- Educational Taxonomies (Circular Representations)
- 8-SLDF (Eight Stage Learning Design Framework
- SOLE Learning Design (Student Owned Learning Experiences)
- DiAL-e Framework (Digital Artefacts for Learner Engagement)
- 3V Model
- POISE (epistemological orientations)
- 9S Model (reinterpretation of Gagné’s Nine Steps of Instruction)
My research and scholarship continue to revolve around developing frameworks and models to support academic engagement with technology and academic practice. These include:
- Representations of Circular Taxonomies of Educational Objectives. This uses a series of nested three circles to represent the design of learning, from higher-level active verbs to a ‘menu’ of active verbs to define the learning activity, to an outer series of suggested evidence forms.
- The 8-SLDF, Eight-Stage Learning Development Framework – a comprehensive step-by-step framework to ensure the creation of well-structured, constructively aligned courseware at the course and programme level.
- The SOLE Learning Design model & toolkit – the creation of academic development materials and embedded pedagogy in desktop applications to support a learning design process designed to optimise student workload and generate advanced organisers.
- The DiAL-e Framework (Digital Artefacts for Learner Engagement) is a research-practice-based project led by Kevin Burden at the University of Hull. This work was presented as a REF2014 Impact Case Study: The Use of Digital Video in Transforming Teaching and Learning from a Subject-Based to an Interdisciplinary Approach.
- The 3V Model – an exploration of emerging technologies through the intersections of virtuality, veracity and values (also developed in association with Kevin Burden).
- The POISE framework – a structured approach to working with different students’ personal epistemologies in their orientation to learning at the tertiary level, particularly, but not exclusively, aimed at international students. (Developed as part of an HEA Change Academy Project)
- 9S Model – reinterpretation of Gagné’s Nine Steps of Instruction, developed withina New Zealand Aotearoa context.
- PhD research (2019) explored the nature of adult learning support in heritage sites in a final thesis entitled “Recoding Heritage Sites as Non-Formal Learning Institutions: enabling the self-directed adult learner“.
See publications and academic posters