Dan Harding

Title: Learning Technologist
Phone: +44 (0)1782 734631
Email:
Location: CBA1.065
Role:
Contacting me: Either by email or telephone.
Profile image for Dan Harding

My role as Learning Technologist involves advising and supporting students, academic and administrative staff in the use of technology for the purposes of learning and teaching. I am also responsible for liaising, establishing and maintaining links with Schools, collaborative partners and support units to promote and develop the use of electronically delivered materials.

I hold a BA (Hons) in Media, Communications and Culture and Music Technology from Keele University, graduating in 2006. Since then, I have worked in the Centre for International Exchange and Development and Keele Management School, completing the Trinity Certificate in Teaching English to Speakers of Other Languages (CertTESOL) during my time with CIED. Most recently, I gained an MA in I.T. in Education (Distinction) at the University of Birmingham, with my research dissertation focussing on the support of academic staff in Higher Education in relation to learning technology.

Publications

Harding, D. (2013) 'Using Ultra Portable Video Equipment and YouTube to Improve Reflective Practice'. In: Aggarwal, R., Andrews, J., Clark, R. and Thomas, L., ed. Compendium of Effective Practice in Higher Education Retention and Success, 2nd. Ed. York: The Higher Education Academy. Available at: http://www.heacademy.ac.uk/assets/documents/retention/Compendium_2_rc_ja_Final.pdf 
(Accessed 22 July 2013).

Conference Proceedings and Presentations

Harding, D. (2013) 'Overcoming the Challenges Faced by Higher Education Academics in the Use of Learning Technology; a Study'. The Evolving Learning Landscapes of Higher Education, 11th Annual Teaching Symposium. Keele University, UK, 27 June 2013. Keele University. Available at: http://www.keele.ac.uk/media/keeleuniversity/lpdc/PROGRAMME%20INDEX%20FOR%20WEBSITE.pdf 
(Accessed 22 July 2013)

Harding, D. (2012) 'Using Ultra Portable Video Equipment and YouTube to Improve Reflective Practice'. Abstracts of the Association for Learning Technology Conference 2012. University of Manchester, UK, 11-13 September 2012. Association for Learning Technology. Available at: http://repository.alt.ac.uk/2231/1/ALT-C_2012_abstracts_1.1.pdf
(Accessed 2 November 2012).

Harding, D. and Leadbeater, P. (2012) 'FLIP:EM: Using Ultra Portable Video Equipment and YouTube to Improve Reflective Practice'. Designing Future Learning and Developing Professional Teaching Practice, 10th Annual Teaching Symposium. Keele University, UK, 28 June 2012. Keele University. Available at: http://www.keele.ac.uk/media/keeleuniversity/lpdc/downloads/14juneProgrammeEdit%20online.pdf 
(Accessed 2 November 2012).

Clark, R. and Harding, D. (2009) 'SPELLBOUND: Skills Package for English Language Learners'. Teaching Innovation Conference 2008-9. Keele University, UK, 3 July 2009. Keele University. Available at: http://www.keele.ac.uk/lpdc/teachinginnovationprojectsscheme/spellbound/ 
(Accessed 2 November 2012).

2012-13 | Overcoming the Challenges Faced by Higher Education Academics in the Use of Learning Technology; a Study (Non-funded)

Abstract: A lack of localised evidence often leaves support staff interpreting generalised and societal findings to inform their own practice. This study sought to investigate academic’s relationship with learning technology, focusing on the teaching staff of Keele Management School, a multi-disciplinary department within the Faculty of Humanities and Social Sciences. Quantitative data was generated via 10 semi-structured interviews, followed by a constant comparative analysis. To validate this, a questionnaire was conducted receiving a response from 92% of School academic staff.

The data presented 11 discreet themes, demonstrating the complexities found amongst relatively small sections of University staff. Each described the challenges faced by academics, contributing to a better understanding of how local and centralised support staff can help overcome these difficulties with the aim of developing the School’s overall use of learning technology.

Given the spectrum of findings, the research provides broad recommendations at local and institutional level, aiming to improve awareness of support structures, better communities of practice and rewards for those supporting change. Altogether, this would contribute to a more conducive environment in which technology can thrive, to the benefit of staff and students. This study will serve as an evidence base to inform future work.

Prezi (link)

2012-13 | StudyWrite: An interactive resource for improving academic scholarship (Funded)

Project Team: Dan Harding, Dr. Emma Surman, Dr. Teresa Oultram and Scott McGowan

Summary: Study Write is a series of six online videos and interactive quizzes designed to improve students understanding of academic scholarship. It will:

  • raise awareness of how the various aspects featured on the video underpin academic development,
  • explain to students the importance of sound academic practice,
  • provide examples of good practice and encourage the development of a range or related skills in writing and research
  • provide an authoritative resource for students (and staff) at a distance, especially those on the KMS international programmes, and,
  • enable students who are coming to the UK to study from overseas to familiarise themselves with scholarship issues at their own pace and prior to arriving at Keele.

It will enable students to:

  • know the territory of academic scholarship,
  • identify the different types of information source found there,
  • read the “map” to find the best route from “reading and assessing” sources to “writing and referencing” (from Study to Write),
  • equip themselves with the tools to enable them to plan and complete their journey (e.g. searching, reading, note taking, assessing and referencing skills), and,
  • avoid some of the hazards and pitfalls along the way.

Bid document (PDF) | Webpage (link)

2011-12 | FLIP:EM: Using Ultra Portable Video Equipment and YouTube to Improve Reflective Practice (Funded)

Project Lead(s): Dan Harding and Pat Leadbeater

Summary: Via careful implementation of appropriate technologies, an intervention involving ultra-portable video equipment combined the academic and social aspects of work-based placements to promote effective reflection. As a result, students were rewarded with a more immersive experience, sharing reflective media with academic supervisors and administrative staff to create a robust support network that carried a number of academic benefits.

Bid document (PDF) | Poster (PDF) | Prezi (link) | YouTube video (link) | Tumblr blog (link)

2008-9 | SPELLBOUND: Skills Package for English Language Learners (Funded)

Project Lead: Russell Clark

Project Team: Dan Harding, Jodie Harlowe and Robin Bell

Summary: English language impacts on the student’s whole learning experience and students who struggle with their English language development inevitably struggle with both their studies and their transition into university life. This can affect the retention and progression, as well as the recruitment of future international students. The English Language Unit (ELU) wishes to radically change the way in which Keele provides for its international students. This will involve:

  • Pre-arrival contact including language self-assessments
  • Diagnostic profiling on arrival
  • Delivery of blended learning packages
  • ‘Wish You Were Here’ Virtual Writing Clinics to support students throughout the entire year

Presentation (PPT) | Webpage (link)