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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Rethinking design: from the methodology of innovation to the object of design Neubauer, R.; Bohemia, E.; Harman, Kerry. - : MIT Press, 2019 BASE Show details 2 Enacting equality: rethinking emancipation and adult education with Jacque Rancière Harman, Kerry. - : Sense Publishers, 2019 BASE Show details 3 Keeping going in austere times: the declining spaces for adult widening participation in Higher Education in England Fraser, L.; Harman, Kerry. - : Palgrave Macmillan, 2019 BASE Show details 4 Self-construction and social transformation: Lifelong, lifewide and life-deep learning Harman, Kerry. - : The National Institute of Adult Continuing Education, 2018 BASE Show details 5 Self-construction and social transformation: lifelong, lifewide and life-deep learning Harman, Kerry. - : The National Institute of Adult Continuing Education, 2018 BASE Show details 6 Self-construction and social transformation: Lifelong, lifewide and life-deep learning Harman, Kerry. - : Taylor and Francis, 2018 BASE Show details 7 A tentative return to experience in researching learning at work Harman, Kerry. - : Taylor & Francis, 2017 BASE Show details 8 Democracy, emancipation and widening participation in the UK: changing the ‘distribution of the sensible’ Harman, Kerry. - : The National Institute of Adult Continuing Education, 2017 BASE Show details 9 Examining work – education intersections: the production of learning reals in and through practice Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2016 BASE Show details 10 The multiple reals of workplace learning Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2014 BASE Show details 11 Everyday learning in a public sector workplace: the embodiment of managerial discourses Harman, Kerry. - : Sage, 2012 BASE Show details 12 Assessment talk in design: the multiple purposes of assessment in HE Harman, Kerry; McDowell, L.. - : Taylor and Francis, 2011 BASE Show details 13 Learning to assess in higher education: a collaborative exploration of the interplay of "formal" and "informal" learning in the academic workplace Reimann, N.; Harman, Kerry; Wilson, A.; McDowell, L.. - 2010 Abstract: During 2005 to 2010 74 Centres for Excellence in Teaching and Learning (CETLs) were funded by the Higher Education Funding Council for England (HEFCE). As the name suggests, the aim of the CETL initiative was to reward and develop expertise in teaching and learning linked to particular areas of excellence. The CETL where the authors of this paper worked focused on developing Assessment for Learning (AfL) practices (McDowell et al., 2008). The paper discusses the findings from three research projects undertaken at the CETL which can be grouped under the broad theme of the exploration of assessment practices and academic development.However, while we are all interested in the ways academics learn to assess, the disciplinary/research backgrounds and theoretical assumptions we bring to our respective projects are quite different. Hodkinson and Macleod (2010) discuss conceptualisations of learning by referring to metaphors which are commonly used ‘when learning is thought about’ (p.174): learning as acquisition, as participation, as construction, as formation and as becoming. They argue that each metaphor assumes particular approaches to understanding and researching learning, and this also applies to the projects drawn on for this paper. The projects which have generated the data considered in this paper are, on the one hand, underpinned and informed by different conceptualisations of learning, bodies of literature and methodologies. On the other hand, the institutional context within which the data were collected and the data collection methods, i.e. semi-structured interviews, are the same. This paper also explores the benefits and challenges of working collaboratively on HE research questions from different theoretical perspectives. We would like to argue that that using data generated by all three projects is a legitimate, albeit unusual, way of advancing our understanding of learning in the academic workplace since it allows us to focus on the interface between informal and formal learning rather than discussing one type of learning at the expense of the other. Keyword: Applied Linguistics and Communication (to 2020) URL: https://eprints.bbk.ac.uk/id/eprint/6598/1/6598.pdf https://eprints.bbk.ac.uk/id/eprint/6598/ http://www.lancs.ac.uk/fss/events/hecu5/parallel1.html BASE Hide details 14 The global studio: linking research, teaching and learning Bohemia, E.; Harman, Kerry; Lauche, K.. - : IOS Press, 2009 BASE Show details 15 Intersections: the utility of an "assessment for learning" discourse for design educators Bohemia, E.; Harman, Kerry; McDowell, L.. - : Intellect Ltd., 2009 BASE Show details 16 Structure and play: rethinking regulation in the higher education sector Harman, Kerry; Bohemia, E.. - : IP Publishing Ltd., 2007 BASE Show details 17 Boundary crossing: negotiating learning outcomes in industry based student projects Bohemia, E.; Harman, Kerry. - : Begell House Publishing, 2006 BASE Show details 18 Co-producing knowledge: negotiating the political. Harman, Kerry; Boud, David; Rooney, Donna. - 2003 BASE Show details

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