readers through three phases of online inquiry while fostering higher-level thinking, critical evaluation, productive dialogue, and skillful argumentation practices across all grade levels.
Personal Inquiry & Online Research: Connecting Learners in Ways That MatterJulie Coiro
This was the Keynote talk presented at Day 1 at the Summer Institute in Digital Literacy 2015 at the University of Rhode Island presented by Julie Coiro, Jill Castek, and Dave Quinn
Presentation at HEA-funded workshop 'Work-based learning in Politics and International Studies: from theory to practice'.
The workshop brought together key stakeholders in the delivery of work-based learning and employability skills in the Politics and International Relations (IR) disciplines including academics, employers and careers advisors. Through presentations and discussion delegates had the opportunity to share best practice on existing work-based learning schemes and developing employability skills.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1x0KPae
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
Presentation given at the HEA Social Sciences learning and teaching summit 'Exploring the implications of ‘the era of big data’ for learning and teaching'.
A blog post outlining the issues discussed at the summit is available via: http://bit.ly/1lCBUIB
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/13zCShG
Presentation at HEA-funded workshop 'Fit for the workplace - collaborative approaches to enhancing graduate employability in Sport '.
The workshop was integrated with the university’s undergraduate Sport Employability Conference (SEC) and provided delegates with the opportunity to discuss approaches to enhancing graduate employability whilst also observing students showcasing their work based learning. Sessions included engagement with a wide variety of national and local employers.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/SKAMpE
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
Presentation from Dr Vicky Duckworth (Edge Hill University) at an HEA teacher education event which links to her latest book, Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
Presentation by Dr Sara Bragg (the University of Brighton) of a Higher Education Academy (HEA) funded teacher education project in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
The 'live' version of my talk at the HE and FE Show 2015 in London, introducing the Higher Education Academy's Framework for student engagement through partnership. https://www.heacademy.ac.uk/frameworks-toolkits/frameworks Here I used Haiku Deck to create a presentation with images as backgrounds to slides.
Another version is available here: http://bit.ly/1VPlQpj which includes more text.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
There is gulf opening up between moral and technical conceptualisations of education and employment.
Often the existing discourses around employability in higher education and beyond has had a
homogenising force, focussing as they often do on employers demands for demonstrable writing abilities
and the production of particular types of knowledge. This approach we feel loses sight of the multiple and
nuanced individual interactions that actually constitute the relationship between (potential) employees and
their workplace. This project seeks therefore to extend the limits of traditional social and pedagogic
practice around employability in higher education. In the first instance it rejects the idea of employability
skills as too limiting and rigid and the concept of transferable skills as too simplistic. Our more radical
employability literacies approach seeks to act as counter-hegemonic force, disrupting neoliberal and
conventional narratives around employability and links with education. It suggests that there is scope for
resistance and recasts employability development for students as a process requiring
• dialogue
• reflection
• meta-analysis of workplace literacies and practices
The employability framework developed by the project encapsulates our ontological shift as opens up a
new relational word of employability strategies and negotiations as it students encourages to read the
workplace, reflect upon those readings and deconstruct the values and power relations that they present.
ABSTRACT
This project draws on contemporary ideas from literacy studies and sociology to understand employability
as a process of induction into the social practices of the workplace. Focusing on literacies as a mechanism
for enabling successful immersion in workplace cultures this project has developed, piloted and embedded
a cross-curricular ‘literacies- for-employability’ framework that can be flexed across disciplines to equip
students to navigate, explore and orientate themselves now or post apocalypse.
Presentation at the HEA-funded workshop 'Using an online, virtual reality audit simulation to enhance teaching and learning within Accounting and Finance'
The event was an opportunity for interested parties to meet together to experience an online audit simulation designed to enhance teaching and learning for Accounting and Finance students. The event also provided opportunities to build upon current expertise in sector by promoting knowledge exchange and sharing resources between institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1qer5PH
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Presentation at HEA-funded workshop 'A dialogue between phenomenology and realism in pedagogical and educational research '.
The workshop aimed to stimulate debate around the philosophical underpinnings of different research methodologies, whose shared terminology is often interpreted in radically contrasting ways, and in particular, to encourage dialogue between realist and phenomenological research traditions. The workshop was aimed at pedagogical and educational researchers who are looking to expand their methodological repertoire and to explore new ways of teaching research methods.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1oww6m1
For further details of the HEA's work on teaching research methods in the Social Sciences see: http://bit.ly/RIZtTz
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Emerging participatory culture: Making sense of social media use for learning...Narelle Lemon
Emerging participatory culture: Making sense of social media use for learning in, across and with Higher Education and the cultural heritage sector
Dr Narelle Lemon, Swinburne University of Technology, Australia
12 noon – 2pm, Tuesday 6 June 2017
Paterson’s Land Room 1.21, Holyrood campus, University of Edinburgh.
All are welcome – sign up here. Please bring your lunch.
Social media promotes a participatory culture whereby there is support in the construction and development of a networked environment through which what becomes visible is “a shift from matters of fact, to matters of concern or matters of interest as the various agendas and opinions are brought together through networks” (Latour, 2005, p.5). The use of social media collapses boundaries between educators, institutions and students, and changes patterns of communication. In this presentation, Narelle will share experiences from multiple research projects where social media was central to learning, including community development Twitter and blogging projects with museum eductors, teachers, and pre-service teachers (#MuseumEdOz, #visarts12 and #visart13, #ConnectedLearning and Community Professional Experience); and research projects exploring the experiences of museum educators and academics (#AcademicsWhoTweet; Cultivating social media use with GLAM educators).
Key findings from these projects concerned the formation of a digital identity, mutual respect, sharing and curating of practices, peer-to-peer learning, visibility of learning, and reciprocity. Narelle will frame the notion of digital interaction through Tim Ingold’s lines, intersections and meshworks (2015), show how social media enables meaning making to be socially distributed (Rowe, 2002), and discuss how emergent participatory culture offers advantages for ongoing learning with like-minded individuals, new partnerships, collaborative problem solving, and the development of a more empowered sense of citizenship (Trembach & Deng, 2015).
http://dchrn.de.ed.ac.uk/2017/04/27/seminar-6-june-with-dr-narelle-lemon-emerging-participatory-culture-making-sense-of-social-media-use-for-learning-in-across-and-with-higher-education-and-the-cultural-heritage-sector/
Digital literacy and digital participation #FLRIFuturelab
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
the craft of e-teaching; moving from digitally shy to digitally confident wit...Sue Watling
Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
Talk given at the First International Conference on the Scholarship of Teaching and Learning at the Central University of Technology, Bloemfontein, on 1 - 2 October 2015
COIL initiatives across university education: Learning to learn from each otherRobert O'Dowd
My plenary talk for the first-ever European Conference on Collaborative Online International Learning on December 1st and 2nd 2016 at the Hague, Holland.
Similar to The digitalised spaces and cultures of schooling - Sara Bragg (20)
Another list of useful resources for initial teacher education, created by UK teacher educators with support from the HEA. The lists have been maintained by Kathy Wright.
In 2012 the Higher Education Academy worked with teacher educators from across the UK to curate a list of useful resources in this area. Kathy Wright has maintained and updated this list.
Slides to support short presentation by Kathy Wright at the 2015 HE and FE Show in London on 14 October. The presentation is taken from previous keynotes by Dr Abbi Flint of the Higher Education Academy.
This report contains the preliminary findings from a research project that aimed to explore:
• What is the current practice around teaching social science research methods to undergraduate medical students in the UK: what is being taught, how are teaching and learning organised within the curriculum, how is content is delivered, to and by whom and how is student learning assessed?
• And, what are the challenges and opportunities around developing this teaching and learning practice and the curriculum and policy contexts that frame it?
This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1AbOtCA
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
This list of resources is one of the outputs of the HEA Social Sciences funded project 'The role of assessment in teaching research methods' led by Anesa Hosein (University of Surrey) and Namrata Rao (Liverpool Hope University).
For further details of this project, please see HEA Social Sciences blog post:
Presentation by Phil Taylor and Dario Faniglione for the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, one of four projects supported by the HEA in 2014, has created an app which can be used by student teachers and other practitioners to carry out both individual and collaborative research,
Further details can be found in the project report at http://bit.ly/ZpLMfU
Douglas Barnes contributed to an HEA Education event on curriculum in April 2014. This is a further piece to add to his thoughts from the day.The blog post about the event can be found at http://bit.ly/1nVGkIr
These vignettes have been produced as part of the HEA-funded project 'Digitalised cultures and spaces of schooling'. For further details of this project please see: http://bit.ly/ZCqNq8
Ethnobotany and Ethnopharmacology:
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New development in herbals,
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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The digitalised spaces and cultures of schooling - Sara Bragg
1. The digitalised spaces and
cultures of schooling
HEA conference, Birmingham 22-23 May 2014
Sara Bragg
Education Research Centre
University of Brighton
2. Think about these …
• Should teachers confiscate students’ mobile phones
while they are in school?
• Can iPads improve the quality of learning?
• Should teachers accept friend requests from students
on Facebook?
• Does what young people do with social media out of
school help with what they need to learn in school?
• Should schools actively monitor students’ social media
activities while they are using school wifi or hardware?
• Should senior managers look at applicants’ social
media profiles when appointing teaching staff?
3. We need to talk about digital
cultures….
• Exploring the distinctive contribution of HE to ITE
• Background =
• Research-practice nexus in UoB SoE: ideas of
thinking from / through practice (Shove et al 2012);
identifying how our ‘styles of thinking’ do not just
explain things but equally shape and establish those
objects of explanation – and how we might ‘think and
act otherwise’ – not least through theory / research
(Loveless & Williamson 2013)
• Research base in (amongst others) Face 2 Face:
tracing the real and the mediated in children’s cultural
worlds (09/2013 – 08/2014), ESRC National Centre for
Research Methodology: noticeable fear / exclusion of
youth digital cultures – contrast with youth-centric
accounts such as danah boyd It’s Complicated
4. We need to talk about digital
cultures….
Aims
• To bridge cultures of research and practice and
generate genuine “research middlework” (Thomson
2013)….
• … by bringing together researchers, lecturers and
student teachers
• … specifically around an under-explored but cross-
sector/subject/curriculum issue, of ‘digitalised cultures
and spaces’
• … where ‘research’ perspectives differ markedly from
practitioner-oriented ones.
Methods
• A series of workshops / discussions => vignettes/
materials
5. Preliminary findings
• The topic is rich, complex, and perhaps under-
explored in some existing ITE provision
• The project demonstrates strengths of HEIs – student
teachers collectively provide a striking range of views,
experiences and practices
‘Meeting up was great. I think that is what professionals
need - a space where you can talk and laugh and be critical
…. We need to get out of the slightly myopic 'my school
does it like this' way and into the 'hey look what we just did
over here' kinda way - imho. Meeting up with peers and
discussing what's working and what isn't, for each of us, is so
valuable, and its often only in these situations that we have
to defend our decisions and can share solutions and ideas as
freely. And cross-curricular is so useful too - that was one of
the best things about the course at Brighton - meeting people
from all areas’.
6. Preliminary findings
• Challenges include practical (meeting); ethical /
political (relationships with schools);
• Need to address tendency to adopt a ‘front of
classroom’ approach / deficit discourse where
students’ digital lives are perceived negatively or in
terms of risky / at risk
• This isn’t about ‘accessing and applying research’ in
any simple way – in fact, it’s about trying to escape
from conventional approaches to ‘technology
enhanced learning’ and claims about what ‘is’ in our
‘cybernetic’ age
• Next stages will focus on generating teaching
materials that enable these issues to be raised and
discussed…
• Over to you…
7. References
• boyd, d. (2014). It's Complicated: The Social Lives of
Networked Teens. New Haven and London: Yale
University Press
• Hope, A. (2014). ‘Schoolchildren, Governmentality and
National E-safety Policy Discourse’. Discourse:
Studies in the Cultural Politics of Education.
• Loveless, A., & Williamson, B. (2013). Learning
identities in a digital age: rethinking creativity,
education and technology. London: Routledge.
• Shove, E., Pantzar, M., & Watson, M. (2012). The
dynamics of social practice: Everyday life and how it
changes. London: Sage.