Disciplinary innovation and development
Projects that explore specific educational challenges to be found in various disciplinary contexts and potential solutions in the online environment.
Many of the challenges facing educationalists in the online digital learning environment transcend disciplinary boundaries: student engagement and retention, plagiarism and academic integrity, equality and diversity, for example.
Approaches to which can often be applied across a broad swathe of subjects and levels of study. However different disciplines can also present their own unique challenges. Practical subjects such as Art and Design, Sports or Medicine require interaction with the physical world. Mathematics and ancient languages entail use of symbolic notation not readily available on standard digital device interfaces.
The projects in this section explore specific educational challenges to be found in various disciplinary contexts and potential solutions in the online environment.
The kinds of questions they address are:
- What would an effective approach to teaching digital humanities look like?
- How is the content of online programmes changing to reflect growing concerns about the impact of climate change?
- How best can careers development be incorporated into online learning programmes?
Disciplinary innovation and development projects
About the project
The Knowledge Diplomacy project is a collaboration between CODE, the àËÅöÊÓƵ Institute in Paris, the Jean Monnet Centre of Excellence program NEXTEUK at Queen Mary àËÅöÊÓƵ, working with external partners, ICR Research, the British Council Germany, British Council France, and the Goethe Institut, àËÅöÊÓƵ.
Knowledge Diplomacy is rapidly developing as a concept that helps understand the role of a range of different actors in the generation, management and sharing of knowledge. The Knowledge Diplomacy Project aims to explore this concept more deeply as a multi-directional process by referring to the roles that actors and areas of practice - especially international higher education – but including the wider research, and innovation communities play in building and strengthening international relations and, vice versa, the role that international relations play in facilitating and improving the work of these actors.
The treatment of knowledge—most notably commodified knowledge—as a source and vector of power is increasingly recognised as a key blind spot in our understanding of the global political economy. While knowledge has always been politically, socially, and economically central to society, its relative importance has arguably changed – and increased - over the past several decades.
In addition, the nature of modern international relations has undergone a significant change with the emergence of new actors and processes that are shaping diplomatic practices and international affairs. In this setting, international higher education has had a long history of building transnational cooperation. However, the actors engaged in international higher education and the functions they play in the present diplomatic processes are only beginning to receive attention from scholars and policymakers.
The concept of Knowledge Diplomacy facilitates a direct focus on the place of knowledge in policies for international relations, innovation, research, and education. It recognises and includes concepts of knowledge governance and how knowledge is managed through diplomatic and other representational practices. It also reveals power relations and economic effects that are otherwise obscured, especially in relation to theories and practices informed by the idea of ‘soft power’. It also potentially acts as a unifying concept for practices currently labelled as ‘scientific’, ‘educational’, ‘cultural’, and ‘public’ diplomacy. Specifically, it clarifies the difference between knowledge and information, and the key role of the university in the era of ‘fake news’ and disinformation.
The first annual Knowledge Diplomacy conference focuses on initiating the discussion on the wider roles of higher education institutions, knowledge exchange, research and innovation in transnational cooperation and diplomacy. The conference is part of Phase 3 of the Knowledge Diplomacy Project and is led by ULIP in partnership with Centre for Online and Distance Education, Institute of Languages, Cultures and Societies, and ICR Research. The overall conference topic in 2023 is ‘Facilitating Access, Participation and Exchange of Knowledge in a Fragmented World.’
We welcome participants, panellists, presenters from government, academia, the private sector, and civil society to join this important event. If you wish to express interest in attending, please email: knowledgediplomacy@london.ac.uk.
Knowledge Diplomacy is rapidly developing as a concept that helps understand the role of a range of different actors in the generation, management and sharing of knowledge. The Knowledge Diplomacy Project aims to explore this concept more deeply as a multi-directional process by referring to the roles that actors and areas of practice - especially international higher education – but including the wider research, and innovation communities play in building and strengthening international relations and, vice versa, the role that international relations play in facilitating and improving the work of these actors.
Phase 1 of the project explored the potential of the topic through a series of engagement events which included internal workshops and external seminars and conference discussions.
Phase 2 of the project focused on initiating an international network of expertise, a wider audience for our public events and a body of research and resources around the Knowledge Diplomacy key themes. This phase included developing a publications strategy, further events, and the creation of a sustainable Paris-àËÅöÊÓƵ-Berlin network of understanding and research into Knowledge Diplomacy and its relationship to the work of universities.
The current Phase 3 of the project addresses the theme of ‘Facilitating Access, Participation and Exchange of Knowledge in a Fragmented World’ and implements the network of expertise, production of Knowledge Diplomacy research, and academic publishing work and its promotion among wider audiences through an annual conference and other public engagement activities.
Funding
The Knowledge Diplomacy project is supported by the Convocation Trust, àËÅöÊÓƵ Knowledge Exchange Fund, British Council in France, Goethe Institut àËÅöÊÓƵ, and Centre for Online and Distance Education.
Project team
Dr Linda Amrane-Cooper (Director of CODE)
Steering Group
- Linda Amrane-Cooper, CODE
- Tim Gore, ULIP
- Simon Rofe, SOAS
- Stuart MacDonald, ICR Research
- Katrin Sohns, Goethe Institut
- Anne Duncan, British Council, France
- Paul Smith, British Council, Germany
- Lilija Alijeva, ULIP
- Alexander Lake, ULIP
Time frame
Started June 2019, ongoing.
Outputs and resources
About the project
The aim of this project is to develop a research-led ‘Introduction to Digital Humanities’ online module for postgraduates, and to design that module to promote active learning principles among postgraduate students and academics for future re-use.
Funding
This project is funded through a grant from the àËÅöÊÓƵ Centre for Online and Distance Education (CODE).
Project team
- ¶Ù°ù Christina Howell-Richardson (CODE Fellow)
- Dr Christopher Ohge
- Dr Naomi Wells
- Martin Steer
- Kunika Kono
- Niilante Ogunsola-Ribeiro
- Simon Parr
Time frame
September 2022–June 2023
Outputs and resources
The availability of a well-designed online module informed by flipped learning principles and driven by advanced research methods would inspire more engagement with DH research.
The overall deliverables supported through this project include: 
Scoping and market analysis of existing online DH short courses and modules and assessment of their pedagogical principles. 
A sustainable plan to support teaching with learning technologists at SAS, the Doctoral Centre at SAS, and employed Graduate Teaching Assistants from SAS PhD programmes. 
With SAS DHRH staff and learning technologists, develop research-led units of an Intro to DH and offer two online, interactive, blended, 10-unit Intro to DH modules in 2023 (with approximately 50 students).
About the project
The research aims to explore how far existing non-environmental programmed at UoL and partners are changing the curriculum (or would like to change it) in response to the climate crisis, not only by building in sustainability to the programme design, but also through changing the content of programmes and engaging students in discipline relevant discussion.
Funding
This project is funded through a grant from the àËÅöÊÓƵ Centre for Online and Distance Education (CODE).
Project team
- Dr Gwyneth Hughes (CODE Fellow)
- Dr Daksha Patel (CODE Fellow)
- Dr Pete Cannell (CODE Fellow) 
Time frame
This project is now completed.
Outputs and resources
Resources to support the integration of climate issues in the curriculum.
About the project
This project aimed:
- To ascertain the potential for e-learning to enhance careers services provided by The Careers Group (TCG).
- To develop a plan to enable the Careers Group to develop effective e-learning for students.
- To explore the possibility of sharing student e-learning resources among members of the TCG.
The Careers Group is a department of the àËÅöÊÓƵ which operates as a mutually-beneficial membership organisation for 16 institutionally-based careers services, with a small central support team. The majority of member services are within the àËÅöÊÓƵ federation.
This study was carried out employing a combination of interviews, focus groups, desktop research and Delphi-style co-development of the findings in partnership with TCG colleagues.
Principal findings:
- More careers and employability guidance needs to be available on demand at any time and accessible by students, careers staff and faculty academics online and via mobile platforms
- e-learning is the only viable option
- e-learning activities need to go beyond information delivery to include practical skills development
- activities need measurable learning outcomes and built-in assessments that enable learners to measure their own learning gains
- most TCG staff lack sufficient technical and pedagogical skill to develop and deliver e-learning.
Recommendations
- Develop or acquire e-learning packages on core careers topics that all sites can share.
- Design new packages collaboratively.
- Store new designs in platform agnostic formats.
- Localise designs in collaboration with local Ed Tech development units to exploit local platforms.
- Train TCG staff in e-learning design.
- Use workshops to design new e-learning courses and build new cross-College teams as well as for skill development.
Funding
The project was funded through a grant from the àËÅöÊÓƵ Centre for Online and Distance Education (CODE) on behalf the àËÅöÊÓƵ Careers Group.
Project team
- Prof Stephen Brown - Emeritus Professor De Montfort University (CODE Fellow)
- Dr Endrit Kromidha - Lecturer in Entrepreneurship and Innovation, Royal Holloway àËÅöÊÓƵ (former CODE Fellow)
- Julie Voce - Head of Educational Technology, City, àËÅöÊÓƵ (CODE Fellow)
Time frame
January 2018 – April 2018
This project is now completed.
Outputs and resources
A series of e-learning training workshops was subsequently developed and delivered to TCG staff covering learning outcomes, assessment, learning activity design, media selection and learner support.
About the project
In an undergraduate fully-online clinical psychology module, students meet via web conferencing to undertake synchronous peer-led role play activities that allow them to practice and develop their skills and explore interventions for a variety of psychological disorders. This project aims to conduct an evaluation of the value for the student experience resulting from these role-play scenarios. Gathering qualitative data through focus group interviews we are seeking to better understand the experience of the student and identify factors that impact upon their engagement and learning.
Funding
This project is funded through a grant from the àËÅöÊÓƵ Centre for Online and Distance Education (CODE).
Project team
Dr Luke Woodham  (CODE Fellow)
Ms Anna Armstrong
Ms Christine Atieno Amolo (CODE Student Fellow)
Time frame
August 2022 – May 2023
Outputs and resources
The project aims to deliver a range of dissemination outputs in 2023, including presentations and blog posts. The project also aims to provide recommendations to inform the future development of the role play activities in the BSc Psychology curriculum.
About the project
The aim of this project is to understand the potential of Studiosity [www.studiosity.com] to enhance the student experience and academic performance on UoLW programmes by offering on-demand academic support through feedback on drafts and one-to-one personal academic support in real time. The pilot is being undertaken on the BSc Computer Science and the UG Laws programmes.
Funding
This project is funded through a grant from the àËÅöÊÓƵ Centre for Online and Distance Education (CODE).
Project team
Aurela Neli (UoLW)
Jo Harris (UoLW)
Norbert Pachler (CODE fellow)
Time frame
November 2023 – July 2024
Outputs and resources
The project will produce an evaluation report including recommendations to UoLW on the potential benefits of the service relative to cost.
Get in touch to learn more
If you want to learn more about our projects or how CODE can support you, drop us a line.