Dr Brett BlighLecturer
Brett Bligh is a Lecturer in the Department of Educational Research, Lancaster University, and co-Director of the Centre for Technology Enhanced Learning. His research interrogates the nexus of technology mediation, physical environment, and institutional change in higher education. Brett’s work prioritises Activity Theory conceptions of human practice, and interventionist methodologies.
Brett conducts research into the connections between our material surroundings, the technologies that permeate them, and the ways we act, think and learn.Much of his research concerns adult learners, and particularly the Higher Education sector. Recurring interests include how educational institutions design and evaluate their built environment estate to support opportunities for learning, how Universities attempt to expand and replicate their institutional forms in other countries (for example, by establishing international branch campuses), how Universities might change as a result of initiative 'from below' generating expansive learning, and how technological tools can support learners’ collaboration. More general interests include Activity Theory, the Change Laboratory methodology, and collaborative learning.He is currently
- co-Director of the Centre for Technology Enhanced Learning,
- Director of the Doctoral Programme for Traditional Route Research students,
- co-ordinator of the CL-SIG group dedicated to discussing uses of the Change Laboratory approach in higher education settings,
- co-ordinator of the SpacePort group dedicated to discussing research into learning spaces in higher education;
- a member of the Centre for Higher Education Research and Evaluation.
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
- Talal Alquraini – Faculty perceptions of motivation to conduct research in colleges of technology in Oman
- 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
- Ioana Hartescu – Exploring students' experience of project-based learning in an instructional design course
- Irene Hayden – Evaluation of the design and use of applied visual interactive resources for building regulation subjects in higher education Built Environment programmes
- Freddrick Logan – Working Remotely Today: Exploring the productivity, perceptions and participatory positions of para-academics
- Michael Lower – Using Blackboard to create a community of inquiry on an undergraduate land law course
- Shane McMordie – The institutional evaluation of virtual learning environments in higher education
- Creck Buyonge Mirito - Academics' and students' experiences of physical learning spaces in Kenyan higher education institutions
- 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
- James Reid – Shifting scholarly habitus in a Japanese university: CLIL principles and transmedia learning strategies for epistemic fluency and academic biculturalism
- John Scahill – Using the Change Laboratory to embed Education for Sustainable Development into higher education praxis
- Rob Shaw – The Change Laboratory as a tool for collaborative transformation of e-portfolio usage within an Adult Nursing programme
- Salman Usman – The convergence of learning and leisure spaces: How can learners effectively manage online learning?
- Josephine Van-Ess – Innovation and interactivity in higher education teaching and learning: Teacher and student experiences
- Julie Wallace – Networkable Me: A socio-material exploration of interactions in learning spaces in a higher education context
- Meg Westbury – More than faces and spaces: Academic librarians’ social media practices and the production of knowledge in the university
PhD students completed
- Catherine Hasted – Humanities doctoral education for a relational future: A Change Laboratory research intervention (December 2019 graduation)
- Philip Moffitt – Transformative agency for the collaborative and future-oriented redesign of activity in Military Higher Education: Empowering participants to change their boundary-crossing technology enhanced learning (December 2019 graduation)
- 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)
- Module Convenor of ED.S823 Researching Technology Enhanced/Networked Learning, Teaching and Assessment in the Doctoral Programme E-Research and Technology Enhanced Learning (January 2014- )
- Academic Director of the Doctoral Programme in E-Research and Technology Enhanced Learning (August 2017-July 2018)
- Module Convenor of ED.S843 Researching Higher Education in the Doctoral Programme Higher Education: Research, Evaluation and Enhancement (September 2013-September 2017)
- Module Convenor of Module B: In-practice Learning and Development in the Doctoral Programme Educational Research: Higher Education (September 2013-September 2014)
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. I am interested in projects that investigate aspects of the theory itself, or use the Change Laboratory methodology (or variants of it).
Vorsprung durch Technik: Multi-display learning spaces and art-historical method
Bligh, B., Lorenz, K. 15/01/2020 In: Culture, Technology and the Image. Bristol : Intellect p. 72-86. 15 p.
Theorising practices of relational working across the boundaries of higher education
Hasted, C., Bligh, B. 8/08/2019 In: Theory and Method in Higher Education Research. Bingley : Emerald Group Publishing Ltd.
Physical learning spaces and teaching in the blended learning landscape
Bligh, B. 31/05/2019 In: Encyclopedia of Teacher Education. Springer Nature 8 p.
Entry for encyclopedia/dictionary
Four narratives about online international students: A critical literature review
Lee, K., Bligh, B. 10/05/2019 In: Distance Education. 40, 2, p. 153-169. 17 p.
Future Learning Spaces: Space, Technology and Pedagogy
Elkington, S., Bligh, B. 15/02/2019 Advance HE. 68 p.
Why we need to talk about learning spaces
Bligh, B. 15/02/2019 In: Future Learning Spaces. York : Advance HE p. 5-17. 13 p.
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.
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.
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.
Formative computer based assessment in diagram based domains
Higgins, C.A., Bligh, B. 06/2006
Educational Development Projects on International Campuses [FASS-Funded]
01/09/2017 → 31/12/2018
Actually Existing Activity Theory
01/06/2015 → 02/06/2017
Leading Questions about Learning Spaces
06/10/2014 → 28/10/2016
The Curriculum Change Laboratory
07/08/2014 → 08/08/2016
- Centre for Higher Education Research and Evaluation
- Centre for Technology Enhanced Learning