來源:澳洲5号 日期: 2018-12-19 13:53:25
Professor Martin Dyke
BA, PGCE, MSc, PhD
Head of Southampton Education School
Martin Dyke，南安普頓大學教育學院院長，負責商務及對外交流。研究領域包括教學革新、教育社會學、終身教育及計算機輔助教學的廣泛運用。他曾在各層級教育機構任教，主要致力研究英國的后義務教育的教學方法。在南安普頓大學教育學院，他主持設計并運作以下項目: 后義務教育領域的教師資格證及教育學研究生證書（PGCE）、教育學文科學士學位（后義務教育）、教育實踐與革新專業碩士。同時，他擔任所有后義務教育項目及碩士項目的項目主管、并負責與當地學院、雇主及海外大學的合作項目。
Martin’s research is focused on policy, professional practice and innovation in post-school education. Key areas of focus in his research are learning and participation; primarily focused on how to engage people in lifelong learning. The approach to learning is illustrated in his own framework for experiential or reflexive learning and he has published widely in this area (Dyke 2001, 2006, 2009, 2012). Research on participation has focused on transitions such as those from school to college, or from college or work to higher education.
An understanding of decision-making and the social context of education are central to finding innovative (including but not exclusively e-learning) approaches that enable participation for people who would otherwise not engage in education or training. Martin’s approach is theoretically close to the realist position of Ray Pawson and the critical realist position of Margaret Archer. The aim is to use an understanding of the context and circumstances in which education takes place in order to develop interventions aimed at improving education outcomes and finding out what works for whom in what circumstances and why. Martin’s research is aimed at improving educational practice and enabling participation that supports learners in finding their way through a complex and rapidly changing world of work and lifelong learning.
- Lifelong Learning and Work-related Learning
- Experiential Learning
- Technology Enhanced Learning
- Decision making and educational transitions
- Participation in Education
- Educational partnership and employer engagement
- Sociology of Education
Dyke, M. (2017). Paradoxes of a Long Life Learning: an exploration of Peter Jarvis’s contribution to experiential learning theory.International Journal of Lifelong Education, 36(1-2), 23-34. DOI: 10.1080/02601370.2017.1269475
Dyke, M. (2013). Reconceptualising learning as a form of relational reflexivity. British Journal of Sociology of Education, n/a, n/a. DOI: 10.1080/01425692.2013.843445
Dyke, M., Johnston, B., & Fuller, A. (2012). Approaches to reflexivity: navigating educational and career pathways. British Journal of Sociology of Education, 33(6), 831-848. DOI: 10.1080/01425692.2012.686895
Dyke, M. (2009). An enabling framework for reflexive learning: experiential learning and reflexivity in contemporary modernity.International Journal of Lifelong Education, 28(3), 289 -310. DOI: 10.1080/02601370902798913
Morrison, M., Lumby, J., Maringe, F., Bhopal, K., & Dyke, M. (2009). Diversity, Identity and Leadership. Leadership.
Dyke, M., Harding, A., & Liddon, S. (2008). How can online observation support the assessment and feedback, on classroom performance, to trainee teachers at a distance and in real time? Journal of Further and Higher Education, 32(1), 37-46. DOI:10.1080/03098770701781432
Dyke, M., Foskett, N., & Maringe, F. (2008). Risk and trust: the impact of information and experience on the decision to participate in post-16 education. Education, Knowledge and Economy, 2(2), 99-110. DOI: 10.1080/17496890802221365
Foskett, N., Dyke, M., & Maringe, F. (2008). The Influence of the school in the decision to participate in learning post 16. British Educational Research Journal, 34(1), 37-61. DOI: 10.1080/01411920701491961
Dyke, M. (2006). The role of the ‘Other’ in reflection, knowledge formation and action in late modernity. International Journal of Lifelong Education, 25(2), 105-123. DOI: 10.1080/02601370500510728
Conole, G., Dyke, M., Oliver, M., & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43(1-2), 17-33. DOI: 10.1016/j.compedu.2003.12.018
Conole, G., & Dyke, M. (2004). What are the affordances of information and communication technologies? Alt-J - Association for Learning Technology Journal, 12(2), 113-124. DOI: 10.1080/0968776042000216183
Dyke, M., & Bryant, I. (2012). Sociology and learning. In P. Jarvis, & M. Watts (Eds.), The Routledge International Handbook of Learning Routledge.
Dyke, M. (2011). The extent to which higher education (HE) is conceived as ‘within the bounds of the possible’ and worthwhile for non-participating adults. In A. Fuller, S. Heath, & B. Johnston (Eds.), Widening Participation for Reluctant Students: Involving ‘ordinary people' London, GB: Routledge.
Conole, G., & Dyke, M. (2007). Complexity and interconnection: steering e-learning developments from commodification towards co-modification. In H. Spencer-Oatey (Ed.), e-Learning Initiatives in China: Pedagogy, Policy and Culture (pp. 233-248). Hong Kong: Hong Kong University Press.
Dyke, M., Conole, G., Ravenscroft, A., & Sara, D. F. (2006). Learning theories and technologies. In G. Conole, & M. Oliver (Eds.),Contemporary Perspectives in E-learning Research: themes, methods and impact on practice New York, USA: Routledge.
Dyke, M., Conole, G., Ravenscroft, A., & de Freitas, S. (2006). Learning theory and its application to e-learning. In G. Conole, & M. Oliver (Eds.), Contemporary Perspectives in E-Learning Research: Themes, Methods and Impact on Practice (pp. 82-97). (Open and Flexible Learning Series). Abingdon, UK: Routledge.
Dyke, M. (2000). Inclusive Lifelong Learning or Stratified Lifelong Training? Educational Policy Developments in Late Modernity. In D. Gray, & C. Griffin (Eds.), Post-Compulsory Education And The New Millennium (pp. 116-136). (Higher Education Policy Series). London,UK: Jessica Kingsley Publishers.
Dyke, M., Muijs, D., & Johnston, B. (2013). Should I stay or should I go? The impact of the changes to higher education finance on university entry in England. Paper presented at American Educational Research Association Annual Meeting, United States.
Li, Z., & Dyke, M. (2009). Chinese adult e-learners experiences: learner reflexivity, relationships and experiential e-learning. Paper presented at 4th International Conference on e-Learning, Canada.
Dyke, M. (2009). The use of live video mediated communication to deliver teacher education in real time. International Forum on Teacher Education (3rd) 2007, China.
Dyke, M. (2008). Learning through the lens: the use of live video to deliver work-based learning in real time.. Institute of Education, United Kingdom.
Dyke, M., Fuller, A., & Heath, S. (2008). Navigating education and career pathways: the influence of human reflexivity on participation in Higher Education. Paper presented at AERA 2008 Annual Meeting, United States.
Dyke, M., Harding, A., & Taussik, T. (2008). The use of live video mediated communication to deliver workplace teaching learning and assessment at a distance and in real time. Paper presented to the Annual Conference of the American Educational Research Association, New York, 27th March 2008. Paper presented at American Education Research Association (AERA) 2008 Annual Meeting, United States.
Dyke, M., & Harding, A. (2007). Big brother in the classroom? The use of cameras as communication not surveillance technology. Paper presented at Computers and Learning, Ireland.
Dyke, M., Harding, A., & Lajeunesse, S. (2006). Digital observation of teaching practice. Paper presented at AERA 2006 Annual Meeting: Conference of the American Educational Research Association, .
Dyke, M., Foskett, N., & Maringe, F. (2005). The impact of information and experience on the decision to participate in learning in post-compulsory education. Paper presented at Annual American Educational Research Association Conference, .
Foskett, N., & Maringe, F. (2005). The influence of the school on the decision to participate in learning in post-compulsory education: modelling the impact of schooling on choice.. Paper presented at Annual Conference of the American Educational Research Association, ,.
Dyke, M., Rietdijk, W., Johnston, B., Muijs, D., Eastwood, T., & Rowan, T. (2011). The impact of increased tuition fees in England on the decision to participate in higher education: A study of Year 12 pupils in the Southampton region. Southampton, GB: University of Southampton.
Fuller, A., Heath, S., Dyke, M., Foskett, N., Foskett, R., Johnston, B., ... Staetsky, L. (2008). Non-participation in higher education: decision-making as an embedded social practice. (TLRP Research Briefing; No. 43). Southampton, GB: Institute of Education, London.
Lumby, J., Bhopal, K., Dyke, M., Maringe, F., Morrison, M., & Centre for Excellence in Leadership (2007). Research report. Integrating diversity in leadership in further education. Lancaster, UK: Lancaster University.
Cai, C., Conole, G., Dyke, M., Li, Z., & Timmis, S. (2005). Evaluation report of Worldwide Universities Network (WUN) Consortium eChina Project. Southampton, UK: School of Education University of Southampton.
Foskett, N., Dyke, M., & Maringe, F. (2004). The influence of the school in the decision to participate in learning post-16. (DfES Research Report). London, UK: Department for Education and Skills.
Dyke, M. (2001). Reflective Learning and Reflexive Modernity as Theory Practice and Research in Post-Compulsory Education
Morrison, M., Lumby, J., Maringe, F., Bhopal, K., Dyke, M., & Centre for Excellence in Leadership (2007). Diversity, identity and leadership. Lancaster, UK: Lancaster University.
Maringe, F., Lumby, J., Morrison, M., Bhopal, K., & Dyke, M. (2007).Leadership, diversity and decision making. Lancaster, UK: Lancaster University.
Johnston, B., Dyke, M., & Heath, S. (2007). Two sibling case studies: decision-making about higher education pathwyas as an embedded social practice. (Non-Participation in Higher Education Research Project; No. Working Paper 12). Southampton, GB: University of Southampton.