Tim Deignan (Ph.D., M.Sc., M.Ed., B.Ed.) has been contracted to work on the Assimilate project. Tim is an independent consultant, researcher and trainer. He worked as a lecturer and manager in the post-compulsory education and training sector for ten years before going freelance in 2000. Tim acts as a consultant for a range of clients including universities, general and specialist colleges, trusts, and non-governmental organisations. He has worked on a range of projects at local, regional, national, and international level. His work typically involves modeling different values and perspectives on complex issues in order to improve system performance. His interests include sociocultural theory, learning support and policy development. For the Assimilate project, Tim is using an innovative blend of Q methodology and Activity Theory ('QAT') to model subjectivity and activity in relation to Masters level assessment methods. Tim first developed the QAT blend as part of the research design for his PhD thesis (2006). Below are some examples of his previous work using the same approach. Deignan, T. (due 2012) Supporting students with dyslexia in a policy-constrained context: using Cultural Historical Activity Theory (CHAT) and Q methodology to model and develop policy and practice, in V. Farnsworth & Y. Solomon (Eds.) What works in education? Bridging theory and practice in research (London: Routledge / ESRC) Deignan, T. (due 2011/12) Modeling and Developing a
Dyslexia Support System, in D. Moore et al (Eds.) Disabled Students in
Education: Technology, Transition and Inclusivity. (Penn., USA: IGI Global)
Deignan, T. (2011) Understanding and Improving
Transitions in Education for Enterprise, in K. O’Rourke, et al (Eds.) Inspiring
Enterprise Education (Leeds: Leeds Met Press)
Deignan, T. (2010) Using activity theory and Q
methodology to model activity and subjectivity in enterprise education, The
Assessment, Learning and Teaching Journal, Number 8 (Spring), pp.37-41 (Leeds:
Leeds Met Press)
Deignan, T. (2009) Enquiry-based learning: Perspectives
on practice, Teaching in Higher Education, 14(1)13-28
University of Oxford (April 2008) ‘Values and
commitments: A sociocultural perspective on the new overarching professional
standards for teachers, tutors and trainers in the lifelong learning sector’,
presented at a Department of Education seminar, "Sociocultural Perspectives
on Teacher Education and Development: New Directions for Research"
Deignan, T. (2006) "Transferable People - Reframing the Object in Post-Compulsory Education and Training", PhD thesis, University of Manchester University of Manchester (September 2005), ‘Transferable
People: reframing the object in UK post-compulsory education and training’,
presented at a conference on “Sociocultural Theory in Educational Research and
Practice” |
 | |
Funding  |
|