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All Outputs (4)

RLT 30 YEARS Research in Learning Technology: making friends and influencing people (2023)
Journal Article
Brunton, J., Bennett, L., Drumm, L., Flavin, M., Honeychurch, S., Thomson, S., & Varga-Atkins, T. (2023). RLT 30 YEARS Research in Learning Technology: making friends and influencing people. Research in Learning Technology, 31, https://doi.org/10.25304/rl

The first issue of Research in Learning Technology (RLT) was published in 1993. Over 30 years, the journal has comprised an informal research and development facility for new ideas and practices in technology enhanced learning. This paper takes nine... Read More about RLT 30 YEARS Research in Learning Technology: making friends and influencing people.

Curation and collaboration as activism: emerging critical practices of #FemEdTech (2022)
Journal Article
Beetham, H., Drumm, L., Bell, F., Mycroft, L., & Forsythe, G. (2022). Curation and collaboration as activism: emerging critical practices of #FemEdTech. Learning, Media and Technology, 47(1), 143-155. https://doi.org/10.1080/17439884.2021.2018607

The inequities rooted in our education systems and wider societies have been thrown into relief by responses to the COVID-19 pandemic. This paper presents four situational studies of the FemEdTech network, asking how we characterise activities of the... Read More about Curation and collaboration as activism: emerging critical practices of #FemEdTech.

Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching (2019)
Journal Article
Drumm, L. (2019). Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching. Research in Learning Technology, 27, https://doi.org/10.25304/rlt.v27.2094

The gap in knowledge about how learning theories relate to everyday digital teaching practices in universities inhibits scholarly and practical developments in this area. This article reports on part of a qualitative research project which identified... Read More about Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching.