Trials of the rhizomatic learner

How should educators respond to the whole phenomenon of ‘digital learning’? This question has been in vogue for the past twenty years or more and there is a need for a regular renewal of this question as societies change. This article will draw on some post-structuralist writing, particularly Deleuze and Guattari, to try to understand better the divide between the optimistic account and the pessimistic account of the effect of ICT on teaching and learning. It argues in particular 1) that ICT in its current form signals a paradigm shift in education—but this thesis is difficult either to prove or disprove; 2) that Deleuze and Guattari’s rhizome provides us with a theoretical tool for understanding the pedagogical nature of this shift; 3) that this change is wider than literacy itself and announces posthuman elements in the socio-cultural environment of learning.

Automatic detection of learner-style for adaptive eLearning

The advent of modern wireless technologies has seen a shift in focus towards the design and development of educational systems for deployment through mobile devices. The use of mobile phones, tablets and Personal Digital Assistants (PDAs) is steadily growing across the educational sector as a whole. Mobile learning (mLearning) systems developed for deployment on such devices hold great significance for the future of education. However, mLearning systems must be built around the particular learner’s needs based on both their motivation to learn and subsequent learning outcomes. This thesis investigates how biometric technologies, in particular accelerometer and eye-tracking technologies, could effectively be employed within the development of mobile learning systems to facilitate the needs of individual learners. The creation of personalised learning environments must enable the achievement of improved learning outcomes for users, particularly at an individual level. Therefore consideration is given to individual learning-style differences within the electronic learning (eLearning) space. The overall area of eLearning is considered and areas such as biometric technology and educational psychology are explored for the development of personalised educational systems. This thesis explains the basis of the author’s hypotheses and presents the results of several studies carried out throughout the PhD research period. These results show that both accelerometer and eye-tracking technologies can be employed as an Human Computer Interaction (HCI) method in the detection of student learning-styles to facilitate the provision of automatically adapted eLearning spaces. Finally the author provides recommendations for developers in the creation of adaptive mobile learning systems through the employment of biometric technology as a user interaction tool within mLearning applications. Further research paths are identified and a roadmap for future of research in this area is defined.

Supporting therapist engagement in evidence based practice: Developing a continuing education programme through participatory action research

Therapists find it challenging to integrate research evidence into their clinical decision-making because it may involve modifying their existing practices. Although continuing education (CE) programmes for evidence-based practice (EBP) have employed various approaches to increase individual practitioner’s knowledge and skills, these have been shown to have little impact in changing customary behaviours. To date, there has been little attempt to actively engage therapists as collaborators in developing educational processes concerning EBP. The researcher collaborated with seven clinical therapists (one occupational therapist, four physiotherapists and two speech and language therapists) enrolled in a new post-qualification Implementing Evidence in Therapy Practice (IETP) MSc module to monitor and adapt the learning programme over ten weeks. The participating therapists actively engaged in participatory action research (PAR) iterative cycles of reflecting→ planning→ acting→ observing→ reflecting with the researcher. Mixed methods were used to evaluate the IETP module and its influence on therapists’ subsequent engagement in EBP activities. Data were gathered immediately on completion of the module and five months later. Immediate post-module findings revealed four components as being important to the therapists: 1) characteristics of the learning environment; 2) acquisition of relevant EBP skills; 3) nature of the learning process; and 4) acquiring confidence. The two themes and sub-themes which emerged from individual interviews conducted five months post-module expanded on the four components already identified. Theme 1: Experiencing the learning (sub-themes: module organisation; learning is relational; improving the module); and theme 2: Enacting the learning through a new way of being (sub-themes: criticality and reflection; self agency; modelling EBP behaviours; positioning self in an EB work culture). The therapists’ perspectives had by then shifted from that of a learner to that of a clinician constructing a new sense of self as an evidence-based practitioner. Findings from this study underline the importance of the process of socially constructed knowledge and of empowering learners through collaboratively designed continuing education programmes. In the student-driven learning environment, therapists chose repetitive skill-building and authentic problem-solving activities which reflected the complexity of the environments to which they were expected to transfer their learning. These findings have implications for educators designing EBP continuing education programmes, during which students develop professional ways of being.

From respect for nature to agency as realisation in response to the ecological emergency

'The ecological emergency’ describes both our emergence into, and the way we relate within, a set of globally urgent circumstances, brought about through anthropogenic impact. I identify two phases to this emergency. Firstly, there is the anthropogenic impact itself, interpreted through various conceptual models. Secondly, however, is the increasingly entrenched commitment to divergent conceptual positions, that leads to a growing disparateness in attitudes, and a concurrent difficulty with finding any grounds for convergence in response. I begin by reviewing the environmental ethics literature in order to clarify which components of the implicit narratives and beliefs of different positions create the foundations for such disparateness of views. I identify the conceptual frameworks through which moral agency and human responsibility are viewed, and that justify an ethical response to the ecological emergency. In particular, I focus on Paul Taylor's thesis of 'respect for nature' as a framework for revising both the idea that we are ‘moral’ and the idea that we are ‘agents’ in this unique way, and I open to question the idea that any response to the ecological emergency need be couched in ethical terms. This revision leads me to formulate an alternative conceptual model that makes use of Timothy Morton’s idea of enmeshment. I propose that we dramatically revise our idea of moral agency using the idea of enmeshment as a starting point. I develop an alternative framework that locates our capacity for responsibility within our capacity for realisation, both in the sense of understanding, and of making real, sets of conditions within our enmeshment. I draw parallels between this idea of ‘realisation as agency’ and the work of Dōgen and other non-dualists. I then propose a revised understanding of ‘the good’ of systems from a biophysical perspective, and compare this with certain features of Asian traditions of thought. I consider the practical implications of these revisions, and I conclude that the act of paying close attention, or realising, contains our agency, as does the attitude, or manner, with which we focus. This gives us the basis for a convergent response to the ecological emergency: the way of our engagement that is the key to responding to the ecological emergency