Understanding collaborative creativity: An observational study of the effects of the social and educational context on the processes of young children's joint creative writing

Drawing on socio-cultural theory, the research presented here examines the nature of productive group work in the context of children's collaborative creative writing. The thesis explores the role of friendship in mediating the processes of joint creative writing, and examines the effects of other contextual features in the classroom-context - task design, instructions and writing medium - in structuring and supporting shared creativity. The study draws on preliminary observations of Year 5-Year 6 classrooms (children aged 9-11) and longitudinal observational data of ongoing classroom activities in Year 3 and Year 4 classrooms (children aged 7-9) in England. It offers a contextualised, qualitative analysis of the social and cognitive processes linked to shared creative text composition via the in-depth study of verbal interaction. For the analysis of joint creative writing discourse a functional model was developed. The research study contributes to the theoretical debate on collaborative learning by studying peer processes in the context of creative writing and by exploring the mediational role of friends and features in the learning context in influencing classroom-based collaboration. The findings show that the pairs' discourse varied in the level of collectivity and individualism they displayed and that, for most part, the variations can be explained by the differences in their relationships. Thus the study demonstrates the potential affordances of friendship pairing for shared creativity. Furthermore, the research presented in the thesis shows the mediating effects of task design, instructions and the writing medium, highlighting the inextricably linked nature of contextual features in structuring shared work in the classroom

Social media and self-curatorship : Reflections on identity and pedagogy through blogging on a masters module

El uso de los medios sociales se ha extendido notablemente y se considera ya como una oportunidad única para el diseño de entornos innovadores de aprendizaje, donde los estudiantes se conviertan en protagonistas de experiencias de multialfabetización participativas y entre iguales. El trabajo cuestiona la conexión entre los usos sociales de los nuevos medios y las prácticas educativas relevantes, y propone marcos teóricos más rigurosos que puedan orientar en futuras investigaciones sobre el papel de los medios sociales en la educación. El trabajo reflexiona sobre el estudio de caso llevado a cabo en un grupo de alumnos en un módulo on-line como parte de un programa de máster sobre medios de comunicación, cultura y comunicación. Se invitó a los estudiantes a desenvolverse en estrategias de evaluación más allá de las convencionales, con el fin de teorizar y reflexionar sobre sus experiencias con los medios sociales como soporte y materia del curso. El artículo analiza la experiencia de los estudiantes evaluados en el conjunto del proyecto. Durante la exposición de resultados, los autores situaron los argumentos en el contexto del debate sobre las nuevas alfabetizaciones, la pedagogía y los medios sociales, así como en el marco de la teoría emergente de la autogestión del individuo en estos contextos, como marco metafórico para comprender la producción y la representación de la identidad en los medios digitales.The widespread uses of social media have been celebrated as a unique opportunity to redesign innovative learning environments that position students at the center of a participatory, multiliteracy and peer learning experience. This article problemitizes the connection between the social uses of new media and relevant educational practices and proposes more rigorous theoretical frames that can be used to guide future research into the role of social media in education. This article reports on a case study of a small group of students who use an online module to study media, culture and communication as part of a wider master’s programme. The students were invited to reflect in a more reflexive and theoretical manner than is commonly used in a standard course evaluation about their experiences of engaging with social media as both the medium and the subject of the course. The article discusses the student experience as it unfolded in the context of an assessed piece of project work. In discussing the findings the authors locate the arguments in the context of debates about new literacies, pedagogy and social media as well as in an emergent theory of self-curatorship as a metaphorical frame for understanding the production and representation of identity in digital media

Implementing the social pedagogic approach for workforce training and education in England: a preliminary study

Implementing the Social Pedagogic Approach for Workforce Training and Education in England is a study that was developed in conjunction with DfES and the Social Exclusion Task Force. It focuses on the potential for introducing training for social pedagogy in England, with special reference to children in care. The report covers (i) care leavers’ perspectives on their carers, including the carers’ need for training; (ii) summaries of 4 studies of social pedagogy conducted at TCRU; (iii) the perspectives of stakeholders from children's services and training institutions on the introduction of social pedagogy and on other proposals advanced in Care Matter; (iv) differences between Danish qualifications in social pedagogy and English social care NVQs and social work degrees and (v) a framework for introducing pedagogy education, in England, and a discussion of costs

Collecting Data from Children Ages 9-13

Provides a summary of literature on common methods used to collect data, such as diaries, interviews, observational methods, and surveys. Analyzes age group-specific considerations, advantages, and drawbacks, with tips for improving data quality

Religious and Spiritual Education: the Way Forward.

An updating of an article formerly published as "Religious Education for the 1990". A postscript assesses how much was done and what the author believes the new agenda will be. The 1989 text is reproduced with permission

A review of the evidence on the use of ICT in the Early Years Foundation Stage

This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development