After a short spell at the University of Stirling, I have returned to the South East of England to take up the post of Professor of Education at the University of Bedfordshire.
Polhill Campus, University of Bedfordshire
I will be based in the Faculty of Education and Sport at the Bedford (Polhill) Campus, and will be working across Initial Teacher Education and Education Studies as well as in University-wide projects.
My new contact details are as follows:
Patrick Carmichael, Professor of Education,
Faculty of Education and Sport,
University of Bedfordshire,
Bedford, MK41 9EA
My Email Address is email@example.com and I can be reached by phone on 01234 793100.
A new special issue of Technology, Pedagogy and Education on the Semantic Web and Education that I have edited with Katy Jordan, and which draws on work from the Ensemble project and more widely, has been published online at: http://www.tandfonline.com/toc/rtpe20/current.
This issue represents an important contribution to work on the Semantic Web, its technologies and the idea of a linked web of data as they are understood and put into practice in educational contexts. The introductory article ‘Semantic web technologies for education – time for a ‘turn to practice’?‘ argues that what is required for semantic web technologies and approaches to be adopted in educational settings is more detailed exploration of the discourses that accompany their design, development and introduction into pedagogical practice – involving teachers, students, researchers and technologists:
The papers in this special issue provide accounts of these technologies in use in teaching, learning and curriculum development in higher education. Several of the papers suggest that these new web technologies have important roles to play in changing pedagogical practices in higher education settings in which teachers and students are seen as designers of their own learning technologies and as producers of new knowledge. The authors argue that the theorisation, development and adoption of Semantic Web and linked data technologies would be well served by a ‘turn to practice’ and a focus not on learning technologies in higher education but on the meaning-making practices, discourses and controversies around them.
A major publication from the Ensemble project has been published in the IEEE Journal ‘Transactions on Learning Technologies’. This has been available online ‘early view’ for some time, but is now published as part of a special issue on Semantic Technologies in Education. This reviews the work of the project and sets out a potential research and development agenda for work on semantic and linked data in higher education settings – including semantic archives, rapid prototyping environments and support for multiple ontologies in pedagogical settings:
Abstract: This paper explores the potential of Semantic Web technologies to support teaching and learning in a variety of higher education settings in which some form of case-based learning is the pedagogy of choice. It draws on the empirical work of a major three year research and development project in the United Kingdom: “Ensemble: Semantic Technologies for the Enhancement of Case-Based Learning” which has been oriented toward developing a better understanding of the nature of case-based learning in different settings, but also exploring the potential for Semantic Web technologies to support, enhance, and transform existing practice. The experience of working in diverse educational settings has highlighted Semantic Web technologies that may be particularly valuable, as well as some of the enablers and barriers to wider adoption, and areas for further research and development.
Agustina Martinez-Garcia, Simon Morris, Michael Tscholl, Frances Tracy, Patrick Carmichael (2012) “Case-Based Learning, Pedagogical Innovation, and Semantic Web Technologies,” IEEE Transactions on Learning Technologies 5(2) pp. 104-116, doi:10.1109/TLT.2011.34
A new publication from the Ensemble project.
Edwards, R. and Carmichael, P. (2012) Secret codes: the hidden curriculum of semantic web technologies Discourse: Studies in the Cultural Politics of Education
There is a long tradition in education of examination of the hidden curriculum, those elements which are implicit or tacit to the formal goals of education. This article draws upon that tradition to open up for investigation the hidden curriculum and assumptions about students and knowledge that are embedded in the coding undertaken to facilitate learning through information technologies, and emerging ‘semantictechnologies’ in particular. Drawing upon an empirical study of case-based pedagogy in higher education, we examine the ways in which code becomes an actor in both enabling and constraining knowledge, reasoning, representation and students. The article argues that how this occurs, and to what effect, is largely left unexamined and becomes part of the hidden curriculum of electronically mediated learning that can be more explicitly examined by positioning technologies in general, and code in particular, as actors rather than tools. This points to a significant research agenda in technology enhanced learning.
The article is available ‘early view’ online here:http://www.tandfonline.com/doi/abs/10.1080/01596306.2012.692963
I’ve been exploring ways of using various digital tools to present the ideas, interactions and activities buzzing around the ProPEL conference which is taking place at Stirling. While I am not a great fan of Twitter I can see the value in reporting on events like this – particularly where papers and presentations are online and people not at the event in person can get a sense of the audience response and discussions around things they would otherwise have to read or view out of context.
The practice of feeding Twitter streams to ‘Wordle‘ (are the results ‘Tweedles’?) has been used at several conferences so I thought this might be interesting to try at ProPEL 2012. I also had access to all the conference abstracts, so had a play with those too. So here are some of the results.
Handle with care – these don’t necessarily represent the ‘zeitgeist’ of anything – rather, what the Twitter users at the conference reported (in 140 characters) from the sessions they attended. So don’t be offended if you don’t feature (or, indeed, if you do!). Interesting, thought-provoking and fun - but I won’t be ditching Atlas-TI just yet!
|So here are the abstracts – common words removed. Some ‘features’ … ‘Papers’ is a common word because so many abstracts begin ‘In this paper …’ (or words to that effect). But you get an idea of what ProPEL conferences are all about …
|Before the conference, people were tweeting about their expectations, the location, registering and the contents of their conference bag.
|By Thursday morning, parallel sessions were being reported and themes were starting to emerge. Latour’s ‘factishes’ made an appearance …
|John Urry’s keynote gathered all the ProPEL twitterati into one place and this is reflected in the state of the twitter stream as his presentation, which began with Tolstoy and ended with an image from ‘Mad Max’, came to a close.
|Thursday afternoon’s sessions were clearly not only interesting but troubling …
|Friday morning’s crop reflected Hilary Sommerlad’s keynote on precarity in the legal profession and a range of parallel sessions, as well as reflections on the themes of the conference as a whole.
I’m also playing around with the abstracts and other project information using the Exhibit toolkit from MIT, which we used and extended as part of the Ensemble project – these will appear on the ProPEL website in due course.