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 2012 to 2013

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Research and Evaluation in Technology Enhanced Learning in Educational Settings

Graham, R. (2013). Smart clickers in the classroom: Technolust or power to inspire? Canadian Journal of Action Research, 14 (1), 3-20.

Passey, D., Breiter, A. and Visscher, A. (2013). Next Generation of Information Technology in Educational Management. Springer: Heidelberg, Germany.

Passey, D. (2013). At the Heart of the Next Generation of Information Technology in Educational Management: Data Driven Discussion Making. In Passey, D., Breiter, A. and Visscher, A. (Eds.), Next Generation of Information Technology in Educational Management. Springer: Heidelberg, Germany.

Passey, D. (2013). Educational Recording Agency (ERA): Facilitating online broadcast resource access through the ERA licence – Final Report. Lancaster University: Lancaster.

Passey, D. (2013). inspire – Wolverhampton’s Local Education Partnership: Evaluating the development and practices of digital leaders in Wolverhampton schools. Lancaster University: Lancaster

Passey, D. (2013). Titan Partnership – iPads Study: Final Report. Lancaster University: Lancaster.

Primary schools

Passey, D. (2012). Espresso Education: Evidence of impacts of digital resources on learning. Lancaster: Lancaster University.

Passey, D. (2012). Independent evaluation of uses and outcomes of Espresso digital resources in Wolverhampton Local Authority schools: Final Report. Lancaster University: Lancaster.

Higher Education

Almpanis, T. (2012). Academic Staff Development in the Area of Technology Enhanced Learning in UK HEIs. eLearning Papers, 30, 1-10.

Hollyhead, A., Edwards, D. J. and Holt, G. D. (2012). A Preliminary Examination of the use of Virtual Learning Environment (VLE) and Social Network Site (SNS) Hosted Forums, in Higher Education Provision. Industry and Higher Education, 26 (5), 369-379.

Hotzoglou, I. (2012). An Exploratory Study of the Process Senior Undergraduate Students Follow to Design an Interactive Multimedia ApplicationInternational Journal of Knowledge Society Research, 3 (3), 1-15. DOI:10.4018/jksr.2012070101.

 

Networked Learning: Knowledge Construction and Transfer

Networked learning

Passey, D. (2012). Tele-Learning. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning. Springer: Heidelberg, Germany.

Online learning communities

Carter, L. and Graham, R. D. (2012). The Evolution of Online Education at a Small Northern Ontario University: Theory and Practice. The Journal of Distance Learning 26 (2).

 

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

Graham, R. (2013).  Inspirational transitions: Cultivating the capacity to embrace technology. In S. E. Elliott-Johns and D. H. Jarvis (Eds.), Perspectives on transitions in schooling and instructional practice. Toronto, Canada: University of Toronto Publishing Press.

Passey, D. (2012). Independent evaluation of the Little Big Planet 2 project in Wolverhampton’s Local Education Partnership schools: Outcomes and impacts – Summary. Lancaster University: Lancaster.

Passey, D. (2012). Independent evaluation of the Little Big Planet 2 project in Wolverhampton’s Local Education Partnership schools: Outcomes and impacts – Final report. Lancaster University: Lancaster.

Passey, D. (2013). Educational transformation with open and social technologies in the non-formal school curriculum: An analysis of three case studies in the United Kingdom. In T. Ley, M. Ruohonen, M. Laanpere and A. Tatnall (Eds.), Open and Social Technologies for Networked Learning. Springer: Heidelberg, Germany

 

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

Passey, D. (2013). Exploring uses of technologies and whether these relate to certain specific characteristics of young people who are NEET: Report. Lancaster University: Lancaster.

 

Cognitive Inquiries into Uses of TEL for Teaching and Learning

Magni, L. (2012). Neuroscience perspectives on culture and intersubjectivity and their
implications for technology enhanced learning: a literature review
. International Journal of Technology Enhanced Learning, 4 (5/6), 373–382. 

 

Digital Participation and Issues of Access and Exclusion

Cranmer, S. (2013). Listening to excluded young people's experiences of e-safety and risk. Learning, Media and Technology, 38 (1), 72-85.

 

Publication and Application of Findings into Practice

Research by Don Passey into ICT in primary schools was quoted in Education Today in the article Plugged in? How ICT is being used in primary schools, published 7th November 2012.

A research project involving 12 secondary schools across Wolverhampton LEP, in which student teams developed video-game levels, was completed earlier this year. The reports of the study, which highlight the importance of a range of soft skills and team approaches when students develop video-game technologies, are now available:

Passey, D. (2012). Independent evaluation of the Little Big Planet 2 project in Wolverhampton’s Local Education Partnership schools: Outcomes and impacts – Summary. Lancaster University: Lancaster.

Passey, D. (2012). Independent evaluation of the Little Big Planet 2 project in Wolverhampton’s Local Education Partnership schools: Outcomes and impacts – Final report. Lancaster University: Lancaster.

 

Other reports on other topics:

Passey, D. (2012). Espresso Education: Evidence of impacts of digital resources on learning. Lancaster: Lancaster University.

Passey, D. (2012). Independent evaluation of uses and outcomes of Espresso digital resources in Wolverhampton Local Authority schools: Final Report. Lancaster University: Lancaster.

Passey, D. (2013). Exploring uses of technologies and whether these relate to certain specific characteristics of young people who are NEET: Report. Lancaster University: Lancaster.

 

In the Workplace

Hollyhead, A. and Robson, A. (2012). A Little Bit of History Repeating Itself—Nolan’s Stages Theory and the Modern IS Auditor. ISACA, 5.

 

Research student sole- and joint-published articles

Almpanis, T. (2012). Academic Staff Development in the Area of Technology Enhanced Learning in UK HEIs. eLearning Papers, 30, 1-10. 

Carter, L. and Graham, R. D. (2012). The Evolution of Online Education at a Small Northern Ontario University: Theory and Practice. The Journal of Distance Learning 26 (2).

Graham, R. (2013). Smart clickers in the classroom: Technolust or power to inspire? Canadian Journal of Action Research, 14 (1), 3-20.

Graham, R. (2013).  Inspirational transitions: Cultivating the capacity to embrace technology. In S. E. Elliott-Johns and D. H. Jarvis (Eds.), Perspectives on transitions in schooling and instructional practice. Toronto, Canada: University of Toronto Publishing Press.

Hollyhead, A. and Robson, A. (2012). A Little Bit of History Repeating Itself—Nolan’s Stages Theory and the Modern IS Auditor. ISACA, 5.

Hollyhead, A., Edwards, D. J. and Holt, G. D. (2012). A Preliminary Examination of the use of Virtual Learning Environment (VLE) and Social Network Site (SNS) Hosted Forums, in Higher Education Provision. Industry and Higher Education, 26 (5). ISSN: 0950-4222.

Hotzoglou, I. (2012). An Exploratory Study of the Process Senior Undergraduate Students Follow to Design an Interactive Multimedia ApplicationInternational Journal of Knowledge Society Research, 3 (3), 1-15. DOI: 10.4018/jksr.2012070101.

Magni, L. (2012). Neuroscience perspectives on culture and intersubjectivity and their
implications for technology enhanced learning: a literature review
. International Journal of Technology Enhanced Learning, 4 (5/6), 373–382. 

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Forthcoming conferences with Centre members on organising or programme committees:

International Conference on e-Learning in the workplace

New York City, USA
11-13 June 2015

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