Kevin Burden
Dr. Kevin Burden joined the Faculty of Education (previously the Institute for Learning) as a part-time lecturer in 1995 and then as a full time member of staff in 1999 to head up the Continuing Professional Development unit within the faculty. He is currently working as the Director for Postgraduate Teaching (PGT) in the Centre for Educational Studies (CES). His career in education (university and schools) spans over thirty years, covering a number of institutions and roles.
His initial career was spent in secondary schools where he worked as a history teacher, head of department, head of faculty and eventually Senior Teacher with responsibility for ICT and Resources in a large urban secondary school in Hull. During this period he developed an interest in practioner-based research and worked as part of a Learning to Learn team at Malet Lambert school researching approaches to learning and metacognition.
Changing career direction in the mid 1990s Kevin joined the University of Hull, working initially to provide CPD opportunities for teachers and also as a tutor on the secondary Postgraduate Teaching programme (PGCE) before moving to direct the University’s New Opportunities Fund ICT project for teachers. This was a multi-million pound project which raised the profile of the University as a a regional and national training provider for teachers in the use and application of ICT across the curriculum. The unit was recognised by OFSTED as a grade 1 training provider for ICT and went to train over three thousand teachers, working with over four hundred schools.
During this period of time Kevin applied for and received several research and evaluation grants and awards for project which ranged in size and scope form individual case studies through to wide-scale national evaluations such as the Nesta Interactive Whiteboard project (2003-5) , the Becta Evaluation Study (2004 ) and various project for the JISC around digital resources and media.
In 2003 Kevin began a new phase in his University career building a bespoke reach out organisation within the Faculty called CASCADE to provide local, regional and national training and evaluation support for educators wishing to use technology more effectively. CASCADE was recognised as a major player in the field providing training and support for hundreds of teachers, teacher assistants and other educators across the region. In 2003-2004 the pioneering work of this unit was recognised nationally when CASCADE was awarded second place (Silver award) in the National Training Awards scheme. It was recognised by APPLE as a centre for excellence in 2007 becoming a regional training centre (2007) offering courses and accreditation in the area of digital literacy.
In 2007 Kevin made another change of direction moving on from CASCADE to direct and lead several national and international research and evaluation projects in his capacity as a technology enhanced learning specialist with the University. These included the development of a bespoke framework for the use of video resources in FE and HE (DiAL-e) as part of a national JISC project; the development of training resources to support the use of media in FE through the QIA, and more recently the development of a bespoke video clips library across seventh countries in Europe as part of a multi-national European project (EduTube).
Kevin is an active researcher and consultant in the field of technology enhanced learning where he is currently working with schools, colleges and Universities to explore the develop the impact of mobile devices such as phones, iPods and tablet devices. He has recently completed a national study in Scotland around the use and impact of iPad devices in schools and is currently working with educators across the World to develop scenarios and a framework for the effective use of these technologies. He is a founding member of the Teachers Education Futures Forum, an international organisation consisting of Universities from Australia, the UK, the Netherlands, Sweden, Brazil and the USA which is focused on developing and influencing policy in the area of teacher education futures, and his specific interest is the role and potential of technology in this respect.
Address: Wilberforce Building, Room 312
Cottingham Road
The University of Hull
HU6 7RX
His initial career was spent in secondary schools where he worked as a history teacher, head of department, head of faculty and eventually Senior Teacher with responsibility for ICT and Resources in a large urban secondary school in Hull. During this period he developed an interest in practioner-based research and worked as part of a Learning to Learn team at Malet Lambert school researching approaches to learning and metacognition.
Changing career direction in the mid 1990s Kevin joined the University of Hull, working initially to provide CPD opportunities for teachers and also as a tutor on the secondary Postgraduate Teaching programme (PGCE) before moving to direct the University’s New Opportunities Fund ICT project for teachers. This was a multi-million pound project which raised the profile of the University as a a regional and national training provider for teachers in the use and application of ICT across the curriculum. The unit was recognised by OFSTED as a grade 1 training provider for ICT and went to train over three thousand teachers, working with over four hundred schools.
During this period of time Kevin applied for and received several research and evaluation grants and awards for project which ranged in size and scope form individual case studies through to wide-scale national evaluations such as the Nesta Interactive Whiteboard project (2003-5) , the Becta Evaluation Study (2004 ) and various project for the JISC around digital resources and media.
In 2003 Kevin began a new phase in his University career building a bespoke reach out organisation within the Faculty called CASCADE to provide local, regional and national training and evaluation support for educators wishing to use technology more effectively. CASCADE was recognised as a major player in the field providing training and support for hundreds of teachers, teacher assistants and other educators across the region. In 2003-2004 the pioneering work of this unit was recognised nationally when CASCADE was awarded second place (Silver award) in the National Training Awards scheme. It was recognised by APPLE as a centre for excellence in 2007 becoming a regional training centre (2007) offering courses and accreditation in the area of digital literacy.
In 2007 Kevin made another change of direction moving on from CASCADE to direct and lead several national and international research and evaluation projects in his capacity as a technology enhanced learning specialist with the University. These included the development of a bespoke framework for the use of video resources in FE and HE (DiAL-e) as part of a national JISC project; the development of training resources to support the use of media in FE through the QIA, and more recently the development of a bespoke video clips library across seventh countries in Europe as part of a multi-national European project (EduTube).
Kevin is an active researcher and consultant in the field of technology enhanced learning where he is currently working with schools, colleges and Universities to explore the develop the impact of mobile devices such as phones, iPods and tablet devices. He has recently completed a national study in Scotland around the use and impact of iPad devices in schools and is currently working with educators across the World to develop scenarios and a framework for the effective use of these technologies. He is a founding member of the Teachers Education Futures Forum, an international organisation consisting of Universities from Australia, the UK, the Netherlands, Sweden, Brazil and the USA which is focused on developing and influencing policy in the area of teacher education futures, and his specific interest is the role and potential of technology in this respect.
Address: Wilberforce Building, Room 312
Cottingham Road
The University of Hull
HU6 7RX
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people to inquire, critique, create, collaborate, problem-solve and create understanding. Such technologies are also about the portability of mobile digital devices which now have the potential to allow any-time access for users either through Wi-Fi or mobile broadband providers and for those devices to become personal. The implications for education are enormous and the anticipated
change probably ranks alongside the introduction of the printing press in terms of historical importance. This article considers those implications and draws on research recently conducted in schools and other educational settings in the United Kingdom. The authors conclude that the need to allow use of personal digital devices in schools seems inexorable, the further we go into the new millennium. This simple premise is fraught with many difficulties and
challenges, however, which suggest that for many students the current situation is ‘Access denied’.
Key words: mobility, portability, access, training, data transfer, transformation, personal
ownership
This Report has been prepared by the Technology Enhanced Learning Research Group based in the
Faculty of Education at the University of Hull. We report a case study of mobile technology adoption
from eight individual educational locations in Scotland that differ significantly in terms of
demographics, infrastructure, the approach of the Local Authority and readiness to implement the
use of tablet technology for learning and teaching. The study took place between March and summer
2012 and the mobile technology used was the Apple iPad.1
The schools in the sample were selected via recommendations from their Local Authority. Whilst this
sample includes a wide range of variation in key factors likely to influence the adoption and
successful use of mobile technology, it does not necessarily represent all schools across Scotland. We
therefore do not attempt to draw comparisons between schools or report on the long-term impact of
this pilot initiative regarding individual educational attainment or cohort assessment outcomes. This
report forms part of a developing longitudinal investigation that is seeking to achieve these larger
objectives.
Three models of ‘personalisation’ of the technology were found in the schools:
1. Some deployed class sets of the technology where devices were retained in the school and issued to
students for particular lessons or purposes;
2. Other schools allocated machines to individual students for use across lessons but they were not
allowed to take the equipment home;
3. A third group of schools adopted the most personalised approach and gave students the device for
the duration of the pilot for use in school and at home.
Sometimes schools used a hybrid of these three main approaches. A total of eight schools and around
three hundred and sixty five iPads were involved in the pilot. The majority of teachers in the pilot
were provided with a personal iPad before or at the start of the initiative.
Research data was drawn from:
• Initial (baseline) and exit surveys of parents and students;
• Interviews with the lead teachers and senior managers in each school;
• Interviews with advisers and senior leaders in each of the Local Authorities;
• Focus group meetings with students in each school, and;
• Lesson observations by the research team.
1 Most students had access to the 2nd generation iPad although a few used the 1st generation device which lacked a camera
feature
iPad Scotland Final Evaluation Report, October 2012 9/116
In addition reflective journals that teachers were asked to write and the video diaries and logs kept by
a representative sample of students were drawn upon. Analysis of the data was undertaken between
July and October 2012.
highlights three key features characterising such learning. These
features are authenticity, social interactivity and customisation.
The features were suggested through their presence in two mobile learning projects, Mobagogy, a project in which a higher
education learning community developed understanding of mobile learning and The Bird in the Hand Project, which explored the use of smartphones by trainee teachers and their mentors.
Based on empirical data from a world-wide survey of educators along with the experiences of designing and building several video service for education, this paper explores what educators
are seeking in an online video service. It concludes with tentative conclusions suggesting different groups of users have specific preferences including how they search for and select
video resources; the additional services which they find useful and redundant, and the relative value they place upon user generated content compared to professional developed resources. The papers makes a series of recommendations for the various stakeholders interested in designing or using online video collections.
Based on empirical data from a world-wide survey of educators along with the experiences of designing and building several video service for education, this paper explores what educators
are seeking in an online video service. It concludes with tentative conclusions suggesting different groups of users have specific preferences including how they search for and select
video resources; the additional services which they find useful and redundant, and the relative value they place upon user generated content compared to professional developed resources. The papers makes a series of recommendations for the various stakeholders interested in designing or using online video collections.
people to inquire, critique, create, collaborate, problem-solve and create understanding. Such technologies are also about the portability of mobile digital devices which now have the potential to allow any-time access for users either through Wi-Fi or mobile broadband providers and for those devices to become personal. The implications for education are enormous and the anticipated
change probably ranks alongside the introduction of the printing press in terms of historical importance. This article considers those implications and draws on research recently conducted in schools and other educational settings in the United Kingdom. The authors conclude that the need to allow use of personal digital devices in schools seems inexorable, the further we go into the new millennium. This simple premise is fraught with many difficulties and
challenges, however, which suggest that for many students the current situation is ‘Access denied’.
Key words: mobility, portability, access, training, data transfer, transformation, personal
ownership
This Report has been prepared by the Technology Enhanced Learning Research Group based in the
Faculty of Education at the University of Hull. We report a case study of mobile technology adoption
from eight individual educational locations in Scotland that differ significantly in terms of
demographics, infrastructure, the approach of the Local Authority and readiness to implement the
use of tablet technology for learning and teaching. The study took place between March and summer
2012 and the mobile technology used was the Apple iPad.1
The schools in the sample were selected via recommendations from their Local Authority. Whilst this
sample includes a wide range of variation in key factors likely to influence the adoption and
successful use of mobile technology, it does not necessarily represent all schools across Scotland. We
therefore do not attempt to draw comparisons between schools or report on the long-term impact of
this pilot initiative regarding individual educational attainment or cohort assessment outcomes. This
report forms part of a developing longitudinal investigation that is seeking to achieve these larger
objectives.
Three models of ‘personalisation’ of the technology were found in the schools:
1. Some deployed class sets of the technology where devices were retained in the school and issued to
students for particular lessons or purposes;
2. Other schools allocated machines to individual students for use across lessons but they were not
allowed to take the equipment home;
3. A third group of schools adopted the most personalised approach and gave students the device for
the duration of the pilot for use in school and at home.
Sometimes schools used a hybrid of these three main approaches. A total of eight schools and around
three hundred and sixty five iPads were involved in the pilot. The majority of teachers in the pilot
were provided with a personal iPad before or at the start of the initiative.
Research data was drawn from:
• Initial (baseline) and exit surveys of parents and students;
• Interviews with the lead teachers and senior managers in each school;
• Interviews with advisers and senior leaders in each of the Local Authorities;
• Focus group meetings with students in each school, and;
• Lesson observations by the research team.
1 Most students had access to the 2nd generation iPad although a few used the 1st generation device which lacked a camera
feature
iPad Scotland Final Evaluation Report, October 2012 9/116
In addition reflective journals that teachers were asked to write and the video diaries and logs kept by
a representative sample of students were drawn upon. Analysis of the data was undertaken between
July and October 2012.
highlights three key features characterising such learning. These
features are authenticity, social interactivity and customisation.
The features were suggested through their presence in two mobile learning projects, Mobagogy, a project in which a higher
education learning community developed understanding of mobile learning and The Bird in the Hand Project, which explored the use of smartphones by trainee teachers and their mentors.
Based on empirical data from a world-wide survey of educators along with the experiences of designing and building several video service for education, this paper explores what educators
are seeking in an online video service. It concludes with tentative conclusions suggesting different groups of users have specific preferences including how they search for and select
video resources; the additional services which they find useful and redundant, and the relative value they place upon user generated content compared to professional developed resources. The papers makes a series of recommendations for the various stakeholders interested in designing or using online video collections.
Based on empirical data from a world-wide survey of educators along with the experiences of designing and building several video service for education, this paper explores what educators
are seeking in an online video service. It concludes with tentative conclusions suggesting different groups of users have specific preferences including how they search for and select
video resources; the additional services which they find useful and redundant, and the relative value they place upon user generated content compared to professional developed resources. The papers makes a series of recommendations for the various stakeholders interested in designing or using online video collections.
Historically teacher subject knowledge and expertise has been held in high esteem and recognised as a paramount competency in certification and acceptance by the professional community a ‘thing to be grasped, held, stored, manipulated and wielded’ (Davis & Sumara, 1997, p. 110). But this paradigm was the product of a relatively stable and reliable world with a knowledge base that was relatively fixed and consensual. Twenty-first century educators inhabit an entirely different, less predictable and more fluid landscape where information is growing at an exponential rate and technology is accelerating this process (Gonzalez, 2004).
Technology then is both part of the problem and part of the solution. The information revolution itself has been fuelled by the growth of the Internet networked society but this revolution also offers alternative approaches to access, process and share knowledge, significantly reducing the importance of memory and the retention of a vast subject knowledge base (Burden, 2010). There is no longer the imperative for teachers to retain a comprehensive body of subject knowledge which they are expected to be able to access and regurgitate with accuracy and speed. Technology affords opportunities for shared and distributed memory which shifts the emphasis from the individual towards a collective and collegial notion of cognition (Siemens, 2005). Subject knowledge is less likely to be perceived as situated in the individual teacher but rather as a joint endeavour in which the learner is capable of co-constructing new knowledge, both by themselves and as part of a collaborative endeavour (Ellis, 2007). The passive 3 R’s replaced by the more dynamic 3 C’s of collaboration, creativity and communication. These features challenge the traditional epistemological basis for teaching in schools and ask fundamental questions about what it is to be an expert and to be knowledgeable in this context.
This paper draws upon empirical research in both initial and continuing teacher education in the UK to investigate how emerging technologies, and in particular Web 2.0 applications, are challenging the traditional, individualistic notion of the subject expert, and offering opportunities to move towards a more distributed, democratic and co-constructed form of knowledge. It explores a number of propositions for how professional practice and learning by teachers may be changing and can be supported in this process of change, through the agency of technology.
This is a potentially liberating process freeing teachers and students from the acquisition and retention of information and enabling them to focus more on the creative processes of making connections and creating new artefacts which have meaning and purpose for their communities, rather than recreating that which has purpose for an out -of-date assessment process (Anderson and Krathwohl, 2000). Perhaps a move from information technology to wisdom technology?
References:
Anderson, L. and Krathwohl, D., et al (2000). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Allyn & Bacon.
Burden, K. (2010). ‘Conceptualising teachers' professional learning with Web 2.0’, Campus-Wide Information Systems 27, no. 3: 148-161.
Davis, B. and Sumara, D. (1997). ‘Cognition, complexity, and teacher education’, Harvard
Educational Review, 67(1), 105–125.
Ellis, V. (2007). Taking Subject Knowledge Seriously: From Professional Knowledge Recipes to Complex Conceptualisations of Teacher Development, The Curriculum Journal 18, 3: 447 – 462
Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology.
Retrieved September 12th 2010 http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm
Siemens. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved September 21st 2010 http://www.elearnspace.org/Articles/connectivism.htm
Despite the recent growth in quantity and availability of online video resources, desk research by the authors revealed a paucity of empirical data to indicate how educators select and use digital video. In response the authors have developed and administered an online survey to identify the criteria by which educators typically select video for use in their teaching. This includes questions such as:
• what length of video resources do educators prefer to use and why?
• what are the properties of video resources educators use in their teaching?
• do educators select video to support subject content or do they select it to develop cognitive skills?
The results of this survey, which were completed by 472 international educators form the basis of this paper which will share the initial findings and patterns which have emerged. It is anticipated that feedback and discussion generated in the session will be used to refine the data set in preparation for a future publication.
This workshop will use an authentic case study scenario to explore the issues involved in using and repurposing
digital resources to support teaching and learning. Participants will be ‘walked through’ the various issues and
complexities involved in finding high quality digital resources for teaching and learning, customising them for particular pedagogical purposes, and using them effectively with students in different learning contexts. The aim of the workshop will be to demonstrate in a practical sense some of the benefits for teachers and lecturers in using and re-purposing digital resources. These include time savings, cost, personalisation and greater user satisfaction.
The workshop is based on an externally funded JISC project which has been running over the past twelve months.
This has focused on the institutional and personal issues involved in the re-purposing of digital archives which
include the NewsFilm Online video archive and the BBC Motion Gallery video collections, both available freely to
staff and students in the university. The project has developed a new module at Masters level, which is taught
entirely online through eBridge, the new institutional VLE.
In terms of flexible delivery the workshop will consider many of the issues that have arisen from the development
and delivery of this new module and the messages which are emerging for staff, academic developers and policy-
makers within and beyond the institution. It will focus particularly on the use of digital video resources which have
featured heavily in the module. These include:
Searching and locating suitable resources from the archive
Identifying learning designs for the use of these resources in different discipline areas. Exploring some of the technical skills and understanding required to re-purpose resources
Understanding the copyright issues and where to seek expert advice. It is anticipated participants will gain a broad overview of the issues described above in the workshop and will receive specific guidance to: Seek further advice and support from the library staff to identify suitable resources for actual topics Further professional development guidance if they wish to explore these issues in greater depth (e.g. the new Masters level module) Contacts and networks they can use to clarify or resolve any copyright issues
Further details about the JISC project and the new module itself can be found at the following web-sites:
http://www.hull.ac.uk/dial/ or http://www.dial-e.net
This paper builds upon a number of recent projects developed by the authors to explore the potential benefits of using digital artefacts in higher education.(Burden & Atkinson, 2008) These include the Newsfilm Online Assisted Take Up Project (URL to follow), and the Enhancing Teaching and Learning with Digital Resources project (www.hull.ac.uk/dial/ ), both sponsored through the JISC. As a result of these experiences the authors have developed a practical framework tool (The DiAL-e Framework: http://dial-e.net ) to assist practitioners in deploying theses type of resources in order to engage learners in meaningful and challenging experiences. Using this framework tool practitioners are encouraged to re-conceptualise the learning activities they devise for students, even in a large space such as a lecture theatre, where there are implicit and explicit expectations about the nature of the learning experience. The presentation will draw upon a number of actual case studies (using video resources) to illustrate different approaches to teaching (and learning) in lecture spaces using this framework. These will include a number of learning designs (e.g. stimulation, conceptualisation, empathy) cross referenced to the actual lecture hall space itself, in order to draw conclusions about the issues involved in using technology in this way.
Burden, K., & Atkinson, S. (2008). Beyond Content: Developing Transferable Learning Designs with Digital Video Archives. In World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 4041-4050). Vienna, Austria: AACE.
Fetherston, T. (2001). Pedagogical Challenges for the World Wide Web. AACE Journal, 9(1), 25-32.
Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning (p. 256). London: Routledge.
Phillips, R. (2005). Challenging The Primacy Of Lectures: The Dissonance Between Theory And Practice In University Teaching. Journal of University Teaching and Learning Practice, 2(1). Retrieved September 3, 2008, from http://jutlp.uow.edu.au/