PhD student Shannon Ludgate of the School of Education talks about her research on children’s use of touchscreen technology. Shannon describes her research and what she hopes to achieve during the course of her PhD.
The conference will bring together practitioners, researchers and key figures in the field of Further Education (FE) and will cover a range of themes from apprenticeships and work-based learning to accountability and governance in FE.
Instead of the conventional ‘stand and deliver’ format of many conferences, ‘Reimagining Further Education’ will be organised as group conversations framed and facilitated by a discussant and chair for each of the 6 thematic strands included. By exploring positive, imaginative and creative ways forward that enhance agency, workforce development and the professional ethos of all FE practitioners, this conference aims to put the ‘confer’ back into conference!
Research you are currently working on: I am currently looking at the whole area of Professional Doctorates with a particular interest in EdD provision. Undertaking a Doctorate as an established working professional, often in mid-life and mid-career, has its own challenges and this is an area of research that is much under appreciated. Perhaps it’s my main contention that, as a consequence, in many ways Professional Doctorates invite a different approach to the process of supervision and the discussion of the impact of the Doctoral experience itself.
Research methodologies you are using: I am currently starting to look outside of what may be regarded as the well-established canon of research methodologies in education and drawing tentatively on ideas and arguments that have emerged within the arts and humanities. For example, more creative and active approaches to interviewing, participatory research and the mapping of alternative impact. In addition, I am also fascinated by the notion of history as practice and the wider public history movement that has grown in recent years. What can we learn from these new methodologies for educational research?
Current issues, thoughts and reflections on education & research: What we often define in professional discussions as educational research tends to have rather rigid and conventional boundaries and practices. Arguably, these boundaries and practices need periodically to be challenged in order to reinvigorate the field. The whole educational environment in which we currently work and operate is changing all around us with accepted nostrums in noticeable decline, yet this has still to impact fully on educational research itself.
Most influential research you have read/seen: I tend to use a constellation of ideas in my own teaching and research drawn broadly from the sociologist, philosopher and educationalist Pierre Bourdieu. Undoubtedly, his most influential writing for me over the years is often rather ignored by others: The Rules of Art published in 1996 and inspired by his study of Flaubert,
Advice for new researchers: Make a start and keep going. Dig where you stand and dance where you dig.
Mini fact about you: I attended a lecture by Pierre Bourdieu in Oxford but could hardly understand a word of it as he spoke in French for the whole hour.
The creativity cluster had an exciting day out visiting the Big Bang data exhibition at Somerset house in early Feb. Reader in education Geof Hill has written a review on the exhibit and presents some interesting reflections on data collection, use and meaning.
“One strong theme that was evident throughout the exhibition was the adage ‘a picture tells a thousand words’…”
“A second installation spoke to me of the humanity that often gets overlooked in collection and representation of quantitative data.”
Education PhD student Kirsty Devaney paired up with Dr Alison Daubney from Sussex University to host a webinar for the Incorporated Society of Musicians . This webinar is designed to help music educators to choose the most appropriate qualification for their pupils by considering the key changes and exploring the new qualifications from each awarding body in depth. What the video here:
Martin writes a very successful blog all to do with music education and assessment. He makes us question how and why assessment is done in music, but he also relates it to wider questions about education assessment:
“If we do know what we expect, are we simply providing a self-fulfilling prophecy, and at the same placing a glass ceiling on attainment?”
Session 1: Do you know your #hashtag from your retweet? 5th October 2015
We had a lovely bunch of researchers join us for a workshop all about how to get to grips with twitter. They had a variety of reasons for using twitter from wanting to use it at conferences to connect with other delegates, to promoting written and published work, to using it to collect data and promote their research. Some aspects we covered included:
Setting up a profile
Linking with other online platforms
Finding and getting followers
Privacy and safety
The main piece of advice I gave the group was to use Twitter as a “conversation”. Don’t just promote your own work but engage in debates, talk to others in your area of research, and retweet (share) other related posts and tweets. Think about your audience – who will be looking at your tweets and what do they want to see? Do they just want to see you promoting your latest publication all the time?
Join us for session 2: Twitter to aid research and building up your profile, 9th November, 2-4pm, Attwood, City North
We will be looking at the nature of Twitter, how to build a strong public profile, the dangers, how to build a network and engage them. We will also touch upon social media strategies and social media managers.