Useful highlights and resources from the 2nd day of Kaleidoscope 2017
RECOUP – Cambridge:
Research Consortium on Educational Outcomes and Poverty (RECOUP)
“You can browse the manual using RECOUP Wiki site” at the page Qualitative Research Training Manual (Faculty of Education, Cambridge): RECOUP_Manual.pdf
Routledge Series: edited by M. Arnot and C. Colclough Education, Poverty and International Development
The site teacherknowledge is site “based on a review of published research literature relating to ‘teacher knowledge’, initiated at the University of Cambridge Faculty of Education “
Databases & search engines: ERIC, EBSCO, Google Scholar
Presentation at the Kaleidoscope Conference, Cambridge 1-2 june 2017
Digital technology offers tools for expressing knowledge and learning in new ways and for promoting cultural understanding in education. This is a single case comparative analysis of one student’s dual representation of the same content knowledge, Civil Rights in the English Speaking World, in the form of an essay and a film. The empirical example has been chosen from an extensive empirical material (part of an ongoing Masters study), produced by approximately 50 ESL students in a digital learning environment, in the regular scope of their studies of English as a foreign language in Swedish upper secondary school, during August 2013 – June 2016. The aim of this single case empirical study is to identify and study how different modes enable the representation of knowledge in different ways. How do different modes enable the representation of (linguistic and cultural) knowledge in a multimodal text (film), compared to monomodal text (essay)? What affordances and constraints do the modes used in the two different representations of knowledge entail?The method used is a detailed multimodal analysis. The multimodal theoretical platform (Kress 2010; Kress & van Leeuwen, 2006) makes it possible to analyse different modes, focusing on the affordances of modes, making visible power relations and cultural understanding. Knowledge and learning are here seen as interdependent concepts in a process of making meaning, and modes as culturally situated. The tentative result of this single case analysis indicates significant disparity, as to what knowledge becomes visible in the monomodal and multimodal texts respectively, depending on the modes of representation used. This raises several questions for future study and analysis. How do national practices in education affect students’ learning and representations of knowledge? How is knowledge evaluated, and how is it culturally encoded?
Keywords: education, cultural understanding, multimodality, embodied mode
Cambridge University 1-2 June 2017, Department of Education.
Interesting conference, particularly useful was the
Panel Discussion with Academics from the Cambridge Faculty of Education.
How can we produce research of international impact and what steps should we make to facilitate international collaborations between researchers?
Dr Olena Fimyar, Prof Pauline Rose, Prof Jan Vermunt
and then the workshop “Who is my research for? Positioning ourselves as researchers” with James Underwood from Northhampton University.
I will look more closely at JURE
JURE is the network of Junior Researchers of EARLI. JURE is dedicated to the interests of all junior researchers in the field of learning and instruction. Primary aim of JURE is to represent and support research students on matters that are of interest to them. Furthermore, learning and interaction among junior and senior researchers are significant goals for JURE
And PhD Cora Xu’s blog Transnational Education