LSRI Associates

PhD supervision

Ulises Xolocotzin, Ralph Barthel, Matthew McFall, Elaine Cockburn, Cherry Poussa, Sherriden Masters

Research Interests

• How should interactive learning environments be designed to make learning most effective?
• Can we understand more about the cognitive processes involved in learning by exploring how children and adults interact with computers?
• How important are multiple forms of representation such as diagrams, graphs and animations in learning?
• What roles can Artificial Intelligence play in education?

Publications

• AINSWORTH, S.E, PRAIN, V., & TYTLER, R. (2011) Drawing to learn in science. Science, 333(6046), 1096-1097. (link to article).

• AINSWORTH, S.E., GELMINI-HORNSBY, G., THREAPLETON, K., CROOK, C., O'MALLEY, C. & BUDA, M. (2011) The impact of anonymity in classroom debates. Learning and Instruction. 21(3), 365-378 (link to journal).

• ANASTOPOLOU, S., SHARPLES, M., AINSWORTH, S.E, CROOK C, & O’MALLEY, C. (2011) Creating personal meaning through technology-supported science inquiry learning across formal and informal settings. International Journal of Science Education.

• BIVALL,P., AINSWORTH, S.E & TIBELL, L. (2011) Do haptic representations help complex molecular learning? Science Education, 95, 4, 700-719.

• HABGOOD, M.P.J & AINSWORTH, S.E (2011). Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. Journal of the Learning Sciences. 20 (2) 169-206.

Research Interests

My research is now developing in the use of computer games in education. In particular I am interested in ways of adding a fun resource to those subjects which have not had much attention in the past. Another aspect of this has been the use of computer games in the treatment of mental illness in children. I also have interest in many aspects of Web adaptation and have some remaining interest in image processing problems.

Publications

• CARR, J. and BLANCHFIELD,P., 2011. Engaging the Un-Engageable. In: FELICIA P., ed. Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches. pp. 633-657

• MISMAN, A. F. and BLANCHFIELD, P., 2011. Adapting Web Images for Blind People. In: 7th International Conference on Web Information Systems and Technologies (WEBIST 2011). pp. 430 - 437

• BLANCHFIELD P, ELLIMAN D and ALBAKAA, A, 2010. Integrity Check for Printed Binary Document Images. Communications in Computer and Information Science, 87(2), 523.

• BLANCHFIELD, P and CHEN, X L, 2010. Improving the automatic measurement of plant root growth. In: Melecon 2010 - 15th IEEE Mediteranean Electrotechnical Conference. pp. 363-367.

Publications

• BRETT BLIGH, COLIN HIGGINS, 2006. Formative computer based assessment in diagram based domains. Annual Joint Conference Integrating Technology into Computer Science Education In: Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science. 98-102
• BLIGH, B, 2006. Formative Computer Based Assessment In Diagram Based Domains

Research Interests

My major research interest is in the applications of information technology and multimedia to education - primarily at University level. This includes distance learning, distributed learning, and the support of local courses. I have been involved with undergraduate and postgraduate courses taught over the Internet, and locally by means of multimedia, as well as courses that are taught in parallel between internationally collaborating institutions. Specifically, I am interested in:

• The wide array of pedagogic, design and technical issues involved in endeavours of this nature. 
• XML as a vehicle for e-learning. I am currently involved in the development of a novel integrated learning environment that is built upon XML and related technologies. This makes use of adaptive hypertext in order to address the problems caused by the "one size fits all" approach that the majority of computer based learning systems take to a demonstrably divers student population (in terms of background, abilities and learning-style requirements).
• The applications of knowledge management techniques to education, and the implementation of these approaches by software tools designed for learning support. I am a member of the SCSiT Web Technology Group, and actively collaborates with like minded educational technologists in other Schools in the University and in other institutions.
• Use of computer games in education. In particular I am interested in ways of adding a fun resource to those subjects which have not had much attention in the past. Another aspect of this has been the use of computer games in the treatment of mental illness in children.
• Web adaptation and image processing problems.

Publications

• BROWN, E., BRAILSFORD, T., FISHER, T. and VAN DER EIJK, C., 2007. Revealing the hidden rationality of user browsing behaviour. In: Proceedings of the 18th ACM Conference on Hypertext and Hypermedia, Manchester, UK , 10-12 September 2007. pp. 85-94.

• BROWN, E., FISHER, T. and BRAILSFORD, T., 2007. Real users, real results: examining the limitations of learning styles within AEH. In: Proceedings of the 18th ACM Conference on Hypertext and Hypermedia, Manchester, UK , 10-12 September 2007. pp. 57-66.

• BROWN, E., BRAILSFORD, T., FISHER, T., MOORE, A. and ASHMAN, H., 2006. Reappraising cognitive styles in adaptive web applications. In: Proceedings of the 15th International Conference on the World Wide Web, Edinburgh, Scotland, 23-26 May 2006. pp. 327-335.

PhD supervision

Yang Yang, Peggy Shao, Sarah Lewthwait, Ulises Xolocotzin Eligio, Maddy Hallewall, Sherriden Masters, Natasa Lackovic, Julia Long

Research Interests

• How can insights from the psychology of child development be applied to the design of learning technologies?
• How can these designs then be best integrated with existing cultures of teaching and learning?
• In particular, how can computers create distinctive opportunities for more collaborative forms of learning?
• How do highly networked educational environments re-configure the experience of teaching and learning?
• How can technology bridge the discontinuities between formal and informal settings for learning?

Publications

• CROOK, C.K., (2011). Versions of computer-supported collaboration in higher education. In: Ludvigson, S.., Lund, A., Rasmussen, I., Saljo, R., eds. Learning across sites: New tools, infrastructures and practices. Abingdon: Routledge, pp. 156-171.

• CROOK, C.K., 2010. Task-oriented collaboration: not just what is inside the task, but what the task is inside of. International reports on socio-informatics, 7(1), 104-109.

• CROOK, C.K. and LEWTHWAITE, S., 2010. Technologies for formal and informal learning. In: LITTLETON, K., WOOD, C., STAARMAN, J.K., eds. International Handbook of Psychology in Education. Emerald, pp. 435-461.

• CROOK, C.K. and CLULEY, R. (2009) The teaching voice on the learning platform: seeking classroom climates within a virtual learning environment. Learning, Media and Technology, 34(03), pp. 199 - 213

Research Interests

Jane Evison's research focuses on spoken discourse. She is currently researching the pragmatics of both casual conversation and academic talk, and the discourse of podcast academic conversations. As well as being a member of BAAL and IATEFL, she is part of the IVACS (Inter-Varietal Applied Corpus Studies ) research group, made up of researchers from Nottingham, the University of Limerick, the University of Newcastle and the University of Technology, Sydney. She is also a Project Affiliate at CALPER (Center for Advanced Language Proficiency Education and Research), located at Pennsylvania State University.

Publications

• EVISON, J. M., 2010. What are the basics of analysing a corpus?. In: MCCARTHY, M. J. AND O'KEEFFE, A., ed., The Routledge Handbook of Corpus Linguistics Routledge.
• EVISON, J. M., 2009. Academic Discourse. In: CUMMINGS, L., ed., The Pragmatics Encyclopedia Routledge. 27-29
• EVISON, J. and PEMBERTON, R., 2009. TESOL Talk from Nottingham: Using Podcasts to Develop Criticality Amongst Postgraduate TESOL (Teaching English to Speakers of Other Languages) Students. In: SIDOROVITCH, A., ed., Teaching for Integrative Learning: Innovations in University Practice 2. Centre for Integrated Learning, University of Nottingham. 31-47

Research Interests

• New technologies and teacher professional development.
• ICT in teacher education.
• ICT and pedagogy.
• How can insights from the psychology of child development be applied to the design of learning technologies?

Publications

• FISHER, T, LOVELESS, A, HIGGINS, C and DENNING, T, 2010. Learning with ICT: Exploring a Conceptual Framework of ‘Clusters of Purposeful Learning Activity’ Relating to Teachers as Users of Technology. In: Annual Meeting of the American Educational Research Association, Denver, CO, 30 April - 4 May, 2010.

• FISHER, T, PEMBERTON, R, SHARPLES, M, OGATA, H, UOSAKI, N, EDMONDS, P, HULL, A, TSCHORN, P, 2009. Mobile learning of vocabulary from reading novels: a comparison of three modes. In: mLearn 2009, 26-28 October, Orlando, FL.

• FISHER, T, 2008. Understanding teachers' use of educational technologies. In: KARANIKA-MURRAY, M AND WIESEMES, R, ed. Exploring Avenues to Interdisciplinary Research: From Cross- to Multi- to Interdisciplinarity. Nottingham University Press, pp. 39-55.

Research Interests

• The use of new learning technologies in Higher Education.
• Researched the use of new learning technologies for research training.
• Use of digital video to support EdD research students in reflecting upon their conceptions and experience of research.
• The student experience of using ICTs on a variety of courses at Nottingham and is evaluating the introduction of the University of Nottingham student portal.New technologies and teacher professional development.

Publications

• JOYES, G. (In press) Personalised Online Learning: Exploiting New Learning Technologies In H. Spencer-Oatey (Ed) eLearning in China: eChina Perspectives on Policy, Pedagogy and Innovation HK Research Press. 

• JOYES, G. & WANG, T. (In press) A generic framework for the training of eLearning tutors In H. Spencer-Oatey (Ed) eLearning in China: eChina Perspectives on Policy, Pedagogy and Innovation HK Research Press.

• JOYES, G (2006) An activity theory approach to the exploration of tutors’ perceptions of effective online pedagogy. ASCILITE conference Sydney, Australia.

• JOYES, G (2006) Generic eLearning materials: exploring localisation issues. Universitas 21 research conference on e-learning and pedagogy Guadulajara, Mexico.

Research Interests

• Pedagogies of science education.
• Teaching science using Information and Communications Technology.
• Interactions in inquiry-based learning environments.
• Information Technology in Education Management.
• Increasing participation in science in schools and in higher education.

Publications

• NEWTON, L.R. and ROGERS, L.T. (2001) 'Teaching Science with ICT' Continuum (2001) ISBN 0826455182.

• NEWTON, L. R. (2006 forthcoming) Supporting Teachers' Professional Development Through ICT: reflections on two case studies. In Tatnall, A.; Okamoto, T. and Visscher, A. New York: Springer, p, ISBN.

• NEWTON, L. R. (2005) Data, information and questions of pupil progress: food for thought, Challenges for ICT. In Tatnall, A.; Osorio, J. , and Visscher, A. Information Technology and Education Management in the Knowledge Society., New York: Springer, p1-10, ISBN 0387240446.

• VISSCHER, A.; WILD, P.; SMITH, D.; NEWTON, L.R. (2003) Evaluation of the implementation, use and effects of a computerised management information system in English secondary schools. British Journal of Educational Technology, June, vol. 34, no. 3, pp. 357-366(10).

PhD supervision

Giulia Gelmini Hornsby , Patrick Brundell, Afdallyna Harun

Research Interests

• Collaborative learning and problem solving.
• Learning technologies.
• Human-computer interaction.
• Technology-mediated communication.

Publications

• KAREMAKER, A., PITCHFORD, N. & O’MALLEY, C. (2010) Does whole-word multimedia software support literacy acquisition? Reading and Writing, 23, 31-51.

• KAREMAKER, A., PITCHFORD, N. & O’MALLEY, C. (2010) Enhanced recognition of written words and enjoyment of reading in struggling beginner readers through whole-word multimedia software. Computers & Education, 54(1), 199-208.

• MANCHES, A., O’MALLEY, C. & BENFORD, S. (2010) The role of physical representations in solving number problems: A comparison of young children's use of physical and virtual materials. Computers & Education, 54, 622-640. 

• MANCHES, A., O’MALLEY, C. & BENFORD, S. (2009) Physical manipulation: Evaluating the potential for tangible designs. Proceedings of the 3rd International Conference on Tangible and Embedded Interaction (TEI09), Cambridge, UK, February 16-18, 2009.CROOK, C.K., (2011). Versions of computer-supported collaboration in higher education. In: Ludvigson, S.., Lund, A., Rasmussen, I., Saljo, R., eds. Learning across sites: New tools, infrastructures and practices. Abingdon: Routledge, pp. 156-171.

Research Interests

Paul's main focus, both as researcher and practitioner, has been around the link between classroom talk and learning. He is currently investigating the relationship between exploratory and presentational talk, believing strongly that school students can learn most effectively when they have ownership of their learning and the opportunities to speak constructively and at length.

Publications

• THOMPSON, P., 2010. The Value of Talk: Understanding Classroom Discussion EnglishDramaMedia. 33-36