Past Presentations and Workshops
January 2024
December 2023
November 2023PhD course, University of Stavanger
Monday 30th October - Wednesday 1st November 2023 Introduction to systematic reviewing in education October 2023
Given the rapid increase of research exploring applications of artificial intelligence in education (AIEd), and in particular the growing number of systematic review approaches undertaken with varying quality, this panel will discuss the results of a tertiary review (otherwise known as a review of reviews) of 307 AIEd evidence syntheses, published between January 2018 and July 2023. Aside from discussing publication and authorship characteristics, the panel will discuss the quality of the evidence syntheses, share key findings, research gaps, and suggestions for the future of AIEd primary and secondary research.
Innovating Higher Education Conference (I-HE2023)
Istanbul, Turkey 4 - 6th October 2023 Keynote: Artificial Intelligence in Higher Education - A call to enhance ethical and collaborative approaches Download the slides here Research Paper - Artificial Intelligence in Higher Education: Insight from a systematic review of reviews We have arguably reached a new era of artificial intelligence, with the introduction of large language models such as ChatGPT into the wider public arena. Given the increasing amount of research being undertaken into AI applications in education (AIEd), it is now time to take stock of what we have learned so far, so that the field can move forward confidently. In order to do so, a scoping review of reviews was undertaken into AIEd across the life course, synthesising secondary research (e.g. systematic reviews) indexed in ten databases and published between January 2018 and July 2023. This paper will focus on the corpus of reviews focused solely on AI applications in higher education (n = 66) and will explore who, how and what research has been conducted, including a focus on the types of digital tools being used to conduct evidence synthesis in the field. This paper will also identify key research gaps and provide suggestions for conducting robust evidence synthesis in the future. Download the slides here August 2023
July 2023June 2023EDEN Conference - Keynote address, 20th June 2023
Where have we been and where are we going? Lessons from EdTech evidence synthesis Download the slides here The past fifty years have seen vast developments in the use of technology for teaching and learning, and we have recently encountered another threshold moment; the rise and widespread popularisation of large language models such as ChatGPT-3. As we stand on the precipice of arguably a new era of teaching and learning, it is time to take stock of where we have been, in order to begin sculpting a future vision of teaching and learning. In order to help answer the key questions of this year’s conference theme, this keynote will draw upon a body of evidence syntheses, in order to cast a meta overview of the EdTech field, and shine light on key considerations for research, policy and practice going forward. EDEN Conference - PhD Symposium, 18th June 2023
Conducting systematic reviews in the field of EdTech: Reflection and Praxis Download the slides here Systematic reviews help build a suite of research skills, can lead to deep subject knowledge and can assist in the identification of key gaps in the literature. This workshop will draw on the experiences of conducting systematic reviews by three academics at different career stages; an Early Career Researcher, a Professor, and a PhD student. Participants will not only learn about the key stages of conducting reviews, but they will also benefit from tips and tricks, including useful software, and how and where to publish.
December 2022
November 2022
October 2022
September 2022
June 2022
May 2022
The pivot to emergency remote education during the COVID-19 pandemic has resulted in an explosion of research. In order to gain more insight into how ERE was being experienced by students and educators, multiple reviews were undertaken at various education levels; K-12, secondary schooling and higher education. This talk will explore, not only the key findings of these reviews, but also reflect upon the importance of evidence synthesis and lessons learned during the process.
March 2022The proposed working group argues that, despite publishing in the same English-language journals, educational technology researchers from different countries continue to pursue distinct research topics and ground them in different theoretical backgrounds, leading to country-specific topical clusters. This translates into questions on which terminology researchers from different countries use to describe their research, what topics they focus on and in which theoretical approaches or frameworks they operate in.
In four complementing contributions, the working group addresses these questions, through a bibliometric analysis of 3,671 article abstracts and keywords sourced from 26 English-language journals in the field of education and education research with a focus on educational technology. For the three countries Spain, Germany and the United Kingdom, distinct topics unfold, which are then discussed comparatively. This webinar focuses the plethora of open access scholarly publications in the area of digital (and postdigital) education—for better and worse. It begins by reflecting on the 6th edition of the NIDL “top 10” good reads in the field of digital education. This exercise identifies a collection of scholarly open access articles published over the previous year that make a valuable contribution to the literature. In a discussion based session we consider the challenge of finding time to “slow” read and share critical strategies for keeping abreast of the rapidly evolving literature. We ask: What was your top read from 2021? How do you filter the literature to ascertain whether a publication or journal article is worth reading? What is the relationship between reading and writing? To interrogate these questions, we invite a panel of prominent scholars to share their experiences not of their well-known writing, but of their more hidden reading habits.
February 2022University of Paderborn/Inverted Classroom and Beyond conference, 22 Feb 2022 'Student Engagement and Digital Technology: Where to now?'
January 2022
November 2021
October 2021July 2021
June 2021
May 2021
March 2021
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