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This research study explored the dynamic relationship between "Pedagogy", "Technology" and "Learning space" as evident in Technology Enhanced Active Learning (TEAL) practices in a Higher Education context. The study revealed the "what" and "how" technology is integrated to enable active learning and the impact of the learning space on these activities. Data was collected through a series of technology-enhanced teaching observation sessions, document analysis and semi-structured interviews. The data collected from academic staff and other stakeholders, represented a lens to better understand the different viewpoints and insights on TEAL, learning space design, information systems support, policymakers, industry experts and emerging technology users. Outcomes of the study provided a 2-part framework for academic staff in HE to [1] assess and plan alignment of pedagogy, technology and space and [2] a scaffold tool to select the building blocks for TEAL planning and delivery. This framework can inform parts of Higher Education collaborative digital strategy and contribute as a staff development tool.

Citizen science is a rising form of crowdsourced research that harvests the contributions of volunteers for the advancement of science, especially with regards to collecting or classifying large amounts of data. Online forms of CS have grown exponentially since the introduction of platforms which host a diverse range of projects; research on CS has grown accordingly, yet it has mainly focused on assessing quantitative metrics such as success and motivations. This thesis presents the first comprehensive study of the language and interactions of a CS community (Zooniverse), aiming to provide a taxonomy of its linguistic environment and, ultimately, to inform our understanding of the nature of such spaces. Specifically, this work focuses on Zooniverse's project-adjacent discussion boards, where volunteers ask questions, report issues, learn, and chat with others. The thesis uses a 6-million word corpus spanning nearly six years and 43 project boards: through a dynamic approach of corpus linguistics methods, discourse analysis, sociolinguistics and the community of inquiry framework (Garrison et al., 2000), this work uses keyword analysis as well as other tools to (a) explore the 'aboutness' of the Zooniverse corpus by focusing on community-specific lexicon, (b) analyse the diachronic evolution of the platform through its keywords, and (c) explore the roles and contributions of central users through user corpora. Findings show that Zooniverse is a supportive, goal-oriented community based not only around knowledge exchange and task completion, but also around a strong sense of community which is built through continued interactions and through the creation of a strong in-group identity, often realised through expressions unique to the community; allegiance is thus formed and fostered through creative expressions of social presence (Lander, 2015), resulting in and leading to continued engagement and task completion. However, the data also points to an inherent tension between experienced users who are proficient in scientific terminology, and newcomers who may feel alienated by it. These findings provide insight into the nature of CS and other goal-oriented communities; specifically, the findings highlight that encouraging meaningful social interactions while fostering an inclusive and accessible environment can ultimately have an impact on the design, development and retention of CS platforms.

Independent advocacy is a tool to support children and young people in decision making, a right afforded under Article 12 of the United Nations Convention on the Rights of the Child (1989). For disabled children and young people with complex communication needs in the United Kingdom, specialist advocacy is often referred to as ‘non-instructed’ advocacy. To date, there is very little ‘academic’ research in this field, and this study seeks to address this gap. Mixed methodology is utilised to examine advocacy and ‘non-instructed advocacy through a literature review, an ethnographical study of the advocacy relationship of five children and young people and their advocates, and semi-structured interviews with eleven advocates using vignettes to replicate advocacy cases. Taking the elements of Article 12 namely expression, support and regard, the advocacy relationship with disabled children and young people with complex communication needs is considered in the context of the wider ecosystem of the child or young person utilising Systems Theory (Bronfenbrenner, 1979). I recognise Lundy's factors (2007) of ‘voice, space, audience and influence’ within Article 12 for all children and young people and add an additional factor of ‘value’ in relation to disabled children and young people’s participation based on my research evidence. This research is innovative in that disabled children and young people are themselves participants in the ethnographical study. As a result of the research, I seek to reframe and challenge the term ‘non-instructed’ and suggest ‘instruction’ is on a ‘continuum’. I conclude that advocates have a fourfold role of observer, conduit, facilitator and challenger in the realisation of the rights of children and young people, particularly those with complex communication needs. I propose a conceptual framework to support future advocacy practice with children and young people with complex communication needs.

The study set out to investigate the use of project-based learning as a pedagogy in creative and media practice education courses In UK Higher Education. It aims to evaluate the role project-based learning plays in stimulating the development of capabilities for critical thinking, problem solving, creativity, innovation and job-ready-ness. The study begins with an interdisciplinary evaluation of the situatedness of media practice that draws on notions of expertise and the use of service learning as a means of drawing real world learning into the curriculum. It then develops a philosophical reflection on the stance taken by students when undertaking project work, focusing on the recontextualisation that occurs when moving from the domain of professional project working to that of the education. There then follows a genealogical account of the concept of a project that argues for a shift away from models of management to models of practice and which posits a range of ontological modalities for project working; doing, being and becoming. The study argues that a becoming mode, in which the transformation of the subject is the primary goal, offers an experientially led account of project-based learning. Recognising that problems are the motor of projects the study concludes by drawing on participatory cartography as a visual research methodology in order to represent problem solving as a topological metaphor. In doing so the study was able to identify an important barrier to innovation among students engaged in creative project work, that of functional fixedness. The study concludes that a recognition of the unique ontological characteristics of project-based learning as social practice provides educators with a theoretical underpinning and an optimum or sufficient methodology for the use of project-based learning within a higher education.