Alison Twiner
Biographic Data
| ID | 5709429 |
|---|---|
| NAME | Alison Twiner |
| GIVEN NAMES | Alison |
| FAMILY NAME | Twiner |
| SIGNATURE | TWINER A |
| AFFILIATIONS | The Open University |
| ORCID | 0000-0002-6479-9910 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Education for collective intelligence
Collective Intelligence (CI) is important for groups that seek to address shared problems. CI in human groups can be mediated by educational technologies. The current paper presents a framework to support design thinking in relation to CI educational technologies. Our framework is grounded in an organismic-contextualist developmental perspective that orients enquiry to the design of increasingly complex and integrated CI systems that support coor…
Direct quotations in social work writing
Writing comprises a core area of social work as a substantial amount of time is spent on producing case notes, assessment reports, and other required documentation in order to progress cases; however, little research has been carried out on social workers’ writing and, in particular, the specific discursive and rhetorical devices employed to create effective texts. One rhetorical device often employed in order to include the voices of service use…
School-based Simulated Internships to support dialogic collaboration and authentic links with the world of work
Employers often complain that students leave school unequipped with the real-world skills needed, including problem-solving, teamwork and effective communication. Conversely, school-based education often suffers from limited perceived authenticity leading to low student engagement. Work experience is one solution, but it is labour-intensive and inequitably available. To address these challenges we undertook design-based research to explore a new …
Supporting children's understanding around emotions through creative, dance-based movement
Developing Understandings of Emotions through Movement (DUEM) is an interdisciplinary programme supporting young children (5–6 years) to develop contextualised understandings around emotions. Harnessing embodied literacy with alphabetical literacy, it frames movement as interpretive and improvisational, a tool for embodied meaning making. Children build emotional vocabulary through interaction with each other, images, picturebooks, music and embo…
Inclusive disaster risk reduction education for Indonesian children
Children with special educational needs and disabilities (SEND) have a profoundly higher risk of death or injury than their peers when natural disasters occur. International policies call for inclusive disaster risk reduction education (DRRE) to help ameliorate this situation. This paper focuses on Indonesia, which has one the highest incidences of these disasters. A three-part structured literature review was undertaken regarding DRRE and childr…
Combining sociocultural discourse analysis and multimodal analysis to explore teachers' and pupils' meaning making
This paper explores a common educational dilemma, namely that of how to resource meaningful teaching and learning experiences, and the research challenge of how to represent the multimodal complexity of pedagogic intentions and instantiations. We share the sociocultural view of talk as a central tool in meaning making, aligned with attention to how teaching and learning conversations are mediated by communicative cues and interactions orchestrate…
Time, the Written Record, and Professional Practice
Drawing on a three-year ethnographically oriented study exploring contemporary professional social work writing, this article focuses on a key concern: the amount of time taken up with writing, or “paperwork.” We explore the relationship between time and professional social work writing in three key ways: (a) as a discrete, measurable phenomenon—how much time is spent on writing? (b) as a textual dimension to social work writing—how do institutio…
Overlooked issues of religious identity in the school dinners debate
The TV broadcast of Jamie's school dinners in 2005 prompted action throughout the UK to improve the standards of school meals. A public debate continues across the media around changes, resistance to them and consequences. This article draws upon the findings of a one‐year ESRC‐funded project on the English school dinners debate, which analysed interviews with stakeholders, focus groups of primary and secondary pupils and their parents, and corpo…
But it's all true!”
Debates over food politics provide insight into the convergence of commercial and political discourses. As the organic food market has grown, campaigners and independent producers have faced the dilemma of how far they should promote their cause using standard marketing language. We report on a research project which combined corpus analysis, interviews and focus group discussions to investigate the discourse of organic food promotion in Britain,…
Reading the road
The United Kingdom has one of the highest records of child pedestrian accidents in the European Union, and statistics show boys are particularly vulnerable. This study investigated whether there were identifiable developmental or sex differences in the perception of road risk, which might explain the occurrence of such child pedestrian accidents. The study was a between‐participants experimental design with three independent variables: age, sex a…
No prominent works on this page.
Reading the road
The United Kingdom has one of the highest records of child pedestrian accidents in the European Union, and statistics show boys are particularly vulnerable. This study investigated whether there were identifiable developmental or sex differences in the perception of road risk, which might explain the occurrence of such child pedestrian accidents. The study was a between‐participants experimental design with three independent variables: age, sex a…
Overlooked issues of religious identity in the school dinners debate
The TV broadcast of Jamie's school dinners in 2005 prompted action throughout the UK to improve the standards of school meals. A public debate continues across the media around changes, resistance to them and consequences. This article draws upon the findings of a one‐year ESRC‐funded project on the English school dinners debate, which analysed interviews with stakeholders, focus groups of primary and secondary pupils and their parents, and corpo…
But it's all true!”
Debates over food politics provide insight into the convergence of commercial and political discourses. As the organic food market has grown, campaigners and independent producers have faced the dilemma of how far they should promote their cause using standard marketing language. We report on a research project which combined corpus analysis, interviews and focus group discussions to investigate the discourse of organic food promotion in Britain,…
Time, the Written Record, and Professional Practice
Drawing on a three-year ethnographically oriented study exploring contemporary professional social work writing, this article focuses on a key concern: the amount of time taken up with writing, or “paperwork.” We explore the relationship between time and professional social work writing in three key ways: (a) as a discrete, measurable phenomenon—how much time is spent on writing? (b) as a textual dimension to social work writing—how do institutio…
Combining sociocultural discourse analysis and multimodal analysis to explore teachers' and pupils' meaning making
This paper explores a common educational dilemma, namely that of how to resource meaningful teaching and learning experiences, and the research challenge of how to represent the multimodal complexity of pedagogic intentions and instantiations. We share the sociocultural view of talk as a central tool in meaning making, aligned with attention to how teaching and learning conversations are mediated by communicative cues and interactions orchestrate…
School-based Simulated Internships to support dialogic collaboration and authentic links with the world of work
Employers often complain that students leave school unequipped with the real-world skills needed, including problem-solving, teamwork and effective communication. Conversely, school-based education often suffers from limited perceived authenticity leading to low student engagement. Work experience is one solution, but it is labour-intensive and inequitably available. To address these challenges we undertook design-based research to explore a new …
Supporting children's understanding around emotions through creative, dance-based movement
Developing Understandings of Emotions through Movement (DUEM) is an interdisciplinary programme supporting young children (5–6 years) to develop contextualised understandings around emotions. Harnessing embodied literacy with alphabetical literacy, it frames movement as interpretive and improvisational, a tool for embodied meaning making. Children build emotional vocabulary through interaction with each other, images, picturebooks, music and embo…
Inclusive disaster risk reduction education for Indonesian children
Children with special educational needs and disabilities (SEND) have a profoundly higher risk of death or injury than their peers when natural disasters occur. International policies call for inclusive disaster risk reduction education (DRRE) to help ameliorate this situation. This paper focuses on Indonesia, which has one the highest incidences of these disasters. A three-part structured literature review was undertaken regarding DRRE and childr…
Education for collective intelligence
Collective Intelligence (CI) is important for groups that seek to address shared problems. CI in human groups can be mediated by educational technologies. The current paper presents a framework to support design thinking in relation to CI educational technologies. Our framework is grounded in an organismic-contextualist developmental perspective that orients enquiry to the design of increasingly complex and integrated CI systems that support coor…
Direct quotations in social work writing
Writing comprises a core area of social work as a substantial amount of time is spent on producing case notes, assessment reports, and other required documentation in order to progress cases; however, little research has been carried out on social workers’ writing and, in particular, the specific discursive and rhetorical devices employed to create effective texts. One rhetorical device often employed in order to include the voices of service use…
Sociology (8 works) · Pedagogy (7 works) · Computer Science (5 works) · Political science (5 works) · Psychology (5 works) · Linguistics (4 works) · Focus group (3 works) · Medicine (3 works) · Artificial Intelligence (2 works) · Developmental psychology (2 works)