EdTech has been a key aspect of remote schooling during the COVID-19 lockdowns. How have schools and families been making use of digital technologies so far, and what might the longer term consequences be for education? Listen to highlights from an online seminar (24/06/20) with Felicitas Macgilchrist (Germany), Ben Williamson (UK) & Neil Selwyn (Australia)
Ola Erstad (University of Olso) is a leading researcher in the area of media education. We talk about how young people learn outside of schools, the ‘media literacies’ approach, and Ola’s emerging interest in pre-school children and digital technology.
Jeremy Knox is part of Edinburgh University's innovative 'Digital Education' research team. In this conversation, we cover Jeremy’s research into MOOCS, what makes for successful online teaching, as well as his interest in ‘post human’ perspectives on technology and education.
Mental health is a priority issue across every level of education – with rising levels of depression, anxiety and stress amongst all age groups. Listen to Dr. Christine Grove (Monash University) talk about her varied research focusing on young people, schools and mental health. We talk about the importance of participatory research approaches, as well Christine’s innovative work with therapy dogs and Chat Bots.
Prof. Sian Bayne (University of Edinburgh) is one of the leading critical voices in the area of online teaching and higher education. We talk about why we are living in post-digital times, the benefits of post-humanist approaches, Edinburgh’s ‘Manifesto For Teaching Online … and the post-Brexit prospects for UK higher education.
Let's think about schools in terms of power and interests! Geert Kelchtermans (KU Leuven) discusses the working lives of teachers and principals - and how individual experiences are shaped by organisational contexts. We talk about school micropolitics, the ‘structural vulnerability’ of teaching, and the benefits of paying close attention to teachers’ narrative biographies.
Kalervo Gulson (University of Sydney) talks about his work in the area of educational policy. We talk about Kal’s early work on urban change and education, the relationality of race and his emerging interest in Artificial Intelligence.
What is 'Participatory Design' and how can we use it in education research? Bronwyn Cumbo (Monash University) talks about the benefits of participatory design as a research approach. We cover everything from practical tips and key readings, through to the radical origins of the Scandinavian PD tradition.
“Not all rabbit-holes are good places to be” Jesper Aagaard (Aarhus University) talks about his research on the impact of digital devices in school classrooms. We talk about the concept of ‘digital distraction’ and why it might be more useful to talk about our rising levels of technology use in terms of ‘habits’ rather than addiction. We also talk about post-phenomenology, and the struggle of being a qualitative psychologist.
How do we approach research in a world of fluid categories? Mary Lou Rasmussen (Australian National University) talks about her work examining how young people become subjects within policy. We talk about reconciling tensions between feminist theory, sexuality studies and gender studies, as well as Mary Lou’s interest in queer studies and rethinking survey methodology in an age of fluid categories.
Steve Roberts (Monash University) talks about his work examining young men and transitions to adulthood. We talk about balancing generosity and critique, Pierre Bourdieu, the notion of ‘inclusive masculinity’, and the Australian reticence to talk about social class.
“This system of [school] competition drives us all into behaviour that is probably not that helpful for the broad majority” Dr. Emma Rowe (Deakin University) talks about her work examining how Australian public schools articulate with the market. We talk about school choice amongst middle class families, the importance of place and space in shaping distinction, and Emma’s emerging interest in innovation and school reform.
What does critical education research involve? Dr. Steve Courtney (University of Manchester) talks about how education researchers can usefully engage in critical work. We discuss the distinction between 'doing' (as opposed to 'being') critical, Hannah Arendt, and the role of scholarship in an era of Brexit, Trump and ScoMo.
“It is fascinating how much power numbers seem to have” Dr. Radhika Gorur (Deakin University) talks about her work examining numbers and the mobilisation of educational ideas. We talk about Australia’s role in establishing standardised testing as a global trend, Radhika’s use of STS theory to study education policy, and the realities of winning an early career ‘DECRA’ fellowship.
Listen to three Monash academics debunk some persistent misunderstandings in education ... Prof. Dragan Gasevic on why we shouldn’t be talking about ‘learning styles’ – but thinking about ‘metacognitive abilities’, ‘study tactics’ and ‘desirable difficulties’ Dr. Amanda Heffernan on why good school principals are not ‘born leaders’ but need to learn the art of leadership from others Dr. Carlo Perrotta on why young people are not ‘digital natives’
“Struggling against injustice is something that you have to persist with” In this interview, Prof. Audrey Osler (University College of Southeast Norway & University of Leeds) talks about her research career in the area of citizenship and human rights. We talk about her early experiences of racism in schools, and how this started her academic interest in human rights and education. We also talk about narrative methods, writing for an American audience and why teachers remain a beacon of hope ...
How can educational practitioners engage in useful academic research? In this interview, Dr. Kelly-Ann Allen (Monash University) talks about how she bridges the practical and academic worlds of educational psychology. We talk about social and emotional learning, as well as Kelly’s specific interest in school belonging. We also discuss how Kelly positions herself as a ‘pracademic’ – especially through the use of blogging, Twitter, Instagram and getting her work into the media cycle.
How is the internet increasing inequalities between people? In this interview, Rebecca Eynon (Oxford Internet Institute) talks about her work on digital inequalities. We talk about the role of big data, taking theoretical inspiration from Margaret Archer, as well as why high-tech researchers don’t necessarily use Twitter.
What relevance does the work of John Dewey still have for education? John Dewey is one of the most important thinkers in education research and general debates about education In this podcast, Jennifer Bleazby (Monash University) talks about how Dewey’s work remains a touchstone for modern, humane and progressive education. We talk about the Laboratory School, communal inquiry and what educators frequently get wrong when talking about Dewey’s philosophy.
Exploring the consequences of education policy (Melissa Barnes) by Meet The Education Researcher
What can ethnography bring to the study of school reform? Christo Sims (UC San Diego) is an anthropologist whose award-winning ethnography lays bare the ‘technological idealism’ driving the past 20 years of school reform. We discuss the complexities of ethnographic research and writing, as well as how having Jean Lave as a substitute teacher proved a life-changing experience.
Jane Kenway (Monash & Melbourne Universities) is one of Australia’s leading sociologists of education. In this wide-ranging discussion, Jane reflects on her key concerns with questions of class, gender and capitalism in education. We talk about ‘Asia as method’, rethinking the nature of ethnography, fostering vibrant Faculty research cultures, and the need for a defiant research imagination.
What are the links between young children’s imagination and their learning in science, engineering and technology? Marilyn Fleer (Monash University) talks about her new 5-year award under the prestigious Australian Laureate Fellowships scheme to explore the role of imagination in early years STEM learning. We also dig deep into Marilyn’s established track record of winning research funding … including her top tips for putting together successful proposals.
As we prepare to take a break for the 2018/2019 summer vacation here are a few highlights of what Monash academics have been reading over the past 12 months. Guests include ... * John Loughran talking about teacher knowledge; * Marilyn Fleer talking about children's digital ecologies; * John Pardy talking about thinking and hand-craft; * Hannah Fulton talking about the role of competition in student assessment.
How can academics make sure that their research is useful, and actually ends us being used across the education community? Mark Rickinson (Monash University) talks about his work in the area of ‘quality evidence use’ in education. We talk about practical steps that researchers can take to ensure that they producing genuinely useful research – starting with being more adventurous in the types of events that we attend. Mark also outlines his ‘Q Project’ – a new $6.36 million initiative to develop ...
What happens when robots are introduced into classrooms? In this interview, Dr. Sofia Serholt (Chalmers University) talks about her work on robots in the classroom. We talk about varying levels of acceptance across education, the ethics of using robots with young children, as well as the dangers of over-hyping the future prospect of ‘socially-intelligent’ AI.
Dr. Adam Wood (UK Leverhulme Scholar) is a social scientist specialising in architecture & education. We discuss the links between architecture and learning, how school designs have altered over the years, and what architectural theory can tell us about materiality and space. If you want to understand schools properly, then you have to think about school buildings and space!
What can universities do for ‘early career researchers’? Dr. Naomi Barnes (QUT) is one of a new generation of education researchers beginning their careers in what is a fast-changing industry. In this interview, Naomi talks about the challenges of working in universities that are increasingly reliant on the efforts of early career researchers. We also dissect Naomi’s use of social media, and pick up some tips on how to engage with ‘academic Twitter’.
What can people learn on YouTube and Facebook? In this interview, Thomas Hillman (University of Gothenburg) talks about his research on how people learn through large online platforms. This includes studies of Facebook teacher groups, citizen science platforms and people using YouTube to fix washing-machines. We discuss how all these activities offer valuable insights into how learning takes place.
How can we develop better research questions? Why should all education researchers make ‘sensible’ use of statistics? In this interview, Patrick White (Leicester University) talks us through his research methods books and unexpected rise to becoming a ‘YouTube academic’. This episode was recorded live at the 2018 AERA conference in New York.
