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The role of Team Lead is to:

organise team meetings

establish an overview of theme projects and interests

promote research connectivity and participation

establish research development needs and liaise with the SoE Research Support and Development Lead (Prof. Donald Gray)

identify synergies and explore grant funding, interdiscipilinarity, internationalisation, pubic engagement and policy engagement, etc.

liaise with other Team leads

report to the Research Committee Meeting

This role will be awarded 20 hrs on workload which will be added to IWPs as agreed with HoS. Note that each team has a budget of £1k to enable us to work towards our strategic goals as set out in the SoE Research Strategy & Action Plan. This will be discussed further when Team Leads are appointed

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Faculty  research in Scottish Secondary schools (WB/GN)

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Faculty  research in Scottish Secondary schools (WB/GN)

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Development of Empathy in Counselling Skills students (CS/PMG)

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Development of Empathy in Counselling Skills students (CS/PMG)

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Worship in schools across the world (GN)

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Worship in schools across the world (GN)

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Book chapter (overdue!)

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Midlothian council - primary secondary transitions. Leading with colleagues at University of Dundee

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Midlothian council - primary secondary transitions. Leading with colleagues at University of Dundee

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International project to improve digital learning

Education experts at the University of Aberdeen are contributing to a new international project to harness and further develop the advancements in digital education brought into focus by the COVID-19 pandemic.

The collaborative team - made up of partner universities and schools in the UK, Netherlands, Germany, Portugal, Belgium and Hungary - will pool together new research and insight from each country to collectively strengthen the inclusivity of the education systems across Europe through digital learning opportunities.

The team will collaborate with young people, parents and teachers across Europe to find out what has been working, and not working for them, in terms of digital learning.

COVID-19 has had a dramatic effect on education worldwide and the use of digital technology has expanded across all sectors. The project will allow the pooling of knowledge across sectors and countries to help improve education for all children and young people.

The key aims of the project are:

To increase educators' abilities and confidence in providing effective and inclusive digital learning opportunities;

To support educators' abilities to manage change in their working practices - through developing their co-coaching skills and attitudes;

To help the wider community - including parents, carers and other family members - to understand and support educators and young people in digital learning contexts.

Sarah Cornelius, team lead for the University of Aberdeen said: "We will be drawing on our expertise in digital learning and further education to contribute to the exchange of knowledge between countries and sectors to ensure that all stakeholders and their experiences are considered. The resources produced by the project will empower educators in all sectors, including vocational and Further Education, helping them make changes to practice to support inclusive and flexible learning"

"We are looking forward to helping to surface and share innovative practices that have developed in Further Education to support learners during the pandemic, and to developing new ways to support educators to address challenges they continue to face. In Further Education these include issues of access and support as well as appropriate pedagogical practices which need to be addressed to ensure all learners can be successful now and into the future"

The team will produce a series of free, practical resources for all educational sectors, and all career stages, across national boundaries.

The resources will all be available online and will include:

An interactive learning resource for teachers to develop their skills in teaching in the digital environment;

An online toolbox to develop educators' coaching skills - to guide them through creating new co-coaching communities to support future change;

An interactive digital resource for families and the wider community to learn how to support young people in the 'what and how' of creating a suitable digital learning environment - from digital security to methods of learning and teaching.

The two-year project - entitled Reimagining A Positive Direction for Education (RAPIDE) - has received funding of €292,882 from Erasmus+.

Members of the School of Education contributing to the project are Sarah Cornelius, Stephanie Thomson, Mary Stephen and Aloyise Mulligan.

Other partners include: Leeds Beckett University (UK), PLATO Research Institute at University of Leiden (Netherlands), Fontys University of Applied Sciences (Netherlands), National Education Institute of Slovenia, Seminar für Ausbildung und Fortbildung der Lehrkräfte (Gymnasien) Tübingen (Germany), Universidade Aberta (Portugal), Katholiek Onderwijs Vlaanderen (Belgium) and Eötvös Loránd University (Hungary).

Notes for Editors

Issued by

The Communications Team
Directorate of External Relations, University of Aberdeen, King's College, Aberdeen

Phone

+44 (0)1224 272014

Contact

Joanne Milne

Issued on

12 May 2021

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New international project to enhance digital learning

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Education experts at the University of Aberdeen are contributing to a new international project to harness and further develop the advancements in digital education brought into focus by the COVID-19 pandemic.

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Journal article based on existing data set

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TQFE

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Spirituality in schools - the views of student teachers (GN)

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Spirituality in schools - the views of student teachers (GN)

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Collated images and text from MA and PGDE cohorts that needs analysis and lit review

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International project group

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Primary - secondary transitions systematic literature review  - with colleagues at the University of Dundee

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Primary - secondary transitions systematic literature review  - with colleagues at the University of Dundee

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Researching Expressive Arts in the primary sector with colleagues at the RCS and University of Dundee - current status - submitting ethics

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Researching Expressive Arts in the primary sector with colleagues at the RCS and University of Dundee - current status - submitting ethics

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DG:  Nature pedagogy and research (with wellbeing)

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DG:  Nature pedagogy and research (with wellbeing)

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Currently involved in childhood nature and wellbeing (survey with dataset) Collaborating with Edward Sosu - Strathclyde

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Voices of the future: Collaborating with children and young people to re-imagine Treescapes : (Learning for Sustainability, formal and informal learning ) led by Manchester Metropolitan University, Aberdeen tam includes colleagues from Anthropology & Geography. Opportunities for colleagues from School of Education to work on this (LC )

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Intergenerational transition learning - submitting AHRC application with colleagues at University of Dundee 

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Intergenerational transition learning - submitting AHRC application with colleagues at University of Dundee 

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Supporting colleagues starting out with research

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Supporting colleagues starting out with research

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Create teams of experienced colleagues working with colleagues who are newer to research/research in education.

Short asynchronous sessions for colleagues wishing to learn more about research within education e.g. methodologies.

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Can colleagues with stats expertise help with analysis? (GN)

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Evaluating dilemma based coaching approaches for professional learning across sectors (bid submitted to LTEP for initial funding) Collaboration with Leeds Beckett University and across FE, School and Community Learning sectors

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Drama, SEBN  and transitions - application to AHRC 

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Drama, SEBN  and transitions - application to AHRC 

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Book chapter  - young people's theatre in scotland

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Book chapter  - young people's theatre in scotland

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The project KINDINMI, The Kindergarten as a Factor of Inclusion for Migrant Children and their Families, is a European project financed by Erasmus +. The Department of Education at Uppsala University coordinates the project, which also includes partners from University of Aberdeen ( Scotland), Univerzita Palackeho V Olomouci ( Czech Republic) and Pädagogische Hochschule Wien (Austria).

This project aims at changing attitudes towards migrants and their families and at developing educational tools and professional development courses to facilitate the inclusion of migrants. It is also aimed at migrants themselves to help them understand different cultural codes, in order to become confident social actors in the host country.

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the kindergarten as a factor of inclusion for migrant children and their families

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The Kindergarten as a Factor of Inclusion for Migrant Children and their Families - Department of Education - Uppsala University, Sweden

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The project KINDINMI, The Kindergarten as a Factor of Inclusion for Migrant Children and their Families, is a European project financed by Erasmus +. The Department of Education at Uppsala University coordinates the project, which also includes partners from University of Aberdeen ( Scotland), Univerzita Palackeho V Olomouci ( Czech Republic) and Pädagogische Hochschule Wien (Austria).

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Addressing skills/knowledge gaps in Business Education teaching (AG)

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Addressing skills/knowledge gaps in Business Education teaching (AG)

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Working with teachers and (hopefully) other Business Education ITE leads at other institutions, to look at how to address gaps in teacher skills/knowledge and find balance across the 4 subjects of Bus Ed.

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DG Food Activism and Garden-based learning.

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DG Food Activism and Garden-based learning.

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Involved in a SUII project with Edinburgh, Strathlcyde & West of Scotland. Food Activism in the Schoolyard.
Also collaborating with organisation One Seed Forward in developing a Garden Schools programme and teacher education modules.
Pump priming in collaboration with Biological Sciences and Rowett looking at community based food growing initiatives.

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NYU  - drama conventions and verbatim theatre

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NYU  - drama conventions and verbatim theatre

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Showcasing research on School website (under themes)

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Showcasing research on School website (under themes)

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Improve the research within our teaching

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Improve the research within our teaching

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Explore themes within, and across, departments in the school and identify possible areas for research e.g. a theme which would inform teaching within ITE or a theme which is relevant to ITE and EYs.

Aim for the research to emerge from the teaching so that it isn't seen as additional.

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Are there courses/training in things like statistical analysis in the wider Uni/externally?

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Invite people from outside the School to be associate members?

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Invite people from outside the School to be associate members?

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The views of student teachers on the purpose(s) of education

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The views of student teachers on the purpose(s) of education

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3 years of padlets with MA1 views on what education should be for - might be an interesting paper? (GN)

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Possible collaborations internally to look at nature and garden-based pedagogies. Potential to look at how digital technologies can be used in the outdoors and to bridge indoor and outdoor activities.
See current research for some of my existing collaborations with Edinburgh, Strathclyde, WoS, Biological Sciences and Rowett. Potential for collaboration also with Hutton and former PhD students in Greece and Ghana.

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Possibility to work across PGDE primary-secondary to look into cross sector working. Pedagogical bridges between the sectors and ITE provision 

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Possibility to work across PGDE primary-secondary to look into cross sector working. Pedagogical bridges between the sectors and ITE provision 

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Have ethical approval to gather data from MA students on their experiences of learning in the Social Studies course. (LC and teaching team members)

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DG: Seek funding to bring in external experts as visiting scholars/visiting professors.

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DG: Seek funding to bring in external experts as visiting scholars/visiting professors.

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Field research based on a conceptual paper (English in Education) with Senior drama pupils in an Ayrshire school

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Field research based on a conceptual paper (English in Education) with Senior drama pupils in an Ayrshire school

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Have Ethical approval to gather data from MA3, PGDE(P) & MA4 students re learning in Social Studies and IDL. (LC and teaching team members).

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PGDip student experiences of learning within person-centred encounter groups (JP)

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PGDip student experiences of learning within person-centred encounter groups (JP)