Wayne Barry
Wayne Barry is a learning technologist and academic developer based in Learning and Teaching Enhancement at Canterbury Christ Church University where he is responsible for academic professional development opportunities in the area of learning technology to support and enhance learning, teaching, assessment and research. He teaches on the PGCAP and Masters by Research programmes.
He is also part of a small team responsible for defining and supporting the learning technology infrastructure at Canterbury Christ Church University as well as working on a range of institutional and faculty projects. He has been a team member on several JISC and HEA projects including Kent PLPP Extension project, the iBorrow project and DEBUT.
His current interests include the role of social software and media in Higher Education; digital literacy; e-portfolios for learning and professional development; and understanding the alignment of pedagogy, space and technology inside flexible and open learning environments.
He is an Associate Fellow with the Higher Education Academy, a Chartered IT Professional with the British Computer Society and holds a Masters in e-Learning, with the University of Edinburgh, and a Doctorate in Education (EdD).
Phone: +44(0)1227 767700
Address: North Holmes Road
CANTERBURY
Kent CT1 1QU
He is also part of a small team responsible for defining and supporting the learning technology infrastructure at Canterbury Christ Church University as well as working on a range of institutional and faculty projects. He has been a team member on several JISC and HEA projects including Kent PLPP Extension project, the iBorrow project and DEBUT.
His current interests include the role of social software and media in Higher Education; digital literacy; e-portfolios for learning and professional development; and understanding the alignment of pedagogy, space and technology inside flexible and open learning environments.
He is an Associate Fellow with the Higher Education Academy, a Chartered IT Professional with the British Computer Society and holds a Masters in e-Learning, with the University of Edinburgh, and a Doctorate in Education (EdD).
Phone: +44(0)1227 767700
Address: North Holmes Road
CANTERBURY
Kent CT1 1QU
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Books by Wayne Barry
This chapter offers an overview of the institutional factors that led to the development of a new approach to staff development in the use of technology. These factors will be discussed in the wider context of the sector, as we believe that in common with other institutions, many of our staff lack the confidence to exploit digital technologies, and we need to reappraise how we develop their confidence and the institution’s capacity to enhance learning through technology. Equally, all institutions are affected by the extent and pace of the digital revolution, how younger students are using digital tools and the ambitions of the UK Government for a “digital Britain” (Department of Culture, Media and Sports, 2009).
The chapter will then provide an overview of the DE BUT methodology, along with the results to date. This evaluation strongly suggests that a situated, contextualised approach can be a successful and transferable method of enabling academic staff to raise and then maintain an increased confidence to evaluate and use a wide range of digital tools – to be digitally literate.
Talks by Wayne Barry
Papers by Wayne Barry
This chapter offers an overview of the institutional factors that led to the development of a new approach to staff development in the use of technology. These factors will be discussed in the wider context of the sector, as we believe that in common with other institutions, many of our staff lack the confidence to exploit digital technologies, and we need to reappraise how we develop their confidence and the institution’s capacity to enhance learning through technology. Equally, all institutions are affected by the extent and pace of the digital revolution, how younger students are using digital tools and the ambitions of the UK Government for a “digital Britain” (Department of Culture, Media and Sports, 2009).
The chapter will then provide an overview of the DE BUT methodology, along with the results to date. This evaluation strongly suggests that a situated, contextualised approach can be a successful and transferable method of enabling academic staff to raise and then maintain an increased confidence to evaluate and use a wide range of digital tools – to be digitally literate.
For academics in UK Higher Education (HE), professional learning (PL) is a complex endeavour involving a multitude of (in)formal learning encounters. However, these PL encounters are at risk as academics prioritised conflicting knowledge domains and negotiate various social and material engagements that can enable or encumber these encounters. This thesis reports on research that attempts to illuminate these sociomaterial entanglements using Actor-Network Theory and Non-Representational Theory as a theoretical framework.
Methods
A transformative mixed method case study of a single UK university using content analysis, questionnaire, interview and photovoice methods were undertaken. Twelve academic staff, with module leader responsibilities, were selected from the academic staff questionnaire (n:182) to be interviewed and photograph their PL experiences. Unique to sociomaterial investigation was the photovoice method, enabling the participants to become empowered as co-researchers.
Results
The analysis of the data suggests that academics tend to be strategic in prioritising conflicting knowledge domains. In the case of knowledge not related to their subject discipline, academics will often fast-track information from a "knowledgeable other". Furthermore, academics will construct "surrogate" or "transient" spaces in which to seek refuge from the various disruptions and interruptions generated by their institution. Academics will use these spaces for uninterrupted learning or work and as a means for promoting self-care.
Discussion
The study identified four interrelated spatial properties (transient, affective, controlled and immersive), which provides an explanation why some spaces were more conducive to PL than other spaces. Furthermore, space is composed of multiple and interconnected spatial configurations that coalesce into a single spatial configuration, which I call coalescent space. The study also proposes a number of future research directions involving the PL of early career academics and academics on sessional contracts