Abstract

This dissertation articulates the contribution to knowledge made by my practice in the design of learner-centred technology-enhanced education. It describes my methodological approach with the research & development methods employed, my theoretical & conceptual framework and makes a claim for my original contribution based on a selected portfolio of practice.

In this practice, I have progressed from an individual, enthusiastic and creative teacher to a collaborative teacher-educator and leader of innovation in education, taking a full part in a developing research community concerned with the relationship between education and technology. My early work, over fifteen years, concentrated on improving the design of individual pieces of educational software to enhance the school curriculum. A developing interest in user-interface design led to an original analysis of learning based on cybernetic principles, which was then used to inform iterative design processes in a more holistic manner. This led me to confront wider issues in education which informed a systemic approach to large-scale action research, to design and innovate new systems of education for schooling, professional development and degree-awarding courses. In each case the key design approach is one of phases of prototyping, then small-scale roll-out followed by large scale implementation with plan / act / review cycles within each phase.

The experience gained through increasingly responsible work rôles, in which I was expected to guide others, has developed my understanding of criteria which can be used for evaluating designs as a springboard for improving them iteratively. These criteria are expressed through four analyses that I have developed which underpin decision-making in my design practice:

an 'expressive constructivist' model of learning for the individual;
an account of how technology can then support learning;
a learner-centred holistic breakdown of questions faced by students;
and an account of the perspectives of other stakeholders in education.

These arose from my growing, tacit understanding and have been framed by a theoretical and conceptual framework based on academic literature. Over time I began to articulate these ideas with colleagues, students, in conference presentations, reports, research papers and other publications including television programmes which form my portfolio. The application of these ideas has generated the originality, impact and importance claimed for my practice. This thesis combines these analyses with references to the literature and a selection of practice from my portfolio, which forms my original contribution to knowledge in the field.

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