Archive for the ‘Conferences’ Category

TEL considerations at UNISA

Sunday, June 17th, 2012


I’ve just returned from a great trip to South Africa with five of my colleagues from Leicester (Ale Armellini, Ming Nie, Palitha Edirisingha, Terese Bird and Gabi Witthaus). Gabi is collating all twelve of our presentations on the BDRA blog, which will also have some audio and video recordings of the sessions. We were presenting to colleagues at UNISA (South Africa’s distance education institution, which has an impressive 350, 000 students!). We presented in parallel at two campuses – Pretoria and Florida. The sessions covered the following topics:

Optimising the research possibilities in online teaching and learning (Ming Nie and Gabi Witthaus)

2.     Questions for future e-learning research: can we plug the gaps? (Ale Armellini)

3.     New Technologies and 21st century learners and their impact on teaching and learning at Unisa (Palitha Edirisingha)

4.     Ethical considerations in learning and teaching (Palitha Edirisingha)

5.     OER-based design for learning and its impact on research (Ming Nie and Gabi Witthaus)

6.     What works and what doesn’t work in research dissemination (Terese Bird)

7.     An overview of the TEL landscape (Gráinne Conole)

8.     Research methodology in TEL (Gráinne Conole)

9.     Harnessing social media (Gráinne Conole)

10. The implications of open practices for learning, teaching and research (Gráinne Conole)

11. Translating research into practice (Gráinne Conole) 

Together the presentations gave a rich overview of the currant state of the art in TEL research. The audience were very participatory and asked lots of great questions. Our host Paul Prinsloo couldn’t have looked after us better, and although we didn’t have much leisure time, we managed to get a bit of experience of life in South Africa.  Paul’s blog is well worth a look at.  We are hoping to go back and follow up with some more in-depth interactive workshops, particularly focusing around learning design and Open Educational Resources (OER). An excellent, productive and enjoyable trip!

BB users conference

Friday, January 6th, 2012


I really  enjoyed the first day of the Blackboard users conference in Durham. As I wrote in my last blog post, sale ed I did the presentation using Sliderocket, rx which seemed to work well. The presentation had a much richer set of images and video clips than I usually include. There were some good discussions afterwards around the themes I addressed.

The overarching theme of the talk was the notion of using the VLE as a Trojan horse. This is very relevant to us at Leicester at the moment as we are in the progress of upgrading to BB 9.1 We plan to use this time productively to take e-learning forward in the university in a number of respects. Firstly, we are currently undertaking an extensive audit of existing use of BB across the university. This includes an online survey and a series of interviews and focus groups with academics and students. Secondly, we want to get a rich picture of how BB is being used, what issues people are having and what kinds of support and additional functionality do they want. We are also asking about what other tools they are using beyond the VLE. Thirdly, the findings of this research will feed into our support and staff development for the upgrade, as well as incorporating conceptual design tools into the VLE to help guide design practice. Finally, we will also collate the results to produce a library of examples of good practice of the use of the VLE across the university. Put together, we hope that this is very much an example of a Trojan approach to increasing the uptake of e-learning across the university. Will report back in due course on how we get on! I would also be very much interested to hear how others are doing this and how successful their approaches are.

One of the areas I focused on in the talk was the relationship between institutional VLEs and free tools and resources. I argued that we should no longer be arguing about the merits of PLEs vs. VLEs, but instead should be focusing on the notion of the VLE+. I argued that Pandora’s box is well and truly open in terms of new technologies; there are now a plethora of tools to support different forms of communication, collaboration and aggregation of resources and you can be sure that our students are using these. Therefore instead of trying to lock them into only using the institutional VLE, we should be designing learning interventions, which make effective use of these cloud-based technologies, that complement the functionality and security that a VLE offers.


Preparing for Online Educa

Sunday, November 27th, 2011


I’m involved in four sessions at Online Educa next week in Berlin.  Should be a good conference!

Firstly, with Ishay Mor, Yannis Dimitriadis and others, I am involved in a pre-conference workshop on 30th December, entitled ‘Theory and practice of designing for learning‘. It follows on from an excellent STELLAR workshop last month, Art and Science of Learning Design. The session will include a broad overview of the state of the field of learning design, introduce participants to some pedagogical patterns and enable them to explore a number of learning design tools.

Secondly, with Graham Attwell and others I am involved in an educational version of Question Time – should be fun!

Thirdly, with Tapio Koskinen and Lieve Van Den Brande I am involved in a session entitled, ‘Creative Learning Environments’, which will include the launch of a special issue of elearning papers on learning design.

Finally, on Friday afternoon with Ulf Ehlers and others I am involved in the OPAL awards ceremony for best practices in Open Educational Resources, which will be followed by a drinks reception.

So all in all Online Educa looks set to be a busy conference!

Tallin side..

Saturday, April 9th, 2011

tallinn9.jpgI’ve been at the Estionian E-learning conference in Tartu this week. Thanks to Ene Koitla and colleagues for hosting a very well organised event. The conference included some excellent papers by local researchers as well as a number of international speakers (Terry Anderson and Rory McGreal from Athabasca University, Gerry Ignasi Labastida from Barcelona University, and Gerry Hanley from California State University, and Murilo Matos Mendonca from Santa Catarina Virtual University - who is currently visit the OU as an Olnet fellow). The second day included a live video link with a parallel conference happening in Finland. Ville Venäläinen and Tarmo Toikkanen talked about SOMEKU, a ning-based social networking platform they have created for Finnish teachers. I was struck by the parallels with Cloudworks and would like to explore with them more the relationship between the two sites and the insights they have gained from developing and evaluating the use of SOMEKU. I’ve live blogged many of the session here in Cloudworks. I did a talk on social and participatory media and explored the ways in which these technologies are changing learning, teaching and research. I also ran a learning design workshop. It’s been a good few days, lots to reflect on; good to catch up with old friends and meet new ones!



JISC CETIS Conference

Sunday, November 8th, 2009

This coming week, it’s the JISC’s 6th CETIS conference. Entitled “A brave new world?’, the programme for the event is here. Keynotes by Chris Cobb, Oleg Liber and the technology critic Bill Thompson. We have set up a cloudscape for the conference with clouds for each of the session, so if you are going to the conference join in live blogging sessions and adding relevant links or references. The hashtag is #cetis09, we have embedded the twitter stream for the conference into the cloudscape and a twapperkeeper archive has been set up for these tweets.

On the road…

Sunday, November 1st, 2009
vancouverI’m just at the end of a two-week trip to North America, overnight pills so I thought it would be useful to write a quick blog post to reflect on the various events I have been attending. It’s been a great opportunity to share some of our latest learning design work and to get feedback on the different aspects. I started in Vancouver where I participated in a two-day event for the British Columbia Educational Technology Users Group (ETUG). The first day was a workshop where participants played with our various tools and resources, viagra 40mg and in particular CompendiumLD. Cloudworks proved to be a useful tool to support the workshop; as a place to share resources, live blog workshop activities, aggregate other relevant resources and participate in discussions. On the second day I began with a talk given an overview of the Open University Learning Design Initiative. This was followed by a series of talks from members of the ETUG community. Sylvia Currie and I jointly live blogged all the sessions. A very rich cloudscape emerged which has now had over 400 unique views!

kamloopsI then attend the TechItUp conference in Kamloops. There were four excellent keynotes and I gave a talk and a workshop. Again a cloudscape with relevant resources and live blogs has been set up.

Finally I attended the AECT conference in Louisville, Kentucky. I had been invited by Mike Spector to give a presidential address at the conference. The cloud for the talk is here and a cloudscape with a few live blog clouds is here.

It was particularly useful to get feedback from people on Cloudworks and hence to get some new recruits involved in using the site. A number of people I spoke to could see a real use for the site to foster debate in communities they were involved with, but also that it had potential in terms of being used with students. It will be interesting to see what emerges as a result. When I was preparing for my talk at AECT I got hold of the latest stats we are collecting for the site. We now have 1365 registered users,  but there are nearly 17,000 unique visits to the site from over 130 countries. There are 1394 clouds and 117 cloudscapes. It’s great to see Cloudworks really starting to take off and to see that it is becoming a truly international community space.

A matter of interpretation

Friday, September 18th, 2009

mariaToday is the final day of the Italian e-learning society conference in Salerno. It’s always interesting to get an insight into e-learning research and development activities in other countries – to compare similarities and notice differences.

Mine was the only talk in English, so my host Maria Rosaria D’Esposito had very kindly arranged for me to have two interpreters. I was amazed by how they were able to keep up with the complex range of technical discussions and the speed of the presentation.

It made a big difference to feel more directly connected with the conference – so my thanks to Gabriella Rammairone and Maria Graziani.

The talk enabled me to work up some ideas I have been mulling over in terms of the relationship between policy and practice, and to put forward an e-learning policy framework as describmandged in the previous post.

I used our own work on Cloudworks and Olnet as illustrative case studies of how policy, practice and research can be more closely aligned.  As always having attended the conference I go away, having had the change to reconnect with colleagusalernoes – it was great to see Lorenzo Cantoni from Lugano again, make new friends, and gain a few new ideas and insights. And it has to be said Salerno is a pretty nice location to boot. Only problem is I have my Spanish oral exam next week, so four days immersion in Italian is maybe not such a good idea from that respect….

The image is a view of the bay of Salerno, which is a lovely town about an hour south of Naples. On the last evening I went out with Maria and a couple of her colleagues and had one of the best Pastas I have ever had! “Foglie D’Ulivo” - yum! Cooked some last night at home with a fresh pesto sauce which seemed to go down well!

Reflections: Cloudworks at ALT-C 2009

Friday, September 11th, 2009

I thought I’d take the chance to reflect on some of the patterns of use of Cloudworks we have seen this week, price particularly in the way it was used around the ALT-C 2009 conference. We set up a cloudscape for the conference and put stub-clouds for each of the sessions. The intention was that the cloudscape would complement the ALT crowdvine site and act as a means of aggregating resources and debates around sessions. Whereas the crowdvine site provided a useful flow of discussion, means of connecting with others at the conference and centred around the programme at the conference, we felt the cloudscape focussed specifically on the actual sessions. A number of folk live blogged sessions they went to – Juliette Culver, Rebecca Galley, Partick McAndrew , Chris Pegler and Martin Weller and Doug Clow even managed to live blog remotely! I didn’t attend the conference but participated remotely. Ironically I felt that I almost learnt more about the conference by following what was happening in the Cloudscape than I would have done if I had attended. But perhaps that says more about me gossiping and networking too much at conferences, than about the usefulness of the site per se ;-)

I think there are mixed views as to how well crowdvine and the cloudscape worked together and we need to reflect on these. One key concern, not surprisingly, was whether the cloudscape detracted from/diluted the activities on crowdvine. However, certainly a number of people watching in remotely said that they found the cloudscape useful as a simple way of keeping in touch with what was happening at the conference. There were a number of trigger clouds around which there was significant activity – the two most active were The VLE is Dead debate and Martin Bean’s Keynote. I think the adding links and academic reference functionality on clouds worked well. Similarly adding additional content to clouds and additional comments also seemed to work well, although we are aware that the current two-column format for this isn’t quite right. I found that I wanted to be able to interact with people more – to be able to post something on their profile, so this is something we are going to look into.

We have activity streams for individuals and cloudscapes as well as the whole site. I found I was using this a lot as a means of keeping abreast of new things happening on the site, but I wonder to what extent other people are using these features or indeed whether they are even aware they are there? Likewise to what extent are people using the RSS feed feature?

We have an irritating bug that needs fixing – currently if you cut and paste from word you get lots of erroneous code. Also we want to be able to add pictures easily and also an embed button from sites like YouTube and Slideshare.

We are still torn as to whether or not to enable users to upload files, given that there are many other good sites that do this – such as GoogleDocs and Slideshare, is this really necessary?

Searching and being able to find content is clearly going to be critical as the site grows. You can also find a lot usefully via the Tag button at the top of the front page but again I don’t know how many people are aware of that.

Adding clouds still seems to be a major barrier, although its encouraging to see more people being willing to add links, additional content or comments – for some reason there seems to be a lower barrier than creating a new cloud.

So these are just some of my initial random thoughts. I know Juliette and Rebecca have their own reflections and hopefully they will post something here. Again any feedback much appreciated and if you have a moment to fill out the Cloudworks survey that would be great.

TLRP TEL at the AERA conference

Sunday, April 19th, 2009


AERA presentation 
I’ve just got back from the AERA conference which was held in San Diego this year. I still can’t quite cope with the size of the conference - 15,000 delegates this year I understand! Eileen Scanlon and I were part of a TLRP Technology-Enhanced Learning symposium, in which 5 of the 8 projects funded under the programme presented.We focused in on three themes: Design, Interdiscplinarity and Transformation.We had a slight change at the last minute - Vic Lally was unable to come and so Margaret Cox presented on her project “Personalised learning with Haptics when Teaching with online media, PHANTOM”. It was a great session lots of interesting discussions afterwards and we have plans to do a follow up next year. Our draft paper relating to the Personal Inquiry paper is available here. We are planning to work this up and submit to a journal soon.  Here is the abstract for the session:

Innovations in design and methodology in technology-enhanced learning: findings from the TLRP Technology Enhanced Learning programme

Session submission to the

Advanced Technologies for Learning (SIG #7), AERA conference 2009

Chair: Professor Richard Noss

Discussant: Professor Sir Tim O’Shea 


Personal Inquiry (PI): Innovations in participatory design and models for inquiry learning

Eileen Scanlon, Gráinne Conole, Lucinda Kerawalla, Karen Littleton, Mark Gaved, Alison Twiner, Trevor Collins, Paul Mulholland, The Open University

MiGen: Intelligent support for mathematical generalisation

Richard Noss and Celia Hoyles, University of London

LSDE: Transforming teaching practice through planning and design

Diana Laurillard, Institute of Education, University of London, George Magoulas, Birkbeck College, University of London, Elizabeth Masterman, University of Oxford

SynergyNet: Innovative and immersion

Liz Burd, University of Durham

Inter-Life: Interoperability and transition

Victor Lally University of Glasgow


Technology continues to have a radical impact on all aspects of society and offers much for the educational domain. Information of relevance to learning is now available in abundance – through the Open Educational Resources movement and via a range of sites which offer ‘media-rich’ resources. This is coupled with the increasing impact of web 2.0 technologies characterised by user-generated content and social networking. At face value this might suggest that technologies are radically changing educational practice, however, in reality the impact in education of technologies has not being as profound as in other spheres of life. The reasons are complex and pose important technological, pedagogical and organisational challenges and dilemmas.

In the UK an ambiguous Technology Enhanced Learning (TEL) programme (ca. $22 M over five years) is underway, funded by the EPSRC/ESRC, which at its core is about tackling these challenges of educational significance from an interdisciplinary perspective:

Technology enhanced learning (TEL) requires interdisciplinary collaboration across the disciplines of learning, cognition, information and communication technologies (ICT) and education, and broader social sciences… To achieve the highest ambitions for education and lifelong learning we need to exploit fully what new technology offers – for personalising learning and improving outcomes… for creating more flexible learning opportunities and for improving the productivity of learning and knowledge building processes. But to do this, we need a more explicit understanding of the nature of learning itself, both formal and informal, and the way it is responding to changes in society and the opportunities created by new technologies… This… will support innovation from both research areas, each challenging the other, to rethink ways of making learning more effective and to develop the new technology solutions to make that possible. Such interdisciplinary research is intended to help build new understandings of how technology can enhance learning.

The first phase began in September 2007; a second phase begins in September 2008. The symposium is structured around five of the projects in the TEL programme and will consist of thematically linked presentations.It will explore how the projects are tackling the challenges set by the programme and more generally on how to instantiate the rhetoric of radical transformation of educational practice through the use of technologies. In particular the objectives of the session will be to consider the following questions:

·      Issues of design: How can we design for innovation and adopt a more participatory, inclusive approach to design? What is the relationship between design and instantiation of practice?

·      Transformation of practice: How might innovative technologies lead to real transformation of practice? What are the barriers and enablers? What new forms of pedagogy are possible?

·      Methodological development and interdisciplinary inquiry: What are the methodological challenges and what are methodological innovations? What are the benefits and challenges of interdisciplinary research? 

Rooted in the distinctive approaches and context of each specific project, we will address the issues identified above with reference to key findings to date.

Phase one – the PI and MiGenprojects

Personal Inquiry (PI) is designed to help school students learn the skills of evidence-based inquiry (Conole et al. 2008). The aim is to understand how effective learning can be enabled with technology across formal and informal settings. Our focus is on designing for evidence-based inquiry learning and we are developing an innovative ‘scripted inquiry learning’ approach, where children aged 11-16 carry out scientific explorations supported by a personal inquiry toolkit. This toolkit, running on an Ultra-Mobile PC provides ‘scripts’ in the form of dynamic lesson plans that guide the learners through a process of gathering and assessing evidence, conducting experiments and engaging in informed debate on topic themes of relevance to the secondary-level UK National Curriculum (Myself, My Environment, My Community). The aim is to encourage thinking and debate about issues that affect students’ everyday lives, such as fitness, diet and waste. Project partners include schools, technology companies that develop sensing and data-logging equipment, and museums, community resource centres and fieldtrip sites.

The project sees pedagogy and technology development as inextricably interwoven and the team have adopted an iterative, participatory approach to the design, development and evaluation of the scripts. We have conducted focus groups, design workshops, and discussions of the prototypes with teachers and learners, as well as with key educational experts, software designers, curriculum developers, curators of informal learning and discovery centres. Initial trials, carried out in Spring 2008, involved each site (Open University and University of Nottingham) working with local partners. These are being followed by a further iteration from September. Key questions driving the design and evaluation include, how:

1.      do students and their teachers adopt the technologies as tools for learning?

2.      does the experience of scripted inquiry learning assist and change learning activities?

3.      do scripted inquiry learning activities develop children’s learning skills?

We will report on the development and trial activities conducted by the OU team with local participants. It will detail our participatory design approach - which aims to involve true cross-stakeholder engagement in the design and enactment of innovative inquiry-based scenarios. We will report on the research findings of the first set of trials involving two school-based interventions, one a location-based inquiry learning toolset to support an eight-week Geography project on urban heat islands, which has been completed by 78 students aged 15-16 years-old, and a second with younger students on microclimates.

The work presented will draw on videotaped observations, the data students collected and the notes and products created by the learners and teachers in the trials. Video records of the stakeholder workshops involving teachers, pupils and others will also be used. Drawing on Engstrom’s (1999) analytic approach, we will explore how the outcomes of both the initial trial and the participatory design workshop have informed the subsequent design of activities and the associated personal inquiry toolkit.

MiGen aims to co-design, build and evaluate, with teachers and teacher-educators, a mutually supportive pedagogical and technical environment for improving 11-14 year-old students’ learning of mathematical generalisation. There is a clearly identified need to engage students in reasoning and explanation on the basis of recognition and articulation of pattern and structure. This challenging agenda has been well documented and theorised (Healy and Hoyles, 2000, Stacey et al., 2004, Mason and Bruning, 2004; Kieran and Yerushalmy, 2004; Kaput, et al. 2002). One fruitful approach has involved students constructing, evaluating and sharing their own computationally-based mathematical models (Noss, Healy, and Hoyles, 1997). Despite some successes, difficulties coalesce around the need for intensive, timely and appropriate pedagogic support from the teacher. In particular, the need to:


  • provide students with appropriate pedagogic support during the modelling process; and support the building and sustaining an online learning collaborative community.

We have developed a prototype microworld – the eXpresser – designed to promote the learning of mathematical generalisation through model-construction where tools have been designed that afford building with the general case, building with the specific, while the system provides an ‘eye to the general’. Our work adopts a “lightweight” strategy that focuses on supporting the individual without artificially constraining his/her explorations, and therefore renders unnecessary a large-scale complete learner model (Veermans, 2003, de Jong, 2006). 

We will present the eXpresser, its pedagogical rationale and the epistemological and pedagogical-design criteria and the ways we have sought to devise intelligent support. We will outline the architecture of the technical system and illustrate its operation in trials with students and teachers. The challenging issues confronted include:

·      What to model – knowledge in constructionist environments is not well-specified and often ephemeral;

·      Recognising correctness – in an exploratory environment, it is difficult to label strategies as correct or incorrect, without taking account of the contingencies of overall student goals, strategies and characteristics;

·      Accounting for situated abstractions – knowledge is not usually expressed in conventional abstractions, but rather within the tools and relationships of the system;

·      Attempting to characterise student strategies from student-system interactions;

·      Finding ways to represent student knowledge to the teacher, in ways that can suggest helpful intervention trigger-points and pedagogic strategies.

Phase two: the LDSE, SynergyNet and InterLife projects

LDSE is developing a ‘learning design support environment’, based on our analysis of the gap between current and potential best practice. ‘Potential best practice’ includes, for example, an informed analysis of the comparative benefits and costs of alternative learning technologies and realistic planning that exploits the potential of innovative technologies alongside conventional methods. LDSE includes a set of design support tools, links to relevant existing good practice documents and exemplars, and learning activity management tools. We will focus on the issue of how to transform teaching practice using interactive tools to support them in planning and design for the blended use of innovative learning technologies alongside conventional methods. The project adopts a design-research approach (Bell et al. 2004) with interdisciplinarity as a fundamental principle. It is through melding the knowledge and expertise of computer scientists, educational researchers and teaching practitioners that we can clarify the complex requirements of the learning design process and implement them in a computational form that is viable for teachers. Moreover, by engaging teachers in a more research-based approach to teaching as part of their everyday practice, we hope to accelerate the development of their understanding of how to engage more effectively with TEL. We will draw on previous findings (Masterman, 2008; San Diego et al., 2007), initial practitioner needs analysis, initial modeling of practitioner design decisions, and user evaluation data for the early prototype, completed in the first stage of the three-year project.

SynergyNet involves the development, operation, and evaluation of an innovative ‘Interactive Immersive Classroom’ in which advanced technology is introduced to provide high quality collaborative learning experiences.  Central to SynergyNet is a new form of computer interface (for both desks and presentation boards) that integrates a large built-in multi-touch surface that can detect simultaneous contacts by fingers or pens. Therefore, two or more students can operate the desk concurrently. Therefore a single multi-touch desk can operate both as a set of individual computerised work spaces and as a single large digital workspace allowing students to work individually or collaboratively on a task.  Our research involves capturing and analysing the learning experiences of students while they use the multi-touch equipment, and subsequently assessing how these differ from those learning experiences gained in more traditional classroom environments in primary, secondary and higher education settings. We are focusing on two broad issues: collaborative engagement through ICT and the impact of this upon knowledge and understanding. Our data-collection system enables analysis of the level of students’ cognitive engagement and achievement (Moseley et al. 2005) using Bloom’s revised taxonomy and considers any changes in the relational complexity of their contributions (using the SOLO taxonomy: Biggs and Collis 1982). This analytic work is complemented by microgenetic analysis of group discourse (Schoenfeld et al. 1993) and group solutions (Taylor and Cox, 1997).  

Inter-life is investigating the use ofICTs to support skillsdevelopment by young people to enhance their management of life transitions . It has developed a mobile and three-dimensional (3D)virtual community called ‘Inter-Life’.  Educational and social transitions have significant impacts on performance, motivation and identity formation.  Inter-Life offers the opportunity for participants to work together on transition activities in thiscommunity, whether they are logged in, or using their mobile deviceaway from the desktop.  It provides reflective and personal development tools and scenarios for transitions, to demonstrate theflexibility and robustness of the educational and technical designs.In particular, the research focuses on: user engagement, co-design, and development, identification of learning outcomes, processes, and skills acquisition, participant identity formation and development associated with Inter-Life usageand professional development of educators working in 3D-communities. The project uses mixed-method, technology-enhanced data gathering andanalysis. Phenomenographic techniques are used - analysing personalaccounts of participants across a range of settings. The project isinvestigating identity development from an Activity Theory perspective, viewing identity as individually and sociallyconstructed, rather than a fixed quality or ‘given’.


Bell, P., Hoadley, C.M. and Linn, M.C. (2004) Design-based research in education, in: M. C. Linn, E.A. Davis and P. Bell (Eds) Internet environments for science education (Mahwah, New Jersey, Lawrence Erlbaum).

Biggs, J.B., and Collis, K.F., (1982) Evaluating the Quality of Learning – the SOLO Taxonomy (1st ed.), New York: Academic Press.

Conole, G., Scanlon, E., Kerawalla, C., Mullholland, P., Anastopulou, S. and Blake, C., (2008), From design to narrative: the development of inquiry-based learning models, Edmedia Conference, July 2008, Vienna

de Jong, T. (2006). Technological Advances in Inquiry Learning. Science, 312, 532-533.

Engeström, Y. (1999) Innovative Learning in Work Teams: Analysing cycles of Knowledge Creation in Practice, in Y. Engeström, R. Miettinen, and R.L. Punamaki (eds.) Perspectives on Activity Theory, Cambridge University Press

Healy L and Hoyles, C. (2000), ‘A Study of Proof conceptions in Algebra’. Journal for Research  in Mathematics Education, 31, 4, 396-428.

Kaput, J., Noss R. and Hoyles, C. (2002) Developing New Notations for a Learnable Mathematics in the Computational Era. In English, L. (Ed) Handbook of International Research in Mathematics Education. London: Lawrence Erlbaum. pp. 51-75.

Kieran, C., Yerushalmy, M. (2004) Research on the role of technological environments in algebra learning and teaching. In Stacey, K., H. Shick, H., Kendal, M., eds.: The Future of the Teaching and Learning of Algebra. The 12th ICMI Study. Volume 8 of New ICMI (International Commission on Mathematical Instruction) Study Series. Kluwer Academic Publishers. 99–152.

Mason, B, and Bruning, R. (2004). Providing Feedback in Computer-based Instruction: What the research tells us. Retrieved 2004 from MB/MasonBruning.html

Masterman, L. (2008). Phoebe Pedagogy Planner Project: Evaluation Report. Available at:

Moseley, D., Baumfield, V., Elliott, J., Higgins, S., Miller, J. and Newton D. P. (2005) Frameworks for thinking: a handbook for teachers and learning Cambridge: Cambridge University Press.

Noss, R. and Hoyles, C. (1997) The Construction of Mathematical Meanings: Connecting the Visual with the Symbolic. Educational Studies in Mathematics., Vol 33, 2, pp 203-233

San Diego, J.P., Laurillard, D., Boyle, T., Bradley, C., Ljubojevic, D., Neumann, T. and Pearce, D. (2007) The feasibility of modelling lecturers’ approaches to learning design, ALT-J, 16(1), 2008, 15–29.

Schoenfeld A. H., Smith, J. P., III, Arcavi, A. (1993). Learning: The microgenetic analysis of one student’ s evolving understanding of a complex subject matter domain. In R. Glaser (Ed.), Advances in instructional psychology: Volume 4 (pp. 55-175). Hillsdale, NJ: Erlbaum.

Stacey, K., Chick, H., and Kendal M. (2004) The Future of the Teaching and Learning of Algebra. Dordrecht: Kluwer.

Taylor, J and Cox, B.D. (1997) Microgenetic Analysis of Group-Based Solution f Complex Two-Step Mathematical Word problems by Fourth Graders. The Journal of the Learning Sciences, 6, 2:183-226.

TLRP ESRC (2006), Announcement of forthcoming EPSRC/ESRC call for research on technology enhanced learning, (30/6/08)

Veermans, K.H. (2003) Intelligent support for discovery learning. Enschede, The Netherlands: University of Twente Press.


Clustering research questions

Wednesday, March 4th, 2009

Research clusters
A really nice idea for clustering research questions as a basis for a workshop activity in a session at the OER meeting at Monterey facilitated by Lisa Petrides and Amee Godwin. See this cloud for a summary. Worked really well, story has any one else done similar things? I can see how this could be adapted in a range of ways to brainstorm, cluster and refine ideas.