Dr Brett BlighLecturer
Brett Bligh is a Lecturer in the Department for Educational Research. He conducts research into the connections between our material surroundings, the technologies that permeate them, and the ways we act, think and learn. Two recurring interests are how Universities design and evaluate their built environment estate to support opportunities for learning, and how very large display tools can support learners’ collaboration. More general interests include Activity Theory and collaborative learning. In 2012 he co-authored Nesta's Decoding Learning report, and was previously a member of the EU's "STELLAR" Network of Excellence for Technology Enhanced Learning. In 2010, as part of the Visual Learning Lab, he was awarded a Lord Dearing Award for innovation in teaching and learning.
Current PhD students
• Jerome Chan – A comparative study of blended learning practices in legal education in the UK and Malaysia
• Vlad Chiriac – Paramedic student perspectives regarding networked learning and physical spaces in medical education
• Augusto Fabella – Developing the skills of sessional instructors to incorporate technology into teaching: evaluating an institutional initiative in a South-East Asian university
• Ioana Hartescu – Exploring students' experience of project-based learning in an instructional design course
• Catherine Hasted – Relational working between doctoral students and non-academic professionals: a Change Laboratory research-intervention
• Mark Johnstone – Developing the new roles of instructional design professionals: a Change Laboratory in a developing country setting
• Michael Lower – Using Blackboard to create a community of inquiry on an undergraduate land law course
• Phil Moffitt – Transformative agency and boundary learning in military higher education
• Nickanor Owuor – The imperative of non-violent student activism: an activity theory perspective on the student movement in Kenya
• Elaine Pattison – An investigation of factors influencing the approaches to learning of trainee teachers
• Ravindra Prasad – Is mobile learning effective? Case studies in the corporate training environment
• John Scahill – Using the Change Laboratory to embed Education for Sustainable Development into higher education praxis
• Julie Wallace – Networkable Me: A socio-material exploration of interactions in learning spaces in a higher education context
• Masuda Wardak – Understanding Mobile Assisted Language Learning practices: The integration of smartphone applications for vocabulary acquisition in L2 EFL settings
• Meg Westbury – More than faces and spaces: Academic librarians’ social media practices and the production of knowledge in the university
PhD students completed
• Tan Thinh Nguyen – A study of students' conceptions of networked learning in a developing country setting (December 2017 graduation)
• Hans Lambrecht – Tackling low learning outcomes in South Africa: The contribution from informal mobile learning (jointly supervised with Don Passey) (December 2015 graduation)
PhD Supervision Interests
I am interested in research proposals that investigate the connections between our material surroundings, the technologies that permeate them, and the ways we act, think and learn. Such proposals might focus on technology and/or policy. Some indicative examples of suitable areas: participative design of learning spaces; pedagogically-informed institutional evaluation of campus infrastructure; investigations of how learners experience spaces; use of ubiquitous technologies (from mobile devices to wall-sized screens) to support large and small-group teaching and learning. I am also interested in Activity Theory, either to underpin the kinds of research already described, or as an area of inquiry in its own right.
Bligh, B., Crook, C. 14/05/2017 In: Technology enhanced learning. Springer p. 69-87. 19 p.
Activity Theory in empirical higher education research: choices, uses, and values
Bligh, B., Flood, M. 04/2017 In: Tertiary Education and Management. 23, 2, p. 125-152. 28 p.
Technology and the dis-placing of learning in educational futures
Crook, C., Bligh, B. 12/2016 In: Learning, Culture and Social Interaction. 11, p. 162-175. 14 p.
The Change Laboratory in Higher Education: research-intervention using activity theory
Bligh, B., Flood, M. 10/2015 In: Theory and Method in Higher Education Research. Bingley : Emerald Group Publishing Ltd p. 141-168. 28 p.
Examining new processes for learning space design
Bligh, B. 18/03/2014 In: The physical university. London : Routledge
Re-mediating classroom activity with a non-linear, multi-display presentation tool
Bligh, B., Coyle, D. 04/2013 In: Computers and Education. 63, p. 337-357. 21 p.
Decoding learning: the proof, promise and potential of digital education
Luckin, R., Bligh, B., Manches, A., Ainsworth, S., Crook, C., Noss, R. 11/2012 NESTA. 89 p.
Doing learning space evaluations
Bligh, B., Pearshouse, I. 2011 In: Re-shaping learning? . Rotterdam : Sense Publishers p. 3-18. 16 p. Electronic ISBN: 978-94-6091-609-0.
Affordances of presentations in multi-display learning spaces for supporting small group discussion
Bligh, B., Sharples, M. 09/2010 In: Sustaining TEL : from innovation to learning and practice. Berlin : Springer Verlag p. 464-469. 6 p.
Introduction to the special issue on visual learning in higher education
Bligh, B., Wiesemes, R., Murphy, R. 2010 In: Seminar.net. 6, 1, 6 p.
The rhetoric of multi-display learning spaces: exploratory experiences in visual art disciplines
Bligh, B., Lorenz, K. 2010 In: Seminar.net. 6, 1, p. 7-27. 21 p.
Vorsprung durch Technik: multi-display learning spaces and art-historical method
Bligh, B., Lorenz, K. 2010 In: Technology and 'the Death of Art History'. London : CHArt
A study of effective evaluation models and practices for technology supported physical learning spaces (JELS): final report
Pearshouse, I., Bligh, B., Brown, E., Lewthwaite, S., Graber, R., Hartnell-Young, E., Sharples, M. 06/2009 JISC. 59 p.
Authoring diagram-based CBA with CourseMarker
Higgins, C.A., Bligh, B., Symeonidis, P., Tsintsifas, A. 05/2009 In: Computers and Education. 52, 4, p. 749-761. 13 p.
Drawing strands together: cross-disciplinary dialogue around computer-based assessment
Bligh, B. 2009 In: Exploring avenues to interdisciplinary research. Nottingham : Nottingham University Press p. 57-71. 15 p.
Formative computer based assessment in diagram based domains
Higgins, C.A., Bligh, B. 06/2006 In: ITICSE '06 Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education. New York : ACM Press p. 98-102. 5 p.