
Terrie Lynn ThompsonUniversity of Stirling · School of Education
Terrie Lynn Thompson
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68
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September 2010 - September 2012
Publications
Publications (68)
A framework is required to guide online Interprofessional Education (IPE) (Casimiro et al., 2009). The purpose of this paper is to present such a framework: W(e)Learn. W(e)Learn can be used as a quality standard and a guide to design, develop, deliver and evaluate online IPE in both pre- and post-qualification educational settings. The framework is...
This article argues the importance of including significant technologies‐in‐use as key qualitative research participants when studying today’s digitally enhanced learning environments. We gather a set of eight heuristics to assist qualitative researchers in ‘interviewing’ technologies‐in‐use (or other relevant objects), drawing on concrete examples...
Purpose – In order to explore how informal pedagogical moments are being renegotiated by the technology woven into people's lives, this paper aims to focus on online communities as sites of learning; more specifically, the informal work-related learning practices of self-employed workers in these cyberspaces. Design/methodology/approach – This pape...
Learning in and through work is one of the many spaces in which pedagogy may unfold. Web technologies amplify this fluidity and online learning now encompasses a plethora of practices. In this paper I focus on the delete button and deleting practices of self-employed workers engaged in informal work-related learning in online communities. How the r...
This book provides a practical approach for applying posthumanist insights to qualitative research inquiry. Adams and Thompson invite readers to embrace their inner – and outer – cyborg as they consider how today’s professional practices and everyday ways of being are increasingly intertwined with digital technologies. Drawing on posthuman scholars...
This book delves into the intriguing question of why certain types of literacy research gain more traction than others in educational settings, irrespective of the quality of the research or the efforts of the researchers. It draws upon findings from Research Mobilities in Primary Literacy Education, an innovative and interdisciplinary study conduc...
Artificial intelligence (AI) is increasingly manifest in everyday work, learning, and living. Reports attempting to gauge public perception suggest that amidst exaggerated expectations and fears about AI, citizens are sceptical and lack understanding of what AI is and does (Archer et al., 2018). Professional workers practice at the intersection of...
This chapter engages with the messiness of researching with, on, in, and through the postdigital to explore what this research might entail methodologically and theoretically. I draw on more-than-human sensibilities to untangle three knots. First, how can more nuanced attuning to the co-mingling of humans and technologies enable researchers to move...
There has been an increasing move worldwide in education policy towards standardization in combination with a global trust in digital quantification and calculation. These policies cause frictions in early childhood education (ECE). Hence, this paper examines the way standards ‘work’ in ECE. The empirical study draws on the ideas of Actor-Network T...
Learning analytics offer centralization of a particular understanding of learning, teaching, and student support alongside data-informed insight and foresight. As such, student-related data in higher education can be imagined and enacted as a ‘data frontier’ in which the data gaze is expanding, intensifying, and performing new meanings and practice...
In England, several developments combine in powerful ways to sustain certain ideas about literacy and research in education. These include the promotion of a specific model of ‘evidence‐based practice’, frameworks for initial teacher education and early career professional development, and a strong accountability framework via inspection. However,...
Professional workers practice at the intersection of public narratives about artificial intelligence (AI), the AI industry, and regulatory frameworks. Yet, there is limited understanding of the interactions between workers, AI systems, and the publics they serve. To inform networked learning scholarship, there is a pressing need to study the knowle...
How does a researcher investigate phenomena that continually emerge through, with and as various practices? This paper explores this question, drawing on transformative reflections on the unfolding process of an empirical research project investigating professional practice in Dutch early childhood education. The project initially applied an open,...
What constitutes ‘good’ posthuman research? This article offers three dynamics to help assess the value of posthuman-inspired inquiry. We propose that a good posthuman research account should show evidence that the researcher: (1) attended to their own more-than-humanness and made explicit how they interviewed and attuned to the nonhuman things of...
As heritage-as-the-already-occurred folds into heritage-in-the-making practices, temporal and spatial fluidity is made more complex by digital mediation and particularly by Big Data. Such liveliness evokes ontological, epistemological and methodological challenges. Drawing on more-than-human theorizing, this article reframes the notion of data-bodi...
Der Artikel ist ursprünglich in dem Fachjournal First Monday in der Ausgabe April 2017 unter http://firstmonday.org erschienen.
Learning analytic implementations are increasingly being included in learning management systems in higher education. We lay out some concerns with the way learning analytics – both data and algorithms – are often presented within an unproblematized Big Data discourse. We describe some potential problems with the often implicit assumptions about le...
Recent critiques of both the uses of and discourse surrounding big data have raised important questions as to the extent to which big data and big data techniques should be embraced. However, while the context-dependence of data has been recognized, there remains a tendency among social theorists and other commentators to treat certain aspects of t...
In this study of mobilities of work-learning practices, I draw on sociomaterial theorizing to explore how the everyday work and learning practices of contingent workers are changing through the infusion of web and mobile technologies. I use Ingold’s notions of becoming and meshwork and Law’s work on collateral realities to explore curation of scree...
We reflect on the many digital and nondigital things that support and shepherd today’s professional practices. Things are not inert objects, but vital entities implicated in the co-constitution and becoming of our everyday worlds. We forward posthumanism as a theoretical framework to address our twenty-first century situation. Actor-Network Theory,...
We present our first four heuristics for interviewing objects: gathering anecdotes, following the actors, listening for the invitational quality of things, and studying breakdowns, accidents, and anomalies. These heuristics focus on attuning the reader to the objects and things of practice, and on gathering the kinds of qualitative material needed...
In our final chapter, we consider five posthuman or digital confluencies that have come to matter in today’s professional work and learning practices, paying particular attention to the work of researchers: developing a posthumanist ethic; anticipating changes to our thinking, being, and doing; reckoning with the deskilling and upskilling of work p...
We employ our heuristics to interrogate the networked, digital landscape of contemporary qualitative research practices. We interview NVivo (a qualitative data analysis software package) and an iPod that were recruited at different stages of research projects. We suggest that these digital entities or “coded materialities” participate as co-researc...
We detail our second set of four heuristics for posthuman inquiry: discerning the spectrum of human-technology-world relations, applying the Laws of Media, unraveling translations and tracing responses and passages. The focus is on lifting the entangled digital thing of interest into relief, and then reflectively analyzing its medial relations and...
In this paper, we present an in-depth case study of a single student who failed an online module which formed part of a master’s programme in Professional Education and Leadership. We use this case study to examine assessment practices in higher education in the online environment. In taking this approach, we go against the current predilection for...
This research examines masters-accredited online professional learning aimed at fostering criticality and a disposition to collective professional autonomy. Drawing on a model of online learning conceived as a nexus of cognitive, social and teaching presence, we focus principally on the interaction between cognitive and social presence, and the way...
Workers are faced with wider networks of knowledge generation amplified by the scale, diffusion, and critical mass of digital artefacts and web technologies globally. In this study of mobilities of work–learning practices, I draw on sociomaterial theorizing to explore how the work and everyday learning practices of self-employed workers or micro-sm...
One of the basic tenets of Actor Network Theory (ANT) is to “follow the actors”. However, coded materialities (the digital in all its forms, including software, devices, networks, artefacts, and algorithms) are notoriously fickle. Digital things are often described as unbounded, evasive, distributed, and constantly mutating (Kallinikos, Aaltonen &...
Have you considered how the many things assisting you with your research—digital recorders, computer assisted qualitative data analysis software (CAQDAS) or even Google Scholar—may also be silently shaping scholarly practices? In this paper, we interrogate the networked, digital landscape of everyday qualitative research practices by unraveling sev...
This short paper (and Pecha Kucha presentation) explores new mobilities and spatial re-orderings of adult work-learning practices. Attention is given to the more sophisticated digital fluencies that seem to be demanded of adult work-learners and the pedagogical implications for educators. Sociomaterial perspectives encourage thinking about how “thi...
We apply our heuristics for ‘interviewing’ non-human research participants to the digital things of qualitative research itself: recording devices, data analysis software, and other sociomaterial concoctions recruited at different stages of contemporary research projects. We suggest that these ‘inorganic organized’ entities participate as co-resear...
Workers today are faced with possibilities of wider networks of knowledge generation. Learning in and through work is one of the many spaces in which pedagogy may unfold. Web technologies amplify this fluidity and networked learning now encompasses a plethora of practices. New technologies are believed to contribute to more mobile and connected pro...
It would seem that for many people, spaces on the Web have become an integral part of their lives. This may include seeking out learning opportunities in online communities. But how do people negotiate the materiality of screens and settings; discussion boards, RSS feeds and avatars; passwords and Facebook profiles? Emphasizing the relational aspec...
Purpose – This paper seeks to explore how workers engage in informal online communities for work-learning. Although online communities may facilitate learning and knowledge creation, much of the literature is situated in formal online courses, suggesting a need to better understand the nuances of more informal learning spaces online. Design/methodo...
Actor network theory (ANT) is used to explore how work-learning is enacted in informal online communities and illustrates how researchers might use sociomaterial approaches to uncover complexities, uncertainties, and specificities of work-learning practices. Participants in this study were self-employed workers. The relational and material aspects...
Adult education practices are imbued with the relational and the
material. Drawing on our empirical studies we explore the utility of Actor
Network Theory and Institutional Ethnography—theoretically and
methodologically—for adult education researchers. A brief theoretical overview
of the two perspectives will highlight their convergences and diverg...
It would seem that for many people, spaces on the web have become an integral part of their lives. This may include seeking out learning opportunities in online communities. There is much said about how technology is changing our lives. Web2.0, which includes the much heralded social media, is creating the most recent buzz. How do people negotiate...
Interprofessional care (IPC) is a prerequisite for enhanced communication between healthcare team members, improved quality of care, and better outcomes for patients. A move to an IPC model requires changing the learning experiences of healthcare providers during and after their qualification program. With the rapid growth of online and blended app...
New innovations of online learning within blended environments create a need within academia for research on best practices in teaching. Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education provides insight into the practice of blended learning in higher education. This unique book collects new internationa...
The growing need for professional development to help university instructors with the adoption of online teaching is being propelled from several directions. But innovative professional development initiatives, intended to help university instructors better leverage technology, particularly through blended approaches, are not without tensions. The...
The growing need for professional development to help university instructors with the adoption of online teaching is being propelled from several directions. But innovative professional development initiatives, intended to help university instructors better leverage technology, particularly through blended approaches, are not without tensions. The...
Situations unfold around us every day in our professional and personal lives. We make decisions and move on, often acting out of routine or instinct. But sometimes we encounter an overwhelming sense of not knowing what to say or do and yet having to act. We are in a predicament. In this phenomenological inquiry, I explore the lived experience of a...
Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners' perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate...
In many universities there seems to be an "eLearning Contradiction" between the expressed need to integrate technology into the teaching and learning process and what is actually occurring in the majority of classrooms. In this paper we describe the collaborative process we used to design an online Conceptual Framework Learning Object (C-FLO; the o...
Given the extraordinary interest and growth in eLearning as a learning tool and as an industry, it is not surprising there is lively debate on quality. A research-based and tested eLearning model was used to design and evaluate an online M.Ed. course in order to study factors that influence the quality of an eLearning event. Several data collection...
P>This paper addresses the need for quality e-Learning experiences. We used the Demand-Driven Learning Model (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001) to evaluate an online Masters in Education course. Multiple data collection methods were used to understand the experiences of stakeholders in this case study: the learners, design t...
In many universities there seems to be an "eLearning Contradiction" between the expressed need to integrate technology into the teaching-learning process and what is actually occurring in the majority of classrooms. In this paper we describe the collaborative process we used to design an online Conceptual Framework Learning Object (C-FLO). The obje...
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis...
This paper explores how learners construct and maintain community in a blended e-learning program in a graduate degree program. Findings suggest that individual's expectations influenced their perceptions of the value of community, learners actively gauged how much of themselves to share, and feelings of community were enhanced by mixing face-to-fa...
Workers perched on the edge of the workplace - self-employed contractors and consultants - are often left on their own to create a place and space for their learning activities. This paper explores how these workers participate in informal learning, specifically, how they use (or do not use) web-based technologies to tap into communities of practic...