Imogen Casebourne
Biographic Data
| ID | 9437876 |
|---|---|
| NAME | Imogen Casebourne |
| GIVEN NAMES | Imogen |
| FAMILY NAME | Casebourne |
| SIGNATURE | CASEBOURNE I |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0001-5595-5902 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Creating Dialogic Spaces in STEM Education: A Comparative Study of Ground Rules
This article reports on a comparative case study that examined the ground rules used to facilitate a dialogic space in two discrete and diverse research studies: Year 5 & 6 children learning to code with ScratchMaths as part of their mathematics programmes, and crop farmers in rural east Africa developing their practice through various communications. The intention was to see if there were common actions or principles important for the establishm…
A dialogic theoretical foundation for integrating generative AI into pedagogical design
Generative AI presents a profound challenge to the existing structures and purposes of education. It forces us to reconsider not only how we teach and learn but also, more fundamentally, what education is for. This conceptual paper argues that, in order to integrate AI into education in a way that can meet the major challenges facing humanity, ranging from ecological crisis to the future of democratic societies, we must reframe education. Drawing…
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…
Left to their own devices: An exploration of context in seamless work‐related mobile learning
This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public domain blogs and reports and anonymised trace data showing e‐learning visits via a mobile device, a pi…
Navigating context and conflict – Investigating seamless mobile learning through the lens of Hedegaard's framework
This article describes the use of Hedegaard's framework to analyse the seamless mobile learning practices of working adults in the UK by focusing on affordances and demands experienced in activity settings embedded within institutions. An exploration of publicly accessible blogs, reports, and anonymised usage data from e-learning accessed via mobile devices was used to formulate an understanding of institutional practices and values. Following th…
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Left to their own devices: An exploration of context in seamless work‐related mobile learning
This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public domain blogs and reports and anonymised trace data showing e‐learning visits via a mobile device, a pi…
Navigating context and conflict – Investigating seamless mobile learning through the lens of Hedegaard's framework
This article describes the use of Hedegaard's framework to analyse the seamless mobile learning practices of working adults in the UK by focusing on affordances and demands experienced in activity settings embedded within institutions. An exploration of publicly accessible blogs, reports, and anonymised usage data from e-learning accessed via mobile devices was used to formulate an understanding of institutional practices and values. Following th…
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…
Creating Dialogic Spaces in STEM Education: A Comparative Study of Ground Rules
This article reports on a comparative case study that examined the ground rules used to facilitate a dialogic space in two discrete and diverse research studies: Year 5 & 6 children learning to code with ScratchMaths as part of their mathematics programmes, and crop farmers in rural east Africa developing their practice through various communications. The intention was to see if there were common actions or principles important for the establishm…
A dialogic theoretical foundation for integrating generative AI into pedagogical design
Generative AI presents a profound challenge to the existing structures and purposes of education. It forces us to reconsider not only how we teach and learn but also, more fundamentally, what education is for. This conceptual paper argues that, in order to integrate AI into education in a way that can meet the major challenges facing humanity, ranging from ecological crisis to the future of democratic societies, we must reframe education. Drawing…
Computer Science (3 works) · Artificial Intelligence (2 works) · Dialogic (2 works) · Knowledge management (2 works) · Mobile device (2 works) · Mobile Learning in Education (2 works) · Psychology (2 works) · Sociology (2 works) · World Wide Web (2 works) · Affordance (1 works)