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Dr Richard Hall

Page history last edited by Norman Jackson 10 years, 7 months ago

 

Can technology help us realize the learning potential of a life-wide curriculum?

Towards a curriculum for resilience

 

Dr Richard Hall, De Montfort University

 

The role of technology, and in particular social media, at the interface between formal and informal learning contexts is under scrutiny. In part this is because of the contested nature of the impact of technology within existing curricula and the opportunities it affords for epistemological innovation. One emerging area of interest is the role of technology in learning futures, and more especially in managing life-wide engagement in a world of increasing complexity and disruption. Here, individual and social resilience, or the ability to manage disruption, is important. This paper sets out to examine how technology underpins life-wide learning and how it might be used to help realise the learning potential of a life-wide curriculum, by framing a more resilient education. Key areas of interplay between individuals and technologies are identified: firstly, the learners’ contextual control of the management of tools and social rules that underpin their performance of tasks; secondly, the learners’ development of their own digital identity and agency, through engagement in a range of social networks; and thirdly access to near real-time feedback and support for learning, and modelling the value of divergent approaches. As a result, technology can enable learners to engage with uncertainty and civil actio

 

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Biography

Richard is the e-Learning Co-ordinator for De Montfort University, Leicester and a National Teaching Fellow (2009). He is responsible for the academic implementation of e-learning with the aim of enhancing the student learning experience, and as such he works to build networks of e-Learning Co-ordinators and Champions across the University. His favourite work involves teaching first-year historians and supervising research students in technology-enhanced learning [TEL]. 

 

He manages several national projects that are focused on the staff and student experience of TEL, and its impact on participation and co-governance in the curriculum. He was the Project Manager for DMU’s e-Learning Pathfinder Project, which investigated mainstreaming Web 2.0 technologies across the institution in academic and academic-related departments. He also project managed our HEA-funded CoTIL project, which is a partnership with the National Institute for Adult and Continuing Education investigating the relationships between social media and transitions. He is the project lead at DMU for the JISC-funded MoRSE, curriculum delivery project, which looks at the role of social media in supporting placement students. Richard is part of a team that has recently won funding from JISC to evaluate deliberative approaches to building users’ involvement in greening ICT, through the DUALL project.

 

Richard’s research interests include the impact of new media on pedagogic practice and institutional structures, and more importantly upon learner-empowerment, agency and participation. He is interested in issues tied to the post-digital and framing a resilient education. He is also concerned about Green ICT, and the impact of technology on climate change and energy sufficiency.

 

 

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