The Design of Learner-centred, Technology-enhanced Education
A selection of practice from my full portfolio forms the empirical basis for my claim for an original contribution to knowledge.This contribution is in the form of of a thesis based on three analyses made to support decision making in creative design practice to develop learner-centred, technology-enhanced education.
|[A1] Expressive Constructivism||[A2] How Can Technology Enhance Learning?||[A3] The Learner at the Centre|
This is articulated in an Abstract, Introduction, Methodology, Theoretical & Conceptual Framework, Claim, Conclusion, References and Portfolio. It has been revised in the light of examination after a viva in accordance with the University of Bolton's regulations for the degree of Doctor of Philosophy by practice.
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In the Appendix 2 - People, I make extensive acknowledgement, to as many as I could recall, who touched my life throughout my practice and the development of my thinking, but special mention is given here to those who helped me to finish this dissertation.
Firstly to my lead supervisor Stephen Powell, who has shown me the way by his example and has treated me with the perfect level of encouragement, admonition and advice at every stage - I consider him my extra brother. Dai Griffiths as supervisor has supported me enormously, especially in the final stages.
Thanks also to Margaret Nelson, Roberta Weber, Roger Carlsen, Brendan Tangney and Elizabeth Oldham who all offered me opportunity to talk about the thesis, listened and told me 'what for'. I am grateful to examiners Sarah Younie and Clive Holtham for being so forgiving and thorough.
My mother, father, sister Liz, friends Joy and Jo have all enquired at regular and helpful intervals with love, respect and encouragement and thus driven me on.
It is all their fault.
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