Colleen McKenna

Dr Colleen McKenna, This e-mail address is being protected from spambots. You need JavaScript enabled to view it. , is a HEDERA founding partner and has been working in Higher Education for 18 years. She has extensive experience in the areas of academic literacies, academic practice, student writing, digital literacies and e-learning.  Her experiences and interests lie in HE project development, open education, academic practice, HE research, academic literacies, eLearning and digital texts. She is also a Visiting Fellow at the Institute of Education in the Department of Lifelong and Comparative Education.

Colleen McKenna photo

As part of HEDERA, Colleen has worked with the University of Bath, UCL, JISC, the HEA,  SEDA, the MRC, Queen Mary University of London, St Mary's University College.

From 2000- 2011, she was a lecturer at UCL, where she led the Academic Communication Programme in the Centre for the Advancement of Learning and Teaching (CALT). She was part of the PGCLTHE teaching team, has taught undergraduates and masters students and supervised PhDs.

Colleen regularly collaborates with colleagues in cross-disciplinary projects related to teaching and learning. Along with Phyllis Creme, she ran the Writing and Learning Mentors programme at UCL. She was a member of the UCL CPD4HE JISC project steering group and she has been a steering group member for the JISC Coventry Online Writing Lab (COWL) project and the ESRC Digital Literacies project. She is currently the external examiner for both the MSc in Digital Education at the University of Edinburgh and the MSc in e-Learning at Dublin Institute of Technology.

Current projects include

  • Co-director – Exploring Identities and Locations of Educational Developers (ExILED) a SEDA Legacy grant project.
  • Co-director - Sustainable Texts and Disciplinary Conversations JISC/HEA project which involves the development of an eBook of collected academic narratives. The project entails supporting institutional policy development surrounding Open Education. The project is a collaboration between Hedera llp and UCL.

Recently completed roles with Hedera:

  • Consultant researcher – UKPSF Impact Project funded by the HEA and led by SEDA.
  • Consultant - Disciplinary Thinking JISC/HEA OER project at the University of Bath. This work involved developing a suite of open materials (OER) for academic practice/ PGCert type courses and workshops
  • Consultant researcher – User-needs analysis study for Phase I of the UCL Public-facing E-learning Platform.
  • Consultant- UCL e-learning strategy
  • Consultant - Bath Teaching Development Fund formative evaluation. This work has involved gathering data through interviews, focus groups, questionnaires and desk research and reporting findings to the university.
  • Workshop leader - I run workshops on a range of topics in academic practice and writing development.

Selected recent publications

  • McKenna, C. (2013, in press) Digital writing as transformative: instantiating academic literacies in theory and practice. In Lea, M., Lillis, T. and Mitchell, S. Eds. Parlor Press.Working with academic literacies: Research, theory, design.
  • McKenna, C. and Hughes, J. (2013) ‘Values, digital texts and open practices - a changing scholarly landscape in higher education’ in Robin Goodfellow and Mary Lea, eds. Literacy and the Digital University: researching and teaching academic knowledge in the internet age. London: Routledge.
  • Turner, N., Oliver, M., McKenna, C., Hughes, J., Smith, H., Deepwell, F., and Shrives, L. (2013) ‘Measuring the impact of the UK Professional Standards Framework for teaching and supporting learning’. Commissioned report for the HEA.
  • Hughes, J. and McKenna, C. (2012) The impact of developing Open Educational Resources (OERs) on novice OER developers. Journal of Interactive Media Education
  • McKenna, C. (2012) "Digital texts and the construction of writerly spaces: Academic writing in hypertext". Pratiques special issue ‘Academic Literacies: International Perspectives’.
  • McKenna, C.  with Fergie, G.; Beeke, S. and Creme, P. (2011)  ‘Designing, piloting and evaluating a module to support doctoral research students in speech and language therapy’. International Journal of Teaching and Learning in Higher Education. Volume 23, Issue 2.
  • McKenna, C. and McAvinia, C. (2011) Difference and discontinuity: making meaning through hypertexts. In Digital differences: perspectives on online education. eds. R. Land and S. Bayne. Rotterdam: Sense.
  • McKenna, C. (2011) “A History of The Gallery Press’.  In The  Oxford History of the Irish Book in English, Volume 5, 1890-2000. Ed C. Hutton. Oxford University Press.
  • Creme, P. and McKenna, C. (2010) Developing writer identity through a multi-disciplinary programme. Arts and Humanities in Higher Education. 9:2.

Terry King

Terry King photoTerry King, This e-mail address is being protected from spambots. You need JavaScript enabled to view it. , is currently a Research Associate in the School of European Languages, Culture and Society (SELCS) at UCL. He is managing the ATLAS, CROSSROADS2 and OnStream projects.

The first encourages school students to learn a new language at University, the second uses a VLE to link pupils in secondary schools with undergraduates and teachers of the target language. The innovative OnStream project facilitates on-line collaboration between teachers of Russian in three sectors, HE, secondary and supplementary schools.

For the previous ten years, he worked as a Research Fellow in the Centre for the Advancement of Teaching and Learning at University College London, attracting funding from a range of external sources including ESRC, the CfBT, the LWWCETL, Routes and Links into Languages and the Sasakawa and Nuffield Foundations. 

The work involves organising extensive cross-sector collaboration between teachers with formative and summative evaluation for the funding bodies.

In addition, funded by an ESRC small award, he has conducted research into factors affecting recruitment to HE courses in the less widely taught languages and, for UCL, investigated its Personal Tutoring system.  He has published in ReCALL and the LLJ and earlier this year contributed a chapter to “Telcollaboration2”, Peter Lang, 2010.

Jane Hughes

Dr Jane Hughes, This e-mail address is being protected from spambots. You need JavaScript enabled to view it. , is a HEDERA founding partner. She was previously a lecturer at UCL and, prior to that, worked in secondary education.

Work with HEDERA:

  • Disciplinary Thinking OER Project (University of Bath, UKOER Phase 3) – designing and producing OERs for academic development: consultant developer
  • Sustainable Texts & Disciplinary Conversations OER Project (UKOER Phase 3) – co-director;
  • Research to inform e-learning strategy and user requirements analysis for e-learning platform (UCL) – interviewing students and staff; desk research, reports and multimedia presentation: consultant researcher
  • Evaluation of institutional teaching and learning enhancement scheme (University of Bath): consultant
  • UKPSF Impact Study (SEDA, UAL, IoE): consultant researcher
  • OER in Educational Development Survey (LSE, Bishop Grossteste, Hull): project partner

Previous  work:

At UCL she was a lecturer in the Centre for the Advancement of Learning & Teaching and, prior to that, a researcher in the Department of Computer Science. She has taught at undergraduate, Masters and PhD levels, and served on institutional committees and working groups including Quality Management and Enhancement Committee and on Internal Quality Review panels. 

She has a broad interest in interactions between people and technologies, and particularly technology-mediated collaboration and e-learning. She is a regular presenter at conferences and publishes on e-learning, online communication, digital literacies and open education. 

Selected Publications

Journal articles

  • Hughes, J. and McKenna, C. (2012) The impact of developing Open Educational Resources (OERs) on novice OER developers. Journal of Interactive Media Education.
  • Ellis, R., Weyers, M. and Hughes, J. (2012), Campus-based student experiences of learning technologies in a first-year science course. British Journal of Educational Technology. doi: 10.1111/j.1467-8535.2012.01354.x
  • Ellis, R. A., Hughes, J., Weyers, M., & Riding, P. (2009). University teacher approaches to design and teaching and concepts of learning technologies. Teaching and Teacher Education 25 (1)

 Book chapters

  • McKenna, C. and Hughes, J. (2013, forthcoming) ‘Values, digital texts and open practices – a changing scholarly landscape in higher education’ in Eds. R. Goodfellow and M. Lea Literacy in the Digital University: learning as social practice in a digital world.  London: Routledge.
  • Hughes, J. (2010) The Multilingual Internet. In S. Guth and F. Helm (eds), Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century. Bern, Peter Lang, 2010.

 Conference papers and presentations

  • Hughes, J. and McKenna, C. (2013) Sharing with real and imagined audiences: reframing disciplinary narratives as OER. Poster. OER 13. Nottingham.
  • King, H., Hughes, J. and McKenna, C. (2012) From expert to novice: open educational resources (OERs) for unpacking discipline-based ways of thinking, learning and practising. SEDA conference. Chester.
  • McKenna, C., Hughes, J. and King, H. (2012) OERs for exploring disciplinary ways of thinking and practising. HEA Annual Conference. Manchester.
  • Hughes, J. and McKenna, C. (2012)’Sustainable Texts and Disciplinary Conversations: OER in Practice and Policy. HEA Open Horizons; Sharing the Future conference. Birmingham

Phyllis Creme

photo of phyllis cremeDr Phyllis Creme, This e-mail address is being protected from spambots. You need JavaScript enabled to view it. , has worked in higher education for 25 years and has particular interests in student writing, writing in the disciplines, creativity in education, and formative and peer assessment.

From 2003 Phyllis worked in the Centre for the Advancement of Learning and Teaching at UCL and during that time she led the Writing and Learning Mentor project, (supporting PhD students to work on writing with undergraduates in their own subjects) and worked on the UCL PGCLTHE programme. Before that she undertook research at the University of Sussex into ‘new forms’ of student writing and related developments.

Phyllis’s experience of workshops includes working with both for staff and students on creative approaches to writing and learning; academic writing development at all levels, and peer learning. She regularly publishes in peer-reviewed journals and she is co-author (with M. R. Lea) of Writing at University: a guide for students (Open University Press/McGraw Hill, 3rd ed. 2008).

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