In this paper, we set out a collaborative autoethnographic account of our reflective journey to deeper understandings of open, distance and e-learning (ODeL) through enrolling, participating and completing the first module in a course on technology-enhanced learning (TEL). As authors, we both enrolled for the course for different reasons. The…

Background: This article focuses on the complementarity between formative interventions research conducted within the framework of cultural historical activity theory, action research and learning, as well as how this complementarity influences the researcher's role. Purpose: The study suggests how action research, learning and formative…

This paper, based on interviews conducted for the "Early Childhood Oral History Project," draws on oral life-history interviews with 14 prominent early childhood researchers who have been active since the 1970s within diverse European countries. A common theme across the interviews is the key role that collaborative research between…

Curriculum aims often remain unrealised aspirations. This is because the values and principles implicit in them fail to get articulated in forms that can effectively inform and guide the practice of teaching. Ideas such as "learner-centred education", "independent/autonomous learning", "self-directed learning",…

This article explores a research partnership between a university-based researcher and a middle school science teacher. Our partnership began with project-based inquiry and continued with unstructured thought-partner spaces: meetings with no agenda where we wrestled with problems of practice. Framed as incubation periods, these meetings allowed us…