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Current Postgraduate Research Students

Brett Bligh supervises 18 postgraduate research students. If these students have produced research profiles, these are listed below:

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Dr Brett Bligh


Brett Bligh

Lancaster University

County South



Tel: +44 1524 592863

Research overview

Brett Bligh is a Lecturer in the Department for Educational Research. He conducts research into the connections between our material surroundings, the technologies that permeate them, and the ways we act, think and learn. Two recurring interests are how Universities design and evaluate their built environment estate to support opportunities for learning, and how very large display tools can support learners’ collaboration. More general interests include Activity Theory and collaborative learning. In 2012 he co-authored Nesta's Decoding Learning report, and was previously a member of the EU's "STELLAR" Network of Excellence for Technology Enhanced Learning. In 2010, as part of the Visual Learning Lab, he was awarded a Lord Dearing Award for innovation in teaching and learning.

PhD supervision

I am interested in research proposals that investigate the connections between our material surroundings, the technologies that permeate them, and the ways we act, think and learn. Such proposals might focus on technology and/or policy. Some indicative examples of suitable areas: participative design of learning spaces; pedagogically-informed institutional evaluation of campus infrastructure; investigations of how learners experience spaces; use of ubiquitous technologies (from mobile devices to wall-sized screens) to support large and small-group teaching and learning. I am also interested in Activity Theory, either to underpin the kinds of research already described, or as an area of inquiry in its own right.

Additional Information

Current PhD students

• Jerome Chan – A comparative study of blended learning practices in legal education in the UK and Malaysia

• Vlad Chiriac – Paramedic student perspectives regarding networked learning and physical spaces in medical education

• Augusto Fabella – Developing the skills of sessional instructors to incorporate technology into teaching: evaluating an institutional initiative in a South-East Asian university

• Ioana Hartescu – Exploring students' experience of project-based learning in an instructional design course

• Catherine Hasted – Relational working between doctoral students and non-academic professionals: a Change Laboratory research-intervention

• Mark Johnstone – Developing the new roles of instructional design professionals: a Change Laboratory in a developing country setting

• Michael Lower – Using Blackboard to create a community of inquiry on an undergraduate land law course

• Phil Moffitt – Transformative agency and boundary learning in military higher education

• Nickanor Owuor – The imperative of non-violent student activism: an activity theory perspective on the student movement in Kenya

• Elaine Pattison – An investigation of factors influencing the approaches to learning of trainee teachers

• Ravindra Prasad – Is mobile learning effective? Case studies in the corporate training environment

• John Scahill – Using the Change Laboratory to embed Education for Sustainable Development into higher education praxis

• Julie Wallace – Networkable Me: A socio-material exploration of interactions in learning spaces in a higher education context

• Masuda Wardak – Understanding Mobile Assisted Language Learning practices: The integration of smartphone applications for vocabulary acquisition in L2 EFL settings

• Meg Westbury – More than faces and spaces: Academic librarians’ social media practices and the production of knowledge in the university

PhD students completed

• Tan Thinh Nguyen – A study of students' conceptions of networked learning in a developing country setting (December 2017 graduation)

• Hans Lambrecht – Tackling low learning outcomes in South Africa: The contribution from informal mobile learning (jointly supervised with Don Passey) (December 2015 graduation)

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