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Dr Christopher Wiley delivers internationally broadcast webinar for Turning Technologies on electronic voting systems

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TurningTechnologies_170x43Dr Christopher Wiley has given a webinar on electronic voting systems and their potential applications in arts and humanities teaching, on Wednesday 4 March 2020, 2–3pm GMT (9–10am EST), as part of the Turning Technologies Webinar Series.

Drawing on his teaching in popular music, classical music, and musical theatre, Dr Wiley’s one-hour webinar, entitled ‘Using Electronic Voting Systems Creatively in the Arts and Humanities’, was broadcast to over 130 registered participants internationally.

Dr Wiley has been an International Distinguished Educator with Turning Technologies since 2012. He has spoken about electronic voting systems to many audiences both internationally and nationally, as well as publishing a report on the use of electronic voting systems in higher education teaching, available online here.

Further information about the webinar may be viewed at the following link: https://www.turningtechnologies.com/news-and-events/webinars/using-electronic-voting-systems-creatively-in-the-arts-and-humanities/

The complete recording of the webinar is available here: https://turningtechnologies-5.wistia.com/medias/3jz3qmqxm1

Dr Christopher Wiley addresses Turning Technologies User Conference in Spain

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Dr Christopher Wiley at the Universitat Autònoma de BarcelonaDr Christopher Wiley has spoken at the Turning Technologies User Conference 2018, held at the Universitat Autònoma de Barcelona, Spain on Wednesday 7 November 2018.

Drawing on the uses of electronic voting systems in his university teaching in music across several years, Dr Wiley’s presentation ‘Using Electronic Voting Systems Creatively in the Arts and Humanities’ was given to an audience of some 25 international academics and learning technologists.

A Distinguished Educator with Turning Technologies since 2012, Dr Wiley has previously addressed User Conferences in the UK, Ireland, Germany, and Denmark.

The full programme for the conference may be viewed here: https://s3.amazonaws.com/imgsrv.turningtechnologies.com/marketing/intl_images/TTUC+Barcelona+-+Agenda.pdf

Dr Wiley also discussed his talk in a post on Turning Technologies’s website: https://www.turningtechnologies.eu/2018/10/11/vote-for-the-arts-and-humanities/

Dr Christopher Wiley co-authors presentation at International Symposium on Pedagogic Frailty at the University of Surrey

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Pedagogic-frailty-symposium-programmeDr Christopher Wiley and Jo Franklin (Guildford School of Acting) co-authored an interactive presentation delivered as part of the First International Symposium on Pedagogic Frailty and Resilience held at the University of Surrey on Wednesday 6 September 2017.

The session, entitled ‘Dialogic Approaches to Pedagogic Frailty’, explored how the authors had proactively sought to extend the results of two previous research projects in which they had been separately involved, including Dr Wiley’s co-authored autoethnographic study of pedagogic frailty in arts and humanities education.

They outlined the ‘reciprocal autoethnography’ approach by which they expanded the parameters of their earlier studies, as well as the methods by which they comparatively analysed the concept maps that resulted from previous research, independently of the original interviewer.

Based on their book chapter on autoethnography and pedagogic frailty, the presentation concluded by considering the potential for future expansion of the pedagogic frailty process as well as its benefits in terms of enhancing understanding of the preoccupations, priorities, and motivations of colleagues and teams.

The one-day symposium brought together some 40 academic colleagues from across the UK and internationally.

Further information about the symposium is available at the following link: https://www.surrey.ac.uk/department-higher-education/events/pedagogic-frailty

The full programme, including abstracts, may be downloaded here: https://www.surrey.ac.uk/sites/default/files/Pedagogic-frailty-symposium-programme.pdf

 

Dr Christopher Wiley co-authors book chapter on autoethnography and pedagogic frailty

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Pedagogic FrailtyDr Christopher Wiley and Jo Franklin (Guildford School of Acting) have co-authored a chapter published in the book Pedagogic Frailty and Resilience in the University, edited by Ian M. Kinchin and Naomi E. Winstone.

Their essay, ‘Framed Autoethnography and Pedagogic Frailty: A Comparative Analysis of Mediated Concept Maps’, extends two research projects on which the authors have previously worked, including Dr Wiley’s co-authored autoethnographic study of pedagogic frailty in arts and humanities education.

Adopting a ‘reciprocal autoethnography’ approach to operate independently of the original interviewer in order comparatively to analyse the concept maps that resulted from earlier research, they considered the benefits of pedagogic frailty to the development of greater mutual understanding between different staff members by way of nurturing resilience.

Bibliographic citation 

Wiley, Christopher and Jo Franklin. ‘Framed Autoethnography and Pedagogic Frailty: A Comparative Analysis of Mediated Concept Maps’, in Ian M. Kinchin and Naomi E. Winstone eds. Pedagogic Frailty and Resilience in the University. Rotterdam: Sense, 2017, pp. 17–32.

Further information 

Listing of the volume on the publisher’s website: https://www.sensepublishers.com/catalogs/bookseries/other-books/pedagogic-frailty-and-resilience-in-the-university/

Dr Christopher Wiley co-authors journal article on pedagogic frailty in arts and humanities education

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Dr Christopher Wiley and Professor Ian M. Kinchin (Department of Higher Education, University of Surrey) have co-authored an article published in the international peer-reviewed journal Arts and Humanities in Higher Education

Entitled ‘Tracing pedagogic frailty in arts and humanities education: An autoethnographic perspective’, the article represents an autoethnographic study of Dr Wiley as a leading academic in arts and humanities teaching in higher education, using Professor Kinchin’s model of pedagogic frailty (see diagram below) in order to develop a series of mediated concept maps.

Supplemented by Dr Wiley’s own narratives and with an extended conclusion contemplating the benefits of pedagogic frailty and the autoethnographic process, it constitutes the most extensive single-subject study of pedagogic frailty in higher education to date.

Dr Wiley has previously used autoethnographic approaches in relation to pedagogic research in an article published in Learning at City Journal in 2014.

Further information about Professor Kinchin and Dr Wiley’s journal article, including the abstract, may be found at the following link: http://journals.sagepub.com/doi/pdf/10.1177/1474022217698082

Bibliographic citation 

Kinchin, Ian M. and Christopher Wiley. ‘Tracing pedagogic frailty in arts and humanities education: An autoethnographic perspective’, Arts and Humanities in Higher Education: An international journal of theory, research, and practice (2017), pp. 1–24. doi: 10.1177/1474022217698082

Full text

The full text is available for free download under licence from Surrey Research Insight Open Access: http://epubs.surrey.ac.uk/813547/

Pedagogic-frailty

 

Dr Christopher Wiley delivers workshop presentation on electronic voting systems in the arts and humanities at the University of York

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Dr Christopher Wiley presented a workshop on using Turning Technologies response technology in the arts and humanities, at a ‘Lunch and Learn’ session held in the JB Morrell Library at the University of York on Wednesday 1 March 2017.

The invitation to deliver the workshop, ‘Enhancing Student Engagement Through Electronic Voting Systems: Innovative Pedagogies and Creative Applications’, followed Dr Wiley’s presentation at the Turning Technologies User Conference in London last year, at which he advocated the use of electronic voting systems in areas other than the STEMM and business subjects with which they are more readily associated.

As an external speaker and International Distinguished Educator with Turning Technologies since 2012, Dr Wiley has recently addressed audiences representing a wide range of disciplines and universities across England, including Lancaster, ExeterSussexBirminghamSouthampton SolentDurhamHull, and Surrey.

He has also spoken internationally at conferences in Ireland, Crete, Germany, and Denmark; delivered an internationally broadcast webinar; presented at the Higher Education Academy’s Arts and Humanities Conference in Brighton; and published a Higher Education Academy report on electronic voting systems.

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Dr Christopher Wiley delivers presentation at the Higher Education Academy’s Arts and Humanities Teaching and Learning Conference in Brighton

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Dr Christopher Wiley has given a presentation at the Higher Education Academy’s inaugural Arts and Humanities conference, ‘Inspire – sharing great practice in Arts and Humanities teaching and learning’, held at The Waterfront Hotel, Brighton (now Jurys Inn Brighton Waterfront) on 3–4 March 2016.

In the half-hour session, entitled ‘How to… use electronic voting systems creatively in arts and humanities teaching’, Dr Wiley outlined a variety of innovative ways in which he has incorporated electronic voting systems into his teaching in the Arts and Humanities over the years. The abstract for Dr Wiley’s talk, which immediately followed the conference’s opening keynote lecture, may be read here.

Acknowledged as a Distinguished Educator by Turning Technologies, Dr Wiley has previously given workshops on the use of electronic voting systems in higher education teaching at six UK universities in the past two years, as well as publishing the report Using Electronic Voting Systems in the Arts and Humanities last year as part of the Higher Education Academy’s Innovative Pedagogies series.

The complete programme for the conference (for which Dr Wiley also acted as a specialist reviewer of proposal submissions) is available here: https://www.heacademy.ac.uk/sites/default/files/artsandhumanities-conference-programme_6.pdf

Higher Education Academy

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