CENTRE REPORT 2019 - Centre for Research in Digital Education
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CENTRE
REPORT 2019
CENTRE FOR RESEARCH IN DIGITAL EDUCATION
Moray House School
of Education
The Centre for Research in Digital
THE CENTRE 04
BACKGROUND
Education is based in the Moray
House School of Education at the PEOPLE 05
University of Edinburgh. We are
interested in how research and IMPACT OVERVIEW 10
practice in education intersects with
technology, and the impact of this
on culture, policy and pedagogy. RESEARCH
AND IMPACT DIGITAL CULTURES 12
We work with many partner CHILDREN & TECHNOLOGY 18
universities as well as policymakers,
DATA SOCIETY 24
the cultural heritage sector, schools
and other public and private sector
organisations.
TEACHING
AND KNOWLEDGE
TEACHING OVERVIEW 30
EXCHANGE
We take a critical, cross-disciplinary
DOCTORAL RESEARCH 31
approach to learning, teaching and
technology in formal and informal SEMINAR PROGRAMME 33
education, and combine our research
with world-leading practice in digital
education and learning. FUNDING
FUNDING OVERVIEW 34
OUTPUTS
PUBLICATIONS 36
3
EDITORIAL PEOPLE ACADEMICS
I
t has been a great year for us, with some fantastic new colleagues joining The Centre for Research in
the Centre. Ben Williamson was appointed as Chancellor’s Fellow, deve- Digital Education is made up of
loping research programmes within the Data Society theme and linking a core team of academic staff
to the Edinburgh Futures Institute, while Michael Gallagher was appointed as along with a group of interna-
lecturer to build research and teaching around distance learning ‘at scale’ and tional associates who support
digital education for international development. With the Data Education in our work in a variety of ways.
Schools work led by Judy Robertson securing funding from the City Region PROFESSOR SIÂN BAYNE DR RORY EWINS
irector of the Centre for Research
D Lecturer
Deal, we have also been joined by Kate Farrell and Tommy Lawson to take We made important new appoint- in Digital Education Rory’s research interests include
forward this important work. And Libby Odai and James Menzies joined ments, but also saw the retiral Siân’s research is currently how we teach and learn about
us as Research Assistants along with Robyn Pritzker, PhD intern, to work focused on higher education digital citizenship, the implications
of Christine Sinclair in July 2018,
futures, interdisciplinary of intellectual property for digital
on projects affiliated with Children & Technology. though happily she continues to approaches to researching education, and digital education
We have consolidated and built many new connections across the univer- work with us in her new role as an digital education and digital in developing countries.
sity and beyond, with a few highlights being Lydia Plowman’s appointment Honorary Fellow. Niklas Berliner, education in the data society. rory.ewins@ed.ac.uk
as Associate Director in the Scottish Graduate School of Social Science, Judy Research Associate, left to take sian.bayne@ed.ac.uk speedysnail.com
Robertson taking up a joint Chair between Education and Informatics and sianbayne.net
up a role in Informatics, and Anna
@sbayne
Jeremy Knox receiving a Global Academy Fellowship connecting to the Wood completed the ‘Asking the
Edinburgh Futures Institute. Right Question’ project though
she remains a Centre Associate.
»The Centre for Research in Digital Education brings We have been fortunate to have
together work under three themes: Digital Cultures; been joined by the following inter-
national visiting scholars during
Children & Technology; and Data Society. Our work
2018–2019:
investigates how education is shaping, and is shaped
DR MICHAEL GALLAGHER
by, technological change.« Dr Yeqin Kang, Lecturer
Guangdong University of Foreign DR PETER EVANS Michael researches digital
The remainder of this report sets out the extent of our activity this year. We Senior Teaching Fellow education in development con-
Studies, China (Aug 2017–Aug 2018)
Pete’s research interests are in texts with a particular focus
have received grants, published widely across many outlets, recruited out-
social media and professional on educational mobilities, how
standing new doctoral students, run events engaging hundreds of academics, Professor Nicole Durisch Gauthier and workplace learning. technology structures and
students and friends to the Centre and travelled the globe to deliver invited University of Teacher Education, peter.evans@ed.ac.uk manages these mobilities, and
talks, keynotes and workshops. We also continue to offer excellent teaching State of Vaud, Switzerland @eksploratore the impact of these movements
via the MSc in Digital Education and our very popular course on Children on local knowledge practices
(Jan 2018–Jul 2018)
and communities.
and Technology in the MSc Education.
Michael.S.Gallagher@ed.ac.uk
Mitchell Peters Michaelseangallagher.org
Thanks to all the many colleagues, students, schools, partners, University of Catalonia, Barcelona @mseangallagher
co-researchers and friends who make our work possible! (Oct 2018–Dec 2018)
Siân Bayne
Director, Centre for Research in Digital Education
Shana Ferguson
US-UK Fulbright Commission scholar
(Jan 2019–Mar 2019)
4 BACKGROUND BACKGROUND 5
ACADEMICS ACADEMICS
DR ZAYBA GHAZALI- DR ANDREW MANCHES LIBBY ODAI PROFESSOR LYDIA PLOWMAN DR JEN ROSS DR CLAIRE SOWTON
MOHAMMED Centre Co-Director Research Assistant Chair in Education and Technology Centre Co-Director (Digital Cultures) Project and Communications
(Children & Technology) and Libby is a Research Assistant on Lydia has more than twenty years’ and Senior Lecturer Manager
Research Associate
Co-depute Director of RKE (Impact) Jen is Centre co-director (Digital Claire is the Project and Commu-
Zayba is a Research Associate on the Magic Cloud ESRC-funded experience of conducting research
Andrew has led multiple Learning Cultures), and is involved with nications Manager for the Centre
the Move2Learn research project. Business Booster project. Libby is with children and digital media.
Sciences projects including the Edinburgh Futures Institute, for Research in Digital Education
Her main research interests include testing the robustness of the Magic She is interested in young chil-
the UK side of Move2Learn. He the Centre for Data, Culture and and Project Manager (UK) for the
cognitive development of young Cloud using different toys and dren’s learning in a range of formal
researches the role of interaction Society, and the Digital Cultural Move2Learn project. Her recent
children’s scientific understanding, media, capturing and summarising and informal settings, particularly
in how we think and learn, and Heritage Research Network at the research has focused on digital
the role of executive functions user feedback and considering in the ways in which technology
the implications for early learning. University of Edinburgh. and mobile approaches to enga-
and other domain-general capa- the future development of is integrated into family life, leisure,
He marries his academic world She researches and publishes gement and evaluation of cultural
bilities on conceptual progression. Magic Cloud. work and for educational purposes
with industry as CEO of an early on digital cultural heritage enga- experience.
z.ghazali@ed.ac.uk v1lodai@ed.ac.uk in the home.
learning technology company, gement and learning, online and claire.sowton@ed.ac.uk
@Zayba_G lydia.plowman@ed.ac.uk
Pling Ltd. open education, digital futures @_ClaireSowton
a.manches@ed.ac.uk and speculative methods,
and online reflective practices.
jen.ross@ed.ac.uk
@jar
CLARA O’SHEA
DR JEREMY KNOX Associate Lecturer PROF. JUDY ROBERTSON
Centre Co-Director Clara teaches on the MSc in Chair in Digital Learning DR YI-SHAN TSAI
JAMIE MENZIES Research Associate
(Data Society) Digital Education and is working Judy has been developing edu-
Research Assistant
Jeremy is a Lecturer in Digital towards a PhD on ‘Kinds of lear- Yi-Shan currently works on
Jamie is project managing cational technology in collabo-
Education and also a Global ning and kinds of play: an explo- two large multinational research
a Wellcome Trust Institutional ration with children and teachers
Academies and Edinburgh ration of identity development DR PHILIPPA SHEAIL projects on learning analytics
Translational Partnership Award since 1977. She is interested in
Futures Institute Fellow. His cur- in formal and informal digital Lecturer (LALA and EMBED). Prior to this,
project that seeks to extend the computer education and serious
rent research is focused on AI, environments’. Phil is Programme Director for she took the lead on a large lear-
societal and commercial impact games for children, particularly
machine learning, algorithms and Clara.O’Shea@ed.ac.uk the MSc in Digital Education. ning analytics project investigating
of the Move2Learn project game authoring. Her work focuses
data in higher education. Jeremy claraoshea.wordpress.com Her research interests are inter- the social and cultural factors that
through the design and crea- on how technology can help
also co-convenes the Society @claraoshea disciplinary, based in the area of influenced institutional adoption
tion of an exhibit. to solve thorny real world
for Research in Higher Education digital and higher education, but of learning analytics. Yi-Shan is
jmenzie2@ed.ac.uk problems.
(SRHE) Digital University network. drawing on organisational theory, also an executive member of the
judy.robertson@ed.ac.uk
jeremy.knox@ed.ac.uk cultural geography, and social Society for Learning Analytics
@JudyRobertsonUK
jeremyknox.net theories of time. Phil is currently Research (SoLAR).
@j_k_knox developing research in the library yi-shan.tsai@ed.ac.uk
sector. @yi_shan_tsai
p.sheail@ed.ac.uk
@philshe
6 BACKGROUND BACKGROUND 7
ACADEMICS CONSULTANTS HONORARY SCHOLARS
DR YUCHEN WANG KATE FARRELL ROBYN PRITZKER PROFESSOR JEFF HAYWOOD DR HAMISH MACLEOD DR CHRISTINE SINCLAIR
Research Associate Director of Curriculum Development PhD Intern Professor Emeritus Honorary Fellow Honorary Fellow
and Professional Learning (Data Robyn works on the Numbuko Jeff conducts research in the Hamish is an Honorary Fellow Christine was programme
Yuchen is currently involved in
Education in Schools)
projects that critically examine project focusing on accelerating area of digital education policy with research interests in the use director on the MSc in Digital
Kate is developing a data science
the relationships between tech- and capturing the impact of the and strategy, and previously led of computer-mediated commu- Education from 2015 to 2018.
curriculum for Primary and
nology and educational inclusion. project, promoting the Numbuko the Policy research strand of nications and game-informed She is particularly interested in
Secondary schools in Scotland,
Her PhD explored disabled chil- app for teachers and tracking work for the Centre for Research approaches in teaching and the changing uses of language
designing units of work on data
dren’s experiences and teachers’ engagement with key research in Digital Education. learning. Hamish was a Senior and the role of dialogue in digi-
handling, trialling these in pilot
practices in Chinese mainstream outputs. thinking.is.ed.ac.uk/jeffhaywood/ Lecturer with the Centre for tal environments. In addition to
schools and training teachers
schools, following which she r.pritzker@ed.ac.uk research-activities Research in Digital Education writing, she continues to super-
to deliver information handling
was awarded the ESRC Global until his retirement and continues vise and examine doctoral students
activities.
Challenges Research Fund Post- to supervise doctoral students. and is currently reworking her
kate.farrell@ed.ac.uk
doctoral Fellowship to build summer school in academic
@digitalkatie
capacity of disability communi- writing into an open educational
ties, practitioners and policy- resource.
makers.
yuchen.wang@ed.ac.uk
ADMINISTRATION
PROFESSOR MARTIN LAWN
Honorary Professor
Martin has researched and pub- PROFESSOR SIR TIM O’SHEA
lished on teacher professionalism Professor Emeritus
TOMMY LAWSON
and the labour process of tea- Tim was Principal and Vice-
Schools Technology Advisor
(Data Education in Schools) ching. Currently, he researches Chancellor of the University of
Tommy works on the Data European education policy and Edinburgh from October 2002
Driven Innovation programme the 20th Century history of the – February 2018. Tim’s academic
DR BEN WILLIAMSON
with a focus on empowering ANGELA HUNTER educational sciences and com- output is in the area of com-
Chancellor’s Fellow, Centre for
Research in Digital Education and learners through digital solutions. Centre Administrator parative education. puter based learning, artificial
the Edinburgh Futures Institute. Angie organises all aspects
Working between the University intelligence, and mathematics
Ben’s current research focuses of the day-to-day running of the
and the Education Authority, education.
on two key themes. One is the Centre for Research in Digital
he is looking at how the Data
expansion of educational data Education and provides focused
Education in Schools pro-
infrastructures to enable infor- support on the City Deal and
gramme can be delivered within
mation to be collected from Move2Learn projects.
the local and national Digital
schools and universities, then angela.hunter@ed.ac.uk
Learning Strategies.
analysed and circulated to vari-
tommy.lawson@ed.ac.uk
ous audiences. The second is
@_tommylawson
the emergence of ‘intimate data’
relating to students’ psycholo-
gical states, neural activity, and
genetic profiles, and the impli-
cations for increasingly scientific
ways of approaching educational
policy and practice.
Ben.Williamson@ed.ac.uk
@BenPatrickWill
8 BACKGROUND BACKGROUND 9
IMPACT OVERVIEW
RESEARCH PROJECTS
ACTIVITIES
DIGITAL
4 CULTURES
PARTNERS
SEMINARS
46 11
13 CHILDREN & 16
5 TECHNOLOGY
ACADEMIC
SEMINARS KE EVENTS
CURRENT
RESEARCH
PROJECTS
DATA
50
4 SOCIETY NON-ACADEMIC 404 292
by sector below
ENROLMENTS ONLINE VIEWS
22 8
ONLINE
DEVELOPMENT INDUSTRY
7 13 FUNDING
PUBLICATIONS CULTURAL
SCHOOLS
& LOCAL
AUTHORITIES
10,800 103,292
PAGEVIEWS IMPRESSIONS
from
£24k £511k
KEY
73 Continuing Continuing
54 published in
COUNTRIES project funds project funds
PAPERS AND
27 SEMINAR PROJECT STARTS
DATA SOCIETY
plus plus
ARTICLES JOURNALS KNOWLEDGE
£39k £2m
DIGITAL CULTURES
UK AND EXCHANGE
INTERNATIONAL CHILDREN & TECHNOLOGY
INTERNAL EXTERNAL
TWITTER 1K FUNDING FUNDING
IMPRESSIONS
4K
WEB PAGE VIEWS 11K
APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR
10 BACKGROUND BACKGROUND 11
Education, knowledge, labour, crea-
tive industry and heritage systems »Work in the Digital
Cultures strand
globally are being re-shaped by
digital and data technology. Tech-
nologies, in turn, are shaped by the
cultural contexts in which they are
made and used. Digital Cultures offers crucial insights
is committed to developing critical
perspectives on this from diverse into how technology
and data both
disciplinary perspectives. We are
actively researching high impact areas
including digital pedagogies and
futures, digital cultural heritage, work-
place learning and international influence and are
development and education.
influenced by
PROJECTS 2018/2019 education in a wide
GCRF Urban Disaster Risk Hub
1 Feb 2019–31 Jan 2024 range of contexts
© Flickr: Brixit lorenzo de la fuente (Creative Commons)
UKRI Global Challenges Research Fund
Methodological innovations for — from museums
to universities, from
assessing learning in digital spaces
Jul 2017–Apr 2018
University of Edinburgh and University of
workplaces to low-
Sydney Partnership Collaboration Award
Lecture Recording for Inclusive
Education
Jan 2018
UoE Principal’s Teaching Award Scheme
resource community
Near Future Teaching
2017–2019
settings.«
CARA DR JEN ROSS
9–12 Sept 2018
Institute for Academic Development,
Council for At-Risk Academics
CONTACT
DIGITAL
Dr Jen Ross
Co-Director for Digital Cultures
jen.ross@ed.ac.uk
CULTURES
12 RESEARCH AND IMPACT RESEARCH AND IMPACT 13
IMPACT IMPACT
DIGITAL CULTURES IMPACT Council for
Through knowledge exchange activities we promote our research and share At-Risk Academics
findings with students, peers, members of the public and practitioners.
(CARA)
Seminars Knowledge Exchange Events What was the project?
Since our last report, we have organised six seminars In addition to our seminar programme our academics In early September 2018, members of the Digital
bringing together international expertise across the work have delivered knowledge exchange activities engaging Education research centre travelled to Istanbul to lead
of the Digital Cultures research strand. researchers, practitioners and members of the public. a three-day workshop on online teaching for a group
Building on our involvement in the 2017 ESRC Festival of academics displaced to Turkey by the Syria crisis.
DR MICHAEL GALLAGHER, Centre for Research in Digital of Social Science, Yi-Shan Tsai produced the video, ‘Vox The Digital Education team designed a workshop that
Education (Edinburgh), presented his research on digital pops on robots’, featuring young participants discussing blended practical, hands-on activities with sessions on
© Dr Hamish Macleod
education in development contexts outlining the unique their thoughts on teacher automation. Dr Jen Ross, online pedagogies, knowing your students, and consi-
challenges associated with the technology, local practices Dr Michael Gallagher and Dr Hamish Macleod travelled dering the potential of digital spaces. The final afternoon
and policy in these regions. to Istanbul to lead a three-day workshop for the Council of the workshop was given over to presentations and
for At-Risk Academics (CARA) – see case study p15. discussions of the materials everyone had created.
PROFESSOR NICOLE DURISCH GAUTHIER, University Beyond the workshop, Michael Gallagher has con-
of Teacher Education (Vaud, Switzerland) discussed tinued to work closely with CARA, leading webinars and CARA Workshop in Istanbul, September 2018
approaches to active learning in the context of in-class Presentations considering next steps for this digital education activity.
digital education. We have shared our research through 14 presentations Support like this workshop, which helps academics to
(keynotes, invited talks, papers and posters) in the UK and Who did you work with? continue to work with their colleagues and students, both
PROFESSOR JOEL SMITH, Carnegie Mellon University 13 presentations internationally (Australia, Croatia, Canada, Dr Jon Turner, Director of the Institute for Academic those based in Syria and others who may have moved
(USA), presented research exploring the affordances and Germany, New Zealand, Turkey, USA). Development (University of Edinburgh) invited researchers or been displaced, is a vital part of such networking and
challenges of integrating new educational technologies from the Centre to lead the development and delivery helps develop new possibilities for education and colla-
into postsecondary education. AU: Jen Ross gave an invited talk at the Centre for of the workshop. boration at a distance.
Research in Learning and Innovation,
Drawing on fanfiction research DR JEN SCOTT CURWOOD University of Sydney What was the impact? »Acquired skills will enable me to do online education
(University of Sydney, Australia), DR ALECIA MAGNIFICO DE: Siân Bayne gave an invited talk at Jacobs Univer- The three-day workshop reached 50 Syrian academics in a professional way and teach refugee students from
(University of New Hampshire, USA) and Associate PRO- sity, Bremen, and Jen Ross gave an invited talk at currently based in Turkey. Participant feedback recognised different nationalities. It will be of more use compared
FESSOR JAYNE LAMMERS (University of Rochester, USA) the University of Göttingen the intention to utilise new skills, share practice and to face-to-face education.« Participant Feedback
advocated for transliteracies approaches to addressing NZ: Siân Bayne gave a keynote speech at the Flexible consider the broader pedagogical advantages of digital
the methodological challenges of tracing participation Learning Association of New Zealand annual education.
patterns in online writing. conference
TR: Jen Ross, Michael Gallagher and Hamish Macleod »I’m going to use skills I’ve learned in this course to PROJECT DETAILS
PRINCIPAL INVESTIGATOR: TEAM:
PROFESSOR PETER RULE, University of Stellenbosch were invited to Istanbul to deliver a workshop with teach students within my teaching specialty. I will in-
Dr Jon Turner Dr Jen Ross
(South Africa), applied concerns with the quality and the Council for At-Risk Academics form my future colleagues about this method including (Institute for Academic Dr Michael Gallagher
authenticity, drawn from Bakhtin and Gadamer to the US: Siân Bayne gave a talk as part of the Edinburgh creating teaching videos.« Participant Feedback Development) Dr Hamish Macleod
implications for teaching and learning in the digital age. University Global Change Forum at the Tata Inno- DIY Film School,
vation Centre, Roosevelt Island, New York City Why is it important? FUNDER: University of Edinburgh
Institute for Academic
DR IBRAR BHATT and DR ALISON MACKENZIE, Queens UK: Within the UK, we gave invited talks at the Universi- ounded in the 1930s, CARA now works with over 100
F
Development, Council PROJECT DATES:
University Belfast, considered digital literacy in the con- ties of Bristol, Cambridge, Glasgow, and Edinburgh. universities in the UK, supporting academics, postdoctoral for At-Risk Academics 9–12 Sep 2018
text of the philosophical study of ignorance. HR: We also presented at conferences online and in researchers and doctoral students in immediate danger
Croatia with Jen Ross, Michael Gallagher, Hamish as a result of persecution, conflict or violence. WEBSITE:
Macleod, Clara O’Shea and Christine Sinclair all CARA support includes practical and financial help as www.cara.ngo
www.global.ed.ac.uk/features/refugee-support-
presenting at the Networked Learning Conference well as networking and training opportunities for exiled
university-edinburgh
in Zagreb. academics aiming to return home to rebuild their societies.
14 RESEARCH AND IMPACT RESEARCH AND IMPACT 15
PROJECTS FEATURED
GCRF — Urban Disaster PUBLICATIONS HIGHLIGHT
Relief Hub 13.5
mm
SPINE WIDTH: 4.0 mm TRIM SIZE: 174 X 248 mm
Near Future Teaching
IJHS
INTERNATIONAL JOURNAL OF HERITAGE STUDIES
VOLUME 25 NUMBERS 1–3 JANUARY–MARCH 2019 Volume 44 Issue 1 March 2019 ISSN 1743-9884 Volume 44 Issue 1 March 2019 ISSN 1743-9884
Learning, Learning,
Learning, Media and Technology
International Journal of Heritage
The Near Future Teaching
Studies
Media and Media and
Volume 25 Numbers 1–3 January–March 2019
Rapid urbanisation presents a time-limited global opportunity to Aims and scope
The International Journal of Heritage Studies (IJHS) is the interdisciplinary
INTERNATIONAL
JOURNAL OF Technology Technology
project advocated for uni-
academic, refereed journal for scholars and practitioners with a common
interest in heritage. The Journal encourages debate over the nature and
meaning of heritage as well as its links to memory, identities and place.
Articles may include issues emerging from Heritage Studies, Museum
Studies, History, Tourism Studies, Sociology, Anthropology, Memory
HERITAGE
STUDIES
embed disaster risk management in urban development. The GCRF
Studies, Cultural Geography, Law, Cultural Studies, and Interpretation and
PROJECT DETAILS
Design. Special Issue: The Datafication of Education
Guest Editors: Juliane Jarke and Andreas Breiter
“The International Journal of Heritage Studies is the leading and
Volume 25
Editorial: the datafication of education
cutting-edge international source for current research into the politics,
Juliane Jarke and Andreas Breiter 1
versity staff and students
cultures, management, and economics of heritage. It is compulsory read-
ing for academics, practitioners and students across a range of disciplines Articles
Datafied at four: the role of data in the ‘schoolification’ of early childhood education in England
including: heritage and museum studies; cultural geography; archaeology; Alice Bradbury 7
history; and tourism.”
Configuring the teacher as data user: public-private sector mediations of national test data
Numbers 1–3
PROJECT DATES:
Professor Brian Graham, University of Ulster, UK Helene Ratner, Bjarke Lindsø Andersen and Simon Ryberg Madsen 22
Urban Disaster Risk Hub will work across 12 partner countries and PRINCIPAL INVESTIGATOR:
The datafication of discipline: ClassDojo, surveillance and a performative classroom culture
Jamie Manolev, Anna Sullivan and Roger Slee 36
Reconsidering data in learning analytics: opportunities for critical research using
a documentation studies framework
Volume 44 Issue 1 March 2019
Kyle M. L. Jones and Chase McCoy 52
building a preferred future
January–March 2019
Objectivity as standardization in data-scientific education policy, technology and governance
1 Feb 2019–
Ben Williamson and Nelli Piattoeva 64
Professor John McCloskey,
Cruel optimism in edtech: when the digital data practices of educational technology Special Issue: The Datafication of Education
providers inadvertently hinder educational equity
Felicitas Macgilchrist 77
54 partner organisations to bring disaster risk management to the 31 Jan 2024 for teaching based on
s
School of Geosciences
ce
en
ci
lS ®
ia x
de
Soc In
in tion
centre of global urban policy and practice, strengthening the voice
ed ita
ud C
ISSN 1352-7258 cl
In
shared values, rather than
RJHS_COVER_25_01-03.indd 1 2/4/2019 12:25:58 PM CJEM 44_1 Cover.indd 1-3 07/02/19 9:09 PM
and capacity of the urban poor. TEAM: AWARD:
£40,552
Ross J, Knox J, Sowton C, Speed C. 2019 Bayne, S, Connelly, L, Osborne, N, Tobin, on anticipated technolo-
Digital Education will contribute to the project by advising on Co-I Professor Siân Bayne
Mobilising connections with R, Grover, C, Beswick, E & Rouhani, L 2019,
(total grant value: gical change. The final
educational approaches to disaster risk reduction. Our involvement art: Artcasting and the digital The social value of anonymity
FUNDER: £19.6M) report and all materials
in this project builds on our previous work in emergency contexts articulation of visitor enga- on campus: A study of the
UKRI Global Challenges are now available for
including REAR: Research for Emergency Aftershock Response. Research Fund gement with cultural heritage decline of Yik Yak re-use on our website:
International Journal of Heritage Studies Learning, Media and Technology.
nearfutureteaching.ed.ac.uk
25(4), pp. 395-414. Online first.
This article looks at how digital This paper tries to understand what
methods in cultural heritage settings students and academic communities
can help evoke and illuminate the stand to lose when data surveillance is
richness of visitor engagement and normalised online: it uses findings from
interpretation and ultimately con- an empirical research project to argue
tribute to our understanding of how that we need pro-grammes of work
Unlike a Version: heritage is performed at an indivi-
dual and a collective level.
in universities which are sensitive to the
social value of anonymity on campus.
the lives of 400
DOI: 10.1080/13527258.2018.1493698. DOI: 10.1080/17439884.2019.1583672
STUDENTS
digitised artworks AND STAFF
© The Madonna of the Annunciation, Francesco Allegrini, National Galleries of Scotland
Sheail, P 2018, Gallagher, M 2018,
Temporal flexibility in the Amira’s complexity and
Digitised artworks are more than merely versions of the digital university: Full-time, cosmopolitanism: the role of
‘real thing’: they have meaning and value in their own part-time, flexitime disposition in mobilities and
right, and significance for sharing, interpretation, connec- Distance Education mobile learning.
tion and inspiration. This doctoral project will develop a 39(4), pp. 462-479. In M Bajic, T Ryberg, P Jandrić, M de Laat
This research highlights the impor- & NB Dohn (eds), Proceedings
richer picture of digital objects and how they contribute
tance of paying attention to temporal of the 11th International Conference on
to the shifting boundaries of the institution, to curatorial aspects of organisational change, Networked Learning 2018, 14th–16th May
practice, and to the National Galleries of Scotland ambi- with particular reference to the deve- 2018. Zagreb, Croatia. 11th International 50
tion to open more of its collections to digital re-use. lopment of part-time online distance Conference on Networked Learning 2018, INTERVIEWS
education in a higher education pp. 189-196.
context. This paper positions learning in the
DOI: 10.1080/01587919.2018.1520039 diaspora of international education:
PROJECT DETAILS across multiple interactional contexts,
PROJECT LEAD: FUNDER: amongst people and interactive tech-
Dr Jen Ross AHRC nologies, encapsulating public and
Collaborative private processes.
TEAM: Doctoral Available at: http://networkedlearningconfer-
Professor Melissa Terras Partnership ence.org.uk/abstracts/papers/gallagher_18.pdf
Christopher Ganley and
Mairi Lafferty PROJECT DATES:
15
(National Galleries of Scotland) Oct 2019– EVENTS
Sep 2022 Unlike a Version will explore the sharing and interpretation of
digitised artworks, like ‘The Madonna of the Annunciation’ by
Francesco Allegrini
16 RESEARCH AND IMPACT RESEARCH AND IMPACT 17Digital technology increasingly
shapes the way young people live »We believe that a
better understanding
and learn. The outcomes of our
research will:
+ contribute to discussions about
technology in young children’s
lives of how children
+ create richer learning experiences
by informing the design process interact with tech-
nology not only helps
+ provide valuable insights and
support for parents and teachers
+ engage decision-makers in the role
of technology in children’s lives
us understand its
PROJECTS 2018/2019 influence, but also
Move2Learn: Embodied learning
for pre-school scientists
helps inform our role,
2017–2020
Wellcome Trust in both supporting
Magic Cloud
children’s interactions
© Flickr: DejanKrsmanovic (Creative Commons)
Jan–Jul 2019
ESRC Business Booster
Co-Creation of an embodied and informing
the design of new
learning technology for early science
Jan–Dec 2019
Wellcome Trust
Numbuko
Nov 2018–Feb 2019
technologies.«
University of Edinburgh College of
Arts Humanities and Social Sciences
Knowledge Exchange & Impact grant
DR ANDREW MANCHES
Internet of Things platform for
early learning soft toys
Mar–Jul 2018
University of Edinburgh Launch.ed
Enterprise Initiative Grant
Data Education in Schools
Apr 2019–Mar 2027
CHILDREN &
Integrated Regional Employability and
Skills programme (Edinburgh) and South
East Scotland City Region Deal)
TECHNOLOGY
CONTACT
Dr Andrew Manches
Co-Director for
Children & Technology
a.manches@ed.ac.uk
18 RESEARCH AND IMPACT RESEARCH AND IMPACT 19IMPACT IMPACT
CHILDREN & TECHNOLOGY IMPACT Australia Statement on young children and digital
technologies (2018) and an adviser to NHS Scotland Data Education
Our work seeks to maximise the positive impact of our research into
Redesigning Health Information for Parents (ReHIP)
team on content relating to screen time in the Ready
in Schools
children’s interaction with technology, both directly with children or indirectly Steady Baby materials distributed to all new parents
through a range of key stakeholders (edtech industry, teachers and parents). in Scotland (2018). What was the project?
We will develop an interdisciplinary data education
curriculum, mapped closely to existing maths and com-
Seminars in receipt of National Science Foundation funding. Their Awards puting curriculum topics, as well as a set of engaging,
Since our 2018 report, we have organised four seminars video was one of 12 (out of 214) to win a Presenter Choice Andrew Manches was nominated for the Tam Dalyell real world data science teaching materials for teachers.
bringing together expertise across the work of the Children Award. Andrew Manches and Zayba Ghazali-Mohammed prize for Excellence in Engaging the Public with Science We will start and support professional learning for local
and Technology research strand. participated in Science Lates, an after hours event run 2018 – 19. teachers to support them to teach the new material and
by Glasgow Science Centre. Their version of ‘Science
educate young people and their parents about career
DR ZAYBA GHAZALI-MOHAMMED, Centre for Research Charades’ invited teams of adults to communicate science
opportunities relating to data.
in Digital Education, discussed new approaches to asses- concepts using gesture. The Move2Learn team (supported Presentations
sing conceptual progression in science in the early years. by students from our doctoral and MSc programmes) Our academics have shared their research through Who did you work with?
also took the Science Charades concept to Teeny Tiny 13 presentations (keynotes, invited talks, workshops, We are working with Edinburgh, Midlothian, East Lothian,
Our Digital Learning in Schools event brought together Toddler Fest at Camera Obscura & World of Illusions roundtables, papers and posters) in the UK and 11 West Lothian, Fife and Borders local authorities, as well
three speakers to share their research and experience in Edinburgh. presentations internationally (Austria, Australia, Cyprus, as the local further education colleges, Edinburgh Napier
teaching data literacy to young people. KATE FARRELL Germany, Hong Kong, South Africa, USA). and Heriot Watt universities and local employers to offer
and TOMMY LAWSON, Centre for Research in Digital As part of Computer Science Education Week, Judy
opportunities to learners at all stages over the next 8 years.
Education, focused on data handling and presented Robertson organised a series of workshops to support AU: Lydia Plowman gave an invited talk at the National
an update on Newbattle Digital Centre of Excellence. teachers designing projects using technology to solve forum on multimodal learning for young children, What was the impact?
DR HAMISH TODD, University of Edinburgh, examined societal problems, try Scratch programming and create held at La Trobe University in Melbourne. Every learner will have the opportunity to learn about how
user interaction with scientific simulations in online animations. CY: Judy Robertson gave a keynote lecture at their personal data is used, their legal rights and privacy
interactions. ACM Innovation and Technology in Computer implications. They should be able to identify what data is
Science Education in Larnaca. collected about them and where it is stored, be aware of
PROFESSOR SHAARON AINSWORTH, University of DE: Andrew Manches gave a keynote at the EARLI and able to make use of open data, and be able to con-
Nottingham, presented research on the use of drawing in SIG 5 ‘Future Challenges for Early Childhood tribute to the ongoing discussion and evolving definition
assessment, learning and teaching in primary, secondary Education & Care’ conference in Berlin and was of data citizenship. The project has the potential to improve
and tertiary medical education. an invited member of the ‘Critical discussion of so many children’s learning and future opportunities.
the role of technology in early childhood’ panel.
DR SUMIN ZHAO explored the role mobile technologies Judy Robertson gave a keynote for the 13th Why is it important?
play in the literacy practices of young children from
© Shana Ferguson
Workshop in Primary and Secondary Computing The Data Education in Schools project is part of a wider
immigrant and expatriate families. Education in October 2018 in Potsdam. programme to develop data driven innovation within the
HK: Judy Robertson gave an invited talk at a con- region, with the ambition of making Edinburgh the data
ference on computational thinking for children capital of Europe. This can only happen with a highly
Knowledge Exchange Events Workshop with Braidburn School Pupils in Hong Kong. skilled workforce, which this project contributes to.
In addition to our seminars we have organised and parti- US: Lydia Plowman gave a keynote lecture at the
cipated in a range of knowledge exchange opportunities Erikson Institute in Chicago and was a discussant
reaching a broad audience. Kate Farrell worked with Braidburn school pupils to design for the symposium on Young children learning PROJECT DETAILS
AWARD:
A resource for teaching computing education aspects and test floating nets powered by Sphero robots to help with mobile devices: Research on design and PRINCIPAL INVESTIGATOR:
Professor Judy Robertson £2.4M
of the Technologies curriculum of Curriculum for Ex- reduce plastic pollution in our oceans. She is also working implementation at the American Educational
cellence was delivered to all primary schools in Scotland with Newbattle Digital Centre of Excellence on a digital lite- Research Association conference in New York. TEAM: PROJECT DATES:
(funded by Education Scotland, Skills Development racy curriculum, and a project about health and fitness data UK: Within the UK, we gave invited talks at the Kate Farrell and 1 Apr 2019–
Scotland, SICSA Education and the Royal Society (in conjunction with Sam Fawkner and Stephanie Adams). Tommy Lawson 31 Mar 2027
University of Edinburgh, University College
of Edinburgh). Teach Computing Science can also be In September 2018, Professor Lydia Plowman became London, with the UK Association of Science
FUNDER:
accessed online at www.teachcs.scot. an Associate Director (Interdisciplinarity and Advanced and Discovery Centres and the Royal Society Integrated Regional Employ-
The Move2Learn project team participated in the STEM Training) for the Scottish Graduate School of Social of Edinburgh. ability and Skills programme
for All Video Showcase, a competition open to projects Science, an international adviser for the Early Childhood (Edinburgh) and South East
Scotland City Region Deal
20 RESEARCH AND IMPACT RESEARCH AND IMPACT 21PROJECTS FEATURED
PUBLICATIONS HIGHLIGHT
Data Education in Schools
The ambitious Data Edu-
cation in Schools project
will support all school
learners in the region to
become data citizens and
understand the role of data
Manches, A, McKenna, P, Rajendran, Robertson J, Macvean A, Fawkner S, Baker G, across society. It will seek
© Alfonso Juárez
G & Robertson, J 2019, Jepson R 2018.
to improve children’s lear-
Identifying embodied Savouring our mistakes: ning, teachers’ knowledge
metaphors for computing Learning from the FitQuest and skills, contributing
education project to data driven innovation
Computers in Human Behavior International Journal of Child-Computer
and Edinburgh’s aspira-
Magic Cloud Co-Creation of an This paper brings together computing Interaction. 16, pp. 55-67.
education and embodiment theory This paper is a synthesis of 5 years of tion to become the data
capital of Europe.
embodied learning
for the first time opening up a new empirical research and a reflection on
line of research enquiry as well as methodologies for designing for and
Informed by research in the Children and Technology
significant pedagogy and design with children using interdisciplinary
group, the Magic Cloud is an Internet of Things plat-
form that wirelessly links soft toys to digital content in technology for implications.
DOI: 10.1016/j.chb.2018.12.037
collaboration.
DOI: 10.1016/j.ijcci.2017.12.003
order to support early learning. The Magic Cloud sup-
ports children’s learning through play, song and guided
early science
interaction from parents. This project works with edu-
This project will extend the societal and potential
cational organisations to explore ways that the Magic
commercial impact of the Move2Learn project through
Cloud can extend the learning experiences they offer
through soft toys they already sell.
proof of concept development of a digital ‘embodied 113,000
learning’ exhibit with our partners at Glasgow Science PUPILS
Centre (GSC). We will design an external prototype
exhibit that can be used and evaluated with children
and parents in science centres. Marsh, J, Plowman, L, Yamada-Rice, D,
Bishop, J, Lahmar, J & Scott, F 2018,
Play and creativity in young
children’s use of apps
British Journal of Educational Technology,
PROJECT DETAILS
49(5), pp. 870-882.
PRINCIPAL INVESTIGATOR: PROJECT DATES:
Dr Andrew Manches 1 Jan 2019–
Funded by an ESRC Knowledge
Exchange grant, this study, based on
8
31 Dec 2019
a survey of 2000 parents and six case YEARS
TEAM:
studies, is the first to systematically
Dr Zayba AWARD:
investigate the extent to which apps
Ghazali-Mohammed £19,519
for children aged 0–5 foster play and
(Co-Investigator)
creativity.
PROJECT DETAILS Jamie Menzies
DOI: 10.1111/bjet.12622
PRINCIPAL INVESTIGATOR: PROJECT DATES: (Research Assistant)
Dr Andrew Manches 13 Jan 2019–
14 Jul 2019 FUNDER:
TEAM: Wellcome Trust Translational
Libby Odai AWARD: Partnership Award
£10,000 550
FUNDER: SCHOOLS
ESRC Business Booster
WEBSITE:
de.ed.ac.uk/project/magic-cloud-esrc-business-booster
22 RESEARCH AND IMPACT RESEARCH AND IMPACT 23This theme is concerned with
innovative interdisciplinary studies »Data society responds
to the increasingly
of data-processing technologies
and data-intensive socio-technical
systems, with a particular focus on
developing educational perspec-
tives that can enhance the technical, important issues raised
sociological, political, and ethical
understanding of the contemporary by the collection and
processing of digital
‘data society’. Key directions for
research involve examining the rela-
tionships between technical areas
such as artificial intelligence (AI),
machine learning, algorithms, and ‘big data in education, and
data’, and educational issues such
as curricular and policy development, will develop a critical
research agenda
classroom practices, educational
theory, the learning sciences, and
education technology development.
around analytics,
PROJECTS 2018/2019
Supporting Higher Education
‘big data’, algorithms,
to Integrate Learning Analytics
Jan 2015–Jun 2018 machine learning,
and other data-
SHEILA, European Commission
Data Bodies in the library
intensive practices.«
Aug 2017–Jul 2018
University of Edinburgh, College of
Arts Humanities and Social Sciences
Challenge Investment Fund
Ethics and Justice for Data and
DR JEREMY KNOX
Artificial Intelligence
Jan 2019–Dec 2019
Global Academy & Edinburgh Futures
Institute
Hacking Distance Learning
Jan 2019
University of Edinburgh Student
Experience Grant
DATA CONTACT
Dr Jeremy Knox
SOCIETY
Co-Director for Data Society
jeremy.knox@ed.ac.uk
24 RESEARCH AND IMPACT RESEARCH AND IMPACT 25IMPACT IMPACT
DATA SOCIETY IMPACT Supporting Higher Education to
Our research examines the relationships between technical areas such as Integrate Learning Analytics (SHEILA)
artificial intelligence and ‘big data’, and educational issues including curricular
development, educational theory and classroom practice.
What was the project? Why is it important?
Seminars DR REBECCA EYNON, University of Oxford, presented The SHEILA project assists European higher education The use of learning analytics has gained increasing atten-
Since our last report, we have organised six seminars research on artificial intelligence and lifelong learning institutions to become more mature users and custodians tion in recent years. At the same time, few higher educa-
bringing together expertise across the work of the Data and exploring the social and educational implications of of digital data collected from students during their online tion institutions in Europe and the world are ‘student data
Society research strand. a fragmented landscape. learning activities. informed’. The SHEILA programme addresses this gap
A series of research activities took place between through the development of a long term learning analytics
DR LINA DENCIK, University of Cardiff, with DR CALLUM January 2016 and September 2018 to investigate the state policy agenda and a community among higher education
MCGREGOR and DR GARY FRASER, University of Edin- Presentations of the art in terms of learning analytics (LA) adoption in institutions across Europe.
burgh, presented as part of the third event in our Data Beyond our own seminar programme our academics Europe, drivers for adoption, challenges, and successes
Citizenship series. Lina focused on the use of ‘data scores’ have shared their research through 17 presentations (key- to date. The project then built a policy development frame-
in public services within the UK and Callum questioned notes, invited talks, workshops, roundtables, papers and work (SHEILA framework) to support systematic, sustain-
the dominant narrative of data citizenship and its conse- posters) in the UK and 11 presentations internationally able and responsible adoption of LA at an institutional
quences for communities. Gary presented his research (Australia, China, Croatia, Finland, Germany, Netherlands, level. The study concluded with a recommendation of
exploring how the transformative effects of digital tech- Sweden, USA). a dialogical approach to dealing with the social and cul-
nologies are manifested in community education. tural challenges associated with LA, so as to move towards
AU: Yi-Shan Tsai gave a series of invited talks on systematic adoption under a shared vision across the
DR GREG MICHAELSON, Heriot-Watt University, exami- learning analytics at the University of Sydney institution.
ned the roots of Data Science and simple machine lear- CN: Jeremy Knox gave an invited talk on open learning The SHEILA project team has organised and partici-
ning techniques, the problems of Big Data and the gap at Beijing Normal University pated in a range of conferences, consortiums, and
between computational and human intelligent problem FI: Yi-Shan Tsai gave an invited talk and delivered workshops during the last year: sheilaproject.eu/events
solving. a workshop in Helsinki
DE: Ben Williamson gave a keynote lecture at Who did you work with?
DR BEN WILLIAMSON, University of Edinburgh, re- OEB Global in Berlin SHEILA was funded by the European Commission via the
viewed the expansion of a data infrastructure for the SE: Ben Williamson gave a keynote talk on ‘intimate Erasmus+ program. The SHEILA team includes institu-
collection, analysis and diffusion of student data in data’ at Malmo University tional leaders, LA experts and teaching staff from Brussels
UK higher education institutions. UK: Within the UK, we gave invited talks at the Univer- Educational Services, Open University of the Netherlands,
sities of Cambridge, Birmingham, Belfast, Leeds, Tallinn University, Universidad Carlos III de Madrid,
DR PETAR JANDRIĆ, University of Applied Sciences, De Montfort and Edinburgh as well as at the European Association for Quality Assurance in Higher
© Peak15 (Sigrid Schmeisser)
Croatia, discussed the development of the postdigital British Sociological Association and the Scottish Education and the Erasmus Student Network, and in-
concept and associated challenges in science and Graduate School of Social Science. cludes associate partners from 58 organisations across
education. MITCHELL PETERS (visiting scholar), Univer- 23 countries.
sity of Catalonia, Spain, described a digital learning We also presented at conferences online and in
ecologies framework to examine the ways students Maastricht, Sydney, Arizona, Zagreb. What was the impact?
orchestrate their learning ecology in order to generate The SHEILA framework offers good reference points for
opportunities for learning across formal and informal institutions to develop or review their strategy and policy Top: Sheila Framework, Bottom: Sheila Framework Webtool
contexts. Awards for LA and assess their institutional readiness. The impacts
Yi-Shan Tsai was nominated for a Best Paper Award and sustainability of the project are evident in another
DR KOBI GAL, University of Edinburgh, discussed com- and received a Best Poster Award at the 8th International Erasmus+ project – LALA(https://www.lalaproject.org/), PROJECT DETAILS
PRINCIPAL INVESTIGATOR: PROJECT DATES:
putational methods to support students in their learning Learning Analytics and Knowledge conference in Sydney which adapts the SHEILA framework to the Latin American
Professor Dragan Gašević 1 Jan 2015–
and identified research problems within this context as in 2018 and has been elected as one of the member- higher educational context. The web tool of the frame- 30 Jun 2018
well as some initial solutions from artificial intelligence, at-large of the Society for Learning Analytics Research work together with other materials produced by the SHEILA RESEARCH ASSOCIATE:
HCI and data mining. (SoLAR) Executive: solaresearch.org. project have been made openly accessible at: Dr Yi-Shan Tsai AWARD:
https://sheilaproject.eu/ £136,857
FUNDER: Total grant value:
European Commission £460,612
26 RESEARCH AND IMPACT RESEARCH AND IMPACT 27PROJECTS FEATURED
Ethics and Justice PUBLICATIONS HIGHLIGHT
for Data and Artificial
Intelligence DATA & TECHNOLOGY
ETHICS INQUIRY
(EDUCATION)
The University of Edinburgh is currently involved in a number Dr Ben Williamson was
of large-scale projects that are grounded in the idea of using data- PROJECT DETAILS
an invited participant of
driven technologies to solve local and global challenges. There is PRINCIPAL INVESTIGATOR: PROJECT DATES:
the ‘Data and Technology
Dr Jeremy Knox 1 Jan 2019–
a pressing need to enhance the critical capacity of these initiatives Ethics Inquiry (Education)
31 Dec 2019
by giving due attention to the technologies themselves, and asking Knox, J 2018, Tsai, Y-S, Moreno-Marcos, PM, Jivet,
FUNDER: roundtable’, an All Party
challenging questions about how data are used, and what kind of Global Academy &
Beyond the ‘c’ and the ‘x’: I, Scheffel, M, Tammets, K, Kollom,
AWARD:
K & Gasevic, D 2018, Parliamentary Group
agency stakeholders have in the process. Edinburgh Futures Institute £5000 learning with algorithms
The SHEILA framework: event leading to a Parlia-
As a Global Academy and Edinburgh Futures Institute Fellow, in the MOOC
International Review of Education, informing institutional strate- mentary report.
Dr Jeremy Knox will be working across the College of Arts, Huma-
64(2), pp. 161-178 gies and policy processes
nities and Social Sciences to build awareness and understanding The ‘Data and Technology
ducation is becoming embroiled in
E of learning analytics
of the social and ethical implications of our increasingly ‘datafied’ an “algorithmic culture” that defines Journal of Learning Analytics, 5(3), pp. 5-20. Ethics’ report, which
institution. educational roles, forecasts attainment, his paper presents the scientific
T has been sponsored by
and influences pedagogy. This article inquiries undertaken to develop the
identifies and examines four key areas
Deloitte and Jisc, brings
SHEILA framework and four case
where algorithms influence the activi- studies demonstrating how the frame-
together policy recom-
ties of the MOOC: (1) data capture and work can be used to assist with lear- mendations on the use
discrimination; (2) calculated learners; ning analytics policy and strategy of big and open data
(3) feedback and entanglement; and formation in addition to institutional in education, healthcare,
(4) learning with algorithms. readiness assessment.
DOI: 10.1007/s11159-018-9707-0
autonomous vehicles,
DOI: 10.18608/jla.2018.53.2
and policing.
Williamson, B 2018, The report will be laun-
The hidden architecture of ched in the UK Parliament
higher education: building in May 2019 by Minister
a big data infrastructure for of State for Digital, Margot
the ‘smarter university’ James MP.
International Journal of Educational
Technology in Higher Education, 15(12)
‘The hidden architecture of higher
education’ presents a detailed study
of the new data infrastructure to
Hacking Distance capture and process student infor-
mation in UK HE, demonstrating
Learning how governmental processes of HE
marketization are the product of
cross-sector policy networks and
The central aim of the hackathons project is to co-produce, with platform software.
student participants leading the session, technologies that bring PROJECT DETAILS DOI: 10.1186/s41239-018-0094-1
distant students and those on the campus together as one commu- PRINCIPAL INVESTIGATOR: PROJECT DATES:
Dr Jeremy Knox 1 Jan 2019
nity. This project will directly benefit ‘hackathons’ attendees through
a multi-disciplinary and collaborative event that brings together TEAM: AWARD:
undergraduate, postgraduate, and research students to co-design Dr Michael Gallagher £1,908
the future university. Participants will be invited with a range of James Lamb
skills, including technical coding and ‘making’ expertise, as well
FUNDER:
as social, cultural and ethical perspectives, promoting the sharing
Student Experience Grant
of values and abilities.
28 RESEARCH AND IMPACT RESEARCH AND IMPACT 29TEACHING OVERVIEW DOCTORAL STUDENTS
Nine doctoral students have graduated since the Centre for
Research in Digital Education was formed in November 2015.
21 doctoral students are currently associated with the Centre:
STUDENTS
24 48 STUART ALLAN MURRAY CRAIG NICOLA KIERNAN
The roles and purposes of organi- Technology-related attitudes, Use of technology in STEM Edu-
sational narratives in mediating, beliefs and practices of secondary cation and learning progressions
activating and resisting educational school physical education teachers (Chemistry).
change. in Scotland. Supervisors: Dr Andrew Manches
Supervisors: Dr Jen Ross and Supervisors: Dr Christine Nash and Dr Michael Seery
Professor Siân Bayne and Dr Jen Ross (School of Chemistry)
NADA ALSAYEGH NOREEN DUNNETT XIN LUO
The Cultural Implications of Ara- Re-imagining disengagement from Using WeChat to explore parents’
bic Massive Open Online Courses learning: the sociomaterial practices perspectives on early years
in the Middle East. of classrooms and digital game education in China.
Supervisors: Dr Jen Ross and Prof Lydia Plowman and
spaces.
Dr Jeremy Knox Dr Shari Sabeti
Supervisors: Prof Siân Bayne
and Dr Hamish Macleod
ATHARY ALMUHANNA JOHN MORRISON
The effects of the flipped classroom MAUREEN FINN Understanding the real and
model on the learning environment. Experience edited: mobile perceived barriers for participa-
201
Supervisors: Dr Christine Sinclair and pupils and the material tion in higher education among
Prof Jeff Haywood care experienced individuals.
environment of the school.
MSC STUDENTS
Supervisors: Prof Lydia Plowman Exploring what value digital tools
VALENTIA ANDRIES and Dr Jen Ross can bring to Jean Rouch’s ‘Shared
Bottom (left to right) 1 POLAND
Promoting play in a children’s Anthropology’ approach.
2 MEXICO 1 RWANDA hospital: a person-centred CHRIS HAMBLEY Supervisors: Professor Chris Speed
8 U.S.A 5 SOUTH AFRICA approach to technology design (Design Informatics) and Dr Jen Ross
MSC MODULE:
9 CANADA
Sociomaterial reading of lear-
1 SUDAN
CHILDREN AND TECHNOLOGY with families. ning spaces, specifically how peo-
1 URUGUAY 1 ISRAEL
Supervisors: Prof Judy Robertson
9 IRISH REPUBLIC 1 QATAR ple negotiate power in the context CLARA O’SHEA
and Prof Lydia Plowman
Top Left: 2017-2018
2 NORTHERN IRELAND 2 BAHRAIN
of transforming an ICT learning Kinds of learning and kinds of
36 UK SCOTLAND 1 PAKISTAN
1 CZECH REPUBLIC centre, and how users experience play: an exploration of identity
2 UK WALES 3 INDIA
1 UNITED ARAB SHARON BOYD this space because of its design development in formal and infor-
68 UK ENGLAND 2 SINGAPORE
1 MALAYSIA Student-community engagement
1 PORTUGAL 12 AUSTRALIA patterns. mal digital environments.
21 CHINA
2 MALTA 1 HONG KONG activities at distance – digital narra- Supervisors: Professor Siân Bayne Supervisors: Professor Siân Bayne
Top Right: 2018-2019 3 FRANCE 1 TAIWAN tive methods to capture a sense and Dr Christine Sinclair and Dr Hamish Macleod
48 CHINA 1 NIGERIA 2 NEW ZEALAND
of ‘place’ in research.
2 BELGIUM
Supervisors: Dr Jen Ross and
4 NETHERLANDS ANA HIBERT
Dr Beth Christie DIEGO RATES
4 SWITZERLAND
The use of Automated Writing Student Experience Analytics
1 AUSTRIA
6 GERMANY Evaluation (AWE) technologies Supervisors: Professor Dragan
34
2 DENMARK as a support tool for students of Gašević (Monash University),
COUNTRIES
Professor Siân Bayne and
English as a second language.
Dr Jeremy Knox
Supervisors: Professor Dragan
Gašević (Monash University) and
Seongsook Choi CONTINUES
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