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The medium became the message: the MEDAL project as learning space.

Samberll, Kay; Gibson, Mel

Authors

Kay Samberll

Mel Gibson



Contributors

Laura Hodsdon
Editor

Rachel Segal
Editor

Abstract

Our contribution offers a retrospective glimpse into some perspectives on the MEDAL (Making a difference: educational development to enhance academic literacy) project, a three-year initiative that created a pedagogic network for childhood studies (CS), a new, complex and rapidly evolving area of research and undergraduate study. It aims to capture the sense of community that evolved throughout the project, because this underpinned our sense of the conceptual change and professional development that MEDAL brought about for the individuals working within it. Our narrative incorporates the core team’s perspectives and explores the ways that this group worked with others in a community that came to encompass members with a range of experiences, disciplines and backgrounds. In particular we will focus on the ways that MEDAL co-collaborators included students and emerging pedagogic writers, and highlight some of the common issues and ideas that emerged across the various electronic, physical and metaphorical spaces that the project developed. We draw on our own reflections and on data gathered by an independent researcher in interviews with staff and students, illuminating the ways in which MEDAL offered us what Savin-Baden (2007) calls “learning space”.

Citation

Samberll, K., & Gibson, M. (2009). The medium became the message: the MEDAL project as learning space. In L. Hodsdon, & R. Segal (Eds.), FDTL voices : drawing from learning and teaching projects (100-107). Higher Education Academy

Publication Date 2009
Deposit Date May 19, 2017
Publisher Higher Education Academy
Pages 100-107
Book Title FDTL voices : drawing from learning and teaching projects
Chapter Number n/a
ISBN 9781907207136
Keywords Research, undergraduate study, childhood studies, CS, Fund for the development of teaching and learning.
Public URL http://researchrepository.napier.ac.uk/Output/849798






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