Contact and acknowledgements
The duologue project team
Co-ordinator and report by:Dr Pam Knights.
of English Studies
University of Durham
77 Hallgarth Street,
Durham City, DH1 3AY
Team members: Dr Robert Carver, Dr Robin Dix, Dr Simon James, of the
Department of English Studies, at the address above.
For citations, please use:
Knights, P., Report on the duologue project, English Subject Centre: 2004.
If citing the personal perspectives by Robin Dix and Robert Carver, please use:
Dix, R., 'A Worm's Eye View of the Blackboard System', in Knights, P., Report...;
Carver, R. H. F., 'Duologue: A Review', in Knights, P. Report ...
If citing the questions or the raw statistical data from the Durham University Learning Technologies teams surveys, please credit the team directly (full details and reports at the LTT pages at this link). If citing the duologue project's comments on English students' responses, please cite Knights, P. Report . . (as above). The general results for the whole university have been published as: Pavey, J., 'A C&IT skills audit of staff and students', in Martin, E. (ed.) Information and IT Literacy: Enabling learning in the 21st century, London: Facet, 2003.
owe a tremendous debt to large numbers of people:
The students and staff of the Department of English Studies, University
of Durham, for submitting themselves to a 'development project',
working with often alien technology, and for filling in surveys,
giving interviews, and generally being uncomplaining guinea-pigs.
Among the staff, especial thanks go to Miss Catherine Davidson,
our administrative officer; and to Mrs Marie Caygill, our departmental
secretary, and to her assistant, Mrs Audrey Bowron, for the extra
work the project created; to our Heads of Department, first Professor David Fuller and, later, Professor
Michael O'Neill, for approving the project and helping to smooth out all the various entanglements en route;
and to Mr Dave Angus of REDDS for managing our invoices.
The English Subject Centre, at Royal Holloway, not only for the project-funding
but for endless support and wise advice throughout. Particularly
huge thanks go to Mr Brett Lucas for his indefatigable enthusiasm,
expertise and enlightenment, luminous emails, tireless encouragement
and for introducing us to his wide circle of fellow web-pioneers; in the latter stages, he took on the heroic work of making Pam Knights's web efforts fit for uploading - a task for which mere expressions of gratitude are inadequate. Enormous thanks go, too, to Mrs Jane Gawthrope for her calm 'long-distance' administration
of the project, and her helpful explanations to initially baffled
university finance-officers of what an 'LTSN project' was and why
it needed book-tokens. Dr Michael Hanrahan and Dr Christie Carson
were interested project-officers at different stages of the project;
Mrs Carol Eckersley provided instant replies to numerous questions;
and directors Professor Philip Martin and Professor Ben Knights
remained patient and interested. A wide variety of English Subject
Centre events helped us to broaden out the project and have brought
us new colleagues from all over the country.
The University of Durham, Learning Technologies Team and University
IT helpdesk; above all to Miss Kate Boardman, for training us in
the first place, and for her interest and encouragement, her encyclopaedic
knowledge of every module and her detailed, instant emails untangling
all our numerous problems throughout. Our technical incompetence
aside, the project created considerable extra work for Kate, who
uncomplainingly made sure that duo was in action during our dissemination
days, and that vital examples survived the annual roll-over clean-out.
We also owe a large debt to Mrs Juliette Pavey for her keen interest
in evaluating the project, and particularly for helping us create
a scannable survey, and for extracting and allowing us to use English
students' submissions in the LTT annual duo surveys. Dr Malcolm
Murray has given warm support, and his revelation of the 'media'
link feature was one of the 'Eureka' moments of the project. The
energies of the LTT in setting up conferences and show-cases generated
invigorating contacts with colleagues throughout the university
and beyond - one of the chief pleasures of the project.
The Durham University Excellence in Teaching Award scheme, for enabling
the co-ordinator to find time for her initial duo and 'Dreamweaver'
training; and the National Teaching Fellowship Scheme for opportunities
to extend 'duologue' into a 'widening horizons' project with schools
in the North-East region.
English colleagues in other universities, for inspiration, help and encouragement
(through presentations at English Subject Centre events and/or
discussion and/or 'virtual' visits). Special appreciation goes
to Dr Lesley Coote (University of Hull), Dr Duco Van Oostrum (University
of Sheffield), Dr Christina Lee (University of Nottingham), Professor
Clare Bradford (Deakin University, Australia), Dr Robb Watt (University
of Dundee), Professor Susan Gannon (Pace University), and colleagues
at the University of Teesside - especially Ms Jan Hewitt, Mr Mark
Dooley, Dr Cris Yelland, Dr Chris Thurgar-Dawson and Dr Rachel
Carroll. Nearer home, Dr Mike Fleming, of the School of Education,
University of Durham, for his typical blend of insight, humour
and practical help (not least, the loan of his laptop and digital
projector for our early dissemination events).
Reading and links
More generally, over the course of the project, we have read, heard,
clicked on, and learned from numerous sites of expertise and experience.
The resources, case-studies, guides and ever-burgeoning numbers
of books and articles can be overwhelming. These are places we
found useful starting-points, but they represent only a sample
of the wealth available:
Links and case-studies on the English Subject Centre web-site, particularly
from the Centre's own C&IT pages.
Guides by the former LTSN Generic Centre (available online at the Higher Education Academy, and in printed form). These
cover a huge range of case-studies and specialised aspects of online
teaching and learning.
Secondary education - in many ways far ahead of HE in finding innovative
and purposeful uses for electronic media. NATE's [National Association
of Teachers of English] Secondary English Magazine remains
a wonderful source-book and forum, and regularly features detailed
and precise accounts of teachers' and students' experiences transforming
standard practices for IT and innovating new approaches. (Pam Knights's
early work on using texts interactively, for instance, drew on
issues about using the WORD highlight feature, Vol.4.4, April 2001;
ICT and Media Work, Vol.5.1, October, 2001; Computers v. Conventional
Learning, Vol.6, 2, December 2002).
Laurillard, Diana, Rethinking University Teaching: a conversational framework
for the effective use of learning technologies. 2nd ed. London
and New York: Routledge/Falmer, 2002.
Snyder, Ilana (ed.), Silicon Literacies: Communication, innovation and
education in the electronic age. London and New York: Routledge/Falmer,