Books and book chapters

Here are a number of recent book chapters I have written and co-authored. I also share a co-authored text on arts related research practice.

New book chapters – forthcoming

 

A chapter currently in progress is in ‘Ecologies of Open: inclusion, intersections, and interstices in education’, Prinsloo, P. & Conrad, D. (2018) (Eds).

Our chapter, Wimpenny, K., Affouneh, S., Almakari, A., & Stefanelli, C. entitled: ‘OpenMed: breaking boundaries and building bridges across our knowledge-sharing communities,’ will share the third project phase of OpenMed in which, as project partners, we will examine our multiprofessional learning experiences, which have involved reviewing local practices, consulting international OEP experts and reviewing relevant initiatives, as well as engaging academic authorities in the process of recognizing OER as an instrument for the development of education systems.

 

I recently had a new co-authored book chapter accepted in ‘Virtual Worlds: Applications Concepts and Future Directions’, Falconer, L. &  Ortega, M.G. (2018) (Eds).

Our chapter, Wimpenny, K. & Jamieson, H. V.  ‘We Have a Situation, Coventry!’  explores the use of a browser-based online performance environment, UpStage[1], combined with offline participatory platforms as venues for dialogue-based creative practice and innovative learning experiences. Specifically, We Have a Situation, Coventry! addressed questions about the relationship between a city centre university and local community issues, through workshops and a live, online-offline performance developed through active participant involvement in a community theatre space.

[1]UpStage is an artist-led open source online platform for cyberformance which began in 2003


Published works

Technology Enhanced Learning – Research Themes 

Editors: Duval, Erik, Sharples, Mike, Sutherland, Rosamund (Eds.) (2017)

This book gives an overview of the state-of-the-art in Technology Enhanced Learning (TEL). It is organised as a collection of 14 research themes, each introduced by leading experts and including references to the most relevant literature on the theme of each cluster. 

In the chapter by Savin-Baden, Falconer, Wimpenny and Callaghan, we examine four papers that have been influential in the use of virtual worlds for learning. We draw on a range of other research and literature in order to locate virtual world learning across the landscape of higher education. Whilst there is sometimes a misconception that research into learning in virtual worlds is very new, the field began to develop in the late 1990’s and has continued since then. Typical examples of the first iterations of virtual worlds include Second Life, Active Worlds, and Kaneva, which have been available for up to 20 years. The second generation is currently being developed, examples being High Fidelity and Project Sansar. The chapter reviews the literature in this field and suggests central themes that emerge are: Socialisation; Presence and immersion in virtual world learning; Learning collaboratively and Trajectories of participation


Synthesis of Interpretive Research

Meadows, A. & Wimpenny, K. (2016) In Barbara, L. Wheeler, (Ed) Music Therapy Research 3rd Edition Barcelona Publishers LLC, pp. 635 – 645

And,

Synthesis of Mixed Methods Research

Meadows, A. & Wimpenny, K. (2016) Synthesis of Mixed Methods Research, In Barbara, L. Wheeler, (Ed) Music Therapy Research, 3rd Edition, Barcelona Publishers LLC, pp. 646 – 653

Music Therapy Research, 3rd Edition, is a greatly expanded, updated, and detailed description of objectivist and interpretivist research in music therapy. Individual chapters are provided for every type, method, and design of research that has been used in music therapy, all using the same outline, with guidelines for reading, writing, and evaluating research provided.

In these two co-authored chapters we consider interpretivist syntheses which reflect multiple methodological perspectives, with diverse goals, methods, and outcomes.

In general, interpretivist syntheses share six common methodological stages that emphasize quality evaluation, iterative and/or predesigned methodological processes, and various levels of merging and transcending combined primary data. While epistemological and methodological challenges remain, interpretivist synthesis provides opportunity for research synthesists to harness the value and place of interpretivist research in the broader research community.

In our mixed method synthesis chapter we debate epistemological purity with a focus on how qualitative and quantitative research stem from different worldviews, thus raising questions about the integrity and meaning of combining methods. In addition, the underlying assumptions of qualitative and quantitative paradigms result in differences beyond philosophical and methodological design, to include differences in resources for funding and the way language is used in each method.  We consider the purpose for combining interpretivist, objectivist, and mixed methods approaches and how such approaches may be used in a way that enhances understanding.


A practical guide to arts-related research

Savin-Baden, M., & Wimpenny, K. (2015),SENSE Publishers.

I also co-authored a book on Arts-Related Research with Maggi Savin-Baden.

The text presents the principles and practices of arts-related research, offering both suggestions about conducting research in the field and case study examples. We argue that there is a need for greater attention to, and clarity about, issues of theoretical positioning, methodology and methods when conducting robust and reputable art-related research. This book has tackled these issues with case study examples providing opportunity to explore the discourses and contexts which are used to frame the production and interpretation of research findings.

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