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Professor Richard Hall

Job: Co-Director of the Institute for Education Futures, Professor of Education and Technology

Faculty: Health and Life Sciences

School/department: School of Applied Social Sciences

Research group(s): Institute for Education Futures, Centre for Computing and Social Responsibility

Address: De Montfort University, The Gateway, Leicester, LE1 9BH, United Kingdom

T: +44 (0)116 207 8254

E: rhall1@dmu.ac.uk

W: richard-hall.org

 

Personal profile

Richard Hall is the Co-Director of the Institute for Education Futures (IEF). The IEF builds capacity and capability across DMU for educational and pedagogical research, in a range of educational sectors and contexts. He writes about life in Higher Education on his personal website.

Richard is also a Higher Education Academy National Teaching Fellow, and a Professor of Education and Technology. He is a Research Associate in the Centre for Computing and Social Responsibility at DMU.

Richard also holds PRINCE2 and Managing Successful Programmes Practitioner status. He has worked extensively on research projects and with MA/PhD research students.

Richard has been involved in a range of voluntary, educational activities. He is an original member of the Social Science Centre in Lincoln, an unincorporated co-operative of scholars developing a new form of higher education based upon the social sciences. He has been involved in sessions at the Really Free School and Tent City University in London, and was at the inaugural discusson about the London Free University. He was also involved in Leicester’s Third University and its development of an unemployability curriculum. He is now involved in discussions about a UK Co-operatives Free University.

Research group affiliations

  • The Institute for Education Futures
  • Centre for Computing and Social Responsibility

Publications and outputs 

Click here to view a full listing of Richard Hall's publications and outputs.

Research interests/expertise

  • The idea of the University and radical alternatives to it
  • The University and the secular crisis of capitalism
  • Technology, pedagogy and critical social theory
  • Co-operative education and the place of co-operative practice in overcoming disruption in higher education, including peak oil and the impact of technology on climate change and energy sufficiency
  • Mass intellectuality

Areas of teaching

  • The sociology of education
  • Politics of Education and Technology
  • Critical Pedagogy
  • Postgraduate Certificate in Higher Education
  • Education Practice
  • Assessment and Feedback in Higher Education
  • Philosophy of History

Qualifications

  • B.A. Hons
  • M.A.
  • Ph.D.

Courses taught

  • M.A. Education Practice, M.A. Independent Study, and Ph.D. supervision
  • Postgraduate Certificate in Higher Education, EDUC5003: Assessment and Feedback

Honours and awards

  • Higher Education Academy, National Teaching Fellowship, 2009.
  • Readership in Education and Technology, June 2010, De Montfort University.
  • Research Associate, Centre for Computing and Social Responsibility, June 2010, De Montfort University.
  • Head of the Centre for Enhancing Learning through Technology, September 2011, De Montfort University.
  • Professor of Education and Technology, 2013.
  • The Digital Literacy Framework Project won the Reclaim Open Learning Challenge, an international contest sponsored by the MacArthur Foundation, the Digital Media and Learning Hub, and MIT Media Lab.
  • Head of the Centre for Pedagogic Research, June 2014, De Montfort University.

Membership of external committees

  • Teaching Scholar at the Cooperative Institute for Transnational Studies (since 2015).
  • The Association for Learning Technology, OER17 Conference Committee (2016-17).
  • Critical Theory Research Network (since 2016).
  • Beyond the Neoliberal University: Critical Pedagogy and Activism, Organising Committee (a symposium hosted by Coventry University UCU in 2015).
  • European Conference on e-Learning (since 2005).
  • European Conference on Social Media (since 2013).
  • The Association for Learning Technology Conference, Programme Committee (since 2013).
  • Computer Assisted Learning, International conference 2011 [CAL11], Learning Futures: Education, Technology and Sustainability.
  • International Association for Development of the Information Society, e-Democracy, Equity and Social Justice 2010.
  • Plymouth e-Learning Conference (since 2009).
  • Member of the Scientific Committee for ICICTE (the International Conference on Information and Communication Technologies in Education, since 2011).
  • Member of the Co-operatives Free Universities Group (since 2012).
  • Member of the Social Science Centre, Lincoln (since 2012).
  • Member of the Steering Group for the DMU Volunteerism Project, which is a partnership between the DMU Nursing and Midwifery Research Centre and We are Macmillan Cancer Support.
  • Chair of the Association for Learning Technology Politics, Activity and Critical Theory Special Interest Group (2010-13).
  • Co-convenor of the Education for the Crisis network (2011-13).
  • Co-convener of the Leicester City Council/De Montfort University, Learning Resource Centre Connect network (2011-13).
  • Co-convenor of the Learners in the Co-Creation of Knowledge Research Interest Group (2008-10).

Professional licences and certificates

  • Fellow of The Higher Education Academy
  • PRINCE2, Practitioner
  • Managing Successful Programmes, Practitioner

Projects

A full list of projects is available at: http://www.richard-hall.org/research-projects/

Forthcoming events

Hall, R. (forthcoming, 2017). Dismantling the curriculum in higher education. Open Lecture Series, University of Greenwich.

Conference attendance

A full list of papers is available at: http://www.richard-hall.org/conference-papers/

All presentations are available at: http://www.slideshare.net/RichardHall

Recent presentations include the following.

Hall, R. (2017). The cybernetic hypothesis and digital capitalism. Breaking the Frame, Interrogating Digital Capitalism seminar. London.

Hall, R. (2017). Against boundaries: dismantling the curriculum in higher education, at the University of Worcester Learning, Teaching and Student Experience Conference 2017, University of Worcester.

Hall, R. (2017). The really open university: working together as open academic commons, at the Brookes Learning Teaching Conference 2017, Oxford Brookes University.

Hall, R. (2017). Invited participant, The Porous University – A critical exploration of openness, space and place in Higher Education, University of the Highlands and Islands.

Hall, R. (2017). On the alienation of academic labour and the possibilities for mass intellectuality. Marxism and Education: Renewing Dialogues (MERD) Seminar, University of East London.

Hall, R., and Winn. J. (2017). Social co-operatives and the democratisation of higher education. Co-operative Education and Research Conference 2017, Co-operative College, Manchester.

Hall, R. (2017). For the Really Open University. OER17, International Conference, London.

Reeves, A., and Hall, R. (2017). Engendering social learning for sustainability in the UK: how can a university course engage its stakeholder community? International Environmental Communication Association, Conference on Communication and Environment. University of Leicester.

Brown, J., Hall, R., Lishman, R., Rushworth, J., and Snape, R. (2017). Designing for difference: lessons from a cross-disciplinary implementation of Universal Design for Learning. National Conference on the Beginning Design Student. Salt Lake City, Utah.

Hall, R. (2016). Prospects for Peace Education in the Neoliberal Era, at the Adam Curle Peace Symposium: Peaceful Relations and the Transformation of the World, University of Bradford.

Hall, R. (2016). Invited participant, Resisting Neoliberalism and Education Symposium, at the University of Brighton, Faculty of Education.

Hall, R., and Atkins, L. (2016). The lessons of digital identity for professional practice and graduate research, at the Lincoln University Education Post-Doctoral Research Conference. Lincoln University.

Hall, R. (2016). The relationship between citizenship, participation and digital literacy, at the HealthLiteracy UK seminar, Digital Participation and Health Literacy. De Montfort University.

Hall, R. (2016). Invited participant at the DMU Leadership Conference, Learning to Lead, Leading to Learn, at The DMU Strategic Framework and Challenging Convention in Learning and Teaching. De Montfort University.

Hall, R. (2016). Invited participant at the British Sociology Association Activism in Sociology Forum fringe event, on Radical Education inside and outside the Neoliberal University. University of Birmingham.

Hall, R. (2016). Invited participant at the Unconference for Transformational Learning and Culture. University of Warwick.

Hall, R. (2016). On the abolition of academic labour: the relationship between intellectual workers and mass intellectuality. Conference of Socialist Economists, Midlands Group. University of Birmingham.

Hall, R. (2015). Critically questioning educational innovation in higher education. 4th International Studies of Management and Organisations International Research Conference. IDRAC Business School, Nice, France.

Hall, R. (2015). Educational innovation and the future of higher education. The Northern Universities Consortium Annual Conference. The Manchester Conference Centre.

Hall, R. (2015). Anxiety in the academy: the dehumanisation of educational possibility. Invited participant, Resisting Neoliberalism and Education Symposium, at the University of Brighton, Faculty of Education.

Hall, R. (2015). Enhancing Learning through Technology. The De Montfort University Teaching and Learning Conference. Leicester, UK.

Hall, R. (2015). Dismantling the Curriculum in Higher Education. The Bishop Grosseteste University Learning and Teaching Conference. Lincoln, UK.

Hall, R. (2015). Critically questioning educational innovation in economics and business: Human interaction in a virtualising world. Educational Innovation in Economics and Business Association conference. The University of Brighton, UK.

Hall, R. (2015). School staff digital literacy: what we learned from the DigiLit Leicester Project. 6th Teacher Education Advancement Network Conference. Aston University.

Alotaibi, A, Ayesh, A. and Hall, R. (2015). Managing Admission in Saudi Universities: a System Approach. 6th International Conference on E-Education, E-Business, E-Management and E-Learning- IC4E 2015.

Recent research outputs

Hall, R., and Winn, J. (eds). (2017). Mass Intellectuality and Democratic Leadership in Higher Education. London: Bloomsbury Academic. http://bit.ly/2dYsEkD and http://hdl.handle.net/2086/12714

Hall, R. (2017). The rise of academic ill-health. WonkHE. http://wonkhe.com/blogs/the-rise-of-academic-ill-health/

Hall., R. (forthcoming 2017). On the alienation of academic labour and the possibilities for mass intellectuality. tripleC: Communication, Capitalism & Critique.

Hall, R., and Winn, J. (2017). Mass Intellectuality and Democratic Leadership in Higher Education. In Mass Intellectuality and Democratic Leadership in Higher Education, eds. R. Hall and J. Winn, pp. 1-15. London: Bloomsbury Academic. http://bit.ly/2dYsEkD and http://hdl.handle.net/2086/12713

Hall, R. (2017). Performance information and data-driven academic anxiety. In Education and Technology: critical approaches, eds G.M. dos Santos Ferreira, L.A da Silva Rosado and J. de Sá Carvalho, pp. 185-205. Rio de Janeiro: University Estácio de Sá Press. http://bit.ly/2nOEwuD and https://www.dora.dmu.ac.uk/handle/2086/14109

Hall, R. (2017). Informação sobre desempenho e ansiedade acadêmica impulsionada por dados. En Educação e Tecnologia: abordagens críticas, org G.M. dos Santos Ferreira, L.A da Silva Rosado and J. de Sá Carvalho (Traduções e versões G.M. dos Santos Ferreira), pp. 161-83. Rio de Janeiro: University Estácio de Sá Press. http://bit.ly/2nOEwuD

Hall, R. (2017). Against Academic Labour and the Dehumanisation of Educational Possibility. In Alternative Visions, Systems, Discourse and Professional Practice: Resisting Neo-Liberal Education, eds T. Rudd and I Goodson, pp. 27-40. Sense: Rotterdam, The Netherlands. http://hdl.handle.net/2086/12712

Hall, R., and Winn., J. (2017). Social co-operatives and the democratisation of higher education. In The Co-operative Education and Research Conference, Manchester, UK. https://www.dora.dmu.ac.uk/handle/2086/14110

Brown, J.B., Hall, R., Lishman, R., Rushworth, J., and Snape, R. (2017). Designing for difference: lessons from a cross-disciplinary implementation of Universal Design for Learning. In Proceedings of the 33rd National conference on the beginning design student, University of Utah.

Key research outputs

Hall, R., and Winn, J. (eds). (2017). Mass Intellectuality and Democratic Leadership in Higher Education. London: Bloomsbury Academic. http://bit.ly/2dYsEkD and http://hdl.handle.net/2086/12714

Hall, R. (2017). The rise of academic ill-health. WonkHE. http://wonkhe.com/blogs/the-rise-of-academic-ill-health/

Hall, R., and Winn., J. (2017). Social co-operatives and the democratisation of higher education. In The Co-operative Education and Research Conference, Manchester, UK. https://www.dora.dmu.ac.uk/handle/2086/14110

Hall, R., and Smyth, K. (2016). Dismantling the Curriculum in Higher Education. Open Library of the Humanities. 2(1), p.e11. DOI: http://doi.org/10.16995/olh.66

Hall, R., and Bowles, K. (2016). Re-engineering higher education: the subsumption of academic labour and the exploitation of anxiety. Workplace: A Journal of Academic Labour, 28, 30-47. http://hdl.handle.net/2086/12709

Hall, R. (2015). The University and the Secular Crisis. Open Library of the Humanities, 1(1). DOI: http://doi.org/10.16995/olh.15

Hall, R. (2014). On the abolition of academic labour: the relationship between intellectual workers and mass intellectuality. tripleC: Communication, Capitalism & Critique, 12 (2), 822-37. http://hdl.handle.net/2086/10816

Hall, R., Atkins, L., and Fraser, J. (2014). Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester Project. Research in Learning Technology, 22. https://www.dora.dmu.ac.uk/handle/2086/9892

Atkins, L., Fraser, J. and Hall, R. (2014). DigiLit Leicester: 2014 Survey Results. Leicester: Leicester City Council. http://hdl.handle.net/2086/10805

Hall, R. (2013). Educational technology and the enclosure of academic labour inside public higher education. Journal for Critical Education Policy Studies, 11(3), 52-82. https://www.dora.dmu.ac.uk/handle/2086/8973

Hall, R. (2011). Factors impacting institutional change in technology-enhanced learning. Campus Wide Information Systems, 28(4), 234-49. https://www.dora.dmu.ac.uk/handle/2086/5280

Hall, R. (2011). Revealing the Transformatory Moment of Learning Technology: the Place of Critical Social Theory. Research in Learning Technology, 19(3), 273-84. https://www.dora.dmu.ac.uk/handle/2086/7145

Hall, R., and Winn, J. (2011). Questioning Technology in the Development of a Resilient Higher Education. E-Learning and Digital Media, 8(4), 343-56. https://www.dora.dmu.ac.uk/handle/2086/5614

Hall, R., and Hall, M. (2010). Scoping the pedagogic relationship between self-efficacy and Web 2.0 technologies. Learning, Media and Technology, 35(3), 255 - 273. https://www.dora.dmu.ac.uk/handle/2086/4455

Hall, R. (2009). Connecting Transitions and Independent Learning: an evaluation of read-write web approaches (CoTIL): Final Report. Higher Education Academy. http://hdl.handle.net/2086/10820

Consultancy work

As an NTF mentor, I have supported successful applications from four DMU and three external candidates. I am active in the DMU NTF/Teacher Fellow network.

I support the work of Vaughan College in conversion to a co-operative college.

I am External Assessor on the HEA fellowship scheme at the University of Sunderland (since 2017).

I am a Trustee of the Open Library of Humanities (since 2015).

I am a Teaching Scholar at the Cooperative Institute for Transnational Studies (since 2015)

I am a member of the Centre for Transformational Learning and Culture (since 2016)

I have examined five external M.Phil./Ph.D. candidates, nine internal Ph.D. candidates, and a Masters by Research at DMU.

I am an invited member of the JISC Pedagogy Experts group (since 2009).

Between 2008-13, I was External Assessor on the Post-Graduate Certificate in Learning and Teaching at Glasgow Caledonian University.

I was a consultant on the University of Surrey’s VLE Review (2010).

I reviewed the use of technology in post-graduate teaching and learning curricula at Buckingham New University (2010).

I advised the British Council with Moscow Bauman State Technical University on the development of a Masters in Design Innovation (2006, 2011 and 2012).

I advised Te Wānanga o Aotearoa University in New Zealand in developing technology solutions for distance learners (2008).

I was consulted as part of the UK JISC Mobile and Wireless Technologies Review (2010).

I have also lead workshops on ELT for the following UK HEA subject centres: Business, Management, Accountancy and Finance; Escalate [Education Studies]; and History. I am on the register of expertise for the latter.

I was also a critical friend on the 2010, HEA-funded national scoping study of sustainable practices in technology-enhanced learning in universities.

In 2010, I was asked to be an expert on the HEA’s "Best Practice Criteria for e-Learning" workshop, held at Bradford University.

I contributed to the resource-bank that emerged from a joint Universities and Colleges Union/Centre for the Study of Global and Social Justice workshop ‘For a Public University’ that was held at Nottingham University (2012, see: http://andreasbieler.net/for-a-public-university/)

I am a National Teaching Fellowship Reviewer, since 2013.

Current research students

Lucy Atkins, Ph.D. on secondary educators' continuing professional development and digital literacy (1st supervisor).

Nikki Welyczko, Ph.D. on nurse education, professional practice and resilience (1st supervisor).

Richard Vallance, Ph.D. on technology policy and the social role of the university (1st supervisor).

Angela Sibley-White, Ph.D. on the lived experience of primary school communities under neoliberal governance and policy (1st supervisor).

Awad Alotaibi, Ph.D. on admissions systems in Saudi Higher Education (2nd supervisor).

Shireen Saifuddin, Ph.D. on digital literacy in Saudi Higher Education (2nd supervisor).

Externally funded research grants information

Courseware for History Implementation Consortium project, HEFCE TLTP3, 1999 – 2002, PI

e-Learning Capital Investment funding, HEFCE, 2005-2006, PI

e-Learning Benchmarking project, Higher Education Academy, 2006 – 07, PI.

e-Learning Pathfinder Project on Web 2.0 cultures, Higher Education Academy, 2007 – 08, PI

Connecting Transitions and Independent Learning, Higher Education Academy, e-Learning Research Observatory, 2008 – 09, PI

Mobilising Remote Student Engagement, JISC, eLearing Curriculum Delivery Project, 2008-2010, PI, Kingston University

Deliberative User Approach in a Living Lab project, JISC Greening IT Project, 2010 – 11, CI

Sickle Cell Open: Online Topics and Educational Resources project, JISC Open Educational Resources programme, 2010 – 2011, CI

New Dimensions of Security in Europe project, European Commission, Lifelong Learning Programme, 2009 – 10, Project evaluator

Open to Change project, JISC, Greening ICT programme: technical development, 2010-11, CI

HE Leadership Foundation-funded, Changing the Learning Landscape project, 2013-14, PI.

Using a value-added metric and an inclusive curriculum framework to address the black and minority ethnic attainment gap, HEFCE Catalyst Fund, 2017-19, CI 

Internally funded research project information

Building capacity to impact on policy and practice project, Revolving Investment Fund for Research Round 2, 2010-2011, CI

EARS II Pedagogical Project, HEIF5, 2012-13, CI

Knowledge Exchange Digital Literacy Framework Project, HEIF5, 2012-14, PI, Leicester City Council.

Towards Equitable Engagement: the Impact of UDL on Student Perceptions of Learning, Teaching Innovation Project Fund, 2016-17, PI

Leading Change for Sustainability: developing a Social Learning approach within a DMU course, 2016-17, Teaching Innovation Project Fund, CI

Transformative learning for the public good – an integrative approach to sustainable community development, 2016-17, HEIF, CI

Professional esteem indicators

I have examined thirteen Ph.D candidates, one at M.Phil.,and one at M.Res..

I am a Trustee of the Open Library of Humanities.

I was Associate Editor of the Journal of Information, Communication and Ethics (2011-15).

I am a member of the Review Board for the Journal of Information, Communication and Ethics (since 2010).

I am a member of the Editorial Advisory Board for the Journal for Critical Education Policy Studies (since 2012).

I am a member of the TripleC: Communication, Capitalism & Critique Editorial Board (since 2015).

I am a member of the Teaching in Higher Education Editorial Board (since 2015).

I am a member of the Research in Learning Technology (formerly ALT-J) Editorial Board (since 2009).

I am a member of the Postdigital Science and Education Editorial Board (since 2017).

I am a reviewer for: the Journal for Critical Education Policy Studies (since 2014); the Higher Education Research and Development journal (since 2016); the Journal of Learning, Media, and Technology (since 2010); the Interactive Learning Environments journal (since 2010); Computers and Education (since 2010); and the Electronic Journal of e-Learning (since 2005).

I am Editor for the DMU education and pedagogic research journal, Gateway Papers.

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