Stephen Dixon

Stephen Dixon

Stephen is Senior Lecturer in Education and Multi Professional Practice at Newman University, and teaches on a range of programmes, including the BA (Hons) in Education Studies, the BA (Hons) in Studies in Primary Education, the MA (Education) and the Professional Doctorate in Education (EdD). Previously a Senior Lecturer in ICT, Stephen specialises in E-learning, and the use of multimedia in learning and teaching, with particular focus on web based materials and web design, as well as film making (he is an Apple Certified Pro). He has acted as external consultant for other universities, and is a Fellow of the Higher Education Academy. Stephen’s research interests include E-Learning, web 2.0 tools, social media, and the use of multimedia in learning and teaching, particularly in the associated affordances for social constructivist styles of learning, as well as the critique of dominant discourses concerning students’ digital literacies. In 2017 he successfully completed his doctoral research into the use of digital audio (mp3) for feedback purposes, an area in which he has also been involved in national research projects, such as TALENT (2000-2002), Using Mobile Devices in Education (2005) and Sounds Good (2008-2009). He also has recent publications on the use of technology and social media by students, and perceptions of risk in young people using the internet.

Not so radical? A critique of anonymised marking and feedback practices in higher education

Anonymous marking, the process that allows university teaching staff to grade students’ work without seeing any identifiable student information, is widely practised in higher education in the UK. Many higher education institutions adopt the principle of anonymous marking in order to protect students and staff from bias, and the perception…

Conference Paper

Volume 15(1) 2024

Welcome to Volume 15 Issue 1 of Educational Futures, our first volume for 2024, and published to coincide with the annual TIESA conference, to be held at the University of Winchester. This is the fourth edition under the co-editorship of Zeta Williams-Brown (University of Wolverhampton) and Stephen Dixon (Birmingham Newman University), but the first under the new organisation name of TIESA.
Foreword

Not so radical? A critique of anonymised marking and feedback practices in higher education

Anonymous marking, the process that allows university teaching staff to grade students’ work without seeing any identifiable student information, is widely practiced in higher education in the UK. Many higher education institutions adopt the principle of anonymous marking in order to protect students and staff from bias, and the perception…

Conference Paper

Don’t panic (yet): The implications of ChatGPT for Education Studies in the UK

This theoretical article explores the recent furore surrounding the emergence of generative Artificial Intelligence tools, particularly ChatGPT. Both AI and ChatGPT are discussed, before recent debate is contextualised against historical reactions to the adoption of technologies in education. An example generated ‘essay’ is critiqued, before discussing more recent educational responses,…

Article