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Research framework

Page history last edited by Richard Pountney 9 years, 10 months ago

Frontpage   Dissemination    Publications      Research Questions      Research Briefing


back to DeFT Tasks

This page will inform activities within the research framework strand (as mapped onto "DeFT jobs" discussed at the 16 March team meeting)

 

Themes/ work strands

Tasks involved

Key Milestones

Persons responsible*

Comments/issues

4. Research framework

1.  Develop a framework to inform research and publication activities of DeFT team

  • consult with project team on principles informing the framework
  •  Develop a publication plan (see table below - notes towards a collection of papers) for a set of papers/ conference presentations
  • signpost team to relevant publication/ funding opportunities
  • co-ordinate and offer feedback and guidance on any funding bids for follow-up work

 

10 Apr: Offer guidance on paper to OER2012

30 Apr: Send draft of framework /publication plan to the team for consultation

30 Apr: Initial scoping of opps for follow-up funding sent to team

30 Apr: draft specification for DL Research Briefing

 

GM

Project cohesion is strengthened by a consistent approach to themes, literature and findings, while allowing for individual differences in focus, tone and voice etc. A mapping of papers and conference presentations in the lifetime of the project and beyond can help. Collaboration on funding bids can also be facilitated.

 

2.  Develop a research briefing on DL, based on a literature review for Collaboration Sheffield and for inclusion in open textbook

  • Develop specification for the briefing
  • Liaise with external researcher commissioned to undertake the work

 

31 May: Finalise research framework and publication plan

31 May:  Final draft DL Research Briefing  

31 July: Incorporate research briefing into OT

30 Sep: Feedback to team on project research outputs

GM to lead

RP to liaise with IB

AG/NW to coord print ready doc

(pront costs paid for by Collab Sheffield )

While the timescale for the research briefing is tight there is value in accelerating this if possible. It is likely that the work for this will be carried out by an external researcher known to the project.

 

Table 1Table 1:

Notes  towards a collection of papers - results of RP and AG brainstorming re: possible paper

 

theme/ key issue for paper key persons involved with paper  suggestions for appropriate journals  comments - deadlines, ideas etc.
case studies       
professional development (work with PGCE students/ tutors)       
student perceptions and (professional) identities       
OER2012 paper AG, RP (GM) BJET Based on KHLIM/Groningen paper 8/12 ?
technology focus paper - use of Web2.0; technology for creativity, mobile learning       
digital literacies (frameworks/ theoretical paper) CB,JD,GM,JM 
English in Education; Discourse or LMT
Paper for UKLA International Conference 7/7/12
methodological paper - reflexivity   
   
children's understandings of DL/ digital bloom        
OER in the school sector  AG     
Gerontology; grumpy old teachers/ digital natives NW     
teacher education JD, GM Book Chapter for Benson & Chic Abstract for 27/4/12 - accepted title needed!
use of blogging (I think this topic is over-worked. I'm not sure what we'd have that was new here)
     
pedagogical practice       
people's stories NW/AG     
"stuff not placed anywhere yet"      

 

There seems to be a need for thinking about the factors that influence practice, and this thinking could help fill some of the blanks. By this I mean that what gets done in classrooms is located in a web of influences including:

 

     1. School culture/context

     2. Perceived/ actual professional autonomy/agency

     3. Curriculum context (national/local)

     4. Personal investment

     5. Discourses about digital literacy, social media, ICT etc

 

Overarching Theories that might be of help

Giddens (1991): theory of structuration, and the interplay between structure and agents in constructions of practice and identity in social life.

Bernstein (1990, 2000): code theory of pedagogic discourse (1990) and knowledge structures (2000); use of the pedagogic device to understand how curriculum and pedagogy are recontextualised; combined with Bourdieu's field theory and developed by Karl Maton into the epistemic device on the basis that for every knowledge structure there is a knower structure (note that In Bernstein's terms pedagogic discourse is more than the discourse around learning and teaching activity and includes 'texts' that are created to support its development including policy and syllabuses) 

 

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