Books and Book Chapters by Jill Jameson
A systematic review and framework for digital leadership research maturity in higher education
Computers and Education Open
Digital leadership in higher education is a sub-field of research that rapidly evolved from e-lea... more Digital leadership in higher education is a sub-field of research that rapidly evolved from e-leadership studies. The practice of effective digital leadership in higher education is urgently needed to keep up with changing demands and opportunities. Yet limited knowledge exists of how it is defined, how it operates and relates to institutional leadership, including both administration and teaching. An updated review of prior empirical studies is overdue, given system-wide digitalization. This article systematically reviews empirical studies on digital leadership in higher education between 1999 and 2022, its value, focus and the research methods involved. The review combined descriptive synthesis and textual narrative synthesis, applying a data-based convergent synthesis design adhering to PRISMA and ENTREQ reporting guidelines. From 231 records, 36 studies remained following application of exclusion criteria. Research has increased, but is still limited in theory, maturity, and evidence. Definitions and theories of digital leadership are varied in scope and how far they are considered in the reviewed studies. Functional rather than critical perspectives predominate. The quality of most research is low, lacking rigour in research questions and methods, rendering findings inconclusive. The review recommends a digital leadership research maturity framework and further research on theoretical definitions and digitalization to address gaps in the literature identified in the review.
Sharply rising global use of mobile information communications technology (ICT) and a relative la... more Sharply rising global use of mobile information communications technology (ICT) and a relative lack of informed pedagogic e-leadership of ICT in education coupled with fierce international competition for achievement and a trend towards increasing accountability (to meet targets via audit and high levels of youth unemployment) means that schools now face significant challenges in responding to the needs of future generations of 21st century learner. This chapter briefly outlines four key trends relating to the above issues, particularly in the context of pedagogic applications of technology development and then considers these challenges in a global context.
Insights Nº 1 The role of coaching In vocational education and training, Nov 1, 2012
"PREVIEW
Chapter 2 looked at the role coaching plays in developing
skills and experience in a... more "PREVIEW
Chapter 2 looked at the role coaching plays in developing
skills and experience in a variety of vocational settings.
But is coaching the most effective way of improving
performance? Should it be used alongside other
teaching approaches such as demonstration or direct
instruction?
In this chapter, we take a closer look at coaching as part
of a coherent set of pedagogical approaches. What
are the additional benefits of incorporating coaching
into a trainer’s or manager’s approach to developing
skills, and how does coaching relate to other teaching
approaches?"
Leadership in Post-Compulsory Education: Inspiring Leaders of the Future
Leadership of different kinds exists at many levels in the post-compulsory sector-from principles... more Leadership of different kinds exists at many levels in the post-compulsory sector-from principles to programme leaders, administrative staff and even caretakers. Based around case studies of current leaders in post-compulsory education, this unique book explores a number of leadership models and styles in order to provide inspiration and guidance for the next wave of potential leaders.
* Captures authentic "voices of the leaders"
* Includes examples of further, adult, community and prison education
* Covers all type of leadership: charismatic leaders, academic leaders, spiritual leaders, women leaders, ethnic leaders, ethnic leaders, business leaders
Presenting a wide and holistic view of leadership at different levels, this book is relevant for all potential and current leaders in post-compulsory education. By encouraging readers to review and reflect on the models described, the book will inspire leaders of the future to develop their own leadership styles and visions.
Researching Post-Compulsory Education
Practitioners in the further education sector need to develop confidence in their own research pr... more Practitioners in the further education sector need to develop confidence in their own research practices and establish recognition within higher education of practitioner research in further education. This book will help staff in this sector to develop their professional practice through their research.
More details
Researching Post-compulsory Education
By Jill Jameson and Yvonne Hillier
Published by Continuum International Publishing Group, 2003
ISBN 0826467121, 9780826467126
106 pages
e-Learning Reader
DETAILED DESCRIPTION
TABLE OF CONTENTS
Foreword by Etienne Wenger
Acknowledgements \ In... more DETAILED DESCRIPTION
TABLE OF CONTENTS
Foreword by Etienne Wenger
Acknowledgements \ Introduction \ An Overview of e-Learning Mayes, T. and de Freitas, S. (2004) \ Part I: e-Learning from Perspectives of Experiential Learning and Play \ Democracy and Education Dewey, J. (1916) \ Experience and Education Dewey, J. (1938) \ The Process of Education Bruner (1960, 1977) \ Play, Dreams and Imitation in Childhood Piaget, J. (1962) \ Experiential Learning: Experience as The Source of Learning and Development Kolb, D.A. (1984) \ Finding Flow: The Psychology of Engagement with Everyday Life Csikszentmihalyi, M. (1997) \ Situated Tékhne beyond the Performative: Metaformative Bodies and the Politics of Technology Jaime del Val (2006) \ ‘Worrying’ Knowledge and Vicarious Learning Mayes, T. (2010) \ Part II: e-Learning from Perspectives of Developmental Learning \ Emile - Book 1 Rousseau, J. (1762, 2004) \ Mind in Society Vygotsky, L. (written c.1925-34, published 1978) \ Summerhill School: A New View of Childhood A.S. Neill (1960, 1992) \ De-schooling Society Illich, I. (1971) \ The Gears of My Childhood: Introductory Essay to Mindstorms Papert, S. (1980) \ Practices of Distributed Intelligence and Design for Education Pea, R.D. (1993) \ Rethinking University Teaching: A framework for the effective use of educational technology Laurillard, D. (2002) \ e-Learning: the Hype and the Reality Conole, G. (2004) \ Part III: e-Learning from Perspectives of Instructional Design \ The Relation of Strength of stimulus to Rapidity of Habit-formation Yerkes and Dodson (1908) \ Are Theories of Learning Necessary? Skinner, B.F. (1950) \ Taxonomy of Educational Objectives Bloom, B. (1956, 1972) \ The Facilitation Of Meaningful Verbal Learning In The Classroom Ausubel, D.P. (1977) \ The Conditions of Learning Gagné, R. (1985) \ Bright Air, Brilliant Fire: On the Matter of the Mind Edelman, G. (1994) \ Reclaiming instructional design Merrill et al. and the ID2 Research Group (1996) \ Psychologism and Instructional Technology Gur, B.S. and Wiley, D.A. (2009) \ Part IV: e-Learning from Perspectives of Cognitive Learning Tools \ As We May Think Bush, V. (1945) \ Hypertext: An Introduction and Survey Conklin, J. (1987) \ Situated Cognition and the Culture of Learning Brown, Collins and Duguid (1989) \ Partners in Cognition: Extending Human Intelligence with Intelligent Technologies Salomon, Perkins and Globerson (1991) \ Speaking Personally with David H. Jonassen Jonassen: Gibson (1998) \ Weaving the Web Berners Lee, T. (1999) \ Orality and Literacy: The Technologizing of the Word Ong, W.J (2002) \ The Shallows: How the Internet is Changing the Way We Think, Read and Remember Carr, N. (2010) \ From mindtools to social mindtools: Collaborative writing with Woven Stories Nuutinen, J. Sutinen, E., Botha, A. and Kommers, P. (2010) \ Part V: e-Learning: from Perspectives of Social Interaction \ Pedagogy of the Oppressed Freire, P. (1972, 1993) \ Social Space and Symbolic Power Bourdieu, P. (1989) \ Situated Learning: Legitimate Peripheral Participation Lave, J. and Wenger, E. (1991) \ What Does the Design of Effective CSCL Requireand How Do We Study its Effects? Salomon, G. (1992) \ Perceived Self-Efficacy in Cognitive Development and Functioning Bandura, A. (1993) \ The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation Nonaka, I. and Takeuchi, H. (1995) \ Communities of Practice: Learning, Meaning and Identity Wenger, E. (1998) \ Building Trust and Shared Knowledge in Communities of e-Learning Practice Jameson et al. (2006) \ Minds on Fire: Open Education, the Long Tail, and Learning 2.0 Brown, J.S. and Adler, R.P. (2008) \ Conclusion \ Copyright Permissions Details \ Notes on the Authors \References \ Index
Author(s)
Sara de Freitas, Sara de Freitas is Professor of Virtual Environments and Director of Research at the Serious Games Institute, University of Coventry, UK.
Jill Jameson, Jill Jameson is Director of Research and Enterprise and Reader in Education Research at the School of Education, University of Greenwich, UK.
Empowering Researchers in Further Education
Traditionally regarded as the Cinderella sector, further education (FE) is not yet recognized for... more Traditionally regarded as the Cinderella sector, further education (FE) is not yet recognized for its research potential and, if researched at all, tends to be 'researched on' rather than proactively enabled to carry out research itself. Although Britain's Learning and Skills Council's FE and Post-16 sector encompasses around six million learners, four thousand providers and £7.3 billion worth of provision, little research in the sector uses the extensive data-rich client base it serves. Few, if any, in-house research findings inform its professional practice. The Learning and Skills Development Agency Research Network and LSC Research Centre have begun to address this gap, mapping out a new blueprint for research developments in the sector, and raising a new capacity for in-house FE-focused research. These exciting national developments form the foundation for this book, which builds on the key importance of research to strengthen the role of further education as the main bridging sector between school and higher education at a time of Britain's increased national investment in raising achievements. This groundbreaking core text in a new field identifies and constructs a new theoretical framework for a specialist FE research culture, recognizing the unique contribution to research of FE practitioner-researchers. The book identifies good practice in this field through a series of in-depth case studies linked to appropriate and innovative research methods. The theoretical framework outlined links the concept of the critical reflective practitioner with the development of knowledge management techniques specific to Further Education research. This book will enable its readers to: 1. Recognize the value of undertaking research in their sector 2. Draw upon their current practice to develop research questions 3. Identify appropriate research questions and design appropriate research techniques accordingly 4. Interrogate other research, from associated fields 5. Undertake literature searches and derive information for a variety of sources 6. Use research -- their own or others' -- to inform their professional practice 7. Have the confidence to create, use and evaluate their sector specific research.
More details
Empowering Researchers in Further Education
By Yvonne Hillier and Jill Jameson
Contributor: Introductory Chapter by Andrew Morris
Published by Trentham Books, 2003
ISBN 1858562856, 9781858562858
194 pages
Journal Articles/Reports/Papers by Jill Jameson
Research Report: Second Wave Youth Arts , 2010
More than twenty five years ago, in 1982, Second Wave Centre for Youth Arts was set up in ... more More than twenty five years ago, in 1982, Second Wave Centre for Youth Arts was set up in Deptford in South East London by a group of young women. A small, friendly charitable innovatory youth organisation in the field of urban arts, Second Wave aims to develop and support young people who are under- represented in the arts and in cultural industries, through running a programme of performing arts activities for young people aged 13-24.
Second Wave has a proactive range of collaborative relationships with numerous
supporting partners, including the University of Greenwich, Lewisham Borough Council (LBC), the Metropolitan Police Authority (MPA), Lewisham Community Police Consultative Group (LCPCG) and the Territorial Support Group (TSG), as well as the UK Home Office.
Youth-centred artistic and creative processes are at the heart of everything that Second Wave does as an organisation. Underpinning this mission is a model of youth arts practice that has been highly successful. This model is not always easy to recognise or understand, as it has aspects that are based on an almost invisible structure designed to facilitate effective practice in youth arts work.
Young people who join Second Wave are brought into a community of practice (CoP) (Lave and Wenger, 1991; Wenger, 1999; Jameson et al., 2006) involving a dynamic, fluid process which is distinctive in its transformative power to change people’s lives. The philosophy behind this involves Dewey’s notion of the ‘active self’ (Dewey, 1916) and the theories of ‘social constructivism’ (Vygotsky, 1978). The process fosters trust, confidence and social learning (Bandura, 1977; Vygotsky, 1978) in which young people join in with a dialogue involving participation in the youth-centred creative space. The ‘border zone’ (Heath, 1994) in that creative space enables young people to connect with each other in the specialist field of youth arts. The youth-centred partnerships involved lead to greater confidence and development in a range of important artistic, social, cognitive and emotional skills and opportunities. Ultimately, the young person may become engaged in multi-agency working with Second Wave’s external partners. Throughout all of these processes, young people are encouraged progressively to develop a more ‘active self’ to engage proactively with many different beneficial opportunities relating to the performing arts.
This report aims to describe key aspects of Second Wave’s approach and to identify and disseminate its model of good practice in order to make this more explicit and accessible to others. It is with awareness of the profoundly challenging circumstances facing young people, particularly but not exclusively in inner city urban areas such as Deptford, and the valuable contribution youth arts work can make to their well-being and development, that the research report has been produced.
Without the support of such beneficial practices in youth arts, young people may find themselves adrift, drowning in a sea of uncertainty and difficulty with many life problems. The Second Wave Youth Arts Model of Creative Practice is provided to assist others to support young people to find ‘islands of truth’ and safety in the development of their identity and their future, both in creative arts and in their adult lives ahead.
Executive Summary This research project funded by the Centre for Excellence in Leadership (CEL) i... more Executive Summary This research project funded by the Centre for Excellence in Leadership (CEL) in 2006-07 aimed to collect and analyse data on 'collaborative leadership'(CL) in the learning and skills sector (LSS). The project investigated 'collaborative leadership'and its potential for benefiting staff through trust and knowledge sharing in communities of practice (CoPs).
Collaborative approaches in leadership and management are increasingly acknowledged to play a key... more Collaborative approaches in leadership and management are increasingly acknowledged to play a key role in successful institutions in the lifelong learning sector (LLS) (Ofsted,
This conference and research report was produced for the Lewisham Community Police Consultative G... more This conference and research report was produced for the Lewisham Community Police Consultative Group. On Saturday, 25th March, 2006, a conference on'Stop and Search: The Way Forward'took place in the Civic Suite at Lewisham Town Hall in London. The conference, organised by the Lewisham Community Police Consultative Group (LCPCG), was attended by 125 delegates, of whom 48 gave overwhelmingly positive feedback, with 77% rating the conference as either 'excellent'or 'good'.
The paper adopts a mixed methods analysis to investigate the extent to which a visibility/invisib... more The paper adopts a mixed methods analysis to investigate the extent to which a visibility/invisibility paradox emerged from case studies collected during online community engagement in the eLIDA CAMEL project. This is supplemented by an analysis of selected results of online surveys and interviews on educational leadership carried out during 2005-08 with more than 200 UK HE/FE practitioners and managers. Quantitative analysis of levels of participation in Moodle, LAMS and surveymonkey by the online community project team during 18 months of activity were triangulated against the results of a qualitative analysis of responses to the electronic surveys and interviews about collaborative leadership and trust in FE and HE, building on prior research (Jameson, 2007a,b). Recommendations and a proposed model for fostering improved distributed leadership are outlined.
‘Nothing will prevent me from doing a good job’. The professionalisation of part-time teaching staff in further and adult education
Approximately 85,000 part-time teaching staff working in further education (FE) and adult and com... more Approximately 85,000 part-time teaching staff working in further education (FE) and adult and community learning (ACL) in the UK are often seen as ‘a problem’. The intrinsic ‘part-timeness’ of these staff tends to marginalise them: they remain under-recognised and largely unsupported. Yet this picture is over-simplified. This article examines how part-time staff make creative use of professional autonomy and agency to mitigate problematic ‘casual employment’ conditions, reporting on results from Learning and Skills Development Agency-sponsored research (2002–2006) with 700 part-time staff in the learning and skills sector. The question of agency was reported as a key factor in part-time employment. Change is necessary for the professional agency of part-timers to be harnessed as the sector responds to ambitious sectoral ‘improvement’ agendas following the Foster Report and FE White Paper. Enhanced professionalisation for part-time staff needs greater recognition and inclusion in change agendas.
British Educational Research Association (BERA) Annual Conference 2014, Sep 23, 2014
In the film 'Groundhog Day', the nightmarish time loop of ever-repeating days in Punxsutawney fin... more In the film 'Groundhog Day', the nightmarish time loop of ever-repeating days in Punxsutawney finally ends in a harmonious resolution when Phil breaks though his embittered sense of victimhood and isolation, becoming an expertly skilled, authentic and optimistic human being. The 'Groundhog Day' metaphor summarises the paralysing entrapment of a continuously repeating cycle of dysfunctionalities, misfits and resentments, such as those at times characterising the marginalised past history of the further and higher vocational education and training sector, when the supercomplex over-bureaucratisation (Barnett, 2000; Caiden, 1985) of the qualifications, MIS and funding systems densely obscured understanding and seemed to obstruct learner progression pathways. Like Phil, those in the sector struggling with apparently endlessly repeating winter days of austerity and exhausting demands to find solutions are eager for breakthroughs that enable the system to work.
Applying a unique methodology to facilitate understanding of progression by undertaking the challenging task of linking actual learner data from ILR and HESA records, a University of Greenwich research team has investigated the progression of different types of learners from further education and apprenticeships provision into higher education. Working with support from HESA, the team devised a means of matching ILR records with HESA datasets to identify and analyse data on college students and apprentices progressing to HE in FE and to university (Joslin and Smith, 2011, 2013a, 2013b).
This project collected and analysed case study interview data on 'trust and leadership'in the lif... more This project collected and analysed case study interview data on 'trust and leadership'in the lifelong learning sector. We interviewed 18 UK respondents from the sector, including principals, middle managers, first line managers, lecturers and researchers, supplementing this data with Ofsted and Estyn information and a small number of survey responses (17). We investigated facilitators and enablers of trust and its relationship to leadership.
In the current recession, profound challenges to leadership in UK higher education (HE) have resu... more In the current recession, profound challenges to leadership in UK higher education (HE) have resulted from new government policies. Managed accountability to fees and performance targets, vigorously debated in neo-managerialist critiques, is altering UK HE, bolstering elite academic management, while eroding the autonomy and values of Humboldtian scholarly and collegial understandings of the role of universities. This paper considers research findings on values-based leadership, trust and organisational cultures in to argue that strong leadership characterised by 'negative capability' is needed for academic leaders to maintain their role in shaping the purposes of universities. Multiple uncertainties about the future of HE may lead to an erosion of trust in the values, collegiality and civic role of universities. It is necessary to challenge performative managerial cultures that lessen self-organising egalitarian potentials within HE for excellent scholarship and to argue that academic leadership should be trusted to fulfil the higher purposes of universities.
The Digital Abyss in Zimbabwe
International Journal of Ict Research and Development in Africa, 2011
Abstract
Just as refugees fleeing to escape Zimbabwe have struggled to cross the crocodile-hungr... more Abstract
Just as refugees fleeing to escape Zimbabwe have struggled to cross the crocodile-hungry waters of the Limpopo, so are Zimbabweans battling to find ways to traverse the abyss of a digital divide affecting their country. In 2008-09, Zimbabwe was rated third worst in the world for its national information communications technology (ICT) capability by the World Economic Forum, being ranked at 132/134 nations on the global ICT ‘networked readiness index’. Digital divide issues, including severe deficits in access to new technologies facing this small Sub-Saharan country, are therefore acute. In terms of global power relations involving ICT capability, Zimbabwe has little influence in any world ranking of nations. A history of oppression, economic collapse, mismanagement, poverty, disease, corruption, discrimination, public sector breakdown and population loss has rendered the country almost powerless in ICT terms. Applying a critical social theory methodology and drawing on Freirean conceptions of critical pedagogy to promote emancipation through equal access to e-learning, this chapter is written in two parts. In the first place, it analyzes grim national statistics relating to education and to the digital divide in Zimbabwe, situating these in the wider context of Africa; in the second part, the chapter applies this information in a practical fictional setting to imagine life through the eyes of an average Zimbabwean male farm worker called Themba, recounting through narrative an example of the impact on one person’s life that could result from, firstly, a complete lack of educational and ICT resources for adults in a rural farming situation and, secondly, new opportunities as a migrant to become engaged with adult and higher education, including ICT training and facilities. Access to education, to book publications, to ICT facilities, in dialogue with others during a long process of conscientization, are seen to open up democratising and liberating opportunities for Themba in South Africa. The powerful transformation that takes place Themba’s life and propels him towards many achievements as an e-learning teacher is inspired by Freire’s critical pedagogy: it provides a message of hope in an otherwise exceptionally bleak educational and technological situation, given the current difficult socio-economic and political situation that has resulted in a digital abyss in Zimbabwe.
This paper analyses the role of distributed leadership and trust in online communities. The team-... more This paper analyses the role of distributed leadership and trust in online communities. The team-based informal ethos of online collaboration requires a different kind of leadership from that in formal positional hierarchies. Such leadership may be more flexible and sophisticated, capable of encompassing ambiguity and rapid change. Online leaders need to be partially invisible, delegating power and distributing tasks. Yet, simultaneously, online communities are facilitated by the high visibility and subtle control of expert leaders. This paradox: that leaders need to be both highly visible and invisible as appropriate, was derived from prior research and tested in the analysis of online community discussions using a pattern-matching process. It is argued that both leader visibility and invisibility are important for the facilitation of trusting collaboration via distributed leadership. Advanced leadership responses to complex situations in online communities foster positive group interaction and decision-making, facilitated through active distribution of specific tasks.
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Books and Book Chapters by Jill Jameson
Chapter 2 looked at the role coaching plays in developing
skills and experience in a variety of vocational settings.
But is coaching the most effective way of improving
performance? Should it be used alongside other
teaching approaches such as demonstration or direct
instruction?
In this chapter, we take a closer look at coaching as part
of a coherent set of pedagogical approaches. What
are the additional benefits of incorporating coaching
into a trainer’s or manager’s approach to developing
skills, and how does coaching relate to other teaching
approaches?"
* Captures authentic "voices of the leaders"
* Includes examples of further, adult, community and prison education
* Covers all type of leadership: charismatic leaders, academic leaders, spiritual leaders, women leaders, ethnic leaders, ethnic leaders, business leaders
Presenting a wide and holistic view of leadership at different levels, this book is relevant for all potential and current leaders in post-compulsory education. By encouraging readers to review and reflect on the models described, the book will inspire leaders of the future to develop their own leadership styles and visions.
More details
Researching Post-compulsory Education
By Jill Jameson and Yvonne Hillier
Published by Continuum International Publishing Group, 2003
ISBN 0826467121, 9780826467126
106 pages
TABLE OF CONTENTS
Foreword by Etienne Wenger
Acknowledgements \ Introduction \ An Overview of e-Learning Mayes, T. and de Freitas, S. (2004) \ Part I: e-Learning from Perspectives of Experiential Learning and Play \ Democracy and Education Dewey, J. (1916) \ Experience and Education Dewey, J. (1938) \ The Process of Education Bruner (1960, 1977) \ Play, Dreams and Imitation in Childhood Piaget, J. (1962) \ Experiential Learning: Experience as The Source of Learning and Development Kolb, D.A. (1984) \ Finding Flow: The Psychology of Engagement with Everyday Life Csikszentmihalyi, M. (1997) \ Situated Tékhne beyond the Performative: Metaformative Bodies and the Politics of Technology Jaime del Val (2006) \ ‘Worrying’ Knowledge and Vicarious Learning Mayes, T. (2010) \ Part II: e-Learning from Perspectives of Developmental Learning \ Emile - Book 1 Rousseau, J. (1762, 2004) \ Mind in Society Vygotsky, L. (written c.1925-34, published 1978) \ Summerhill School: A New View of Childhood A.S. Neill (1960, 1992) \ De-schooling Society Illich, I. (1971) \ The Gears of My Childhood: Introductory Essay to Mindstorms Papert, S. (1980) \ Practices of Distributed Intelligence and Design for Education Pea, R.D. (1993) \ Rethinking University Teaching: A framework for the effective use of educational technology Laurillard, D. (2002) \ e-Learning: the Hype and the Reality Conole, G. (2004) \ Part III: e-Learning from Perspectives of Instructional Design \ The Relation of Strength of stimulus to Rapidity of Habit-formation Yerkes and Dodson (1908) \ Are Theories of Learning Necessary? Skinner, B.F. (1950) \ Taxonomy of Educational Objectives Bloom, B. (1956, 1972) \ The Facilitation Of Meaningful Verbal Learning In The Classroom Ausubel, D.P. (1977) \ The Conditions of Learning Gagné, R. (1985) \ Bright Air, Brilliant Fire: On the Matter of the Mind Edelman, G. (1994) \ Reclaiming instructional design Merrill et al. and the ID2 Research Group (1996) \ Psychologism and Instructional Technology Gur, B.S. and Wiley, D.A. (2009) \ Part IV: e-Learning from Perspectives of Cognitive Learning Tools \ As We May Think Bush, V. (1945) \ Hypertext: An Introduction and Survey Conklin, J. (1987) \ Situated Cognition and the Culture of Learning Brown, Collins and Duguid (1989) \ Partners in Cognition: Extending Human Intelligence with Intelligent Technologies Salomon, Perkins and Globerson (1991) \ Speaking Personally with David H. Jonassen Jonassen: Gibson (1998) \ Weaving the Web Berners Lee, T. (1999) \ Orality and Literacy: The Technologizing of the Word Ong, W.J (2002) \ The Shallows: How the Internet is Changing the Way We Think, Read and Remember Carr, N. (2010) \ From mindtools to social mindtools: Collaborative writing with Woven Stories Nuutinen, J. Sutinen, E., Botha, A. and Kommers, P. (2010) \ Part V: e-Learning: from Perspectives of Social Interaction \ Pedagogy of the Oppressed Freire, P. (1972, 1993) \ Social Space and Symbolic Power Bourdieu, P. (1989) \ Situated Learning: Legitimate Peripheral Participation Lave, J. and Wenger, E. (1991) \ What Does the Design of Effective CSCL Requireand How Do We Study its Effects? Salomon, G. (1992) \ Perceived Self-Efficacy in Cognitive Development and Functioning Bandura, A. (1993) \ The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation Nonaka, I. and Takeuchi, H. (1995) \ Communities of Practice: Learning, Meaning and Identity Wenger, E. (1998) \ Building Trust and Shared Knowledge in Communities of e-Learning Practice Jameson et al. (2006) \ Minds on Fire: Open Education, the Long Tail, and Learning 2.0 Brown, J.S. and Adler, R.P. (2008) \ Conclusion \ Copyright Permissions Details \ Notes on the Authors \References \ Index
Author(s)
Sara de Freitas, Sara de Freitas is Professor of Virtual Environments and Director of Research at the Serious Games Institute, University of Coventry, UK.
Jill Jameson, Jill Jameson is Director of Research and Enterprise and Reader in Education Research at the School of Education, University of Greenwich, UK.
More details
Empowering Researchers in Further Education
By Yvonne Hillier and Jill Jameson
Contributor: Introductory Chapter by Andrew Morris
Published by Trentham Books, 2003
ISBN 1858562856, 9781858562858
194 pages
Journal Articles/Reports/Papers by Jill Jameson
Second Wave has a proactive range of collaborative relationships with numerous
supporting partners, including the University of Greenwich, Lewisham Borough Council (LBC), the Metropolitan Police Authority (MPA), Lewisham Community Police Consultative Group (LCPCG) and the Territorial Support Group (TSG), as well as the UK Home Office.
Youth-centred artistic and creative processes are at the heart of everything that Second Wave does as an organisation. Underpinning this mission is a model of youth arts practice that has been highly successful. This model is not always easy to recognise or understand, as it has aspects that are based on an almost invisible structure designed to facilitate effective practice in youth arts work.
Young people who join Second Wave are brought into a community of practice (CoP) (Lave and Wenger, 1991; Wenger, 1999; Jameson et al., 2006) involving a dynamic, fluid process which is distinctive in its transformative power to change people’s lives. The philosophy behind this involves Dewey’s notion of the ‘active self’ (Dewey, 1916) and the theories of ‘social constructivism’ (Vygotsky, 1978). The process fosters trust, confidence and social learning (Bandura, 1977; Vygotsky, 1978) in which young people join in with a dialogue involving participation in the youth-centred creative space. The ‘border zone’ (Heath, 1994) in that creative space enables young people to connect with each other in the specialist field of youth arts. The youth-centred partnerships involved lead to greater confidence and development in a range of important artistic, social, cognitive and emotional skills and opportunities. Ultimately, the young person may become engaged in multi-agency working with Second Wave’s external partners. Throughout all of these processes, young people are encouraged progressively to develop a more ‘active self’ to engage proactively with many different beneficial opportunities relating to the performing arts.
This report aims to describe key aspects of Second Wave’s approach and to identify and disseminate its model of good practice in order to make this more explicit and accessible to others. It is with awareness of the profoundly challenging circumstances facing young people, particularly but not exclusively in inner city urban areas such as Deptford, and the valuable contribution youth arts work can make to their well-being and development, that the research report has been produced.
Without the support of such beneficial practices in youth arts, young people may find themselves adrift, drowning in a sea of uncertainty and difficulty with many life problems. The Second Wave Youth Arts Model of Creative Practice is provided to assist others to support young people to find ‘islands of truth’ and safety in the development of their identity and their future, both in creative arts and in their adult lives ahead.
Applying a unique methodology to facilitate understanding of progression by undertaking the challenging task of linking actual learner data from ILR and HESA records, a University of Greenwich research team has investigated the progression of different types of learners from further education and apprenticeships provision into higher education. Working with support from HESA, the team devised a means of matching ILR records with HESA datasets to identify and analyse data on college students and apprentices progressing to HE in FE and to university (Joslin and Smith, 2011, 2013a, 2013b).
Just as refugees fleeing to escape Zimbabwe have struggled to cross the crocodile-hungry waters of the Limpopo, so are Zimbabweans battling to find ways to traverse the abyss of a digital divide affecting their country. In 2008-09, Zimbabwe was rated third worst in the world for its national information communications technology (ICT) capability by the World Economic Forum, being ranked at 132/134 nations on the global ICT ‘networked readiness index’. Digital divide issues, including severe deficits in access to new technologies facing this small Sub-Saharan country, are therefore acute. In terms of global power relations involving ICT capability, Zimbabwe has little influence in any world ranking of nations. A history of oppression, economic collapse, mismanagement, poverty, disease, corruption, discrimination, public sector breakdown and population loss has rendered the country almost powerless in ICT terms. Applying a critical social theory methodology and drawing on Freirean conceptions of critical pedagogy to promote emancipation through equal access to e-learning, this chapter is written in two parts. In the first place, it analyzes grim national statistics relating to education and to the digital divide in Zimbabwe, situating these in the wider context of Africa; in the second part, the chapter applies this information in a practical fictional setting to imagine life through the eyes of an average Zimbabwean male farm worker called Themba, recounting through narrative an example of the impact on one person’s life that could result from, firstly, a complete lack of educational and ICT resources for adults in a rural farming situation and, secondly, new opportunities as a migrant to become engaged with adult and higher education, including ICT training and facilities. Access to education, to book publications, to ICT facilities, in dialogue with others during a long process of conscientization, are seen to open up democratising and liberating opportunities for Themba in South Africa. The powerful transformation that takes place Themba’s life and propels him towards many achievements as an e-learning teacher is inspired by Freire’s critical pedagogy: it provides a message of hope in an otherwise exceptionally bleak educational and technological situation, given the current difficult socio-economic and political situation that has resulted in a digital abyss in Zimbabwe.