Dr Russell Francis[back]

Russell Francis graduated with a BA. in English Literature and Philosophy from Cardiff University followed by an MA. in Critical Theory from the University of Sussex. He then spent four years teaching English, Drama, Media Studies and Philosophy in comprehensive schools in the South of England. During this time he developed an interest in the use of interactive multimedia to support teaching and learning in the humanities classroom. In 2001 he gained an EPSRC studentship award to develop these interests at the Department of Cognitive and Computer Science (COGS), University of Sussex. For his dissertation project he designed a prototype intelligent tutoring systems that supports learners as they attempt to edit a multimodal text for a specific audience. His dissertation project won the Search Space Prize for the most original concept.

In 2003 Russell moved to Oxford University to develop his research interests as a doctoral student funded by an ESRC 1+3 studentship award. From 2004 through 2006 he organized the E-learning research group, taught seminars on informal learning, games and digitial subcultures and assisted with multiple technology enhanced learning initiatives. In the Spring of 2005 he also spent three months at MIT's Comparative Media Studies as a visiting colleague where he developed his interests in game based learning.  

In 2006 Russell joined the Oxford Centre for Sociocultural and Activity Theory (OSAT) and completed an ethnographic study (or cognitive anthopology) focussed on university students use of new media in informal contexts. His doctoral thesis offers a methodology and conceptual framework for researching students' use of digital tools and resources for private study and self education. This work became the foundation of the Web 2.0 in University Life 'pump primping' project funded by a grant from the John Fell fund. During this time Russ developed and piloted additional methods that could be used to explore young people's use of Web 2.0 technologies in a variety of informal contexts.

In 2008 Russell took an opportunity to return to MIT's Comparative Media Studies as a Post Doc and study with Professor Henry Jenkins. During this time he investigated a progressive media literacy initiative and developed an interest in new media and civic engagement.  

Russell is currently developing concepts for funding proposals.

Find out more and linkup at: http://www.linkedin.com/in/russellfrancis99

Russell's research explores the implications of media change for learning, cognition and education. Early work explored ways we might exploit intelligent tutoring systems, learning design tools and multiplayer role playing games to support teaching and learning in the humanities classroom. He also conducted an ethnographic study that explored periods of obsessive and compulsive games play and became involved in the serious games movement.

In recent years he has developed a methodology and conceptual framework for researching and conceptualising emergent learning practices in an emerging media landscape. This work builds upon and contributes towards sociocultural and activity theory ways of thinking about learning and personal development and focussed on the practices of university students. His Doctoral thesis, The Predicament of the Learner in the New Media Age, explores the challenges and choices confronting students as an emergent web-based participatory culture starts to disrupt and subvert a top down culture industry model of educaiton that has evolved around the medium of the book. It explores how these emergent tensions and contradictions are playing out in digital classroom and then moves on to explore how university students are now breaking away from traditional modes of learning and instruction and educating themselves through engagement with online culture. Overall the thesis highlights the shifting locus of agency for managing and regulating learning and draws attention to the new media literaries students now require to exploit the full potential of the Internet as a resource for informal learning and self education. 

Russell first book, 'The Decentring of the Traditional University: the future of (self) education in virtually figured worlds' builds upon and develops this trajectory of thinking. Further, it identifies and conceptualise six emergent genres of learning activity required to probe further into the rapidly emergent sphere of self directed learning activity. These are explored in chapters entitled: The Learner as Designer; Creative Appropriation of New Mediational Means; Globally Distributed Funds of Living Knowledge; and Learning through Serious Play in Virtually Figured Worlds. Each chapter draws attention to various ways learners are now transforming the quasi-virtual contexts of their own learning and personal development. The later chapters start to show how some advanced students are learning through participation in globally distributed networks that transcend institutional boundaries. The final chapter proposes that students microgenetic appropriations of digital technologies at the microgenetic level are now driving systemic change in the culture of university learning  from the bottom up. As a result, the book proposes that we have entered into a period of historical change in the history of higher education that has resulted in the decentering of the traditional university.

Books

Francis, R. (forthcoming 2010) 'The Decentring of the Traditional University: the future of (self) education in virtually figured worlds,' Routledge. London.   

Book Chapters

Francis, R. (forthcoming 2010) 'Revolution: experiential learning through virtual role play'. In Learning through Play. Eds. de Freitas and Marhag. Continuum Press.   

E-Books

Sandford, S. and Francis, R. (2006) 'Towards a theory of a games based pedagogy'. in Innovating E-learning Practice. Proceedings of the JISC online conference. Available online. 

Dissertations

Francis, R. (2007) 'The Predicament of the Learner in the New Media Age'. submitted for degree of D.Phil. Green College, Oxford University. Supervised by Professor John Furlong and Professor Anne Edwards. Selected chapters available here

Francis, R. (2003) 'Learning, Motivation, Play and the X Box Generation'. submitted for MSc. in Educational Research Methodology. Oxford University Department of Education. Available at Oxford University Department of Education.

Francis, R. (2002) 'Transpose Tutor: an intelligent tutoring system for developing reading, writing and analysis skills'. Submitted for MSc. in Intelligent Systems. University of Sussex. Supervised by Professor Richard Cox. Read overview and try the transpose tutor Java Applet here.

Francis, R. (1998) 'Dyslexia: the great misconception and the way to multisensory learning for all'. Submitted for P.G.C.E. special study. University of Sussex Department of Education. Available at Education Library University of Sussex. 

Francis, R. (1997) 'Cannibalism, Transgressive Reinscription and the Marlovian Drama'. Submitted for MA. in Critical Theory. University of Sussex school of Humanities and Philosophy.

Conference Papers and Talks at Research Centres

Francis, R. (December , 2008) 'The Predicament of the Learner in the Networked University'. Project NML, MIT.

Francis, R. (December, 2008) 'Identity and Agency in Virtually Figured Worlds'. Henry Jenkin's Media and Methods Class, MIT.    

Francis, R, Edwards, A. and Furlong, J. (September, 2008) 'The Predicament of the Learner in the Networked University'. ISCAR, University of California, San Deigo. 

Francis, R. (May, 2008) 'Learning through Serious Play in Virtually Figured World'. Oxford Centre for Sociocultural and Activity Theory.

Francis, R. and Furlong, J. (March, 2008) 'Web 2.0 in University Life'. American Educational Research Association Conference. New York. 

Furlong, J. and Francis, R. (October, 2007) 'Following the Learner Back Home'. New Mellenium Learners and Educational Performance. OECD-KERIS meeting, South Korea, 16-19 October 2007.

Francis, R. and White, D. (June, 2007) 'Web 2.0 in College Life'. Graduate School of Education. University of Bristol. Invited talk.

Francis, R. (July, 2007). 'The Agency of the Learner in the LAMS classroom'. European LAMS conference, University of Greenwich.

Francis, R. (April, 2006). 'Revolution: learning about history through situated role play in a virtual environment'. American Educational Research Conference, San Francisco. Peer Reviewed.

Francis, R. (March, 2006). 'Towards a Theory of a Games Based Pedagogy'. Innovating E-learning 2006: Transforming Learning Experiences. Guest Speaker. Available online

Francis, R. (November, 2005). 'Playing to Learn'. London Knowledge Lab. Invited talk. 

Francis, R. (June, 2005) 'Learning about history through virtual role play'. Oxford University Department of Education, E-learning research group.

Francis, R., Tan, P., Hunter, N. Camper, B and Jenkins, H. (May, 2005) 'Revolution' Education Arcade Conference, Los Angeles. Invited talk. Available online

Francis, R. (April, 2005) 'Learning, Motivation, Play and the X Box Generation'. Computer Assisted Learning Conference, University of Bristol. Peer Reviewed.

Francis, R. (November, 2004) 'New Pedagogies, Games and Education'. London Knowledge Lab. Invited talk.

Francis, R. (November, 2004) 'Theorising Games Culture'. University of South Glamorgan, Newport. Inivited talk.

Francis, R. (July, 2004) 'Cognitive Tools: An investigation into the relationship between mind and digital technologies'. Oxford University Department of Education, Research Student Seminar.

Reports

Masterman, L., and Lee, S. with assistance of Francis, R. 'Evaluation of the Practitioner Trial of LAMS'. Available online

Posters

Francis, R. (June, 2008) 'Web 2.0 in University Life'. ISCAR-UK. University of Bath.

Francis, R. (Oct, 2007) 'Web 2.0 in University Life'. Oxford University Department of Education

Francis, R. (Oct, 2007) 'Predicament of the Learner in the New Media Age'.  Oxford University Department of Education.

Interactive Poster Presentations

Francis, R. (2005) 'Recycling Games Texts for the Classroom'. Media in Transition, MIT

Book Reviews

Francis, R. (2004) 'Screen Play: Children and Computing in the Home'. ROSE (1).

Editing and Reviewing

Review of book proposals submitted to Routledge, MIT Press and Open Univesity Press

Review of articles submitted to: The Journal of Learning Media and Technology; The Literacy Journal and The Oxford Review of Education

Bid Writing

Web 2.0 in University Life. (2007) Successful bid to John Fell fund.  

Babel World. (2006) Unsuccessful bid to Educause to explore the potential of using Secondlife to support language learning conversation partnerships. 

Studentship Awards

2003 Awarded Economic and Social Science Research Council (ESRC) 1+3 Studentship

2000 Awarded Engineering and Physical Science Research Council (EPSRC) 1 year studentship

Prizes

2001 Search Space prize for design of Intelligent Tutoring System (most original concept)

Graduate level teaching experience

Course tutor (part time). MSc. in E-learning (2005 - 2007). Modules on Informal Learning in Digital Subcultures and Mobile Learning.

Organising and convening E-learning Research Group (Oct. 2004 - June 2006)

Tutor for students studying for an MSc. in Educational Research Methodology, 2005

Contributions to Advanced Academic Skills (optional MSc. Course). 

Secondary Level Teaching 

Teacher of 'A' level Philosophy, English Language and General Studies

Teacher of G.C.S.E English and Media Studies

Teacher of KS3 English and Drama