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,
- co-Editor of the open-access journal Studies in 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.
PhD students completed
- Michael Lower – Communities of inquiry pedagogy and consequential transitions in professional education: An action research project in an undergraduate law course (2021 graduation)
- Salman Usman – Using the Pomodoro Technique® to help undergraduate students better manage technology-based multitasking during independent study: A design-based research investigation (2021 graduation)
- Elaine Pattison – In-service teachers as relational and transformative agents: A study of primary school teachers' professional learning during a Change Laboratory formative intervention (2021 graduation)
- Ioana Hartescu – Project-based learning and the development of students’ professional identity: A case study of an instructional design course with real clients in Romania (2020 graduation)
- Meg Westbury – Academic librarians' Twitter practices and the production of knowledge infrastructures in higher education (2020 graduation)
- Ravindra Prasad – Mobile learning for sales and service personnel: Case studies in the corporate training environment (2020 graduation)
- Catherine Hasted – Humanities doctoral education for a relational future: A Change Laboratory research intervention (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 (2019 graduation)
- Tan Thinh Nguyen – A study of students' conceptions of networked learning in a developing country setting (2017 graduation)
- Hans Lambrecht – Tackling low learning outcomes in South Africa: The contribution from informal mobile learning (jointly supervised with Don Passey) (2015 graduation)
- Brett Bligh – Formative computer based assessment in diagram based domains (supervised by Colin A. Higgins) (University of Nottingham, 2007 graduation)
Current PhD students (working titles)
- Talal Alquraini – Faculty perceptions of motivation to conduct research in colleges of technology in Oman
- Darren Blanch – Participatory action research and the structural transofmration of schools in the wake of the Covid crisis
- 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
- Irene Hayden – Evaluation of the design and use of applied visual interactive resources for building regulation subjects in higher education Built Environment programmes
- Abedelaziz Khalil – Collaboration and the construction of open educational practice in an Open University in Palestine
- Al Francis Librero – Community building and student engagement in online undergraduate degrees
- Freddrick Logan – Working Remotely Today: Exploring the productivity, perceptions and participatory positions of para-academics
- Shane McMordie – The institutional evaluation of virtual learning environments in higher education
- Maxine Minton – The influences of simulation fidelity and realism upon professional identity formation within medical education
- Creck Buyonge Mirito – Academics' and students' experiences of physical learning spaces in Kenyan higher education institutions
- Dale Munday – The place of the VLE in the digital ecosystem of university teaching and learning
- Nickanor Owuor – The imperative of non-violent student activism: an activity theory perspective on the student movement in Kenya
- 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
- 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
- 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
My research mainly concerns the higher education sector. I mainly wish to deal with PhD proposals focussed on universities. I may consider other post-compulsory sectors (further education, workplace learning, etc.) if the project is otherwise very close to my research interests. I do NOT wish to supervise PhD projects examining compulsory education (K-12) settings and simply will not consider proposals for such projects. I am mainly interested to supervise proposals that use activity theory to frame the work. I am particularly interested in proposals that use the Change Laboratory or other interventionist research designs. I am fairly unlikely to consider proposals that do not use activity theory at all.
Technology enhanced learning in the MENA region
Al-Ali, S., Miles, R., Bligh, B., Charles, T., Hill, C. 26/04/2021 In: Studies in Technology Enhanced Learning. 1, 2, 207 p.
Technology enhanced learning in the MENA region: Introduction to the Special Issue
Miles, R., Al-Ali, S., Charles, T., Hill, C., Bligh, B. 26/04/2021 In: Studies in Technology Enhanced Learning. 1, 2, 8 p.
Examining the use of Kahoot to support digital game-based formative assessments in UAE higher education
Minton, M., Bligh, B. 16/04/2021 In: Studies in Technology Enhanced Learning. 1, 2, p. 445-462. 18 p.
Networked Learning in 2021: A Community Definition
(NLEC), N.L.E.C., Gourlay, L., Rodríguez-Illera, J.L., Barberà, E., Bali, M., Gachago, D., Pallitt, N., Jones, C., Bayne, S., Hansen, S.B., Hrastinski, S., Jaldemark, J., Themelis, C., Pischetola, M., Dirckinck-Holmfeld, L., Matthews, A., Gulson, K.N., Lee, K., Bligh, B., Thibaut, P., Vermeulen, M., Nijland, F., Vrieling-Teunter, E., Scott, H., Thestrup, K., Gislev, T., Koole, M., Cutajar, M., Tickner, S., Rothmüller, N., Bozkurt, A., Fawns, T., Ross, J., Schnaider, K., Carvalho, L., Green, J.K., Hadžijusufović, M., Hayes, S., Czerniewicz, L., Knox, J. 30/04/2021 In: Postdigital Science and Education. 3, 2, p. 326-369. 44 p.
Video and the pedagogy of expansive learning: Insights from a research-intervention in engineering education
Moffitt, P., Bligh, B. 25/03/2021 In: Video Pedagogy. Cham : Springer p. 123-145. 23 p.
Student learning during COVID-19: It was not as bad as we feared
Lee, K., Fanguy II, M., Lu, S., Bligh, B. 1/03/2021 In: Distance Education. 42, 1, p. 164-172. 9 p.
Theorising practices of relational working across the boundaries of higher education
Hasted, C., Bligh, B. 9/11/2020 In: Theory and Method in Higher Education Research. Bingley : Emerald Group Publishing Ltd.
Debating the status of ‘theory' in technology enhanced learning research
Bligh, B., Lee, K. 9/11/2020 In: Studies in Technology Enhanced Learning. 1, 1, 281 p.
Debating the status of ‘theory’ in technology enhanced learning research: Introduction to the Special Inaugural Issue
Bligh, B., Lee, K. 6/10/2020 In: Studies in Technology Enhanced Learning. 1, 1, 10 p.
Studies in Technology Enhanced Learning: A project of scholarly conversation
Bligh, B., Lee, K. 23/10/2020 In: Studies in Technology Enhanced Learning. 1, 1, 16 p.
Theory disputes and the development of the technology enhanced learning research field
Bligh, B. 28/09/2020 In: Studies in Technology Enhanced Learning. 1, 1, p. 115-169. 55 p.
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.
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. 1/04/2017 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.
Visual learning in higher education
Bligh, B., Wiesemes, R., Murphy, R. 1/01/2010 In: Seminar.net. 6, 1, 110 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.
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
Online education in Covid-19 pandemic: Superhero
01/04/2019 → …
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