ABSTRACT This paper considers the role and development of meaningful dialogue in digitally mediat... more ABSTRACT This paper considers the role and development of meaningful dialogue in digitally mediated learning (DML) in UK higher education for teachers. It argues that more research is vital in the field of meaningful dialogue if we are to avoid the risk that pedagogic values in DML become increasingly driven by market forces toward ‘data vending’ without sufficient contextualisation of learning as social practice. Three data collection sources are interpreted. The first is the narrativised experiences of a DML development team transforming an MA Education award; the second is some key reflections on the experiences of MA participants on a newly transformed DML module and the third is a brief analysis of student results and evaluations. The key focus for the paper is how important and challenging it can be to nurture a dialogic academic community online that clearly supports and nurtures the professional development of teachers across the education sector. Using a methodological approach incorporating Ulrich’s notion of ‘reflective competence’, the paper considers the pitfalls of transforming face-to-face modules into DML, arguing that both staff and participant preparation for DML must be at the forefront of such transformations. The paper concludes with a consideration of the vital role in DML of pedagogies which promote emotional engagement and ‘kindness’.
This article focuses on emotional reactions to learning and assessment. It draws on a qualitative... more This article focuses on emotional reactions to learning and assessment. It draws on a qualitative research project involving first-generation adult students on a foundation degree programme. Endorsing the notion of emotional reactions as situated in participants' lived power relations, we map out emotional patterns to Semester 1 and then explore in more detail, participants' particular emotional reactions to assessment. We
ABSTRACT Shifts in UK social and economic policy have focused on education and care in the Early ... more ABSTRACT Shifts in UK social and economic policy have focused on education and care in the Early Years as key to improving social inclusion, skills acquisition and longer term social and economic prosperity. The implications for practitioners in the sector have been significant as roles, functions and foci have been renegotiated through the processes of professionalising the workforce. Drawing on the outcomes of a qualitative study of the career trajectories and aspirations of Early Years educators working in the private, voluntary and independent sector, this paper explores the processes of professionalisation as they collide with the lived experiences of practitioners at the chalk face. The project, funded by the Lifelong Learning Network, aimed to achieve understanding of the influence on career development decision making, particularly in relation to progression to higher education. Our findings suggest that many practitioners fall into the category of ‘non-traditional learners’ and that socio-cultural issues may be key factors in determining decision-making about career development. By bearing witness to the lived experience of practitioners we argue that the processes of workforce development must place greater emphasis on the contestable nature of professionalism and the plurality of professional identity and that Universities are key to achieving this.
Answers to the above questions must be contextualised by the circumstances under which lecturers ... more Answers to the above questions must be contextualised by the circumstances under which lecturers and students work and study together. As we know, post 1992 universities are engaged with a mass HE agenda controlled by centralised and institutional targets. For some years now, both FE and HE have had as their mantra: ‘recruit and retain’. Within the widening participation agenda ‘opportunities’ for the ‘non-traditional’ student at post 1992 HEIs have expanded but how have HEIs responded? Read et al (2003) suggest that the ‘new’ university has not enabled ‘non-traditional’ students to fully ‘belong’ in the environment of academia. Their research also focuses on the changes in relationships between lecturers and students:
This article focuses on emotional reactions to learning and assessment. It draws on a qualitative... more This article focuses on emotional reactions to learning and assessment. It draws on a qualitative research project involving first-generation adult students on a foundation degree programme. Endorsing the notion of emotional reactions as situated in participants' lived power relations, we map out emotional patterns to Semester 1 and then explore in more detail, participants' particular emotional reactions to assessment. We found three key themes: higher education assessment as an unknown risk; assessment success 'out of the blue' and assessment as trauma and euphoria. A major aspect of the project was to offer socially constructed pedagogic developments in response to these themes and nurture emotion as positive energy for transformation.
ABSTRACT This paper considers the role and development of meaningful dialogue in digitally mediat... more ABSTRACT This paper considers the role and development of meaningful dialogue in digitally mediated learning (DML) in UK higher education for teachers. It argues that more research is vital in the field of meaningful dialogue if we are to avoid the risk that pedagogic values in DML become increasingly driven by market forces toward ‘data vending’ without sufficient contextualisation of learning as social practice. Three data collection sources are interpreted. The first is the narrativised experiences of a DML development team transforming an MA Education award; the second is some key reflections on the experiences of MA participants on a newly transformed DML module and the third is a brief analysis of student results and evaluations. The key focus for the paper is how important and challenging it can be to nurture a dialogic academic community online that clearly supports and nurtures the professional development of teachers across the education sector. Using a methodological approach incorporating Ulrich’s notion of ‘reflective competence’, the paper considers the pitfalls of transforming face-to-face modules into DML, arguing that both staff and participant preparation for DML must be at the forefront of such transformations. The paper concludes with a consideration of the vital role in DML of pedagogies which promote emotional engagement and ‘kindness’.
This article focuses on emotional reactions to learning and assessment. It draws on a qualitative... more This article focuses on emotional reactions to learning and assessment. It draws on a qualitative research project involving first-generation adult students on a foundation degree programme. Endorsing the notion of emotional reactions as situated in participants' lived power relations, we map out emotional patterns to Semester 1 and then explore in more detail, participants' particular emotional reactions to assessment. We
ABSTRACT Shifts in UK social and economic policy have focused on education and care in the Early ... more ABSTRACT Shifts in UK social and economic policy have focused on education and care in the Early Years as key to improving social inclusion, skills acquisition and longer term social and economic prosperity. The implications for practitioners in the sector have been significant as roles, functions and foci have been renegotiated through the processes of professionalising the workforce. Drawing on the outcomes of a qualitative study of the career trajectories and aspirations of Early Years educators working in the private, voluntary and independent sector, this paper explores the processes of professionalisation as they collide with the lived experiences of practitioners at the chalk face. The project, funded by the Lifelong Learning Network, aimed to achieve understanding of the influence on career development decision making, particularly in relation to progression to higher education. Our findings suggest that many practitioners fall into the category of ‘non-traditional learners’ and that socio-cultural issues may be key factors in determining decision-making about career development. By bearing witness to the lived experience of practitioners we argue that the processes of workforce development must place greater emphasis on the contestable nature of professionalism and the plurality of professional identity and that Universities are key to achieving this.
Answers to the above questions must be contextualised by the circumstances under which lecturers ... more Answers to the above questions must be contextualised by the circumstances under which lecturers and students work and study together. As we know, post 1992 universities are engaged with a mass HE agenda controlled by centralised and institutional targets. For some years now, both FE and HE have had as their mantra: ‘recruit and retain’. Within the widening participation agenda ‘opportunities’ for the ‘non-traditional’ student at post 1992 HEIs have expanded but how have HEIs responded? Read et al (2003) suggest that the ‘new’ university has not enabled ‘non-traditional’ students to fully ‘belong’ in the environment of academia. Their research also focuses on the changes in relationships between lecturers and students:
This article focuses on emotional reactions to learning and assessment. It draws on a qualitative... more This article focuses on emotional reactions to learning and assessment. It draws on a qualitative research project involving first-generation adult students on a foundation degree programme. Endorsing the notion of emotional reactions as situated in participants' lived power relations, we map out emotional patterns to Semester 1 and then explore in more detail, participants' particular emotional reactions to assessment. We found three key themes: higher education assessment as an unknown risk; assessment success 'out of the blue' and assessment as trauma and euphoria. A major aspect of the project was to offer socially constructed pedagogic developments in response to these themes and nurture emotion as positive energy for transformation.
Uploads
Papers by Andy Cramp