Centre for Technology Enchanced Learning
Department of Educational Research, County South, Lancaster University, Lancaster LA1 4YD, UK
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Educational Research > Centre for Technology Enhanced Learning > Main Outcomes and Publications > Details of Main Outcomes & Publications

Main Outcomes and Publications - Academic Year 2011 to 2012

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Research and Evaluation in Technology Enhanced Learning in Educational Settings

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. Heidelberg, Germany: Springer.

Passey, D. and Higgins, S. (2011). Learning platforms and learning outcomes – insights from research. Learning, Media and Technology, 36 (4), 329-333.

Primary schools

Passey, D. (2011). Implementing learning platforms into schools: an architecture for wider involvement in learning. Learning, Media and Technology, 36 (4), 367-397.

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 (Education and Digital Technology series). pp. 46-60. London: Continuum International.

Passey, D. (2012). Educational Technologies and Mathematics: Signature Pedagogies and Learner Impacts. Computers in the Schools, 29 (1-2), 6-39.

 

Networked Learning: Knowledge Construction and Transfer

Networked learning

Cutajar, M. and Zenios, M. (2012). Variations in students' experience of networked learning in a post-compulsory pre-university context. In V. Hodgson, C. Jones, D. McConnell, T. Ryberg & P. Sloep (Eds.).  Proceedings of the 8th International Conference on Networked Learning 2012. ISBN 978-1-86220-283-2.

Online learning communities

Holmes, B. and Sime, J.A (2012).  Online learning communities for teachers’ continuous professional development: Case study of an eTwinning learning event.  In V. Hodgson, C. Jones, D. McConnell, T. Ryberg & P. Sloep (Eds.).  Proceedings of the 8th International Conference on Networked Learning 2012. ISBN 978-1-86220-283-2.

Joannidou, S.D. and Sime, J.A. (2012).  Virtual learning professional development: Moderators and cognitive presence.  In V. Hodgson, C. Jones, D. McConnell, T. Ryberg & P. Sloep (Eds.).  Proceedings of the 8th International Conference on Networked Learning 2012. ISBN 978-1-86220-283-2.

 

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

Passey, D. (2011). Technologies involving parents and guardians with their children’s learning. In A. Méndez-Vilas (Ed.). Education in a technological world: communicating current and emerging research and technological efforts. pp. 467-477. Formatex Research Center: Badajoz, Spain. ISBN (13): 978-84-939843-3-5.

 

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

Those not in employment, education and training

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. Heidelberg, Germany: Springer.

The vulnerable and at risk

Graham, R. and Richardson, W. (2012). Levelling the Playing Field: Assistive Technology, Special Education, and a Canadian Perspective. American International Journal of Contemporary Research 2 (1), 6-15.

Passey, D. (2011). Management information systems supporting youth at risk and the hard to engage. In A. Méndez-Vilas (Ed.). Education in a technological world: communicating current and emerging research and technological efforts. pp. 300-312. Formatex Research Center: Badajoz, Spain. ISBN (13): 978-84-939843-3-5.

 

Cognitive Inquiries into Uses of TEL for Teaching and Learning

Stewart, J., Olaf Batty, A. and Bovee, N. (2012). Comparing Multidimensional and Continuum Models of Vocabulary Acquisition: An Empirical Examination of the Vocabulary Knowledge Scale. TESOL Quarterly, 46(4), 695-721.

 

Digital Participation and Issues of Access and Exclusion

Passey, D. (2011). Real purpose, real audience and real value: researching contributions of digital literacy to learning. In L.H. Stergioulas and H. Drenoyianni (eds.) Pursuing Digital Literacy in Compulsory Education. pp. 117-137. Peter Lang Publishing: New York, NY.

 

Publication and Application of Findings into Practice

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. Accessible at: http://eprints.lancs.ac.uk/40916

 

In the Workplace

Cram, R. and Sime, J.A. (2011).  Behaviour, the final frontier: An approach to changing organisational behaviours.  In Proceedings of SPE/IADC Middle East Drilling Technology Conference and Exhibition (MEDT), Muscat, Oman, 24-26 October 2011. ISBN: 978-1-61399-146-6.

Research student joint publications with staff

Cram, R. and Sime, J.A. (2011).  Behaviour, the final frontier: An approach to changing organisational behaviours.  In Proceedings of SPE/IADC Middle East Drilling Technology Conference and Exhibition (MEDT), Muscat, Oman, 24-26 October 2011. ISBN: 978-1-61399-146-6.

Cutajar, M. and Zenios, M. (2012). Variations in students' experience of networked learning in a post-compulsory pre-university context. In V. Hodgson, C. Jones, D. McConnell, T. Ryberg & P. Sloep (Eds.), Proceedings of the 8th International Conference on Networked Learning 2012. ISBN 978-1-86220-283-2.

Holmes, B. and Sime, J.A (2012).  Online learning communities for teachers’ continuous professional development: Case study of an eTwinning learning event.  In V. Hodgson, C. Jones, D. McConnell, T. Ryberg & P. Sloep (Eds.), Proceedings of the 8th International Conference on Networked Learning 2012. ISBN 978-1-86220-283-2.

Joannidou, S.D. and Sime, J.A. (2012).  Virtual learning professional development: Moderators and cognitive presence.  In V. Hodgson, C. Jones, D. McConnell, T. Ryberg & P. Sloep (Eds.), Proceedings of the 8th International Conference on Networked Learning 2012. ISBN 978-1-86220-283-2.

Wright, S. and Parchoma, G. (2011). Technologies for learning? An actor-network theory informed critique of mobile learning research and the search for ‘affordances’. Research in Learning Technology 19 (3), 247-258. DOI: 10.1080/21567069.2011.624168.

 

Research student sole- or joint-published articles

Graham, R. and Richardson, W. (2012). Levelling the Playing Field: Assistive Technology, Special Education, and a Canadian Perspective. American International Journal of Contemporary Research 2 (1), 6-15.

Stewart, J., Olaf Batty, A. and Bovee, N. (2012). Comparing Multidimensional and Continuum Models of Vocabulary Acquisition: An Empirical Examination of the Vocabulary Knowledge Scale. TESOL Quarterly, 46(4), 695-721.

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Forthcoming conferences with Centre members on organising or programme committees:

Networked Learning Conference

Networked Learning Conference

Edinburgh, Scotland
7-9 April 2014

More about Networked Learning»

 

KEYCIT - Key competencies in Informatics and ICT

Potsdam

Photo by Karla Fritze
Potsdam, Germany
1-4 July 2014

Call for papers (pdf)
More about KEYCIT»

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