The DiAL-e Framework project has been developing since 2006 from a collaboration between two principal investigators, Professor Kevin Burden at the University of Hull and Simon Paul Atkinson in New Zealand.
Professor Kevin Burden
The University of Hull
I work at the University of Hull where I am a Professor in Educational Technology and am responsible for Post-graduate professional Development, working with teachers across our region, nationally and internationally. I have worked at the University since 1995 and before that, I taught history in various secondary schools across England. My first degree and Masters degree were both in modern history, at Lancaster University and The Institute for Education (London) respectively.
Since working at the University I have worked on, and directed, a number of different technology-related projects. My interest lies in exploring how the technologies we are beginning to work within educational settings affect the traditional pedagogical patterns that educationalists have worked with for so long. I am particularly interested in the different ways educators conceptualise the possibilities (and drawbacks) of technology and enjoy working on projects in this field.
Along with a small team based at the University of Hull, I have recently completed a string of projects which all focus on the use and re-use of digital resources for teaching and learning. The growing popularity of media-rich resources is a field I am interested in exploring. Along with Simon, I have been conceptualising how these types of resources can be used in teaching and learning, and especially in post-compulsory settings. The DiAL-e framework is the result of many discussions and explorations trying to consider how we can encourage educators to engage with these new resources and tools in ways which challenge and stimulate students.
It is not uncommon to see really exciting resources used in very uninspiring or motivating ways and we hope the framework will provide a basis for greater discussion and practice as educators start to become more familiar with non-text resources.