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    • IREd Institute for Research in Education - to April 2016
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        Teaching with technologies: the essential guide

        Younie, Sarah; Leask, Marilyn (Open University Press, 2013-02)
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        The essential guide to ICT: teaching with technologies

        Younie, Sarah (Open University Press, 2013)
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        Secret codes: the hidden curriculum of semantic web technologies

        Edwards, Richard; Carmichael, Patrick (Taylor & Francis, 2012-10)
        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.
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        Notions of diversity, British identities and citizenship belonging

        Maylor, Uvanney (2012-05-17)
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        ICT teacher training: evidence for multilevel evaluation from a national initiative

        Davis, Niki; Preston, Christina; Sahin, Ismail (2012-05-16)
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        ‘They do not relate to Black people like us’: Black teachers as role models for Black pupils

        Maylor, Uvanney (2012-05-16)
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        Braided learning: an emerging process observed in e-communities of practice

        Preston, Christina (2012-05-15)
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        Research impact and dissemination

        Leask, Marilyn; University of Bedfordshire (Sage Publications, 2012)
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        Debates in ICT

        Younie, Sarah; Leask, Marilyn (Routledge, 2012)
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        E-mentoring and educational research capacity development: a conceptual perspective

        Redondo, Ana; Pachler, Norbert (2012)
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        A comparison of student teacher conceptions of excellence in teaching at two universities in England and Finland

        Raiker, Andrea; Rautiainen, Matti (BERA, 2012)
        ‘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.
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        Threshold concepts and their use in the professional development of mathematics teachers: a methodology for collaboration across four European countries

        Raiker, Andrea (BERA, 2012)
        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.
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        PIMS – a model providing timely research for research informed policy making?

        Leask, Marilyn; Preston, Christina; University of Bedfordshire (2012)
        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.
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        Research capacity building in education: the role of digital archives

        Carmichael, Patrick (Taylor & Francis, 2011-09-26)
        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.
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        Improving the Professional Knowledge Base for Education: using knowledge management and Web 2.0 tools

        Leask, Marilyn; University of Bedfordshire (2011)
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        in MirandaMods: from practice to praxis in informal professional learning contexts

        Preston, Christina (Springer, 2011)
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        E-safety guidance for the FE & Skills Sector

        Preston, Christina; Allen, Allison; Payton, M.; Pickering, S. (Becta, 2011)
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        Developing a framework for postgraduate education

        Raiker, Andrea (Libri Publishing, 2011)
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        Modelling postgraduate education

        Raiker, Andrea; University of Bedfordshire (Libri Publishing, 2011)
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        Sustainable leadership and the implication for the general further education college sector

        Lambert, Steve; University of Bedfordshire (2011)
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