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All Outputs (17)

Conceptualising authentic mobile learning (2015)
Book Chapter
Burden, K., & Kearney, M. (2016). Conceptualising authentic mobile learning. In D. Churchill, J. Lu, T. K. Chiu, & B. Fox (Eds.), Mobile learning design: Theories and application (27-42). Singapore: Springer Publishing Company. https://doi.org/10.1007/978-981-10-0027-0_2

© Springer Science+Business Media Singapore 2016. Conventional accounts of authentic learning focus on contextual factors: tasks, processes, how situated the learning is and the extent to which learners engage in simulated or participative real-world... Read More about Conceptualising authentic mobile learning.

Participatory knowledge mobilisation: an emerging model for international translational research in education (2015)
Journal Article
Jones, S., Procter, R., & Younie, S. (in press). Participatory knowledge mobilisation: an emerging model for international translational research in education. Journal of education for teaching : JET, 41(5), 555-573. https://doi.org/10.1080/02607476.2015.1105540

Research alone does not inform practice, rather a process of knowledge translation is required to enable research findings to become meaningful for practitioners in their contextual settings. However, the translational process needs to be an iterativ... Read More about Participatory knowledge mobilisation: an emerging model for international translational research in education.

Resilience, moorings and international student mobilities - exploring biographical narratives of social science students in the UK (2015)
Journal Article
Ploner, J. (2017). Resilience, moorings and international student mobilities - exploring biographical narratives of social science students in the UK. Mobilities, 12(3), 425-444. https://doi.org/10.1080/17450101.2015.1087761

Whilst research into the changing landscape of the UK Higher Education (HE) has produced a burgeoning literature on ‘internationalisation’ and ‘transnational student mobility’ over the past few years, still fairly little is known about international... Read More about Resilience, moorings and international student mobilities - exploring biographical narratives of social science students in the UK.

Barriers and solutions to innovation in teacher education (2015)
Journal Article
Burden, K., & Jones, S. (2015). Barriers and solutions to innovation in teacher education. Elearning papers, 60-63

This article proposes how mobile technologies are being employed innovatively in teacher education across the European Union, contributing to an adjustment in teacher training models. It identifies various barriers and challenges to innovation and il... Read More about Barriers and solutions to innovation in teacher education.

Socially just, radical alternatives for education and youth work practice: Re-imagining ways of working with young people (2015)
Book
Cooper, C., Gormally, S., & Hughes, G. (Eds.). (2015). Socially just, radical alternatives for education and youth work practice: Re-imagining ways of working with young people. London: Palgrave Macmillan. https://doi.org/10.1057/9781137393593

Challenging dominant discourses in neoliberal marketized societies about working with disconnected young people, this book argues that alternative, radical approaches to formal and informal education are necessary to challenge repressive practices, a... Read More about Socially just, radical alternatives for education and youth work practice: Re-imagining ways of working with young people.

Alternative provision free schools: Educational fireworks or sparks of optimism for excluded young people? (2015)
Book Chapter
Hope, M. A. (2015). Alternative provision free schools: Educational fireworks or sparks of optimism for excluded young people?. In C. Cooper, S. Gormally, & G. Hughes (Eds.), Socially just, radical alternatives for education and youth work practice (107-126). London: Palgrave Macmillan. https://doi.org/10.1057/9781137393593_6

For those of us who have spent our professional lives working alongside children and young people who are disaffected with education, re-imagining education — or more specifically, re-imagining schools — is crucial. Could it be possible for the state... Read More about Alternative provision free schools: Educational fireworks or sparks of optimism for excluded young people?.

In pursuit of a common values base for working with young people in formal, informal and social learning (2015)
Book Chapter
Rippingale, J. (2015). In pursuit of a common values base for working with young people in formal, informal and social learning. In C. Cooper, S. Gormally, & G. Hughes (Eds.), Socially-just radical alternatives for education and youth work practice : re-imagining ways of working with young people (127-144). London: Palgrave Macmillan. https://doi.org/10.1057/9781137393593_7

Abstract: This chapter advocates a common values base and framework for working with young people in formal, informal and social learning. These three learning spheres will be defined in the context of young people’s lives, with the premise that youn... Read More about In pursuit of a common values base for working with young people in formal, informal and social learning.

‘Imagining otherwise’ or tinkering with the system? (2015)
Book Chapter
Hughes, G. (2015). ‘Imagining otherwise’ or tinkering with the system?. In C. Cooper, S. Gormally, & G. Hughes (Eds.), Socially just, radical alternatives for education and youth work practice: Re-imagining ways of working with young people (220-244). London: Palgrave Macmillan. https://doi.org/10.1057/9781137393593_11

Reay’s point is extremely poignant: she is calling for culture change and, short of a revolution in education, this is surely a must for both young people and staff. Cooper (2012) similarly calls for a radical shift in youth work to counter the curre... Read More about ‘Imagining otherwise’ or tinkering with the system?.

Identity, citizenship, and moral constructs from the virtual self (2015)
Book Chapter
Martin, S. (2015). Identity, citizenship, and moral constructs from the virtual self. In K. Terry, & A. Cheney (Eds.), Utilizing Virtual and Personal Learning Environments for Optimal Learning (217-237). IGI Global. https://doi.org/10.4018/978-1-4666-8847-6.ch010

Many young people now access digital networks that include individuals very unlike them who promote different cultural, religious and ethical value systems and behaviour. Such value systems can create conflicts of expectation for young people seeking... Read More about Identity, citizenship, and moral constructs from the virtual self.

Developing active citizenship in schools : a case study of democracy in practice (2015)
Book Chapter
Hope, M. (2015). Developing active citizenship in schools : a case study of democracy in practice. International handbook of progressive education (325 - 336). Peter Lang Publishing

This chapter offers a critique of current definitions of active citizenship and argues that children and young people need to be seen as citizens within their school communities and not just citizens of the future. Pedagogy and school decision-making... Read More about Developing active citizenship in schools : a case study of democracy in practice.

Marketing in schools, commercialization and sustainability: policy disjunctures surrounding the commercialization of childhood and education for sustainable lifestyles in England (2015)
Journal Article
Wilkinson, G. (2016). Marketing in schools, commercialization and sustainability: policy disjunctures surrounding the commercialization of childhood and education for sustainable lifestyles in England. Educational review, 68(1), 56-70. https://doi.org/10.1080/00131911.2015.1058750

Capitalist expansion is predicated on consumption and growth driven by citizens following their individual preferences in the marketplace. To promote consumption and influence consumer wants and desire, propaganda is used to persuade citizens to purc... Read More about Marketing in schools, commercialization and sustainability: policy disjunctures surrounding the commercialization of childhood and education for sustainable lifestyles in England.

‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback (2015)
Journal Article
Shields, S. (2015). ‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback. Teaching in higher education, 20(6), 614-624. https://doi.org/10.1080/13562517.2015.1052786

This paper explores the emotional responses that assignment feedback can provoke in first-year undergraduates. The literature on the link between emotions and learning is well established, but surprisingly research on the relationship between emotion... Read More about ‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback.

The danger of subverting students’ views in schools (2015)
Journal Article
Messiou, K., & Hope, M. A. (2015). The danger of subverting students’ views in schools. International Journal of Inclusive Education, 19(10), 1009-1021. https://doi.org/10.1080/13603116.2015.1024763

This paper is firmly grounded in the position that engaging with students’ voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students’ voices in r... Read More about The danger of subverting students’ views in schools.

Teachers learning to use the iPad in Scotland and Wales: a new model of professional development (2015)
Journal Article
Beauchamp, G., Burden, K., & Abbinett, E. (2015). Teachers learning to use the iPad in Scotland and Wales: a new model of professional development. Journal of education for teaching : JET, 41(2), 161-179. https://doi.org/10.1080/02607476.2015.1013370

In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal course... Read More about Teachers learning to use the iPad in Scotland and Wales: a new model of professional development.

Blogging as public pedagogy: creating alternative educational futures (2015)
Journal Article
Dennis, C. A. (2015). Blogging as public pedagogy: creating alternative educational futures. International Journal of Lifelong Education, 34(3), 284-299. https://doi.org/10.1080/02601370.2014.1000408

In this study, I explore ‘blogging’, the use of a regularly updated website or web page, authored and curated by an individual or small group, written in a conversational style, as a form of public pedagogy. I analyse blogs as pre-figurative spaces w... Read More about Blogging as public pedagogy: creating alternative educational futures.

Locating post-16 professionalism: public spaces as dissenting spaces (2015)
Journal Article
Dennis, C. A. (2015). Locating post-16 professionalism: public spaces as dissenting spaces. Research in Post-Compulsory Education, 20(1), 64-77. https://doi.org/10.1080/13596748.2015.993875

Locating post-16 professionalism explores the ways in which teachers in the UK and the USA engaged in digitally mediated communication incidentally narrate their professional selves during extended exchanges about the process of post-qualification re... Read More about Locating post-16 professionalism: public spaces as dissenting spaces.

A situation that we had never imagined: Post-Fukushima virtual collaborations for determining robot task metrics (2015)
Journal Article
Martin, S., Naamani, C., & Vallance, M. (2015). A situation that we had never imagined: Post-Fukushima virtual collaborations for determining robot task metrics. International Journal of Learning Technology, 10(1), 30-49. https://doi.org/10.1504/IJLT.2015.069453

There is no consensus regarding a common set of metrics for robot task complexity in associated human-robot interactions. This paper is an attempt to address this issue by proposing a new metric so that the educational potential when using robots can... Read More about A situation that we had never imagined: Post-Fukushima virtual collaborations for determining robot task metrics.