C & S SIG SEMINAR ‘DIFFICULT DIALOGUES’ SANDRA LYNDON & DEBRA LAXTON: How does a co-produced mindfulness approach support young children to develop self-regulation skills? (Free, online, Monday 17th April 2023, UK Time 12-1pm)


This presentation will report on a small scale action research project with four maintained nursery schools about how a co-produced mindfulness approach can support young children to develop self regulation skills.  Research suggests that mindfulness is an effective strategy for adults, but little research has been conducted on its impact for young children. Evidence points to the importance of relational strategies in teaching children to self-regulate: those under 6 years cannot be expected to practice mindfulness alone, they need a guiding adult to co-regulate with them (Conkbayir, 2017).  This project aims to help address this gap in research. The project was qualitative and co-produced with four maintained nursery schools, using a ‘train the trainer’ model. A lead mindfulness expert (from one of the nursery schools) trained an educator in each of the four nursery schools to deliver a 10 week mindfulness intervention with a group of children. Mindfulness leads were interviewed at the beginning and end of the project. During the intervention they were asked to keep a journal of their experiences. Each mindfulness lead was observed once delivering a group time (including mindfulness activities) to a group of children. This presentation reports on initial findings from the project. 

Zoom link: https://mdx-ac-uk.zoom.us/j/91677302906?pwd=YUIrWXNYeThiS2Fadjk5VEFlVW5rdz09

Dr Sandra Lyndon is a reader in Childhood and Social Policy at the University of Chichester. She is the research champion for Childhood and programme coordinator for the BA Hons Early Childhood level 6 top up. Sandra has worked with children and young people for over 20 years as a qualified teacher and later as an educational psychologist. Sandra completed her doctoral studies at the University of Sussex and her research interests include poverty, mindfulness practices, homelessness, intergenerational practice, and narrative methodologies.   

Debra Laxton is Senior Lecturer in Education and Early Childhood Lead at the University of Chichester. She has spent her whole career focused on the care and education of young children. Debra currently teaches across Initial Teacher Training and Education provision, focusing on early years education in pre-school settings and primary schools. Debra’s research interests explore how translational research, the movement of research-informed knowledge into professional use, can impact on educator practice to enhance the lives and experiences of young children both in global crisis settings and in the United Kingdom.

Supporting Early Years leaders to develop through digital professional learning

In the Nuffield-funded project, Dr Mona Sakr and colleagues are investigating what we know about professional learning for Early Years leaders and how we can use digital technologies to advance and improve what’s available. The project has just published results from the first strand of the research – a systematic review of global research on leadership development and digitally mediated professional learning in Early Years Education. 

Key findings from the review are: 

• Digitally Mediated Professional Learning (DMPL) can be used to improve access to leadership development in EY, but its effective use depends on careful design including: 

o Multiple delivery modes 

o Opportunities for dialogue and connection 

o Authentic reflection experiences 

• Research suggests that DMPL without these elements can impact negatively on motivation among EY staff. 

• DMPL for leadership development must meet the practical requirements and constraints of EY educators and their day to day work, which research shows to be sector-specific. This means supporting EY educators through learning technologies that integrate well into their everyday teaching environments and are easy to learn. Support is essential to enable a positive and useful experience.

Read the report in full here: Systematic Review (developingearlyyearsleaders.co.uk)

PEP seminar:Outsider Research: Reflections from a PhD Study, Dr Nicky Spawls (4-5pm, London Time,10th Jan 2022, free, online)

Outsider Research can be fraught with tensions and dilemmas regarding the constructedness of accounts (Jones 1992, Alcoff 1992). Alternatively outsider research may offer a distance from the research subject that may in fact encourage greater honesty and disclosure resulting in more varied research findings. Such research raises valuable discussion around the hierarchies of power between researcher and researched, the importance of reflexivity in the research process and the dynamics of positionalities. This presentation will discuss such issues with reference to my own PhD study into the educational experiences of young Somali women graduates in London.

SAT L&T Showcase:  Research and Publishing in Learning and Teaching in Higher Education

Thursday 9th December 9.30 -10.30am,  via Zoom

Professor David Boud, Work and Learning Research Centre, Middlesex University.

Research and Publishing in Learning and Teaching in Higher Education

Being scholarly about ones’ teaching is normal business for us all. For some, this will involve contributing to the scholarship of learning and teaching. This typically involves small scale investigations with colleagues in their own courses, trials and presentations of new approaches and their evaluation, gaining a deeper understanding of their own students’ learning. For a much smaller number, it will involve a further step into becoming a researcher in learning and teaching who undertakes research studies and publishes in higher education journals.

The session will draw on Professor Boud’s extensive experience of collaborating with many staff in a wide range of disciplines in researching learning, teaching and assessment. It will start with an initial focus on the area of the scholarship of learning and teaching and move to what is involved in making the transition to being a researcher of learning and teaching. It will map the territory of the transition and what is involved in it. It will address questions such as: How similar is research in higher education to that in one’s own discipline? How to get started in learning and teaching research? What is involved in getting published in this area?

Join via Zoom:  https://mdx-ac-uk.zoom.us/j/96458437004?pwd=aWozcFZRazZHVUpvbFMrNHlWbk9Xdz09

Meeting ID: 964 5843 7004, Passcode: 378423

gray wooden computer cubicles inside room

SAT L&T Showcase: Transforming the classroom experience using digital technology

Thursday 25th November 2021, online via Zoom from Dubai

·         2-3pm GMT

·         5-6pm Dubai time

Engie Bashir,  Senior Lecturer Computer Engineering and Informatics, Dubai Campus

Arundhati Basu, Lecturer Computer Engineering & Informatics, Dubai Campus

Transforming classroom experience: How the “UX in Design” teaching team used Miro to digitize student interactions and promote group collaboration

Students encountered new challenges and had to adapt to new learning experiences during their transition from in-person to online and then mixed interaction with their teaching bodies and peers. This required the teaching team of the “User Experience (UX) in Design” module to investigate groups change in collaboration and communication styles as well as the changing interaction and attention levels of individual students.

This presentation puts forward Miro’s adoption as a whiteboard and collaboration tool by the UX design teachers to address the changing requirements while engaging and motivating the students to meet their learning objectives. The module follows a design thinking methodology and requires students to work on a UX project remaining in the same group to deliver three phases of the solution as coursework submissions. The students are introduced to brainstorming, ideation, research, prototyping and iteration techniques and change their roles from a research team to a design team, ending as an evaluation team. Miro, a robust and powerful platform, was used to assign course materials, form groups, moderate group discussions, resolve group conflicts and monitor group work progress enabling the module syllabus needs. With student groups collaborating from different timezones, some with limited internet connectivity, the tool supported both synchronous and asynchronous interaction methods while maintaining all activities’ transparency to provide greater visibility into accountability and individual contribution.

This presentation aims to showcase the student and teaching experience using Miro for online and blended learning towards course content delivery, interactivity, and engagement. This session provides guidance on how to change the student classroom experience through a design thinking strategy, and will be informative to those involved with modules where communication and collaboration are required among team members.

Join via Zoom:  https://mdx-ac-uk.zoom.us/j/96458437004?pwd=aWozcFZRazZHVUpvbFMrNHlWbk9Xdz09

Meeting ID: 964 5843 7004, Passcode: 378423

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New Book: Higher Education and Hope Institutional, Pedagogical and Personal Possibilities Editors: Gibbs, Paul, Peterson, Andrew (Eds.)

Around the world, the landscape of Higher Education is increasingly shaped by discourses of employability, rankings, and student satisfaction. Under these conditions, the role of universities in preparing students for all facets of life, and to contribute to the public good, is reshaped in significant ways: ways which are often negative and pessimistic. This book raises important and pressing questions about the nature and role of universities as formative educational institutions, drawing together contributors from both Western and non-Western perspectives. While the editors and contributors critique the current situation, the chapters evince a more humane and compassionate framing of the work of and in universities, based on positive and valued relationships and notions of the good. Drawing together a wide range of theoretical and conceptual frameworks to illuminate the issues discussed, this volume changes the debate to one of hopefulness and inspiration about the role of higher education for the public good: ultimately looking towards a potentially exciting and rewarding future through which humanity and the planet can flourish.