Nigel Ford

Nigel Ford is Professor of Information Science at the University of Sheffield, UK. His research interests include: effective teaching and learning in higher education; educational informatics; cognitive and learning styles; user modelling for adaptive systems; information seeking; and creativity. He has led a number of funded research projects in the areas of student-centred learning, cognitive and learning styles, and information seeking. He has published extensively in international peer reviewed journals, and has authored 4 books on aspects of artificial intelligence. He is Director of Research for the Department of Information Studies at Sheffield, and is Head of its Educational Informatics Research Group.

Publications

Web-Based Learning through Educational Informatics: Information Science Meets Educational Computing
Web-Based Learning through Educational Informatics: Information Science Meets Educational Computing
Nigel Ford. © 2008. 406 pages.
Educational informatics represents the convergence of key aspects of information science, computing, and education while exploiting Web-based techniques and standards. This book...
Mind the Gap!: New 'Literacies
Mind the Gap!: New 'Literacies" Create New Divides
Andrew D. Madden, J. Miguel Baptista Nunes, M.A. McPherson, Nigel Ford, David Miller. © 2008. 14 pages.
The rapid incursion of ICT into the classroom has meant that, within a space of a few years, computers have moved from being peripheral to being an integral part of the learning...
A New Generation Gap? Some Thoughts on the Consequences of Early ICT First Contact
A New Generation Gap? Some Thoughts on the Consequences of Early ICT First Contact
Andrew D. Madden, J. Miguel Baptista Nunes, M.A. McPherson, Nigel Ford, David Miller, M. Rico. © 2008. 12 pages.
One possible consequence of information and communication technology’s rapid rise will be a new ‘generation gap’ arising from differing perceptions of the learning technologies....
Learning: Basic Processes
Learning: Basic Processes
Nigel Ford. © 2008. 38 pages.
Learning is the process of acquiring knowledge, which is an active process and operates at both individual and social levels. This book explores both, but this first chapter...
Learning: Individual Differences
Learning: Individual Differences
Nigel Ford. © 2008. 36 pages.
The previous chapter sketched some of the basic intellectual processes entailed in learning that are common to us all. However, different individuals may use these same basic...
Education
Education
Nigel Ford. © 2008. 35 pages.
We have examined the basic processes underlying learning, and differences in the way in which these basic processes may be deployed by different individuals. We have also...
Library and Information Science
Library and Information Science
Nigel Ford. © 2008. 35 pages.
A key theme of Chapter III was the need to be able to seek out information and resources for oneself. Learners require this ability whether working in formal education...
ICT Developments: Resource Discovery
ICT Developments: Resource Discovery
Nigel Ford. © 2008. 46 pages.
Information seeking and resource discovery, for which library/information science researchers and developers have devised the techniques and approaches introduced in the previous...
ICT Developments: Learning Design and Teaching
ICT Developments: Learning Design and Teaching
Nigel Ford. © 2008. 51 pages.
This chapter is the second of two chapters that explore developments in information and communications technology (ICT). This chapter discusses ICT tools and standards developed...
Educational Informatics Systems: Individual Approaches
Educational Informatics Systems: Individual Approaches
Nigel Ford. © 2008. 51 pages.
Educational informatics is defined within this book as: The.development,.use,.and.evaluation.of.digital.systems.that.use.pedagogical.knowledge....
Educational Informatics Systems: Social Approaches
Educational Informatics Systems: Social Approaches
Nigel Ford. © 2008. 33 pages.
This chapter concentrates on a number of educational informatics systems that focus explicitly on social, collaborative, and community-based aspects of learning. These aspects...
Real World Learning
Real World Learning
Nigel Ford. © 2008. 27 pages.
This chapter focuses on limitations in our knowledge of learning, learning design, and the design of information and computer technology (ICT)-based learning support systems. We...
Going Forward: Research Issues and the Future
Going Forward: Research Issues and the Future
Nigel Ford. © 2008. 31 pages.
This chapter analyses some of the key themes and issues that emerge from the review of research and development presented in the previous chapters. It goes on to examine issues...
Mind the Gap!: New 'Literacies
Mind the Gap!: New 'Literacies" Create New Divides
Andrew D. Madden, J. Miguel Baptista Nunes, M. A. McPherson, Nigel Ford, Dave Miller. © 2007. 19 pages.
The rapid incursion of ICT into the classroom has meant that, within a space of a few years, computers have moved from being peripheral to being an integral part of the learning...
A New Generation Gap? Some Thoughts on the Consequences of Early ICT First Contact
A New Generation Gap? Some Thoughts on the Consequences of Early ICT First Contact
A. D. Madden, J. M. Baptista Nunes, M. McPherson, N. J. Ford, D. Miller, M. Rico. © 2005. 14 pages.
One possible consequence of information and communication technology’s rapid rise will be a new ‘generation gap’ arising from differing perceptions of the learning technologies....