Existing research, conference presentations and publications
Book chapters
Pike, D. and Rainford, J. (forthcoming) We close on Friday – a case study pivot to online learning and beyond at a UK Higher Education Institution. In: Jamil, M. G., & Morley, D. (Eds.) Agile Learning Environments amid Disruption: Evaluating Academic Innovations in Higher Education during COVID-19. Palgrave Macmillan, Switzerland.
Journal articles
Rainford, J., Sinclair, T., and Pike, D. (2015). Widening the (Out)reach: Potential use of Interactive Webinars to Extend Widening Participation Beyond Local Geographical Boundaries, Widening Participation and Lifelong learning 17(4) http://dx.doi.org/10.5456/WPLL.17.4.105
Philpott, E. and Pike, D., 2013. Virtual-team-community-of-practice (VTCoP) theory can inform online course delivery. Journal of Applied Research in Higher Education, 5(2), pp.222-238.
Pike, D. (2020) Institutional data, student satisfaction and planning enhancement – in - Our Days Are Numbered: Metrics, Managerialism, and Academic Development, SEDA Paper 125
Conference papers
Sapsed, S, Leggetter, S, Pike, D. (2008) Developing a Distance Learning Program for the Public Health Masters - University of Bedfordshire. Refereed CD-ROM of the E-Leader Conference Krakow. Poland, Chinese American Scholars Association, New York, USA January
Pike, D., Sapsed, S (2008) .Plagiarism Management: Improving Public Health Students' Academic Writing Skills, Refereed CD-ROM of the E-Leader Conference Krakow. Poland, Chinese American Scholars Association, New York, USA January
Conrad, M., Pike, D., Sant, P. and Nwafor, C. (2009) 'Teaching Large Student Cohorts in Second Life', International Conference on Computer Supported Education CSEDU 2009, Lisboa, Portugal.Lisbon: CSEDU, pp.11-19.
Pike, D. (2021) Post COVID - are the definitions of, in-person, flipped learning, technology enhanced learning, blended, guided, online and distance learning still valid or changed forever? – accepted to ICERI2021
Pike D., Rainford, J. (2021) Reflections and lessons learned supporting staff and students through a major VLE upgrade during a pandemic, edulearn21 Proceedings, pp. 11654-11662.
Presentations
Upcoming research and writing in progress
Transforming written examinations into time limited assignments in an institutional VLE during the COVID pandemic - a case study in a UK HEI
A reflective case study which examines how I worked with institutional colleagues’ to transform and transfer paper-based exams to run within the institutional VLE. Within the study I examine the patterns of submission behaviour of students. This case study will be useful for anyone considering implementing time-limited examinations, and to help understand the patterns of behaviour of students by year group and level of study.
Exploring the concept of excellence in the use of technology
The TEF (Teaching Excellence Framework) focused UK HEI’s efforts upon the pursuit of excellence. Though there is a great degree of debate about the concept of excellence, there is less written about technology and excellence, and there is more a focus upon ‘enhancement’ (TEL - Technology Enhanced Learning).
Implementing a software support system to develop foundation and first year students’ academic writing skills
Using an activity theory approach this paper explores the implementation of an assignment feedback service which is being implemented in my current institution. It examines the implementation from the perspective of staff and students, but addresses the tensions and challenges of implementation.
Managing and implementing educational-technological change – codeveloping agency in changemakers and recipients of change (proposed book chapter)
In a world changed by the COVID pandemic many institutions are rethinking how they assess, develop, manage, and implement technological change. Though much is written about the strategy of change for technology, it is unclear how the leaders and managers of change translate these approaches into action. Some practitioners copy what they believe is good practice, others will 'find a way', and some may be seized by published literature as a form of reassurance that their approach is valid and reliable. Practitioners, as change recipients feel the effect of change as made to, rather than change made with them. The implementers of technology require a more robust and critical perspective, and this can come from developing their own sense of agency. This chapter will reflect on some of the high-level considerations that drive technological change which are usually invisible, or poorly contextualised for colleagues. These unseen considerations are often summarised by managers and practitioners, but then change meets resistance; sometimes because of a lack of confidence from change-makers or recipients, concerns of the discovery of flaws and obstacles in visions, or difficulties which arise from practitioners exercising their own agency to investigate and explore. Post-COVID is the time for educational-technology changemakers to improve their approach to explaining why and how.