2024-03-28T12:36:30Zhttp://uobrep.openrepository.com/oai/requestoai:uobrep.openrepository.com:10547/2237762012-07-16T10:28:04Zcom_10547_131884col_10547_132202
Leask, Marilyn
University of Bedfordshire
2012-05-15T10:52:57Z
2012-05-15T10:52:57Z
2011
Leask, M. (2011) 'Improving the professional knowledge base for education: using knowledge management and Web 2.0 tools', Policy Futures in Education, 9 (5) pp.644-660
1478-2103
10.2304/pfie.2011.9.5.644
http://hdl.handle.net/10547/223776
Policy Futures in Education
en
http://www.wwwords.co.uk/rss/abstract.asp?j=pfie&aid=4815&doi=1
Archived with thanks to Policy Futures in Education
Improving the Professional Knowledge Base for Education: using knowledge management and Web 2.0 tools
Article
oai:uobrep.openrepository.com:10547/2237862012-07-16T10:31:02Zcom_10547_131884col_10547_132202
Leask, Marilyn
University of Bedfordshire
2012-05-15T11:32:04Z
2012-05-15T11:32:04Z
2012
Leask, M. (2012) 'Research impact and dissemination' in Arthur, J. et al Research methods and methodologies in education, London: Sage, pp.53-66
9780857020390
http://hdl.handle.net/10547/223786
en
Sage Publications
Research impact and dissemination
Research methods and methodologies in education
Book chapter
oai:uobrep.openrepository.com:10547/2238332020-04-23T07:28:31Zcom_10547_131884col_10547_132202
Leask, Marilyn
Preston, Christina
University of Bedfordshire
2012-05-15T14:48:35Z
2012-05-15T14:48:35Z
2012
Leask, M. & Preston, C. (2012) 'PIMS - a model for supporting research informed policy making' Online Educational Research Journal, 2012 pp. 1-32
http://hdl.handle.net/10547/223833
Online Educational Research Journal, 2012: 1-32
International organisations such as the OECD and Unesco now publish comparative data on educational performance and the consequent challenge for any country is to ensure that changes in the education system actually result in improved outcomes. Increasingly the research base for educational practice is scrutinised. However, for educational policy and practice to be evidence based, educational researchers need to provide timely relevant research. This article proposes a model of research using concept mapping with policy makers and practitioners working as co-researchers. The model meets the challenge rapid research for selected topics. It was developed initially for pragmatic reasons in response to a requirement from a UK government agency for rapid research on digital technologies. The acronym PIMS indicates key features of the model: P –policy makers and practitioners are involved as co-researchers I – Intensive data collection takes place with simultaneous debate and analysis in a community of practice context M – multidimensional concept maps (MDCMs) are used to gather and shape ideas created through debate S – standard research methods and tests are used to complement the above. This article reports on the research approach developed and tested out on two research projects funded by a national agency.
en
http://www.oerj.org/View?action=viewPaper&paper=46
PIMS – a model providing timely research for research informed policy making?
ArticleInternational organisations such as the OECD and Unesco now publish comparative data on educational performance and the consequent challenge for any country is to ensure that changes in the education system actually result in improved outcomes. Increasingly the research base for educational practice is scrutinised. However, for educational policy and practice to be evidence based, educational researchers need to provide timely relevant research. This article proposes a model of research using concept mapping with policy makers and practitioners working as co-researchers. The model meets the challenge rapid research for selected topics. It was developed initially for pragmatic reasons in response to a requirement from a UK government agency for rapid research on digital technologies. The acronym PIMS indicates key features of the model: P –policy makers and practitioners are involved as co-researchers I – Intensive data collection takes place with simultaneous debate and analysis in a community of practice context M – multidimensional concept maps (MDCMs) are used to gather and shape ideas created through debate S – standard research methods and tests are used to complement the above. This article reports on the research approach developed and tested out on two research projects funded by a national agency.oai:uobrep.openrepository.com:10547/2238102012-07-16T10:34:48Zcom_10547_131884col_10547_132202
Leask, Marilyn
Zwozdiak-Myers, Paula
Mustard, Carolyn
Green, Andrew
2012-05-15T15:12:29Z
2012-05-15T15:12:29Z
2009
Leask, M. et al (2009) Literature review: analysis of current research, theory and practice in partnership working to identify constituent components of effective ITT partnerships, 2009, London: TDA
http://hdl.handle.net/10547/223810
en
TDA
http://bura.brunel.ac.uk/bitstream/2438/4132/1/T35416%20Literature%20Review%20-%20final%20draft%20-%20pzm%20-%20February%202010.pdf
Literature review: analysis of current research, theory and practice in partnership working to identify constituent components of effective ITT partnerships
Article
oai:uobrep.openrepository.com:10547/2238362012-07-16T10:45:32Zcom_10547_131884col_10547_132202
Preston, Christina
2012-05-15T15:26:02Z
2012-05-15T15:26:02Z
2012-05-15
Preston, C.J. (2008) 'Braided learning: an emerging process observed in e-communities of practice', International Journal of Web Based Communities, 4 (2) pp.220-243
1477-8394
1741-8216
10.1504/IJWBC.2008.017674
http://hdl.handle.net/10547/223836
International Journal of Web Based Communities
http://www.inderscience.com/link.php?id=17674
Archived with thanks to International Journal of Web Based Communities
Braided learning: an emerging process observed in e-communities of practice
Article
oai:uobrep.openrepository.com:10547/2241122012-07-16T10:40:52Zcom_10547_131884col_10547_132202
Davis, Niki
Preston, Christina
Sahin, Ismail
2012-05-16T08:53:43Z
2012-05-16T08:53:43Z
2009
Davis, N., Preston, C. & Sahin, I. (2009) 'Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative', British Journal of Educational Technology, 40 (5) pp.861-878
00071013
14678535
10.1111/j.1467-8535.2008.00875.x
http://hdl.handle.net/10547/224112
British Journal of Educational Technology
en
http://doi.wiley.com/10.1111/j.1467-8535.2008.00875.x
Archived with thanks to British Journal of Educational Technology
Training teachers to use new technologies impacts multiple ecologies: evidence from a national initiative
Article
oai:uobrep.openrepository.com:10547/2241142012-07-17T11:31:36Zcom_10547_131884col_10547_132202
Preston, Christina
2012-05-16T08:55:00Z
2012-05-16T08:55:00Z
2011
Preston, C. (2011) 'MirandaMods: from practice to praxis in informal professional learning contexts; in Jimoyiannis, A. (ed.) Research on e-Learning and ICT in Education, New York: Springer, pp.1-10
9781461410829
http://hdl.handle.net/10547/224114
en
Springer
http://www.mirandanet.ac.uk/researchexchange/wp-content/uploads/2012/03/MirandaMods-paper.pdf
unconference
professional learning
social interaction
MirandaMod
in MirandaMods: from practice to praxis in informal professional learning contexts
Research on e-Learning and ICT in Education
Book chapter
oai:uobrep.openrepository.com:10547/2241132012-07-16T10:41:50Zcom_10547_131884col_10547_132202
Davis, Niki
Preston, Christina
Sahin, Ismail
2012-05-16T08:54:20Z
2012-05-16T08:54:20Z
2012-05-16
Davis, N., Preston, C. & Sahin, I. (2009) 'ICT teacher training: Evidence for multilevel evaluation from a national initiative', British Journal of Educational Technology, 40 (1) pp.135-148
00071013
14678535
10.1111/j.1467-8535.2007.00808.x
http://hdl.handle.net/10547/224113
British Journal of Educational Technology
en
http://doi.wiley.com/10.1111/j.1467-8535.2007.00808.x
Archived with thanks to British Journal of Educational Technology
ICT teacher training: evidence for multilevel evaluation from a national initiative
Article
oai:uobrep.openrepository.com:10547/2241812016-06-09T12:28:36Zcom_10547_131884col_10547_132202
Preston, Christina
Leask, Marilyn
2012-05-16T13:33:41Z
2012-05-16T13:33:41Z
2009-07
Leask, M. & Preston, C. (2009) ICT Tools for Future Teachers, London: Becta
http://hdl.handle.net/10547/224181
en
Becta
ICT tools for future teachers
Technical Report
oai:uobrep.openrepository.com:10547/2241662012-07-16T10:46:41Zcom_10547_131884col_10547_132202
Preston, Christina
Pachler, Norbert
Cuthell, John
Allen, Allison
Pinheiro-Torres, Catrin
2012-05-16T13:40:59Z
2012-05-16T13:40:59Z
2010-11
Pachler, N. et al (2011) ICT CPD Landscape, London: Becta
http://hdl.handle.net/10547/224166
en
Becta
http://www.wlecentre.ac.uk/cms/files/becta/becta-ict-cpd-landscapereport.pdf
ICT CPD Landscape
Technical Report
oai:uobrep.openrepository.com:10547/2241672012-07-16T10:47:40Zcom_10547_131884col_10547_132202
Preston, Christina
Allen, Allison
Payton, M.
Pickering, S.
2012-05-16T14:10:09Z
2012-05-16T14:10:09Z
2011
Allen, A. et al (2011) E-safety guidance for the FE & Skills Sector, Coventry: Becta
http://hdl.handle.net/10547/224167
Forthcoming
en
Becta
E-safety guidance for the FE & Skills Sector
Technical Report
oai:uobrep.openrepository.com:10547/2241962012-07-16T11:03:49Zcom_10547_131884col_10547_132202
Maylor, Uvanney
2012-05-16T15:13:20Z
2012-05-16T15:13:20Z
2012-05-16
Maylor, U. (2009) '‘They do not relate to Black people like us’: Black teachers as role models for Black pupils', Journal of Education Policy 24(1) pp.1-21.
0268-0939
1464-5106
10.1080/02680930802382946
http://hdl.handle.net/10547/224196
Journal of Education Policy
http://www.tandfonline.com/doi/abs/10.1080/02680930802382946
Archived with thanks to Journal of Education Policy
‘They do not relate to Black people like us’: Black teachers as role models for Black pupils
Article
oai:uobrep.openrepository.com:10547/2242912012-07-16T11:05:10Zcom_10547_131884col_10547_132202
Maylor, Uvanney
2012-05-17T08:20:01Z
2012-05-17T08:20:01Z
2012-05-17
Maylor, U. (2010) 'Notions of diversity, British identities and citizenship belonging' Race Ethnicity and Education 13(2) pp.233-252
1361-3324
1470-109X
10.1080/13613321003726884
http://hdl.handle.net/10547/224291
Race Ethnicity and Education
en
http://www.tandfonline.com/doi/abs/10.1080/13613321003726884
Archived with thanks to Race Ethnicity and Education
Notions of diversity, British identities and citizenship belonging
Article
oai:uobrep.openrepository.com:10547/2243912014-01-16T18:15:50Zcom_10547_131884col_10547_132202
Younie, Sarah
2012-05-17T12:54:38Z
2012-05-17T12:54:38Z
2013
Younie, S. (20130 The essential guide to ICT: teaching with technologies, Maidenhead: Open University Press
http://hdl.handle.net/10547/224391
Due for publication in 2013
en
Open University Press
The essential guide to ICT: teaching with technologies
Book
oai:uobrep.openrepository.com:10547/2243932012-07-16T11:25:45Zcom_10547_131884col_10547_132202
Younie, Sarah
Hammond, Michael
Woollard, John
Cartwright, Vicky
Benzie, David
Association for Information Technology in Teacher Education
2012-05-17T14:27:48Z
2012-05-17T14:27:48Z
2009
Hammond, M. et al (2009) What does our past involvement with computers in education tell us? A view from the research community. Warwick: Centre for New Technologies Research in Education
9780902683907
http://hdl.handle.net/10547/224393
en
Centre for New Technologies Research in Education
http://www2.warwick.ac.uk/fac/soc/wie/research/centre/centre_projects/current_projects/voices/book/voicesbook.pdf
computers in education
technology
ICT policy
research community
pedagogy with ICT
What does our past involvement with computers in education tell us? A view from the research community
Book
oai:uobrep.openrepository.com:10547/2243942012-07-16T11:27:40Zcom_10547_131884col_10547_132202
Younie, Sarah
Leask, Marilyn
2012-05-17T14:33:14Z
2012-05-17T14:33:14Z
2012
Younie, S. & Leask, M. (2012) Debates in ICT. London: Routledge
http://hdl.handle.net/10547/224394
Due for publication in 2012
en
Routledge
Debates in ICT
Book
oai:uobrep.openrepository.com:10547/2245742013-05-20T14:49:22Zcom_10547_131884col_10547_132202
Raiker, Andrea
University of Bedfordshire
2012-05-18T10:14:41Z
2012-05-18T10:14:41Z
2009
Raiker, A. (2009) 'Transformational learning and e-portfolios: a pedagogy for improving student experience and achievement'. The International Journal of Learning. 16(8) pp.313-323
14479494
http://hdl.handle.net/10547/224574
The International Journal of Learning
en
http://ijl.cgpublisher.com/product/pub.30/prod.2327
transformative learning
teaching
learning
e-portfolios
achievement
Transformational learning and e-portfolios: a pedagogy for improving student experience and achievement
Article
oai:uobrep.openrepository.com:10547/2246312012-07-17T14:13:42Zcom_10547_131884col_10547_132202
Raiker, Andrea
2012-05-18T13:17:05Z
2012-05-18T13:17:05Z
2011
Raiker, Al. (2011) 'Developing a framework for postgraduate education' in Nygaard, C., Courtney, N. & Frick, L. Postgraduate education: form and function. Faringdon: Libri Publishing, pp. 9-26.
9781907471261
http://hdl.handle.net/10547/224631
en
Libri Publishing
Developing a framework for postgraduate education
in Postgraduate education: form and function
Book chapter
oai:uobrep.openrepository.com:10547/2246572017-10-16T12:02:39Zcom_10547_131884col_10547_132202
Sood, Krishan
Mistry, Malini Tina
2012-05-18T14:22:49Z
2012-05-18T14:22:49Z
2011
Sood, K. & Mistry, M. (2011) 'English as an Additional Language: is there a need to embed cultural values and beliefs in institutional practice?', Education 3-13, 39(2) pp.203-215
0300-4279
1475-7575
10.1080/03004270903389913
http://hdl.handle.net/10547/224657
Education 3-13
en
http://www.tandfonline.com/doi/abs/10.1080/03004270903389913
English as an Additional Language
diversity
Continuing Professional Development
English as an Additional Language: is there a need to embed cultural values and beliefs in institutional practice?
Article
oai:uobrep.openrepository.com:10547/2253322012-07-16T17:09:07Zcom_10547_131884col_10547_132202
Redondo, Ana
Pachler, Norbert
2012-05-22T15:26:01Z
2012-05-22T15:26:01Z
2007
Pachler, N. & Redondo, A. (2007) A practical guide to teaching modern foreign languages in the secondary school. London: Routledge
9780415393287
http://hdl.handle.net/10547/225332
en
Routledge
A practical guide to teaching modern foreign languages in the secondary school
Book
oai:uobrep.openrepository.com:10547/2255092012-05-29T09:34:36Zcom_10547_131884col_10547_132202
Redondo, Ana
Pachler, Norbert
Barnes, Ann
Field, Kit
2012-05-23T09:58:34Z
2012-05-23T09:58:34Z
2009
On becoming a modern foreign languages teacher. 2009. Learning to teach modern foreign languages in the secondary school. 3rd edn. Abingdon: Routledge. p. 31-57
9780415432412
http://hdl.handle.net/10547/225509
en
Routledge
On becoming a modern foreign languages teacher
Learning to teach modern foreign languages in the secondary school
Book chapter
oai:uobrep.openrepository.com:10547/2255822012-07-16T17:06:34Zcom_10547_131884col_10547_132202
Redondo, Ana
Pachler, Norbert
2012-05-23T13:06:59Z
2012-05-23T13:06:59Z
2012
Pachler, N. & Redondo, A. (2012) 'E-mentoring and educational research capacity development: a conceptual perspective', in Fletcher, S. & Mullen, C. (eds.) The SAGE handbook of mentoring and coaching in education. London: Sage pp.459-477
9780857027535
http://hdl.handle.net/10547/225582
en
http://www.uk.sagepub.com/books/Book235773
E-mentoring and educational research capacity development: a conceptual perspective
The SAGE handbook of mentoring and coaching in education
Book chapter
oai:uobrep.openrepository.com:10547/2255852018-12-11T10:35:17Zcom_10547_131884col_10547_132202
Jankowska, Maja
Atlay, Mark
2012-05-23T13:24:55Z
2012-05-23T13:24:55Z
2008
Jankowska, M. & Atlay, M. (2008) 'Use of creative space in enhancing students’ engagement', Innovations in Education and Teaching International, 45(3) pp.271-279.
1470-3297
1470-3300
10.1080/14703290802176162
http://hdl.handle.net/10547/225585
Innovations in Education and Teaching International
en
http://www.tandfonline.com/doi/abs/10.1080/14703290802176162
Use of creative space in enhancing students’ engagement
Article
oai:uobrep.openrepository.com:10547/2255882018-12-11T10:27:28Zcom_10547_131884col_10547_132202
Jankowska, Maja
2012-05-23T13:53:56Z
2012-05-23T13:53:56Z
2010-11
Janowska, M. (2010) 'Taking Concept Mapping (CM) forward with socially mediated structured approaches' Journal of Learning Development in Higher Education. Special Edition: Researching and evaluating Personal Development Planning and e-portfolio practice
1759-667X
http://hdl.handle.net/10547/225588
Journal of Learning Development in Higher Education
en
http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=view&path[]=112
concept mapping
personal development planning
reflection
meaning making
socially mediated activity
Taking Concept Mapping (CM) forward with socially mediated structured approaches
Article
oai:uobrep.openrepository.com:10547/2256052018-12-11T10:29:16Zcom_10547_131884col_10547_132202
Jankowska, Maja
2012-05-23T15:04:07Z
2012-05-23T15:04:07Z
2010
Jankowska, M. (2010) 'Concept mapping - a reflective tool in Personal Development Planning',Assessment, Teaching and Learning Journal (Special Issue - Employability) 10 (Winter): 14-17.
1756-8781
http://hdl.handle.net/10547/225605
Assessment, Teaching and Learning Journal
en
http://www.leedsmet.ac.uk/staff/files/ALT_Journal_No_10__HiRes_cropped.pdf
personal development planning
concept mapping
Concept mapping - a reflective tool in Personal Development Planning
Article
oai:uobrep.openrepository.com:10547/2256342018-12-11T10:36:29Zcom_10547_131884col_10547_132202
Jankowska, Maja
Manton, Rob
Gaitan, Alfredo
2012-05-23T15:21:34Z
2012-05-23T15:21:34Z
2008-12
Gaitán, A., Manton, R. & Jankowska, M. (2008) 'Moving forward from piloting e-Portfolios: applying the lessons learnt to wider adoption', Centre for Recording Achievement (CRA). PDP & ePortfolio Newsletter, 10 (Winter): 14-17.
http://hdl.handle.net/10547/225634
Centre for Recording Achievement (CRA)
en
http://www.recordingachievement.org/news-and-events/publications/pdpuk/callelement/pdp-issue15/pdf_download/
e-portfolios
PebblePad
personal development planning
Moving forward from piloting e-Portfolios: applying the lessons learnt to wider adoption
Article
oai:uobrep.openrepository.com:10547/2258132020-03-30T13:36:09Zcom_10547_131884col_10547_132202
Leask, Marilyn
Turner, Tony
Capel, Susan
2012-05-24T13:48:30Z
2012-05-24T13:48:30Z
2010
Capel, S., Leask, M. & Turner, T. (2010) Readings for learning to teach in the secondary school : a companion to M level study. London: Routledge
9780415552103
http://hdl.handle.net/10547/225813
en
Routledge
teacher training
teaching
secondary education
Readings for learning to teach in the secondary school : a companion to M level study
Book
oai:uobrep.openrepository.com:10547/2258152012-07-16T17:19:40Zcom_10547_131884col_10547_132202
Leask, Marilyn
Turner, Tony
Capel, Susan
2012-05-24T13:53:33Z
2012-05-24T13:53:33Z
2009
Capel, S., Leask, M., & Turner, T. (2009) Learning to teach in the secondary school : a companion to school experience. 5th edn. Abingdon: Routledge
9780415478724
http://hdl.handle.net/10547/225815
en
Routledge
teacher training
teaching
secondary education
Learning to teach in the secondary school : a companion to school experience
Book
oai:uobrep.openrepository.com:10547/2276722012-08-15T16:29:41Zcom_10547_131884col_10547_132202
Raiker, Andrea
University of Bedfordshire
2012-06-06T13:35:20Z
2012-06-06T13:35:20Z
2011
Raiker, A. (2011) Modelling postgraduate education, in Nygaard, C., Frick, L. & Courtney, N. (eds) (2011) Postgraduate education: form and function. Faringdon: Libri Publishing
9781907471261
http://hdl.handle.net/10547/227672
en
Libri Publishing
http://www.libripublishing.co.uk/management-policy-and-education/postgraduate-education-form-and-function
postgraduate education
Modelling postgraduate education
Postgraduate education: form and function
Book chapter
oai:uobrep.openrepository.com:10547/2276522012-08-15T16:28:47Zcom_10547_131884col_10547_132202
Redondo, Ana
University of Bedfordshire
2012-06-06T14:12:04Z
2012-06-06T14:12:04Z
2009
Redondo, A. (2009) Schools expectations and the mentor’s point of view, in Pachler, N., Barnes, A. & Field, K. (eds) Learning to teach modern foreign languages in the secondary school. London: Routledge. pp. 49-56
9780415432412
http://hdl.handle.net/10547/227652
en
Routledge
http://library.beds.ac.uk/record=b1444885~S20
education
mentoring
language teaching
secondary education
Schools expectations and the mentor’s point of view
in Learning to teach modern foreign languages in the secondary school
Book chapter
oai:uobrep.openrepository.com:10547/2277992012-07-24T09:31:03Zcom_10547_131884col_10547_132202
Younie, Sarah
University of Bedfordshire
2012-06-07T11:19:23Z
2012-06-07T11:19:23Z
2008
Younie, S. (2008) 'Developing resources using ICT', in Younie, S., Capel, S. & Leask, M. (eds.) (2008) Supporting teaching and learning in the secondary school: a companion for higher level teaching assistants. Abingdon: Routledge. pp. 125-132
9780415358842
http://hdl.handle.net/10547/227799
en
Routledge
http://www.routledge.com/books/details/9780415358842/
teaching
learning
secondary education
information technology
Developing resources using ICT
in Supporting teaching and learning in the secondary school: a companion for higher level teaching assistants
Book chapter
oai:uobrep.openrepository.com:10547/2278152012-07-24T09:32:01Zcom_10547_131884col_10547_132202
Younie, Sarah
University of Bedfordshire
2012-06-07T11:28:28Z
2012-06-07T11:28:28Z
2008
Younie, S. & Powell, K. (2008) 'Your professional development', in Younie, S., Capel, S. & Leask, M. (eds) (2008) Supporting teaching and learning in the secondary school: a companion for higher level teaching assistants. Abingdon: Routledge. pp. 147-159
9780415358842
http://hdl.handle.net/10547/227815
en
Routledge
http://www.routledge.com/books/details/9780415358842/
teaching assistants
Your professional development
in Supporting teaching and learning in the secondary school: a companion for higher level teaching assistants
Book chapter
oai:uobrep.openrepository.com:10547/2278362012-08-15T16:26:26Zcom_10547_131884col_10547_132202
Fowler, Zoe
Baird, Adela
Baron, Stephen
Davies, Susan
Procter, Richard
Salisbury, Jane
University of Bedfordshire
2012-06-07T13:57:05Z
2012-06-07T13:57:05Z
2009
Fowler, Z., Baird, A., Baron, S., Davies, S., Proctor, R. & Salisbury, J. (2009) 'Building research capacity in education: evidence from recent initiatives in England, Scotland and Wales', International Journal for Researcher Development, 1(2) pp.173-189
2048-8696
10.1108/1759751X201100011
http://hdl.handle.net/10547/227836
International Journal for Researcher Development
en
http://www.emeraldinsight.com/10.1108/1759751X201100011
Archived with thanks to International Journal for Researcher Development
education
research capacity
researchers
research
Building research capacity in education: evidence from recent initiatives in England, Scotland and Wales
Article
oai:uobrep.openrepository.com:10547/2278542012-08-15T16:05:07Zcom_10547_131884col_10547_132202
Lambert, Steve
University of Bedfordshire
2012-06-07T14:58:00Z
2012-06-07T14:58:00Z
2011
Lambert, S. (2011) 'Sustainable leadership and the implication for the general further education college sector', Journal of Further and Higher Education 35 (1), pp. 131-148
0309-877X
1469-9486
10.1080/0309877X.2010.540319
http://hdl.handle.net/10547/227854
Journal of Further and Higher Education
en
http://www.tandfonline.com/doi/abs/10.1080/0309877X.2010.540319
Archived with thanks to Journal of Further and Higher Education
sustainable leadership
leadership and management
post compulsory education
leadership
Sustainable leadership and the implication for the general further education college sector
Article
oai:uobrep.openrepository.com:10547/2278522018-12-12T02:05:27Zcom_10547_131884col_10547_132202
Jankowska, Maja
University of Bedfordshire
2012-06-07T14:51:51Z
2012-06-07T14:51:51Z
2009
Jankowska, M. (2009) Concept mapping technique as a vehicle for gaining insight into students’ understanding of personal development, ICERI 2009 proceedings
9788461329533
http://hdl.handle.net/10547/227852
en
ICERI
concept mapping
personal development planning
Personal development
culture
Concept mapping technique as a vehicle for gaining insight into students’ understanding of personal development
ICERI 2009 proceedings
Book
oai:uobrep.openrepository.com:10547/2325712012-07-10T10:03:34Zcom_10547_131884col_10547_132202
Younie, Sarah
Capel, Susan
Leask, Marilyn
University of Bedfordshire
2012-07-09T10:31:34Z
2012-07-09T10:31:34Z
2008
Younie, S., Capel, S. & Leask, M. (eds.) (2008) Supporting teaching and learning in the secondary school: a companion for higher level teaching assistants. Abingdon: Routledge
9780415358842
http://hdl.handle.net/10547/232571
en
Routledge
teaching assistants
teaching
learning
secondary education
Supporting teaching and learning in the secondary school: a companion for higher level teaching assistants
Book
oai:uobrep.openrepository.com:10547/2340512012-07-17T11:27:33Zcom_10547_131884col_10547_132202
Burton, D.
Lee, K.
Younie, Sarah
2012-07-17T10:24:15Z
2012-07-17T10:24:15Z
2009
Burton, D., Lee, K. & Younie, S. (2009) 'Understanding learning' in Younie, S., Capel, S. & Leask, M. (eds.) Supporting teaching and learning in schools: a companion for higher level teaching assistants. London: Routledge. pp.82-90
9780415358842
http://hdl.handle.net/10547/234051
en
Routledge
learning
teaching assistants
Understanding learning
in Supporting teaching and learning in schools: a companion for higher level teaching assistants
Book chapter
oai:uobrep.openrepository.com:10547/2386552018-06-28T12:32:39Zcom_10547_131884col_10547_132202
Kuyok, A.K.
Maylor, Uvanney
Robson, J.
Ross, A.
London Metropolitan University
2012-08-14T21:34:33Z
2012-08-14T21:34:33Z
2009
Kuyok, A.K., Maylor, U., Robson, J. & Ross, A. (2009) Educational experiences and needs of Horn of Africa children in Islington Schools, London: Institute for Policy Studies in Education, London Metropolitan University.
http://hdl.handle.net/10547/238655
en
Institute for Policy Studies in Education
http://www.londonmet.ac.uk/research-units/ipse/research-projects/completed-projects/p92.cfm
ethnic minorities
Horn of Africa
Eritrea
Ethiopia
Somalia
Sudan
education
achievement
London
Islington
Educational experiences and needs of Horn of Africa children in Islington Schools
Other
oai:uobrep.openrepository.com:10547/2386422018-06-28T12:32:17Zcom_10547_131884col_10547_132202
Kuyok, A.K.
Maylor, Uvanney
Robson, J.
Hutchings, Merryn
London Metropolitan University
2012-08-14T21:33:42Z
2012-08-14T21:33:42Z
2009
Kuyok, A.K., Maylor, U., Robson, J. & Hutchings, M. (2009) Educational experiences and needs of Horn of Africa children in Camden schools. London: Institute for Policy Studies in Education, London Metropolitan University.
http://hdl.handle.net/10547/238642
en
London Metropolitan University
http://www.londonmet.ac.uk/research-units/ipse/research-projects/completed-projects/p90.cfm
ethnic minorities
Horn of Africa
Eritrea
Ethiopia
Somalia
Sudan
education
Camden
London
Educational experiences and needs of Horn of Africa children in Camden schools
Other
oai:uobrep.openrepository.com:10547/2386412012-08-15T15:50:46Zcom_10547_131884col_10547_132202
Minty, Sarah
Maylor, Uvanney
Issa, Tözün
Kuyok, Kuyok
Ross, Alistair
2012-08-14T21:33:25Z
2012-08-14T21:33:25Z
2008
Minty, S., Maylor, U., Issa, T., Kuyok, K. & Ross, A. (2008) Our languages: teachers in supplementary schools and their aspirations to teach community languages. London: Institute for Policy Studies in Education London Metropolitan University.
http://hdl.handle.net/10547/238641
en
Institute for Policy Studies in Education London Metropolitan University
http://www.ourlanguages.org.uk/resources/documents/londonmet_report.pdf
teacher training
language teaching
education
supplementary schools
community languages
Our languages: teachers in supplementary schools and their aspirations to teach community languages
Other
oai:uobrep.openrepository.com:10547/2386402012-08-15T15:54:54Zcom_10547_131884col_10547_132202
Leathwood, C.
Maylor, Uvanney
Moreau, Marie-Pierre
2012-08-14T21:33:01Z
2012-08-14T21:33:01Z
2009
Leathwood, C., Maylor, U. & Moreau, M.P. (2009) Experiences of black and minority ethnic staff working in higher education: literature review. London: Institute for Policy Studies in Education London Metropolitan University.
http://hdl.handle.net/10547/238640
en
Institute for Policy Studies in Education London Metropolitan University
http://www.ecu.ac.uk/publications/experience-of-bme-staff-in-he-final-report
ethnic minorities
higher education
human resources
Experiences of black and minority ethnic staff working in higher education: literature review
Other
oai:uobrep.openrepository.com:10547/2386382012-08-15T16:02:53Zcom_10547_131884col_10547_132202
Maylor, Uvanney
Tanner, Emily
Finch, Steven
Glass, Katie
Issa, Tözün
Low, Natalie
Minty, Sarah
Purdon, Susan
Rose, Anthea
Taylor, Eleanor
Tipping, Sarah
2012-08-14T21:32:17Z
2012-08-14T21:32:17Z
2010
Maylor, U. et al (2010) The impact of supplementary schools on pupils' attainment: An investigation into what factors contribute to educational improvements. Nottingham: Department for Children, Schools and Families.
http://hdl.handle.net/10547/238638
en
Department for Children, Schools and Families
http://www.londonmet.ac.uk/research-units/ipse/research-projects/completed-projects/p98.cfm
supplementary schools
education
achievement
attainment
The impact of supplementary schools on pupils' attainment: an investigation into what factors contribute to educational improvements
Other
oai:uobrep.openrepository.com:10547/2386392012-08-15T15:58:49Zcom_10547_131884col_10547_132202
Hutchings, Merryn
Osgood, Jayne
Allen, Kim
Maylor, Uvanney
Williams, Katya
2012-08-14T21:32:44Z
2012-08-14T21:32:44Z
2009
Hutchings, M., Osgood, J., Allen, K., Maylor, U. and Williams, K. (2009) Scoping manageable and strategic approaches to CPD for supply teachers. London: General Teaching Council for England
http://hdl.handle.net/10547/238639
en
http://www.londonmet.ac.uk/research-units/ipse/research-projects/completed-projects/p94.cfm
continuing professional development
supply teachers
education
Scoping manageable and strategic approaches to CPD for supply teachers
Other
oai:uobrep.openrepository.com:10547/2386542018-06-28T12:18:39Zcom_10547_131884col_10547_132202
Hutchings, Merryn
Seeds, K.
Coleman, N.
Harding, C.
Mansaray, A.
Maylor, Uvanney
Minty, Sarah
Pickering, E.
2012-08-14T21:34:17Z
2012-08-14T21:34:17Z
2009
Hutchings, M., Seeds, K., Coleman, N., Harding, C., Mansaray, A., Maylor, U., Minty, S. and Pickering, E. (2009) Aspects of school workforce remodelling: strategies used and impact on workload and standards. Nottingham: Department for Children, Schools and Families.
http://hdl.handle.net/10547/238654
en
Department for Children, Schools and Families
http://www.education.gov.uk/rsgateway/DB/RRP/u015187/index.shtml
National Agreement (Raising Standards and Tackling Workload)
education
headteachers
teachers
school support staff
school workforce
Aspects of school workforce remodelling: strategies used and impact on workload and standards
Other
oai:uobrep.openrepository.com:10547/2923272020-04-23T07:29:50Zcom_10547_131884com_10547_251948col_10547_132202col_10547_251955
Raiker, Andrea
University of Bedfordshire
2013-05-20T07:52:53Z
2013-05-20T07:52:53Z
2010-11
Raiker, A. (2010)'An investigation into the undergraduate dissertation tutorial as a personal development planning (PDP) process to support learner development', Journal of Learning Development in Higher Education, Special Edition [Online]. Available at: http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=index.
1759-667X
http://hdl.handle.net/10547/292327
Journal of Learning Development in Higher Education
The investigation discussed in this paper was motivated by a finding revealed through analysis of the dissertation grades of final year undergraduates on an education honours degree. A third of dissertations received grades equating to third class honours or fails and this was viewed by the Faculty as being unacceptable. As a Fellow of the University’s Centre for Excellence in Teaching and Learning with a focus on personal development, I was asked by the course leader to identify possible causes and suggest changes. My critical reflection on the dissertation suggested that its creation is predicated upon Personal Development Planning (PDP) processes practised through the mediation of the tutorial. I am investigating the effectiveness of the tutorial to support learner development over a two year period, contributing to an overarching action research project undertaken by the National Action Research Network (NARN). This paper presents the outcomes of the first cycle of my action research, involving the collection and analysis of quantitative and qualitative data from students and dissertation supervisors. At this stage it appears that the design of the dissertation meets the needs of some students but not all, particularly the lower third of the sample cohort. Furthermore some students, including a number of thirds and fails, do not perceive tutorial support as essential for the successful completion of their dissertations. Overall, it appears that the tutorial process requires review in order to support the autonomous and/or collaborative learning needed for effective learner development.
en
University of Bedfordshire
http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=index
action research
dissertation
tutorial
PDP
learner development
An investigation into the undergraduate dissertation tutorial as a Personal Development Planning (PDP) process to support learner development
ArticleThe investigation discussed in this paper was motivated by a finding revealed through analysis of the dissertation grades of final year undergraduates on an education honours degree. A third of dissertations received grades equating to third class honours or fails and this was viewed by the Faculty as being unacceptable. As a Fellow of the University’s Centre for Excellence in Teaching and Learning with a focus on personal development, I was asked by the course leader to identify possible causes and suggest changes. My critical reflection on the dissertation suggested that its creation is predicated upon Personal Development Planning (PDP) processes practised through the mediation of the tutorial. I am investigating the effectiveness of the tutorial to support learner development over a two year period, contributing to an overarching action research project undertaken by the National Action Research Network (NARN). This paper presents the outcomes of the first cycle of my action research, involving the collection and analysis of quantitative and qualitative data from students and dissertation supervisors. At this stage it appears that the design of the dissertation meets the needs of some students but not all, particularly the lower third of the sample cohort. Furthermore some students, including a number of thirds and fails, do not perceive tutorial support as essential for the successful completion of their dissertations. Overall, it appears that the tutorial process requires review in order to support the autonomous and/or collaborative learning needed for effective learner development.oai:uobrep.openrepository.com:10547/2923922013-05-20T14:36:13Zcom_10547_131884col_10547_132202
Raiker, Andrea
University of Bedfordshire
2013-05-20T13:36:12Z
2013-05-20T13:36:12Z
2010
Raiker, A. (2010) 'Creativity and reflection: some theoretical perspectives arising from practice'. in Nygaard, C., Holtham, C. & Courtney, N. Teaching creativity: creativity in teaching. Faringdon: Libri Publishing. pp. 121-138
http://hdl.handle.net/10547/292392
en
Libri Publishing
http://library.beds.ac.uk/record=b1486861~S20
Creativity and reflection: some theoretical perspectives arising from practice
Book chapter
oai:uobrep.openrepository.com:10547/2924692013-05-21T10:03:35Zcom_10547_131884col_10547_132202
Raiker, Andrea
University of Bedfordshire
2013-05-21T09:03:35Z
2013-05-21T09:03:35Z
2009
Raiker, A. (2009) 'A personalised approach to improving students’ learning outcomes', in Nygaard, C., Hotlham, C. & Courtney, N. (eds.) Improving students' learning outcome. Copenhagen: Copenhagen Business School Press. pp. 49-64.
9780415480499
http://hdl.handle.net/10547/292469
en
Copenhagen Business School Press
A personalised approach to improving students’ learning outcomes
Book chapter
oai:uobrep.openrepository.com:10547/2926092013-05-22T10:55:08Zcom_10547_131884col_10547_132202
Raiker, Andrea
University of Bedfordshire
2013-05-22T09:39:52Z
2013-05-22T09:39:52Z
2007
Raiker, A. (2007) 'Cognitive development', in Zwozdiak-Myers, P. (ed.) Childhood and youth studies. London: Sage.
9781844450756
http://hdl.handle.net/10547/292609
en
Sage
Cognitive development
Book chapter
oai:uobrep.openrepository.com:10547/2925662019-11-04T09:36:02Zcom_10547_131884col_10547_132202
Raiker, Andrea
University of Bedfordshire
2013-05-22T09:38:28Z
2013-05-22T09:38:28Z
2007
Raiker, A. (2007) 'Assessment for learning', in Jacques, K. and Hyland, R. (eds.) Professional studies: Primary and early years. Exeter: Learning Matters
9781844450954
http://hdl.handle.net/10547/292566
en
Sage Publications
Assessment for learning
Book chapter
oai:uobrep.openrepository.com:10547/2926832013-05-28T09:26:50Zcom_10547_131884col_10547_132202
Caillau, Ihsan
2013-05-24T07:45:51Z
2013-05-24T07:45:51Z
2009
Caillau, I. (2009) 'Primary schools facing challenging circumstances in Yorkshire and the Humber', Working Paper edn. Sheffield Hallam University.
http://hdl.handle.net/10547/292683
en
Sheffield Hallam University
http://www.shu.ac.uk/_assets/pdf/ceir-SFCCFirstPhaseReport.pdf
primary education
Primary schools facing challenging circumstances in Yorkshire and the Humber
Working Paper
oai:uobrep.openrepository.com:10547/2939172020-04-23T07:29:58Zcom_10547_131884col_10547_132202
Raiker, Andrea
2013-06-13T10:21:23Z
2013-06-13T10:21:23Z
2012
Raiker, A. & Procter, R. (2012) 'Threshold concepts and their use in the professional development of mathematics teachers: a methodology for collaboration across four European countries', British Educational Research Association Annual Conference (BERA), Manchester, UK, 4-6 September 2012. Manchester: BERA, paper 0231
http://hdl.handle.net/10547/293917
This study is focused on the introduction of threshold concepts (Meyer and Land, 2006) to mathematics teachers in Finland, Portugal, Spain and the UK as part of their professional development. A multidisciplinary team drawn from the four participating countries have developed a methodology to identify threshold concepts in the teaching of ratio. A flexible multiple case study approach with an exploratory perspective allows the attenuation of differences arising from the contexts of each of the four countries and research teams whilst providing a basis for comparative analysis. The research design involves combining technologies such as pathfinder associative networking and knowledge mapping software, developed specifically for the research, and traditional methods.
en
BERA
http://www.bera.ac.uk/bera2012/pdf/BERA2012_0231.pdf
http://www.leeds.ac.uk/educol/documents/213782.pdf
Threshold concepts and their use in the professional development of mathematics teachers: a methodology for collaboration across four European countries
Conference papers, meetings and proceedingsThis study is focused on the introduction of threshold concepts (Meyer and Land, 2006) to
mathematics teachers in Finland, Portugal, Spain and the UK as part of their professional
development. A multidisciplinary team drawn from the four participating countries have developed a
methodology to identify threshold concepts in the teaching of ratio. A flexible multiple case study
approach with an exploratory perspective allows the attenuation of differences arising from the
contexts of each of the four countries and research teams whilst providing a basis for comparative
analysis. The research design involves combining technologies such as pathfinder associative
networking and knowledge mapping software, developed specifically for the research, and traditional
methods.oai:uobrep.openrepository.com:10547/2939182020-04-23T07:29:58Zcom_10547_131884col_10547_132202
Raiker, Andrea
Rautiainen, Matti
2013-06-13T10:21:53Z
2013-06-13T10:21:53Z
2012
Raiker, A. & Rautiainen, M. (2012) 'A comparison of student teacher conceptions of excellence in teaching at two Universities in England and Finland', British Educational Research Association (BERA), Manchester, UK, 4-6 September 2012. Manchester: BERA, paper 0166
http://hdl.handle.net/10547/293918
‘Excellence' is a word that appears regularly in government documentation on teaching, for example when reviewing the curriculum review in England (DFE, 2011) or teacher education (DFE, 2010) but it is not defined. It appears that conceptions of excellence may be different in England and Finland,arising out of philosophical, historical, socio-economic and political differences, in other words, from cultural backgrounds. This assumption was tested by means of a small international research project that investigated student teacher conceptions of excellence in teaching at Education Departments at the University of Jyväskylä in Finland and the University of Bedfordshire in England.
en
BERA
http://www.bera.ac.uk/bera2012/pdf/BERA2012_0166.pdf
http://www.leeds.ac.uk/educol/documents/213353.pdf
A comparison of student teacher conceptions of excellence in teaching at two universities in England and Finland
Conference papers, meetings and proceedings‘Excellence' is a word that appears regularly in government documentation on teaching, for example
when reviewing the curriculum review in England (DFE, 2011) or teacher education (DFE, 2010) but it is not defined. It appears that conceptions of excellence may be different in England and Finland,arising out of philosophical, historical, socio-economic and political differences, in other words, from cultural backgrounds. This assumption was tested by means of a small international research project that investigated
student teacher conceptions of excellence in teaching at Education Departments at the University of Jyväskylä in Finland and the University of Bedfordshire in England.oai:uobrep.openrepository.com:10547/2939222013-06-13T11:36:07Zcom_10547_131884col_10547_132202
Raiker, Andrea
2013-06-13T10:30:16Z
2013-06-13T10:30:16Z
2008
Raiker, A. (2008) 'Monitoring and Assessing pupils’ in Younie, S., Capel, S. & Leask, M (eds.) Supporting Teaching and Learning in Schools: A Handbook for Higher Level Teaching Assistants. London: Routledge, pp.91-107
9780415358842
http://hdl.handle.net/10547/293922
en
Routledge
http://www.routledge.com/books/details/9780415358842/
Monitoring and assessing pupils
Book chapter
oai:uobrep.openrepository.com:10547/2941102020-04-23T07:34:14Zcom_10547_131884col_10547_132202
Jones, Fiona
Kinman, Gail
Kinman, Russell
University of Bedfordshire
De Montfort University
University of Leeds
2013-06-17T12:23:24Z
2013-06-17T12:23:24Z
2006-04-01
Kinman, G., Jones, F., & Kinman, R. (2006). 'The well‐being of the UK academy, 1998–2004'. Quality in Higher Education, 12(1), 15-27.
1353-8322
10.1080/13538320600685081
http://hdl.handle.net/10547/294110
Quality in higher education
This paper compares the findings of two studies, conducted in 1998 and 2004, of academic staff in British universities. It examines the stability over time of working hours, specific work stressors and levels of psychological distress. Comparisons are also made between the levels of psychological distress currently reported by academic staff and those reported by other professional groups and the general population in the UK. Finally, the paper assesses the extent to which UK universities are meeting minimum health and safety at work standards for the management of job stressors. The findings indicate that: there has been little change in the levels of most stressors experienced over the six year period; the high levels of psychological distress found in the 1998 study are undiminished and exceed those of other professional groups and the population generally; the majority of the health and safety at work standards are not met. Possible implications of these findings for the quality of UK higher education are discussed.
en
Carfax Publishing Co.
http://www.tandfonline.com/doi/abs/10.1080/13538320600685081#.Ub8FEue-o0E
The well‐being of the UK Academy, 1998–2004.
ArticleThis paper compares the findings of two studies, conducted in 1998 and 2004, of academic staff in British universities. It examines the stability over time of working hours, specific work stressors and levels of psychological distress. Comparisons are also made between the levels of psychological distress currently reported by academic staff and those reported by other professional groups and the general population in the UK. Finally, the paper assesses the extent to which UK universities are meeting minimum health and safety at work standards for the management of job stressors. The findings indicate that: there has been little change in the levels of most stressors experienced over the six year period; the high levels of psychological distress found in the 1998 study are undiminished and exceed those of other professional groups and the population generally; the majority of the health and safety at work standards are not met. Possible implications of these findings for the quality of UK higher education are discussed.oai:uobrep.openrepository.com:10547/5945812016-01-22T13:20:30Zcom_10547_131884col_10547_132202
Younie, Sarah
Leask, Marilyn
2016-01-22T13:20:29Z
2016-01-22T13:20:29Z
2013-02
Younie, S., Leask, M. (2013) 'Teaching with technologies: the essential guide'. Open University Press.
0335246184
9780335246182
http://hdl.handle.net/10547/594581
en
Open University Press
Teaching with technologies: the essential guide
Book
oai:uobrep.openrepository.com:10547/5945942020-04-23T08:41:04Zcom_10547_131884col_10547_132202
Messer, David J.
Pine, Karen J.
Butler, Cathal
Open University
University of Hertfordshire
2016-01-22T12:36:11Z
2016-01-22T12:36:11Z
2008-02
Messer, D., Pine, K., Butler, C. (2008) 'Children's behaviour and cognitions across different balance tasks'. Learning and Instruction 18 (1):42
0959-4752
10.1016/j.learninstruc.2006.09.008
http://hdl.handle.net/10547/594594
Learning and Instruction
Children's understanding of the way objects balance has provided important insights about cognitive development [e.g., Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press; Siegler, R. S. (1976). Three aspects of cognitive development. Cognitive Psychology, 8, 481–520]. We investigated the performance of 86 children aged between 5 and 7 years to see whether their cognitions about balance were consistent across different types of balance task. The children did not utilise the same cognitive processes across the different tasks; instead performance appeared to be influenced by perceptual and task characteristics. The findings emphasise that children's ability to access their knowledge varies with task demands and that theories about cognitive development need to take greater account of this variation.
en
Elsevier
http://linkinghub.elsevier.com/retrieve/pii/S095947520600079X
Archived with thanks to Learning and Instruction
balance
context
representations
Children's behaviour and cognitions across different balance tasks
ArticleChildren's understanding of the way objects balance has provided important insights about cognitive development [e.g., Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press; Siegler, R. S. (1976). Three aspects of cognitive development. Cognitive Psychology, 8, 481–520]. We investigated the performance of 86 children aged between 5 and 7 years to see whether their cognitions about balance were consistent across different types of balance task. The children did not utilise the same cognitive processes across the different tasks; instead performance appeared to be influenced by perceptual and task characteristics. The findings emphasise that children's ability to access their knowledge varies with task demands and that theories about cognitive development need to take greater account of this variation.oai:uobrep.openrepository.com:10547/5945972020-04-23T07:34:19Zcom_10547_131884col_10547_132202
Carmichael, Patrick
2016-01-22T12:59:11Z
2016-01-22T12:59:11Z
2011-09-26
Carmichael, P. (2011) 'Research Capacity Building in Education: The Role of Digital Archives'. British Journal of Educational Studies 59 (3):323
0007-1005
1467-8527
10.1080/00071005.2011.599788
http://hdl.handle.net/10547/594597
British Journal of Educational Studies
Accounts of how research capacity in education can be developed often make reference to electronic networks and online resources. This paper presents a theoretically driven analysis of the role of one such resource, an online archive of educational research studies that includes not only digitised collections of original documents but also videos of contextual interviews with the original researchers, linked and presented using emerging ‘semantic web’ technologies. An exploration with a group of early career researchers in education of how the archive might be used to support their own research activities is reported: this suggests that thinking about such online resources as elements of heterogeneous ‘assemblages’ may be useful in their design and in understanding their role in research training and research networks more generally.
en
Taylor & Francis
http://www.tandfonline.com/doi/abs/10.1080/00071005.2011.599788
Archived with thanks to British Journal of Educational Studies
research capacity
networking
digital archives
assemblages
evaluation
Research capacity building in education: the role of digital archives
ArticleAccounts of how research capacity in education can be developed often make reference to electronic networks and online resources. This paper presents a theoretically driven analysis of the role of one such resource, an online archive of educational research studies that includes not only digitised collections of original documents but also videos of contextual interviews with the original researchers, linked and presented using emerging ‘semantic web’ technologies. An exploration with a group of early career researchers in education of how the archive might be used to support their own research activities is reported: this suggests that thinking about such online resources as elements of heterogeneous ‘assemblages’ may be useful in their design and in understanding their role in research training and research networks more generally.oai:uobrep.openrepository.com:10547/5945982020-04-23T07:34:19Zcom_10547_131884col_10547_132202
Edwards, Richard
Carmichael, Patrick
2016-01-22T13:17:26Z
2016-01-22T13:17:26Z
2012-10
Edwards, R., Carmichael, P. (2012) 'Secret codes: the hidden curriculum of semantic web technologies' Discourse: Studies in the Cultural Politics of Education 33 (4):575
0159-6306
1469-3739
10.1080/01596306.2012.692963
http://hdl.handle.net/10547/594598
Discourse: Studies in the Cultural Politics of Education
There is a long tradition in education of examination of the hidden curriculum, those elements which are implicit or tacit to the formal goals of education. This article draws upon that tradition to open up for investigation the hidden curriculum and assumptions about students and knowledge that are embedded in the coding undertaken to facilitate learning through information technologies, and emerging ‘semantic technologies’ in particular. Drawing upon an empirical study of case-based pedagogy in higher education, we examine the ways in which code becomes an actor in both enabling and constraining knowledge, reasoning, representation and students. The article argues that how this occurs, and to what effect, is largely left unexamined and becomes part of the hidden curriculum of electronically mediated learning that can be more explicitly examined by positioning technologies in general, and code in particular, as actors rather than tools. This points to a significant research agenda in technology enhanced learning.
en
Taylor & Francis
http://www.tandfonline.com/doi/abs/10.1080/01596306.2012.692963
Archived with thanks to Discourse: Studies in the Cultural Politics of Education
semantic technologies
semantic web
hidden curriculum
e-learning
elearning
metadata
knowledge representation
Secret codes: the hidden curriculum of semantic web technologies
ArticleThere is a long tradition in education of examination of the hidden curriculum, those elements which are implicit or tacit to the formal goals of education. This article draws upon that tradition to open up for investigation the hidden curriculum and assumptions about students and knowledge that are embedded in the coding undertaken to facilitate learning through information technologies, and emerging ‘semantic technologies’ in particular. Drawing upon an empirical study of case-based pedagogy in higher education, we examine the ways in which code becomes an actor in both enabling and constraining knowledge, reasoning, representation and students. The article argues that how this occurs, and to what effect, is largely left unexamined and becomes part of the hidden curriculum of electronically mediated learning that can be more explicitly examined by positioning technologies in general, and code in particular, as actors rather than tools. This points to a significant research agenda in technology enhanced learning.