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Issue 1.1 - About the Contributors

Index of contributors

Published onNov 09, 2020
Issue 1.1 - About the Contributors
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Sebah Al-Ali

Sebah Al-Ali is a PhD candidate at Lancaster University and a language teacher in the UAE. She is also an Apple Distinguished Educator and a web developer. Her main research interests are learning design, teacher training, & student engagement.

Email: s.al-ali@lancaster.ac.uk

ORCID: 0000-0003-1560-8804

Twitter: @sebahalali

Article: Activity systems analysis: A maze worth exploring


Brett Bligh

Brett Bligh is a Lecturer in the Department of Educational Research, Lancaster University, and co-Director of the Centre for Technology Enhanced Learning. His research interrogates the nexus of technology mediation, physical environment, and institutional change in higher education. Brett’s work prioritises Activity Theory conceptions of human practice, and interventionist methodologies.

Email: b.bligh@lancaster.ac.uk

ORCID: 0000-0003-4591-8897

Twitter: @BrettBligh

Editorial: Studies in Technology Enhanced Learning: A project of scholarly conversation

Editorial: Debating the status of ‘theory’ in technology enhanced learning research: Introduction to the Special Inaugural Issue

Article: Theory disputes and the development of the technology enhanced learning research field


Maria Cutajar

Maria Cutajar is a senior lecturer in the Department of Arts, Open Communities and Adult Education of the Faculty of Education at the University of Malta. Her research interests broadly focus on learning and teaching using networked technologies in higher and professional formal learning settings. In learning, teaching and research enterprise she is concerned with the experiencing and sense-making of contemporary networked technologies in situated learning and teaching practices. Through research practice, she also developed an interest in the theory and practice of phenomenography, qualitative research methods and research processes generally. Maria Cutajar is an Alumni Member of the Centre for Technology Enhanced Learning at Lancaster University.

Email: maria.cutajar@um.edu.mt

ORCID: 0000-0001-6951-223X

Twitter: @MCxG

Commentary: Phenomenography and the representation of conceptual uncertainty: A comment on Moffitt


Marguerite Koole

Dr. Marguerite Koole is Assistant Professor in Educational Technology and Design at the University of Saskatchewan. Marguerite has worked in online and distance education for over 15 years. Through the years, she has been involved in teaching, instructional design, multimedia programming, content management, e-portfolios, and social software. She has designed interactive, online learning activities for various learning purposes and platforms—including print, web, and mobile devices. In 2013, Dr. Koole completed her PhD in E-Research and Technology-Enhanced Learning at Lancaster University, UK. Marguerite’s research areas include mobile learning, makerspaces, technology-enhanced learning, socio-materialism and new materialism, social constructionism and language revitalization.

Email: m.koole@usask.ca

ORCID: 0000-0002-0041-5615

Twitter: @mkooleady

Commentary: A sociomaterialist reaction to infrastructural theory: A comment on Westbury


Kyungmee Lee

Kyungmee Lee is a Lecturer in the Department of Educational Research, Lancaster University, and co-Director of the Centre for Technology Enhanced Learning. Her research targets the intersection of online education, higher education and international education. Kyungmee’s scholarship emphasises concepts of discourse, knowledge and power, understood through a broadly Foucauldian lens.

Email: k.lee23@lancaster.ac.uk

ORCID: 0000-0002-9580-9026

Twitter: @hi_klee

Editorial: Studies in Technology Enhanced Learning: A project of scholarly conversation

Editorial: Debating the status of ‘theory’ in technology enhanced learning research: Introduction to the Special Inaugural Issue

Article: Michel Foucault in technology-enhanced learning: An analytic review of 10 Foucauldian studies on online education

Article: Liberating teachers from the dominant theories and the unquestioned mission: Towards ‘disruptive theories’ in technology enhanced learning research


Sejin Lee

Sejin Lee is a doctoral researcher. His PhD project investigates the construction of contemporary teacher subjectivities that can be seen in discourses regarding technology driven educational reform.

Email: s.lee25@lancaster.ac.uk

ORCID: 0000-0003-1071-2629

Twitter: @Sejin_Lee_Lancs

Article: Liberating teachers from the dominant theories and the unquestioned mission: Towards ‘disruptive theories’ in technology enhanced learning research


Yuhong Lei

Yuhong Lei is a PhD student with interests in the fields of technology-enhanced learning and the design of educational products and places. Her current research focuses on identifying what elements contribute to university students' academic procrastination in mobile learning. Due to the development of technology and the Internet, mobile devices have become an essential part of our life, and mobile learning allows students to access education anywhere and anytime. However, studies also indicate that a large number of university students have procrastinative behaviours in the mobile learning environment.  Yuhong wants to explore the reasons behind this phenomenon.

Email: y.lei4@lancaster.ac.uk

ORCID: 0000-0001-7966-5926

Twitter: @Yuhong_Lei

Commentary: Reflecting on meaning and legitimacy: A comment on Lee and Lee


James B. McDowell

James McDowell is an Associate Member of the Centre for Technology Enhanced Learning at Lancaster University, and completed his PhD through the Doctoral Programme in e-Research and Technology Enhanced Learning in the Department of Educational Research. Having previously held senior management roles at the University of Huddersfield as the Director of Teaching and Learning in the School of Computing and Engineering, James is now the Principal of Graduate College at Lancaster, where he also provides leadership around student experience across the Faculty of Arts and Social Sciences.

James’s research interests span a range of areas within the field of TEL, encompassing inclusivity for students affected by dyslexia and Asperger’s Syndrome, technological enhancement of the assessment and feedback process, and gamification in teaching and learning.

Email: james.mcdowell@lancaster.ac.uk

ORCID: 0000-0002-1077-3213

Article: A tale of two studies: TEL research and the theory-practice nexus


Julia A. McDowell

Julia McDowell is an Associate Member of the Centre for Technology Enhanced Learning at Lancaster University, where she completed her PhD through the Department of Educational Research. With over 20 years’ experience as a researcher-practitioner in the field of TEL, Julia has previously worked in various capacities at the Universities of Durham and Huddersfield, and with Goldsmiths College, London. In her current role as Senior Research Associate for the Cinema Memory and the Digital Archive project in the Lancaster Institute for the Contemporary Arts, Julia is combining qualitative data analysis with web programming skills to make previous work in the field of 1930s cinemagoing and memory studies accessible to a wider audience.

Julia’s research interests focus on the affordances of mobile devices in non-traditional learning spaces, learner engagement, the digital disconnect, and the concept of Mobile Capital.

Email: j.mcdowell1@lancaster.ac.uk

ORCID: 0000-0001-5976-0408

Article: A tale of two studies: TEL research and the theory-practice nexus


Rob Miles

Rob Miles is an English language professional who has worked in the UK, Greece, Spain, Italy, and Brazil. Since 2005 he has been based in the United Arab Emirates. As well as teaching full-time he is currently working to complete his PhD, ‘A Change Laboratory: A collective approach to addressing issues in laptop-mediated English language classrooms’. Rob’s main interests include language acquisition, classroom technology, device deployment, professional development and educational leadership. Outside of work Rob can be found in, on or near the sea whenever possible.

Email: miles.rob@gmail.com

ORCID: 0000-0003-3654-0933

Twitter: @robmilesuae

Article: Making a case for Cultural Historical Activity Theory: Examples of CHAT in practice


Philip Moffitt

Philip Moffitt is a consultant and teaching-focused lecturer based at the higher education wing of the Royal School of Military Engineering in the United Kingdom. A chartered engineer, facilities manager and ergonomist, he specialises in technology enhanced learning for teams who design, build and operate critical national infrastructure, and whose learning requirements are often only identified at the time and location of need. Phil's research interests include: collaborative learning for geographically distal teams; relationships of learning with culturally and historically embedded organisational practices; ergonomics for human-computer interaction and error reduction; and research-interventions to redesign learning activity, driven by participants themselves. Phil is an Alumni Member of the Centre for Technology Enhanced Learning at Lancaster University.

Email: phil@philipmoffitt.com

ORCID: 0000-0001-9469-8216

Twitter: @PhilMoffitt

Article: Engineering academics and technology enhanced learning; A phenomenographic approach to establish conceptions of scholarly interactions with theory

Commentary: The legitimisation of uncertainty, risk and ambiguity for TEL researchers navigating theory: A comment on three papers in the inaugural issue


Don Passey

Don is Professor of Technology Enhanced Learning in the Department of Educational Research at Lancaster University, UK, and an Honorary Professor of the Institutes of Education and of Information Technology at Amity University, Uttar Pradesh, India. He is a current staff member of the Centre for Technology Enhanced Learning in the Department of Educational Research, and was a previous director and co-director of the Centre. He is currently the Director of Studies for the Doctoral Programme in e-Research and Technology Enhanced Learning. His research investigates how digital technologies support learning and teaching. Recent studies have explored innovative and inclusive practices, in and outside educational institutions and classrooms, in off-site, home and community settings. His findings have informed policy and practice, for international institutions and groups, government departments and agencies, regional and local authorities, companies and corporations. His publications span theoretical as well as empirical studies, and the methodological approaches he adopts widely range across bespoke mixed methods. He is currently chair of the International Federation for Information Processing (IFIP) Technical Committee on Education, has chaired a number of international conferences in his academic field, and is the recipient of Outstanding Service and Silver Core Awards from IFIP for his international contributions to his field in education.

Email: d.passey@lancaster.ac.uk

ORCID: 0000-0002-9205-502X

Article: Theories, theoretical and conceptual frameworks, models and constructs: Limiting research outcomes through misconceptions and misunderstandings


Denise M. Sweeney

Denise began her career as an English to speakers of other languages (ESOL) teacher of adult migrants and refugees. She also taught English for Academic Purposes (EAP) to international students preparing for university studies. Denise's international teaching experience led to a career move to educational design where she has demonstrated a proven track record in all aspects of the design, development, evaluation and project management of teaching and learning resources using a range of media. Her capability has been developed in both the public and professional association higher education as well as adult and further education sectors both in the UK and in Australia. She currently teaches on the Postgraduate Certificate in Higher Education (PGCHE) course at the University of Nottingham with nearly 500 participants across three university campuses (China, Malaysia and UK.

Denise has degrees in French, Drama and Adult Education. She recently completed a Doctor of Education (EdD) programme. Her research interests include educational design; educational technologies to promote learning; professional craft knowledge and the scholarship of learning and teaching in higher education.

Email: denise.sweeney@nottingham.ac.uk

ORCID: 0000-0002-0148-0056

Article: Getting to grips with technology enhanced learning literature: Wading out of murky waters


Margaret Westbury

Meg Westbury is an Alumni Member of the Centre for Technology Enhanced Learning at Lancaster University and the Librarian for Wolfson College, University of Cambridge. She is interested in people’s lived experiences with technology, particularly the values that individuals bring to their technology work and how such work engenders new identities, agencies and communities.

Email: mw528@cam.ac.uk

ORCID: 0000-0001-7443-7959

Twitter: @MegWestbury

Article: Infrastructure and technology-enhanced learning: Context, agency, multiplicity

Commentary: Holism, history and power in technology enhanced learning: A comment on Lee


Maria Zenios

Dr. Maria Zenios is an Assistant Professor in Educational Innovation and Research at UCLan Cyprus. She leads the MA in Educational Leadership and she researches educational technology and leadership. She has conducted research for the Joint Information Systems Committee, the Economic and Social Research Council, the Technology Strategy Board, the NHS, INTEL and the EU; under the Socrates and the Erasmus+ Programmes.

Email: mzeniou1@uclan.ac.uk

ORCID: 0000-0001-8625-4260

Article: Educational theory in technology enhanced learning revisited: A model for simulation-based learning in higher education



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