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Current Activity - - Activities and Outputs

Research and Evaluation in Technology Enhanced Learning in Educational Settings

Primary schools

Passey, D. (2011). Implementing learning platforms into schools: an architecture for wider involvement in learning. Learning, Media and Technology. DOI: 10.1080/17439884.2011.592496

Passey, D. (2011). Building an ecological model to support uses of integrated technologies: A case study school in Wolverhampton LA. Lancaster University: Lancaster. ISBN 978-1-86220-282-5. 14pp.

Passey, D. (2011). Independent evaluation of the uses of Espresso online digital resources in primary schools: Final Report – Summary. Lancaster University: Lancaster.

Passey, D. (2011). Independent evaluation of the uses of Espresso online digital resources in primary schools: Final Report – School Uses and Learning Impacts. Lancaster University: Lancaster.

Passey, D. (2011). Independent evaluation of the uses of Espresso online digital resources in primary schools: Final Report – Management, Time and Cost Benefits. Lancaster University: Lancaster.

Passey, D. (2011). Independent evaluation of the uses of Espresso online digital resources in primary schools: Final Report – Attainment and Usage Levels. Lancaster University: Lancaster. Accessible at:

Secondary schools

Passey, D. (2011). Learning mathematics using digital resources: impacts on learning and teaching for 11 to 14 year old pupils. In A. Oldknow and C. Knights (Eds.) Mathematics Education with Digital Technology. pp.46-60. Continuum International Publishing: London.

Passey, D. (2011). Managing quality education – identifying the learning needs of the individual, then satisfying them. In A. Tatnall, O.C. Kereteletswe, and A. Visscher (Eds.), Information Technology and Managing Quality Education, IFIP Advances in Information and Communication Technologies volume 348, pp. 1–10

Passey, D. (In Press). Real purpose, real audience and real value: researching contributions of digital literacy to learning. In L. Stergioulas and H. Drenoyianni (eds.) Pursuing Digital Literacy in Compulsory Education. Peter Lang Publishing: New York, NY.

Gillen, J. and Passey, D. (2011). Digital literacies in the making: schools producing news with the BBC. Nordic Journal of Digital Literacy, 6 (1/2), 37-51

Higher education

Bonzo, J. and Parchoma, G. (2010). The paradox of social media in higher education institutions. In L. Dirckinck-Holmfeld, V. Hodgson , C. Jones, M. de Laat, D. McConnell and T. Ryberg (Eds.). Proceedings of the 7th International Conference on Networked Learning 2010, Aalborg, Denmark.

Hans, O., Zenios, M. and Parchoma, G (2010). Teachers views on assessment in higher education. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell and T. Ryberg (Eds.). Proceedings of the Seventh International Conference on Networked Learning 2010. Aalborg University: Aalborg, Denmark.

Oberg, H., Zenios, M. and Parchoma, G. (2010). Teachers' views on assessment in higher education. In L. Dirckinck-Holmfeld, V. Hodgson , C. Jones, M. de Laat, D. McConnell and T. Ryberg (Eds.). Proceedings of the 7th International Conference on Networked Learning 2010, Aalborg, Denmark.

Networked Learning: Knowledge Construction and Transfer

Networked learning

Bell, A., Zenios, M. and Parchoma, G. (2010). Undergraduate experiences of coping with networked learning: Difficulties now, possibilities for the future. In L. Dirckinck-Holmfeld, V. Hodgson , C. Jones, M. de Laat, D. McConnell and T. Ryberg (Eds.). Proceedings of the 7th International Conference on Networked Learning 2010, Aalborg, Denmark.

Parchoma, G. (2010). International tutor perspectives on undergraduate networked learning environments. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell and T. Ryberg (Eds.). Proceedings of the 7th International Conference on Networked Learning 2010, Aalborg, Denmark.

Themelis, C., Parchoma, G. and Reynolds, M. (2010). Athenian democracy and networked learning communities. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell and T. Ryberg (Eds.). Proceedings of the 7th International Conference on Networked Learning 2010, Aalborg, Denmark.

Online learning communities

Holmes, B. and Sime, J.A. (2011). Online learning communities for teachers' continuous professional development: Examining competence development and social issues in an eTwinning Learning Event. BERA Special Interest Group “New Technologies in Education”, 6-8 Sept. 2011, London.

Holmes, B., Sime, J.A. and Gilleran, A. (2010). eTwinning Learning Events: using online learning communities for teachers' continuous professional development. 16th International conference on technology supported learning and training. OnLine Educa 2010, Berlin.

Knowledge construction

Zenios, M. and Holmes, B. (2010). Knowledge creation in networked learning: combined tools and affordances. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell and T. Ryberg (Eds.). Proceedings of the Seventh International Conference on Networked Learning 2010, Aalborg University: Aalborg, Denmark.

Zenios, M. (2011). Epistemic activities and collaborative learning: towards an analytical model for studying knowledge construction in networked learning settings. Journal of Computer Assisted Learning, 27 (3), 259-268

Digital identity

Koole, M. and Parchoma, G. (Forthcoming 2011). The web of identity: A model of digital identity formation in networked learning environments. In S. Warburton and S. Hatzipanagos (Eds.). Digital identity and social media. Hershey, PA: IGI Global.

Koole, M. and Parchoma, G. (Forthcoming, 2011). The ethical and practical implications of systems architecture on identity in networked learning: A constructionist perspective. Journal of Interactive Learning Environments

Distance education and e-learning communities

Parchoma, G. (2010). Leadership strategies for coordinating distance education instructional development teams. In D. Kennenpohl and L. Shaw (Eds.). Accessible elements: Teaching science at a distance. Athabasca, Canada: Athabasca University Press.

Parchoma, G. (2011). Toward diversity in researching teaching and technology philosophies-in-practice in e-learning communities. In B. Daniel (Ed.). Handbook of Research on Methods and Techniques for Studying Virtual Communities: Paradigms and Phenomena, Vol. 1, 61-86. Hershey, PA: IGI Global. (in a Premier Reference Source).

Mobile learning

Wright, S. and Parchoma, G. (Forthcoming, 2011). Technologies for learning? An actor-network theory informed critique of mobile learning research and the search for 'affordances'. Research in Learning Technology (Special Issue).

How Technology Can Be Used to Support Learning in Non-formal, Informal and Home Settings

Home settings

Passey, D. (2011). Independent Evaluation of the Aston Pride Phase 3 Computers in the Home Project (2009 to 2011): Final Report - March 2011. Lancaster University: Lancaster. Accessible at: http://www.titan.org.uk/activities/

Informal settings

O Suilleabhain, G. and Sime, J.A. (2010). Games for learning and learning transfer. In R. Donnelly, J. Harvey and K. O'Rourke (Eds.). Critical design and effective tools for e-learning in higher education: Theory into practice. Hershey, PA: IGI Global.

O Suilleabhain, G., Garvey, R. and Sime, J.A. (2011). Learning transfer in recreational video games. Irish symposium on Game-Based Learning. 19 May 2011, Waterford Institute of Technology: Cork, Ireland.

O Suilleabhain, G., Garvey, R. and Sime, J.A. (2011). Wait, am I still the green guy? User experience as learning transfer. iHCI, June 2011.

How Technologies Can Be Used to Support Learning within Vulnerable and 'At-risk' Populations

Those not in employment, education and training

Passey, D., Davies, P. and Rogers, C. (2010). Independent evaluation of the intervention study in Sunderland LA with young people who are not in employment, education or training (NEET) - Go Create – a social, creative and practical intervention: Summary report, March 2010. Becta: Coventry. 4pp.

Passey, D., Davies, P. and Rogers, C. (2010). Independent evaluation of the intervention study in Sunderland Local Authority (LA) with young people who are not in employment, education or training (NEET): Final report, March 2010. Becta: Coventry. 82pp.

Passey, D. and Davies, P. (2010). Technology to support young people 16 to 18 years of age who are not in employment, education or training (NEET): A Local Authority Landscape Review. Becta: Coventry. 89pp.

Passey, D. (2011). The 'educational lot' for young people who are NEET: Quality management and roles of management information systems. In A. Tatnall, O.C. Kereteletswe, and A. Visscher (Eds.), Information Technology and Managing Quality Education, IFIP Advances in Information and Communication Technologies volume 348, pp. 121–129. For more details: http://www.ifip-tc3.net/article.php3?id_article=212

The vulnerable and at risk

Passey, D. (2010). Identifying young people at risk of learning exclusion: evidence from the educational system in England. In J. Engelen, J. Dekelver and W. Van den Bosch (eds.) Social Media for Social Inclusion of Youth at Risk: Proceedings of the INCLUSO 2010 Conference. K.U. Leuven: Leuven. ISBN 9789460182532. pp. 59-72.

Passey, D. (2010). Using technologies to support young people at risk of learning exclusion: considering key factors when identifying impacts. In J. Engelen, J. Dekelver and W. Van den Bosch (Eds.). Social Media for Social Inclusion of Youth at Risk: Proceedings of the INCLUSO 2010 Conference. K.U. Leuven: Leuven. For more details: http://www.epractice.eu/en/events/2010-be-incluso-2010-conference

Cognitive Inquiries into Uses of TEL for Teaching and Learning

Fritz, C. O. (2010). Testing, generation, and spacing applied to education: Past, present and future. In A. S. Benjamin (Ed.), Successful remembering and successful forgetting: A festschrift in honor of Robert A. Bjork. London: Psychology Press.

Fritz, C. O., Francis, B., Morris, P. E. and Peelo, M. (2010). SIMPLE: Helping to introduce statistics to social science students. In C. M. Marr and M. J. Grove (Eds.). Responding to the mathematics problem: The implementation of institutional support mechanisms (pp. 51-58). Birmingham, UK: Maths, Stats and OR Network.

Digital Participation and Issues of Access and Exclusion

Older people and digital technologies

Hamilton, M. (2011). Spiralling Through Change: Older Adults Engaging with New technologies. Adults Learning

Sensory engagement and digital technologies

Ramirez-Martinell, A. and Sime, J.A. (2010). Video-enriched learning experiences for performing arts students: Two exploratory case studies. In J. O'Donoghue (Ed.). Technology Supported Environment for Personalised Learning: Methods and Case Studies. Hershey, PA: IGI Global.

Smith, A.G. and Sime, J.A. (2011). Can emotion expand minds online? The problems of online positive mood induction for cognitive flexibility. CAL Conference, Learning Futures: Education, Technology & Sustainability, 13-15 April 2011. Manchester Metropolitan University, Manchester.

Post-school education participation

Lancaster was a partner in the ESRC Seminar Series 'Literacy in the Digital University'. Four research seminars were held between October 2009 and April 2011 promoting new research into digital literacy practices in post-school education. These seminars were conducted by researchers and others who have been involved in four recent publically-funded projects: Digital Literacies in Higher Education (Open University); Learning Literacies for a Digital Age (Glasgow Caledonian U); Literacies for Learning in Further Education' (Lancaster and Stirling Universities); Putting Web 2.0 to work - new pedagogies for new learning spaces' project (Universities of Edinburgh and Strathclyde).

For more details: http://www.open.ac.uk/researchprojects/lidu/

Online safety and digital technologies

Passey, D. (2011). National Education Network Safeguarding Group: Internet Safety in the Context of Developing Aspects of Young People's Digital Citizenship. Lancaster University: Lancaster.

Publication and Application of Findings into Practice

Research student sole and joint conference presentations

Andy Hollyhead, PhD student, presented a paper based on his Tel Modules 1 and 2 papers at the 2nd International Conference on Professional Doctorates 2010, at Middlesex University

Claire Coulton, PhD student, presented a seminar on 'Negotiating the technology minefield – families negotiating the discourses of ICT and the internet at home'

Claire Raistrick, PhD student, presented a paper on 'A Personal Perspective on the Structure of Post-graduate Work-based Learning Programme at an English University' at the 7th International Conference on Networked Learning 2010, Aalborg, Denmark

Gale Parchoma and Marguerite Koole presented an online conference paper for the Canadian Institute of Distance Education on 'The Web of Identity: Identity Formation in Online Learning'

Gale Parchoma, Maria Zenios, and Michael Reynolds presented papers with Alex Bell, Justin Bonzo, Hans Oberg, and Chryssa Themelis, PhD students at the 7th International Conference on Networked Learning 2010, Aalborg, Denmark

Hilary Thomas, PhD student, presented a paper 'Getting to know you, getting to know all about you: how does text-based communication affect the way we relate?' at the 7th International Conference on Networked Learning 2010, Aalborg, Denmark

Hilary Thomas, PhD student, presented a seminar on 'How does online text communication mediate the learning process in a distance creative writing master programme? Approaches to data collection'

Jeffrey Keefer, PhD student, presented a paper on 'Autoethnographer Communities of Practice' at the 7th International Conference on Networked Learning 2010, Aalborg, Denmark

Shaunna Joannidou, PhD student, with Maria Zenios and Michael Reynolds presented a paper, on 'Collaboration, Negotiation, and Reflection: meaning-making established through grounded theory' at the 7th International Conference on Networked Learning 2010, Aalborg, Denmark

Tugba Ozturk, PhD student, presented a seminar on 'Conflict in the virtual learning communities'

Julie-Annn Sime has collaborated on 10 conference papers with PhD students: G. O Suilleabhain (3), A.G. Smith (1), B.Holmes (3), A. Ramirez Martinell (2) and Robert Cram (1)

At the CSALT conference for teachers, PGR students G. O Suilleabhain, A.G. Smith and B.Holmes presented their research

In the Workplace

Cram, R. and Sime, J.A. (2011). Behaviour, the final frontier: A proven approach to changing organisational behaviours. SPE/IADC Middle East Drilling Technology Conference and Exhibition (MEDT), SPE 148443. Muscat, Oman.

Zenios, M. and Smith, C. (2010). Organisational patterns for e-learning centres. In P. Goodyear and S. Retalis (Eds.). E-learning, Design Patterns and Pattern Languages. Sense Publications

Knowledge Transfer Partnership (KTP) with the Lancashire Teaching Hospitals NHS Trust

Research student joint publications with staff

Gale Parchoma wrote a book chapter and a journal article with PhD student Marguerite Koole

Gale Parchoma wrote a journal article with PhD student Steve Wright

Julie-Ann Sime wrote a book chapter with PhD student Alberto Ramírez Martinell

Julie-Ann Sime wrote a book chapter with PhD student G. O'Suilleabhain

Research student sole-published articles and sole keynote presentations

Marguerite Koole, PhD student, published a journal article based on research undertaken in the TEL programme Module 2 on 'Mobile Learning in Distance Education: Utility or Futility?' with Janice L. McQuilkin and Mohamed Ally (Athabasca University, Canada) in the Journal of Distance Education, Vol. 24, No. 2, 59 – 82

Beverly Leeds, PhD student, was invited to South Africa to be a keynote speaker at the University of South Africa Business and Management Colloquium (2010). Beverly also presented a TEL workshop at the Colloquium

Research students involved with staff in joint unfunded research projects

Gale Parchoma is working with Jeffrey Keefer on an unfunded research project: Understanding the Doctorate Experience. (This small-scale study of fourteen international doctoral supervisors' experiences examines threshold crossings in doctoral education, training, differences between traditional and professional doctorate programs, and the complexities added when supervision is carried out at a distance via use of technology enhanced learning applications)

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