Research & Learning Design Projects
Associate of the Centre for Research in Digital Education at the University of Edinburgh, dedicated to researching how technology, culture, learning and policy intersect within research and practice in digital education.
Course designer, researcher, and consultant on MOOC offerings from The World Bank Group’s Open Learning Campus. Social media, communications, learning analytics, digital education & open learning research, and overall course design. These courses have served thousands to date and further development is underway for more courses. Course offerings include finance for development, risk management, citizen engagement, public private partnerships, and climate change.
[Composition]: Conversations about Content and Form is a product of an ongoing collaboration with James Lamb of the University of Edinburgh, with whom I have collaborated before on the New Geographies of Learning and Elektronisches Lernen Muzik, projects that explore the role of space in digital education and how music inspires and accompanies scholarly activity, respectively. In this third project, we explore composition itself and how ‘writing’ can be reimagined across modes.
Panoply Digital designs and delivers ICT4D projects. We are researchers, evaluators, practitioners, and advisors on using technology for development. We offer a variety of consulting services for both developing and developed contexts and have a reputation for delivering on time and on budget. Our projects span mobile and ICT for development, women empowerment projects, monitoring & evaluation services, open learning & mobile learning initiatives, curriculum & course design, mHealth, youth unemployment projects, and both quantitative & qualitative research projects. Please contact us to learn more.
GSMA Capacity Building: Co-designed a series of online short courses related to mobile regulatory practices specific to the mobile industry. To support the work of policymakers and regulators, the GSMA offers free training courses through our Capacity Building programme. These in-depth courses emphasize real-world examples of regulatory best practice, are packed with useful insights and delivered by our exceptional line-up of expert trainers. Courses include mobile regulation, children & mobile technology, privacy, taxation, health, universal service funds, mobile spectrum, and more.
The Pedagogy of Simultaneity (PoS) is an attempt to define learning and a related pedagogy that accounts for the simultaneous engagements that occur in any given learner’s environment. It is an attempt to meet the challenges of today and tomorrow and make these challenges visible in a pedagogy. Trust, discussion and collage are the carrying features of learning and pedagogy based on PoS. We hold them as the key concepts, the observable phenomena and related activities of learning in PoS. Behind these concepts, phenomena, and activity, we attempt to account for the empowering energies and layers of time, space, and social presence. All of these interact simultaneously. That is why we use the term Pedagogy of Simultaneity. We think it is worthwhile to explore developing a pedagogy that accounts for all of these as they naturally and simultaneously occur.
Beni American University: a mobile development project designed explicitly to target students at-risk of failing to complete their studies using a combination of learning analytics and mobile mentoring. As such, we believe it provides a holistic combination of analytical methods and social, humanistic responses to building resiliency in students through existing technology. The project involves designing a mobile solution that complements the existing workflows and norms of social communication in Nigeria via technology and incorporating that into a mobile mentoring system where mentors and students are matched based on a series of metrics and encouraged to communicate over the course of the semester. This project works under the belief that these relationships of mentor and student generate considerable resiliency in students who might otherwise drop out of education altogether.
MobiMOOC: MOOC run in 2011 and 2012 that spurred the formation of a research group to explore the nature of learning in a MOOC and its relation to mobile learning. Several papers have been co-authored as a result of this research team ranging from pedagogical applications of MOOCs, complexity theory, and emotive analysis of discussion board transcripts.
Edinspace:Online learning provokes questions about the nature of place and institution for distance learners: what does it mean to be a student at Edinburgh who is not in Edinburgh, and what insight does this give us into learning design for high quality distance programmes? This project explores notions of place and institution for the MSc in E-Learning in the School of Education at the University of Edinburgh. Over one year, we will conduct a piece of research in which narrative and visual data is generated by students within the themes of place, home, and institution.
Elektroniches-Lernen-Muzik is our attempt to create a place where members of the E-Learning community – and other interested parties – can share ideas, resources and playlists, and engage in discussion surrounding the role of music in elearning. In this project we explore, in an informal way, the influence that music and sound have upon our learning spaces. The idea grew out of a conversation that originally took place in autumn 2010 between participants on the E-Learning and Digital Cultures course, part of the MSc in E-Learning at The University of Edinburgh. Since then, Jeremy, Michael and I (the self-appointed ‘curators’ of this project) have regularly returned to the idea of ‘soundtracking’ our engagement with the E-Learning programme. We’ve talked about how we might discuss and share the impact and influence that music has upon the spaces in which we learn.
SWOP (Student writing: innovative online strategies for assessment & feedback) was funded from 2009-2011 by the Principal’s Teaching Award Scheme at the University of Edinburgh to take a closer look at some of the programme’s practices. Our goals were to understand better how our approach works, how to make that approach even better, and how to share what we have learned with others interested in online and distance learning. Over the past two years the project has been an important source of insight into the assessment, feedback and digital writing practices of the MSc in E-learning.
The key data generated by the project were a series of student-led ethnographies of courses, where students acted as participant observers and kept field notes that were analysed and used to develop three key project themes:
- Feedback cultures;
- Negotiating tensions: isolation and community; silence and noise; absence and presence; individuality and convergence; freedom and constraint;
- Emotion, conflict and investment.