Karl Royle
Karl Royle is Principal Lecturer for Curriculum Innovation and Knowledge Transfer at the Centre for Development and Research in Education (CDaRE), University of Wolverhampton where he works as a research project director. Karl has considerable experience of project management and materials development for both screen and print-based media and has a background in teacher education, professional development and education management. A former teacher in inner city schooling and manager in post-16 education, Karl is a teacher educator and advocate of immersive and collaborative learning. Karl specialises in integrating active and project-based learning, literacy and language development into vocational subjects and latterly video games and digital spaces. His current interests are around the development of thinking skills in game based learning and the skills habits and affordances of ubiquitous technology and its transfer to educational contexts.
His latest publications
Netbooks paper
Add: Games and Learning Special edition.
The breadth and scope of computer games in learning: A summary
The breadth and scope of computer games in learning: Applications to 14 to 19 learners with a specific focus on applicability to those who are classified as Not in Employment, Education or Training
Computer Games and Learning – where next? The Breadth and Scope of the use of Computer Games in Education
All at http://www.wlv.ac.uk/default.aspx?page=25083
Using PictoChat on the Nintendo DS to Develop Children’s Exploratory Talk through Productive Learning Conversations during Collaborative Group Work.
http://www.rcetj.org/index.php/rcetj/article/view/88
Computer games and realising their learning potential: Crossing Borders, Blurring Boundaries and Taking Action.
http://www.gamebasedlearning.org.uk/content/view/67/60/
Game based learning: An Alternative Approach is at http://innovateonline.info/index.php?view=article&id=433&action=login
The DoomED science learning game produced with Desq Ltd is at www.desq.co.uk/doomed
Current research projects where he acts as project leader/manager include:
Reforming the Social Science Curriculum for teacher Educators in Palestinian Universities: World Bank/ University of Hebron
Joint project with Stanford University and University of Birzeit Ramallah Palestine. Technology, Web 2.o and mobile applications in Education.
Ipads in schools : research into learner development through IPad use in two primary schools. (Telford)
Games, Neets and digital learning. How using digital media as the basis of curriculum can re-engage learners and improve outcomes. Southwark Council and Rolling sound.
Children's Workforce Development Council. THe Impact of early Years Professionals on Outcomes for Children. Project manager.
Past research projects:
• Impact evaluation of ICT in Initial Teacher Training for The Training and Development Agency for Schools. TDA. www.tda.gov.uk/techforteaching
• An Investigation into the Labour Market and Skills Demands of the Games and Serious Games Industries.
• A Review of learndirect pedagogy and practice.
• Research investigation into Creative, Arts and Media (CAM) provision in the Learning and Skills sector, delivery methods and engagement with digital learning.
His latest publications
Netbooks paper
Add: Games and Learning Special edition.
The breadth and scope of computer games in learning: A summary
The breadth and scope of computer games in learning: Applications to 14 to 19 learners with a specific focus on applicability to those who are classified as Not in Employment, Education or Training
Computer Games and Learning – where next? The Breadth and Scope of the use of Computer Games in Education
All at http://www.wlv.ac.uk/default.aspx?page=25083
Using PictoChat on the Nintendo DS to Develop Children’s Exploratory Talk through Productive Learning Conversations during Collaborative Group Work.
http://www.rcetj.org/index.php/rcetj/article/view/88
Computer games and realising their learning potential: Crossing Borders, Blurring Boundaries and Taking Action.
http://www.gamebasedlearning.org.uk/content/view/67/60/
Game based learning: An Alternative Approach is at http://innovateonline.info/index.php?view=article&id=433&action=login
The DoomED science learning game produced with Desq Ltd is at www.desq.co.uk/doomed
Current research projects where he acts as project leader/manager include:
Reforming the Social Science Curriculum for teacher Educators in Palestinian Universities: World Bank/ University of Hebron
Joint project with Stanford University and University of Birzeit Ramallah Palestine. Technology, Web 2.o and mobile applications in Education.
Ipads in schools : research into learner development through IPad use in two primary schools. (Telford)
Games, Neets and digital learning. How using digital media as the basis of curriculum can re-engage learners and improve outcomes. Southwark Council and Rolling sound.
Children's Workforce Development Council. THe Impact of early Years Professionals on Outcomes for Children. Project manager.
Past research projects:
• Impact evaluation of ICT in Initial Teacher Training for The Training and Development Agency for Schools. TDA. www.tda.gov.uk/techforteaching
• An Investigation into the Labour Market and Skills Demands of the Games and Serious Games Industries.
• A Review of learndirect pedagogy and practice.
• Research investigation into Creative, Arts and Media (CAM) provision in the Learning and Skills sector, delivery methods and engagement with digital learning.
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Papers by Karl Royle
This paper will locate this need for a response to change within the ethical paradigm of capability theory and human agency. Maximising the ability of individuals to achieve is an important core value of education. Within the capability approach Sen (1992) this is located in the notion of freedom of choice and personal and collective agency. As the pervasive social and cultural use of digital technologies can enhance potential functioning and widen a person’s capability then it is important that institutions recognise and value those technologies and their status in peoples lives so that opportunity is not denied.
Using the lens of capability theory, the paper will develop a pedagogical framework for change derived from agile work practices and research observations. This framework facilitates the development of both learner and teacher capabilities through the construction of a shared space that develops agency in the co-development of learning. This is particularly applicable to working with digital tools, which redirects the role of the teacher from pedagogue to facilitator and leader of learning processes in both face-to-face and digital spaces.
In order to investigate these digital habits, in preparation for a joint masters degree in this area an online survey was developed, piloted and implemented at both of the universities. The survey included sections on: biographical information; personal and professional use of ICT and attitudes towards that use; professional development and ICT; and barriers towards the integration of ICT. It was developed with reference to notions of digital literacy Futurelab (2010), factors of participatory culture Jenkins et al (2006) and next generation user skills Kay et al (2009) in addition to other literature sources.
The online questionnaire was deployed in two versions (Arabic and English) by email to all faculty members at both universities. Faculty members were given the choice to answer in the language in which they felt more comfortable with.
In addition, key participants were interviewed to provide greater insights into the mediating and moderating factors around the use of digital technology in each context. A semi-structured interview protocol was used in both contexts and was conducted in both Arabic and English.
The paper will present research findings around notions of commonality and difference between the digital habits of educators within the two contexts and their use of digital tools and environments. It will also highlight any potential barriers to their use. The paper will illustrate how the results have informed future curriculum development of joint CPD programmes that allow collaboration between educators in Palestine and the UK. This will then be used to leverage changes in teaching approaches by extending the analysis of digital habits to both students and lecturers as a basis for curriculum enhancement and innovation through the use and integration of digital tools into learning.