Brett Bligh is a Lecturer in the Department of Educational Research, Lancaster University, and co-Director of the Centre for Technology Enhanced Learning. His research interrogates the nexus of technology mediation, physical environment, and institutional change in higher education. Brett’s work prioritises Activity Theory conceptions of human practice, and interventionist methodologies.

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. I am interested in projects that investigate aspects of the theory itself, or use the Change Laboratory methodology (or variants of it).

Brett conducts research into the connections between our material surroundings, the technologies that permeate them, and the ways we act, think and learn.

Much of his research concerns adult learners, and particularly the Higher Education sector. Recurring interests include how educational institutions design and evaluate their built environment estate to support opportunities for learning, how Universities attempt to expand and replicate their institutional forms in other countries (for example, by establishing international branch campuses), how Universities might change as a result of initiative 'from below' generating expansive learning, and how technological tools can support learners’ collaboration. More general interests include Activity Theory, the Change Laboratory methodology, and collaborative learning.

He is currently

• co-Director of the Centre for Technology Enhanced Learning,
• co-Editor of the open-access journal Studies in Technology Enhanced Learning;
• Director of the Doctoral Programme for Traditional Route Research students,
• co-ordinator of the CL-SIG group dedicated to discussing uses of the Change Laboratory approach in higher education settings,
• co-ordinator of the SpacePort group dedicated to discussing research into learning spaces in higher education;
• a member of the Centre for Higher Education Research and Evaluation.

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 students completed

• Michael Lower – Communities of inquiry pedagogy and consequential transitions in professional education: An action research project in an undergraduate law course (2021 graduation)
• Elaine Pattison – In-service teachers as relational and transformative agents: A study of primary school teachers' professional learning during a Change Laboratory formative intervention (2021 graduation)
• Ioana Hartescu – Project-based learning and the development of students’ professional identity: A case study of an instructional design course with real clients in Romania (2020 graduation)
• Meg Westbury – Academic librarians' Twitter practices and the production of knowledge infrastructures in higher education (2020 graduation)
• Ravindra Prasad – Mobile learning for sales and service personnel: Case studies in the corporate training environment (2020 graduation)
• Catherine Hasted – Humanities doctoral education for a relational future: A Change Laboratory research intervention (2019 graduation)
• Philip Moffitt – Transformative agency for the collaborative and future-oriented redesign of activity in Military Higher Education: Empowering participants to change their boundary-crossing technology enhanced learning (2019 graduation)
• Tan Thinh Nguyen – A study of students' conceptions of networked learning in a developing country setting (2017 graduation)
• Hans Lambrecht – Tackling low learning outcomes in South Africa: The contribution from informal mobile learning (jointly supervised with Don Passey) (2015 graduation)
• Brett Bligh – Formative computer based assessment in diagram based domains (supervised by Colin A. Higgins) (University of Nottingham, 2007 graduation)

Current PhD students

• Talal Alquraini – Faculty perceptions of motivation to conduct research in colleges of technology in Oman
• 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
• Irene Hayden – Evaluation of the design and use of applied visual interactive resources for building regulation subjects in higher education Built Environment programmes
• Freddrick Logan – Working Remotely Today: Exploring the productivity, perceptions and participatory positions of para-academics
• Shane McMordie – The institutional evaluation of virtual learning environments in higher education
• Creck Buyonge Mirito - Academics' and students' experiences of physical learning spaces in Kenyan higher education institutions
• Nickanor Owuor – The imperative of non-violent student activism: an activity theory perspective on the student movement in Kenya
• James Reid – Shifting scholarly habitus in a Japanese university: CLIL principles and transmedia learning strategies for epistemic fluency and academic biculturalism
• John Scahill – Using the Change Laboratory to embed Education for Sustainable Development into higher education praxis
• Rob Shaw – The Change Laboratory as a tool for collaborative transformation of e-portfolio usage within an Adult Nursing programme
• Salman Usman – The convergence of learning and leisure spaces: How can learners effectively manage online learning?
• Josephine Van-Ess – Innovation and interactivity in higher education teaching and learning: Teacher and student experiences
• Julie Wallace – Networkable Me: A socio-material exploration of interactions in learning spaces in a higher education context

Current teaching

• Module Convenor of ED.S823 Researching Technology Enhanced/Networked Learning, Teaching and Assessment in the Doctoral Programme E-Research and Technology Enhanced Learning (January 2014- )

Previous teaching

• Academic Director of the Doctoral Programme in E-Research and Technology Enhanced Learning (August 2017-July 2018)
• Module Convenor of ED.S843 Researching Higher Education in the Doctoral Programme Higher Education: Research, Evaluation and Enhancement (September 2013-September 2017)
• Module Convenor of Module B: In-practice Learning and Development in the Doctoral Programme Educational Research: Higher Education (September 2013-September 2014)