Staff profile
Dr Mark Childs
Digital Learning Designer
BSc MScEcon MA PhD MA SFHEA NTF
| Affiliation | Room number | Telephone |
|---|---|---|
| Digital Learning Designer in the Durham Centre for Academic Development (DCAD) |
Biography
Mark is a Senior Learning Designer at the Durham Centre for Academic Development and has worked at the University since 2020. His particular areas of expertise are pedagogic design for online and blended learning and learners’ collaboration in online environments.
Mark holds a BSc from the University of Birmingham, an MScEcon from Cardiff University, an MA in Consultancy from the University of Wolverhampton, a PhD in Education from the University of Warwick and an MA from the Open University. He is a Senior Fellow of the HEA and in 2021 was awarded a National Teaching Fellowship for his research and teaching using virtual reality and videoconferencing.
Research interests
- Virtual Reality
- Online collaboration
- Learner Experience
- Presence and Embodiment
- Learner Identities
Esteem Indicators
- 0000: : Visiting Fellow Edge Hill University
Publications
Chapter in book
- Childs, M. & Childs, A. (2020). “Chapter 17: Relating and Acting: Learning, Embodiment and Performance in Virtual Worlds”. In Leap into Action: Critical Performance Pedagogies in Art and Design Education. Lee Campbell Peter Lang. 247-258.
Conference Paper
- Ferguson, R., Childs, M., Okada, A., Sheehy, K., Tatlow-Golden, M. & Childs, A. (2020), Creating a Framework of fun and Learning: Using Balloons to Build Consensus, 14th European Conference on Games Based Learning - ECGBL 2020 23-25 Sep 2020. Brighton..
Journal Article
- Cormier, Dave, Jandrić, Petar, Childs, Mark, Hall, Richard, White, David, Phipps, Lawrie, Truelove, Ian, Hayes, Sarah & Fawns, Tim (2019). Ten Years of the Postdigital in the 52group: Reflections and Developments 2009–2019. Postdigital Science and Education 1(2): 475.
- Walton, Geoff, Childs, Mark & Jugo, Gordana (2019). The creation of digital artefacts as a mechanism to engage students in studying literature. British Journal of Educational Technology 50(3): 1060.