麻豆传媒

James is a Lecturer in the Future of Learning with research interests at the intersection of education, technology, complexity and institutional change. His work examines how the Internet, Artificial Intelligence and emerging digital systems are reshaping teaching, learning, assessment and curriculum design in schools, universities and wider society. He is especially interested in the future of higher education, the development of Self-Organised Learning Environments, AI-supported learning, and the relevance of complexity theory for understanding educational change. James is module leader on one BA module and two MA modules and he is currently the Degree Programme Director for the MA Education. James is also the Chair of the Board of Examiners for the BA Education and he is playing a leading role in the development of a new online MA programme on Educational Leadership.

Current Research

• I'm currently managing a live thought experiment, , exploring how AI and government policies could reshape higher education by 2050.
• I'm also leading on a research project titled Teachers, Trust, and AI: Co-Designing an Agent to Support Active Learning in Higher Education', which is exploring the following question 'How do university teachers perceive an AI agent intended to support active learning, and what design principles are necessary to make such a tool acceptable, trustworthy, and useful in practice?'
• I'm also exploring a project with the University of Odesa (Ukraine) to integrate SOLE into their teaching practices.

Previous Research

in Romania, Ukraine and Moldova, CARITAS 2017-2019 (£90,000)

SOLE was introduced in a number of schools and daycare centres in Ukraine, Romania and Moldova, and we evaluated the impact on children, teachers and families as well as the relationships between these groups. We were looking for evidence that children are developing learning habits that enable them to Dream Achieve, Realise and Express and how these might empower children to develop their 'voice'. Over 1,000 students took part in this 2-year study.

Investigating the use of tablet computers in Tanzania - the student and teacher perspective 2016-2018 (£39,000)

Data was collected from over 40 schools and colleges located across Tanzania to help better understand the opportunities and challenges of using tablet computers to help support children's learning.

School in the Cloud TED Prize 2013-2017 ($1 million)

From 2013 - 2017 James worked alongside Professor Sugata Mitra on the $1 million TED Prize School in the Cloud project. James supported the development of the School in the Cloud global platform and the development of SOLE projects in different countries around the world. The accumulation of this work resulted in SOLE being identified as one of the top 100 global innovations in education in 2018 by the Finnish organisation, . James is currently developing a SOLE HE Toolkit, based on his 10 years of experience of experimenting with SOLE in higher education.

PhD Supervision

James is currently helping to supervise the following PhD students:

• Gemma Mitchelson - A Sense of Connectedness Amongst Healthcare Professionals Enrolled on a Distance Learning Postgraduate Programme: A Multi-perspective Case Study
• Sarah Robson - Academics’ Encounters with and Experiences of Student Incivility within UK Higher Education: An Interpretive Phenomenological Analysis
• James Youdale - Understanding the connections between flexible learning spaces and pedagogy in contemporary UK higher education.
• Bushra Alzahrani - A Teacher’s Development of a Flipped Classroom Strategy (FCS)-centered Model to Address Foreign Language Classroom Anxiety (FLCA) through Action Research (AR) in Saudi Arabia.

Completed PhD's

• Gillian Brown - Hybrid or headache? The influence of technology on veterinary students' experiences and approaches to study
• Yufei Lu - How do music teachers conceptualize and construct their identity and practices as traditional instrumentalists? Exploring narratives of pedagogical autobiographies and practices amongst Chinese primary school music teachers,
• Amer Ashahre - Exploring Computational Thinking through Digital Visualisation
• Mohammad Atyah H Albshry - Flipping the virtual classroom through gamification: Investigating its effect on student's intrinsic motivation and achievement in Saudi Higher Education.
• Fahad Abdullah A Alshamran - Investigating the impact of gamified formative assessment on student engagement and performance within virtual classes in Saudi higher education 
• Jing Jang - Investigating impacts of integrating dialogic discussion in EFL flipped classroom: a case study in a Chinese University
• Mohammed Alwagdani - Investigating the Impact of Flipped Learning on Computer Science Students' Achievements, Motivation, Engagement and Learning Autonomy in Saudi Arabia High Schools
• Khadija Mohamud (Open University) - Investigating the Impact of Independent Edtech Learning Kiosks in Uganda.
• Fatma Otain - Future of Learning: A Case Study of the Implementation of SOLE in a Saudi Primary School
• Leonidia Lymperi - Deep language learning at a distance: Investigating the efficacy of a low-cost blended intervention in the small rural primary schools of Greece
• Shatha Mohammed M Almalki - A narrative study to explore Saudi pre-service school teachers experiences of using electronic reflective journals during their field experience.
• Sally Rix - Self-organized Learning Environments: Appropriation in an English Secondary School Context.
• Malik Hamed Saif Al Zakwani - Developing Proficiency in the Context of English as a Foreign Language Learning in a Foreign Language Centre in Oman: An Action Research of the Application of a SOLE Pedagogy.
• Yang Du - Electronic Devices as a Resource for Getting 'On Task' and Deepening Group Knowledge: a Multimodal Conversation Analytic investigation of a Self-Organised Learning Environment at a UK university.
• Gopal Iyer - The effectiveness of the Right to Education (RTE) Act in Delphi, India.
• Edward Bannerman Wood - Stakeholder's perception of the work of the non-academic middle managers in two universities in Ghana.

Consultancy

From 2015-2018 James was the lead Education Consultant on the - a £40 million DfID challenge fund in Tanzania. James helped to assess new funding applications and provided technical support to all education grantees. James also led on the development of case studies relating to the Principle for Digital Development. Download the report and the related case studies. This consultancy work generated an income of over £350,000 and it also led to additional research funding.  

Undergraduate

• Module leader: EDU1008 - Adventures in Digital Learning

Masters

• Degree Programme Director for MA Education: International Perspectives
• Module leader: EDU8213 - The Future of Learning in the Digital Age
• Module leader: EDU8232 - Investigating Technology Enhanced Learning

• Articles

  • Sindi A, Stanfield J, Sheikh A. . International Journal of Advanced Computer Science and Applications 2021, 12(2), 59-71.
  • Vega N, Stanfield J, Mitra S. . Education and Information Technologies 2020, 25, 1571-1584.
  • Stanfield JB. . IoD Big Picture 2012, (Winter), 5.
  • Stanfield J. . Economic Affairs 2010, 30(3), 53-58.
  • Tooley J, Dixon P, Stanfield J. . Educational Management, Administration & Leadership 2008, 36(4), 449-469.

• Authored Books

  • Stanfield J. . Adam Smith Institute, 2010.
  • Stanfied J. . London: Adam Smith Institute, 2007.
  • Tooley J, Stanfield J. . London, UK: Institute of Economic Affairs, 2003.

• Book Chapters

  • Mitra S, Kulkarni S, Stanfield J. . In: Lees, HE; Noddings, N, ed. The Palgrave International Handbook of Alternative Education. London, UK: Palgrave Macmillan, 2016, pp.227-239.
  • Stanfield J. . In: Pauline Dixon, Steve Humble and Chris Counihan, ed. Handbook of International Development and Education. Cheltenham, Gloucester, UK and Northampton, MA: Edward Elgar, 2015, pp.131-148.
  • Stanfield J. . In: Stanfield, J, ed. The Profit Motive in Education - Continuing the Revolution. London: Institute of Economic Affairs, 2012, pp.96-119.
  • Stanfield J. Education for All - A Freedom Based Approach. In: Elliott, Fourali, and Issler, ed. Education and Social Change: Connecting Local and Global Perspectives. Continuum Books, 2010.
  • Stanfield J. . In: James, V., Etim, J.S, ed. Educational Reform in Africa: Essays on Curriculum, Libraries, Counseling, and Grade Levels. Lampeter, UK: Edwin Mellen Press, 2009, pp.209-224.
  • Stanfield J, Tooley J. Private Universities around the World. In: de Burgh, Fazackerley, A; Black, A, ed. Can the Prizes Still Glitter? The Future of British Universities in a Changing World. Buckingham: The University of Buckingham Press, 2007.
  • Tooley J, Stanfield J. . In: Roy, S., Clarke. J, ed. Margaret Thatcher's Achievement: How it Happened and What it Meant. London and New York: Continuum Books, 2006, pp.135-152.

• Conference Proceedings (inc. Abstracts)

  • Lengyel D, Kharrufa A, Stanfield J, Powers H, Stratford B, Talhouk R. . In: Human-Computer Interaction – INTERACT 2023. 2023, York, UK: Springer.
  • Otain F, Stanfield J, Woolner P. Investigating Student Collaboration within SelfOrganised Learning Environments (SOLEs). In: International Conference on Modern Research in Education, Teaching and Learning. 2019. In Preparation.

• Edited Book

  • Stanfield J, ed. . London: Institute of Economic Affairs & Profile Books, 2012.

• Editorial

  • Tooley J, Stanfield J. . Economic Affairs 2004, 24(4), 2-3.

• Notes

  • Stanfield J. . Economic Affairs 2010, 30(1), 105.
  • Stanfield J. . Economic Affairs 2010, 30(3), 95-95.
  • Stanfield J. . Economic Affairs 2010, 30(2), 87-87.
  • Stanfield J. . Economic Affairs 2009, 29(1), 100.
  • Stanfield J. . Economic Affairs 2009, 29(2), 90.
  • Stanfield J. . Economic Affairs 2009, 29(3), 107.
  • Stanfield J. . Economic Affairs 2009, 29(4), 100.
  • Stanfield J. . Economic Affairs 2008, 28(1), 79-.
  • Stanfield J. . Economic Affairs 2008, 28(4), 84.
  • Stanfield J. . Economic Affairs 2008, 28(2), 91.
  • Stanfield J. . Economic Affairs 2008, 28(3), 76.
  • Stanfield J. . Economic Affairs 2007, 27(3), 101-.
  • Stanfield J. . Economic Affairs 2007, 27(2), 100-.
  • Stanfield J. . Economic Affairs 2007, 27(4), 83.
  • Stanfield J. . Economic Affairs 2006, 26(3), 79-79.
  • Stanfield J. . Economic Affairs 2006, 26(4), 81-81.
  • Stanfield J. . Economic Affairs 2005, 25(2), 56.

• Reports

  • Stanfield J, Calder G, Mlowe O, Kaemdim M. . Dar es Salaam, Tanzania: Human Development Innovation Fund (HDIF), 2018.
  • Tooley J, Dixon P, Stanfield J. . London: Adam Smith Institute, 2003. Adam Smith Institute Better Education Project 1902737407.

• Working Papers

  • Stanfield J. . UNESCO Global Education Monitoring Report 2021, 30.
  • Stanfield J. Self help and sustainability in education in developing countries. 2010. In Preparation.
  • Stanfield JB. . E.G. West Centre Working Paper 2010, 1-13.