Computer Science at Birkbeck College
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Map and Travel Guide
Map and Travel Guide Institute buildings A Main building, 20 Bedford Way. All Departments are here apart from those below. (centre of map) B John Adams Hall of Residence, 15-23 Endsleigh St. (top, centre) C,D Social Science Research Unit (SSRU),10&18 Woburn Sq. (centre) E Woburn Sq. and Bedford Place residences. (centre & bottom, centre) F Dept of Psychology & Human Development, 25 Woburn Sq. + SENJIT, 26 Woburn Sq. (centre) G Thomas Coram Research Unit (TCRU), 27-28 Woburn Sq. (centre) H Some administrative offices, Whittington House, 19-31 Alfred Place. (centre, left on map) I London Knowledge Lab, 23-29 Emerald Street. (bottom, right on map) J Centre for Longitudinal Studies, National Research and Develop- ment Centre for Adult Literacy & Numeracy, Teaching & Learning Research Programme, Dept of Quantitative Social Science, 55- 59 Gordon Sq. (centre of map) X London International Develop- ment Centre (LIDC), 36-38 (top, centre of map) Gordon Sq. The Bloomsbury Colleges of the University of London 1 Birkbeck Malet Street, Bloomsbury London WC1E 7HX 2 Institute of Education (IOE) - also marked A on our map, 20 Bedford Way, London WC1H 0AL 3 London School of Hygiene & Tropical Medicine (LSHTM) Keppel Street, London WC1E 7HT 4 Royal Veterinary College Royal College Street NW1 0TU (North of King's Cross, off top of map) 5 School of Oriental and African Studies (SOAS) Thornhaugh St., Russell Sq., London WC1H 0XG 6 The School of Pharmacy 29-39 Brunswick Square, London WC1N 1AX X London International Development Centre (LIDC), 36-38 Gordon -
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BEST AVAILABLE COPY i The pur'pose of this DIGITAL COMPUTER Itop*"°a""-'"""neesietter' YNEWSLETTER . W OFFICf OF NIVAM RUSEARCMI • MATNEMWTICAL SCIENCES DIVISION Vol. 9, No. 2 Editors: Gordon D. Goldstein April 1957 Albrecht J. Neumann TABLE OF CONTENTS It o Page No. W- COMPUTERS. U. S. A. "1.Air Force Armament Center, ARDC, Eglin AFB, Florida 1 2. Air Force Cambridge Research Center, Bedford, Mass. 1 3. Autonetics, RECOMP, Downey, Calif. 2 4. Corps of Engineers, U. S. Army 2 5. IBM 709. New York, New York 3 6. Lincoln Laboratory TX-2, M.I.T., Lexington, Mass. 4 7. Litton Industries 20 and 40 DDA, Beverly Hills, Calif. 5 8. Naval Air Test Centcr, Naval Air Station, Patuxent River, Maryland 5 9. National Cash Register Co. NC 304, Dayton, Ohio 6 10. Naval Air Missile Test Center, RAYDAC, Point Mugu, Calif. 7 11. New York Naval Shipyard, Brooklyn, New York 7 12. Philco, TRANSAC. Philadelphia, Penna. 7 13. Western Reserve Univ., Cleveland, Ohio 8 COMPUTING CENTERS I. Univ. of California, Radiation Lab., Livermore, Calif. 9 2. Univ. of California, SWAC, Los Angeles, Calif. 10 3. Electronic Associates, Inc., Princeton Computation Center, Princeton, New Jersey 10 4. Franklin Institute Laboratories, Computing Center, Philadelphia, Penna. 11 5. George Washington Univ., Logistics Research Project, Washington, D. C. 11 6. M.I.T., WHIRLWIND I, Cambridge, Mass. 12 7. National Bureau of Standards, Applied Mathematics Div., Washington, D.C. 12 8. Naval Proving Ground, Naval Ordnance Computation Center, Dahlgren, Virgin-.a 12 9. Ramo Wooldridge Corp., Digital Computing Center, Los Angeles, Calif. -
Education: Textbooks, Research and Initial Teacher Education
Education: tExtbooks, REsEaRch and initial tEachER Education 2013 continuum books aRE now publishEd undER bloomsbuRy VISIT THE NEW BLOOMSBURY WEBSITE www.bloomsbury.com/academic KEY FEATURES Bloomsbury’s complete range of academic titles, all in one place, by discipline Online previews of many titles Join in our online communities via blogs, twitter and facebook Sign up for our subject-specifi c newsletters FOR ACADEMICS FOR LIBRARIANS • Full inspection copy ordering service, including • Bloomsbury Academic Collections and Major NEW e-inspection copies Reference Work areas • Links to online resources and companion websites • Links to our Online Libraries, including Berg Fashion Library, The Churchill Archive and Drama Online • Discuss books, new research and current affairs on our subject-specifi c academic online communities • Information and subscription details for Bloomsbury Journals, including Fashion Theory, Food, Culture • Dedicated textbook and eBook areas and Society, The Design Journal and Anthrozoos FOR STUDENTS FOR AUTHORS • Links to online resources, such as bibliographies, • Information about publishing with Bloomsbury and author interviews, case studies and audio/video the publishing process materials • Style guidelines • Share ideas and learn about research and • Book and journal submissions information and key topics in your subject areas via our online proposals form communities • Recommended reading lists suggest key titles for student use Sign up for newsletters and to join our communities at: www.bloomsbury.com VISIT -
English for It Students ɹɡɵɤɨɦⱢɩɟɰɢɚɥɶɧɨɫɬɟɣ, ⱢɜɹɡɚɧɧɵɯⱢɢɧɮɨɪɦɚɬɢɤɨɣɢɜɵɱɢɫɥɢɬɟɥɶɧɨɣɬɟɯɧɢɤɨɣ
ɊɈɋɋɂɃɋɄɂɃɇɈȼɕɃɍɇɂȼȿɊɋɂɌȿɌ Ɇɨɪɨɡɂɇ., ɤɚɧɞɢɞɚɬɩɟɞɚɝɨɝɢɱɟɫɤɢɯɧɚɭɤ, ɞɨɰɟɧɬɤɚɮɟɞɪɵɢɧɨɫɬɪɚɧɧɵɯ ɹɡɵɤɨɜ ɊɨɫɇɈɍ. Ɋɟɰɟɧɡɟɧɬ: ȺɥɟɤɫɟɟɜɚɆɇ., ɞɨɰɟɧɬ, ɤɚɧɞɢɞɚɬɮɢɥɨɥɨɝɢɱɟɫɤɢɯɧɚɭɤ, ɡɚɜɟɞɭɸɳɚɹɤɚɮɟɞɪɨɣɢɧɨɫɬɪɚɧɧɵɯɹɡɵɤɨɜ ɊɨɫɇɈɍ. ɂɇ. ɆɈɊɈɁ ɍɱɟɛɧɨɟ ɩɨɫɨɛɢɟ ɩɪɟɞɧɚɡɧɚɱɟɧɨ ɞɥɹ ɨɛɭɱɟɧɢɹ ɚɧɝɥɢɣɫɤɨɦɭ ɹɡɵɤɭ ɩɪɨɝɪɚɦɦɢɫɬɨɜ, ɨɩɟɪɚɬɨɪɨɜ ɗȼɆ ɢ ɞɪɭɝɢɯ ɫɩɟɰɢɚɥɢɫɬɨɜ, ɫɜɹɡɚɧɧɵɯ ɫ ɢɧɮɨɪɦɚɬɢɤɨɣɢɜɵɱɢɫɥɢɬɟɥɶɧɨɣɬɟɯɧɢɤɨɣ. əɡɵɤɨɜɨɣɦɚɬɟɪɢɚɥɩɨɫɨɛɢɹɨɬɨɛɪɚɧɫ ɭɱɟɬɨɦɩɨɬɪɟɛɧɨɫɬɟɣɞɚɧɧɨɣɤɚɬɟɝɨɪɢɢɨɛɭɱɚɟɦɵɯ. ɐɟɥɶɸɞɚɧɧɨɝɨɩɨɫɨɛɢɹ ɹɜɥɹɟɬɫɹɩɨɦɨɳɶɫɬɭɞɟɧɬɚɦɜɨɜɥɚɞɟɧɢɢɚɧɝɥɢɣɫɤɢɦ ENGLISH FOR IT STUDENTS ɹɡɵɤɨɦɫɩɟɰɢɚɥɶɧɨɫɬɟɣ, ɫɜɹɡɚɧɧɵɯɫɢɧɮɨɪɦɚɬɢɤɨɣɢɜɵɱɢɫɥɢɬɟɥɶɧɨɣɬɟɯɧɢɤɨɣ. ȼ ɩɨɫɨɛɢɢ ɢɫɩɨɥɶɡɨɜɚɧɵ ɚɭɬɟɧɬɢɱɧɵɟ ɦɚɬɟɪɢɚɥɵ, ɱɬɨ ɞɚɟɬ ɜɨɡɦɨɠɧɨɫɬɶ ɩɨɡɧɚɤɨɦɢɬɶɫɹ ɢɦɟɧɧɨ ɫ ɬɟɦ ɹɡɵɤɨɦ, ɧɚ ɤɨɬɨɪɨɦ ɝɨɜɨɪɹɬ ɧɨɫɢɬɟɥɢ ɹɡɵɤɚ ɢ ɤɨɬɨɪɵɣɢɫɩɨɥɶɡɭɟɬɫɹɜɫɩɟɰɢɚɥɶɧɨɣɥɢɬɟɪɚɬɭɪɟɞɚɧɧɨɣɨɛɥɚɫɬɢɧɚɭɤɢɢɬɟɯɧɢɤɢ. ɉɨɫɨɛɢɟ ɫɨɫɬɨɢɬ ɢɡ ɩɹɬɢ ɪɚɡɞɟɥɨɜ, ɩɨɫɥɟɞɨɜɚɬɟɥɶɧɨɟ ɢɡɭɱɟɧɢɟ ɤɨɬɨɪɵɯ ɩɨɡɜɨɥɹɟɬ ɩɨɥɭɱɢɬɶ ɨɛɳɟɟ ɩɪɟɞɫɬɚɜɥɟɧɢɟ ɨ ɤɨɦɩɶɸɬɟɪɟ, ɟɝɨ ɢɫɬɨɪɢɢ, ɜɨɡɦɨɠɧɨɫɬɹɯ, ɜɢɞɚɯɢɨɫɧɨɜɧɵɯɫɮɟɪɚɯɩɪɢɦɟɧɟɧɢɹ. ȼɪɟɡɭɥɶɬɚɬɟɦɧɨɝɨɤɪɚɬɧɨɝɨ ɩɨɜɬɨɪɟɧɢɹɨɫɧɨɜɧɨɣɬɟɦɚɬɢɱɟɫɤɨɣɥɟɤɫɢɤɢɞɨɫɬɢɝɚɟɬɫɹɟɟɩɪɨɱɧɨɟɭɫɜɨɟɧɢɟ. ɉɨɫɨɛɢɟɦɨɠɟɬɛɵɬɶɢɫɩɨɥɶɡɨɜɚɧɨɞɥɹɨɛɭɱɟɧɢɹɫɬɭɞɟɧɬɨɜɥɸɛɨɣɮɨɪɦɵ ɨɛɭɱɟɧɢɹ, ɜ ɬɨɦ ɱɢɫɥɟ ɢ ɞɢɫɬɚɧɰɢɨɧɧɨɣ. ɇɚɥɢɱɢɟ ɨɬɜɟɬɨɜ ɤ ɡɚɞɚɧɢɹɦ ɢ ɬɟɦɚɬɢɱɟɫɤɨɝɨɫɥɨɜɚɪɹɩɨɡɜɨɥɹɟɬɢɫɩɨɥɶɡɨɜɚɬɶɟɝɨɞɥɹɫɚɦɨɫɬɨɹɬɟɥɶɧɨɣɪɚɛɨɬɵ. ɆɈɋɄȼȺ 2010 1 2 1. First Steps in IT English: Words, Notions, Measurements 2) device ɚ) ɷɤɪɚɧ b) ɭɫɬɪɨɣɫɬɜɨ c) ɩɪɢɜɨɞ d) ɩɚɦɹɬɶ Unit A Parts and Measurements 3) to run 1 Vocabulary a) ɨɛɪɚɛɚɬɵɜɚɬɶ b) ɜɵɩɨɥɧɹɬɶ c) ɢɡɦɟɪɹɬɶ d) ɡɚɩɭɫɤɚɬɶ to compute ROM – Read Only to move -
AMEE 2016 Final Programme
Saturday 27 August Saturday 27 August Pre-Conference Workshops Pre-registration is essential. Coffee will be provided. Lunch is not provided unless otherwise indicated Registration Desk / Exhibition 0745-1745 Registration Desk Open Exhibition Hall 0915-1215 PCW 01 Small Group Teaching with SPs: preparing faculty to manage student-SP simulations to enhance learning Tours – all tours depart and return to CCIB Lynn Kosowicz (USA), Diana Tabak (Canada), Cathy 0900-1400 In the Footsteps of Gaudí Smith (Canada), Jan-Joost Rethans (Netherlands), 0900-1400 Tour to Montserrat Henrike Holzer (Germany), Carine Layat Burn (Switzerland), Keiko Abe (Japan), Jen Owens (USA), Mandana Shirazi (Iran), Karen Reynolds (United Group Meetings Kingdom), Karen Lewis (USA) 1000-1700 AMEE Executive Committee M 213/214 - M2 Location: MR 121 – P1 Meeting (closed meeting) 0915-1215 PCW 02 The experiential learning feast around 0830-1700 WAVES Meeting M 215/216 - M2 non-technical skills (closed meeting) Peter Dieckmann (Copenhagen Academy for Medical Education and Simulation – CAMES, Herlev, Denmark), Simon Edgar (NHS Lothian, Edinburgh, UK), Walter AMEE-Essential Skills in Medical Education (ESME) Courses Eppich (Northwestern University Feinberg School of Pre-registration is essential. Coffee & Lunch will be provided. Medicine, USA), Nancy McNaughton (University of Toronto, Canada), Kristian Krogh (Centre for Health 0830-1700 ESME – Essential Skills in Medical Education Sciences Education, Aarhus University, Denmark), Doris Location: MR 117 – P1 Østergaard (Copenhagen -
Curriculum Vitae
Professor Andrew Burn, curriculum vitae CURRICULUM VITAE Professor Andrew Nicholas Burn, PhD (London), MA (Oxon), MA (London), PGCE, FRSA [email protected] www.andrewburn.org present position Andrew Burn is Professor of English, Media and Drama at the UCL Institute of Education, University College London, based at the UCL Knowledge Lab. He is founder and director of the DARE collaborative for research into media arts, arts education and digital cultures and practices (www.darecollaborative.net), a UCL research centre and joint venture with the British Film Institute. He is director of MAGiCAL Projects, a games-based software enterprise (www.magicalprojects.co.uk). education and qualifications London University Institute of Education PhD (Film Semiotics) 1998 London University Institute of Education MA in Cultural Studies in Education (Distinction) 1995 Durham University PGCE (English and Drama) 1977 St John`s College, Oxford University BA/MA (Hons) Class II (English) 1975 career details Professor of English, Media and Drama Institute of Education 2014- Professor of Media Education Institute of Education 2009-14 Reader in Education and New Media Institute of Education 2006-9 Senior Lecturer in Media Education Institute of Education 2004-6 Lecturer in Media Education Institute of Education 2001-4 Assistant Principal Parkside Community College, Cambridge 1993-2001 Head of English/ Expressive Arts Parkside Community College 1986-93 Second in English Department Ernulf Community School, St Neots 1983-86 English Teacher St Peter`s School, Huntingdon -
A Survey of Large-Scale Digital Computers And
.' ; .' -' .~ " :>.:.<... :.: . ..~ ~-- ~ :" ..~.. ,,', . '.' :';" "OFFICE OF NAV'AL '--n'ES'EARGH ' DEPARTMENT OF TH E . NA V Y WASHINGTON! 0 C - ... ... .\. :,.' asurvey of lARG[ ·SCAl( DICII At COMPUTfRS AND COMPUlfR PROJfCIS Prepared by the . Computer Branch Mathematical Sciences Division Physical Sciences Group OFFICE OF NAV/~l RESEARCH DEPARTMENT OF THE NA V Y , WAS HI NG TON, D. C. r r FOREWORD [ Submitted herewith is a "Survey of Large-Scale Digital Computers and Computer Projects" prepared by Mr. A. E. Smith of the Computer Branch of the Mathematical Sciences Division, with the assistance of Dr. Mina Rees, Head, Math ematical Sciences Division, and Dr. C. V. L. Smith, Head, Computer Branch. This document is a revision of "A Survey [ of Large-Scale Computers and Computer Projects" dated August 1948, which in turn is a revision of an article in the Monthly Research Report, 1 November 1947. Grateful ac knowledgment is made to the directors of various computer projects who have either prepared material descriptive of f: their machines or who have revised material written by the Computer Branch. In particular, the section on the Aiken Mark II was prepared by the Naval Proving Ground, Dahlgren, Virginia, and those on the National Bureau of Standards com L puters by National Bureau of Standards personnel. The in formation on the Bell Computer Model VI and on the General Electric Computer was obtained from papers by Mr. E. G. Andrews and Mr. B. R. Lester, respectively. The informa tion on European computers is, with the exception of that concerning the ACE, the Swiss computer, and BARK, based . -
ICME-13) 24 – 31 July 2016 in Hamburg
13th International Congress on Mathematical Education (ICME-13) 24 – 31 July 2016 in Hamburg Final Programme Joseph- Carlebach- Platz Binderstrasse Grindelhof Allende- Binderstrasse Platz H I Mensa Feldbrunnenstrasse Von- Melle- Audi- K Park G J max Johnsallee Mensa L F Schlüter E Grindelallee Bundesstrasse Staats- u. Universitäts- strasse Bibliothek Curio-Haus Feldbrunnenstrasse Hamburg D An der Verbindungsbahn Moorweidenstrasse Rothenbaumchaussee Flügel West D Uni-Haupt- Tier gebäude g art C e n s trasse Edmund-Siemers-Allee B Tesdorpfstr. PLANTEN UN BLOMEN MOOR- WEIDE Congress Parksee Centrum Flügel Hamburg A Ost Theodor- Heuss- A grey: Congress Center / CCH Platz B dark-brown: East Wing Building C turquoise: Main Building DAMMTOR D yellow: West Wing Building E mint: Economical Building F white: Campus MensaStraße G green: Social ScienceMarseiller Building STEPHANS- PLATZ H orange:Eingang Educational Building I blue:O st PhilosophicalBucerius Tower J red: AuditoriumJungiu LawSchool Maximum Alter Botanischer Kfenpurple: Law Building Teich Dammtordamm str Garten L pink: Main Mensa E Content Content Welcome to ICME-13 5 Committees of ICME-13 6 Congress Information / Overview 7 General Information 8 Opening and Closing Ceremony 14 Lectures of the ICMI awardees 15 Plenary Activities 16 Invited Lectures 20 ICMI Studies and Survey Teams 26 ICMI Affiliate Organisations 30 National Presentations 34 Thematic Afternoon 36 Topic Study Groups 44 Oral Communications 146 Poster 258 Discussion Groups 308 Workshops 326 Mathematical Exhibition 344 Early Career Researcher Day 345 Teachers’ Activities 348 For your notes 350 Sponsors and Supporters 355 Page 4 13th International Congress on Mathematical Education (ICME-13) · 24 – 31 July 2016 in Hamburg Welcome Welcome to ICME-13 The Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik – GDM) has the pleasure of hosting ICME-13 in 2016 in Germany. -
Mathematisches Forschungsinstitut Oberwolfach Mathematics In
Mathematisches Forschungsinstitut Oberwolfach Report No. 56/2014 DOI: 10.4171/OWR/2014/56 Mathematics in Undergraduate Study Programs: Challenges for Research and for the Dialogue between Mathematics and Didactics of Mathematics Organised by Rolf Biehler, Paderborn Reinhard Hochmuth, Hannover Dame Celia Hoyles, London Patrick W. Thompson, Tempe 7 December – 13 December 2014 Abstract. The topic of undergraduate mathematics is of considerable con- cern for mathematicians in universities, but also for those teaching mathemat- ics as part of undergraduate studies other than mathematics, for employers seeking to employ a mathematically skilled workforce, and for teacher edu- cation. Different countries have made and continue to make massive efforts to improve the quality of mathematics education across all age ranges, with most of the research undertaken particularly at the school level. A growing number of mathematicians and mathematics educators now see the need for undertaking interdisciplinary research and collaborative reflections around issues at the tertiary level. The conference aimed to share research results and experiences as a background to establishing a scientific community of mathematicians and mathematics educators whose concern is the theoreti- cal reflection, the research-based empirical investigation, and the exchange of best-practice examples of mathematics education at the tertiary level. The focus of the conference was mathematics education for mathematics, engi- neering and economy majors and for future mathematics teachers. -
Problems for Students of Computers ·
Problems for Students of Computers · .. John W. Carr, III Recognizing Sp·oken Sounds by Means of a Computer · .. Andrew D. Booth The Significance of the New Computer NORC · .. W . J. Eckert The Finan-Seer · .. E. l. locke Approaching Automation In a Casualty Insurance Company · • . CarlO. Orkild Rostel' of Automatic Computers ·(cumulative) Nerve ends for magic brains Looking for the latest in Electronic adaptable for uses other than the origi ponents at every stage of manufacture Component Engineering? nal that they have been "generalized" is your guarantee of dependable per Now C.T.C. has available for Com to become standard with the electronics formance. C.T.C. can be of great help puter and Automation Engineers a industry. - to you. versatile working combination of top re You benefit from proven production For the answer to your component searchers and practical down-to-earth quality controls which assure you adapt needs - and for samples, specifica experts on components for every elec able guaranteed components - custom or tions and prices - write today to Sales tronic need. standard. C.T.C. products include in Engineering Dept., Cambridge Ther Do your designs call for printed cir sulated terminals, coil forms, coils, mionic Corporation, 430 Concord Ave., cuitry or regular electronic circuitry? swagers, terminal boards, diode clips, Cambridge, Mass. On West Coast, con c.'r.c. can handle your component capacitors, and a wide variety of hard tact E. V. Roberts, 5068 West Washing problem, complex or simple, big or small. ware items. ton Blvd., Los Angeles 16 or 988 Market For example, one of the country's Repeated testing of all C.T.C. -
How Affect-Aware Feedback Can Improve Student Learning
Affecting Off-Task Behaviour: How Affect-aware Feedback Can Improve Student Learning Beate Grawemeyer Manolis Mavrikis Wayne Holmes London Knowledge Lab London Knowledge Lab London Knowledge Lab Birkbeck, University of London UCL Institute of Education UCL Institute of Education London, UK University College London, UK University College London, UK [email protected] [email protected] [email protected] Sergio Gutierrez-Santos Michael Wiedmann Nikol Rummel London Knowledge Lab Institute of Educational Institute of Educational Birkbeck, University of London Research Research London, UK Ruhr-Universität Bochum, DE Ruhr-Universität Bochum, DE [email protected] [email protected] [email protected] ABSTRACT Keywords This paper describes the development and evaluation of an Affect, Feedback, Exploratory Learning Environments affect-aware intelligent support component that is part of a learning environment known as iTalk2Learn. The intelligent support component is able to tailor feedback according to a 1. INTRODUCTION student’s affective state, which is deduced both from speech The aim of our research is to provide intelligent support to and interaction. The affect prediction is used to determine students, taking into account their affective states in order which type of feedback is provided and how that feedback to enhance their learning experience and performance. is presented (interruptive or non-interruptive). The system It is well understood that affect interacts with and in- includes two Bayesian networks that were trained with data fluences the learning process [19, 10, 3]. While positive gathered in a series of ecologically-valid Wizard-of-Oz stud- affective states (such as surprise, satisfaction or curiosity) ies, where the effect of the type of feedback and the presen- contribute towards learning, negative ones (including frus- tation of feedback on students’ affective states was investi- tration or disillusionment at realising misconceptions) can gated. -
Learning Progression in Secondary Students' Digital Video Production
Learning progression in secondary students' digital video production Stephen Connolly London Knowledge Lab, Institute of Education, University of London This thesis is submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy 2013 I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. 86,000 words (rounding to the nearest thousand and excluding bibliography, references and appendices) ABSTRACT OF THESIS Assessing learning progression in Media Education is an area of study which has been largely neglected in the history of the subject, with very few longitudinal studies of how children learn to become "media literate" over an extended period of time. This thesis is an analysis of data over three years (constituted by the production of digital video work by a small group of secondary school students) which attempts to offer a more extended account of this learning. The thesis views the data through three concepts (or "lenses") which have been key to the development of media education in the UK and abroad. These are Culture, Criticality and Creativity, and the theoretical perspectives that the thesis should be viewed in the light of include the work of Bourdieu, Vygotsky, Heidegger and Hegel. The examination of the student production work carried out in the light of these three lenses suggests that learning progression comes about because of a relationship between all three, the key metaphorical idea put forward by the thesis that describes that relationship is the dialectic of familiarity. This suggests that for media education at least, the learning process is a dialectic one, in which students move from cultural and critical knowledge and experiences that are familiar -or thetic - to ones that are unfamiliar, and hence antithetical.