Staff profile
| Affiliation | Telephone |
|---|---|
| Senior Academic Development Manager in the Durham Centre for Academic Development (DCAD) |
Biography
Pete leads the Researcher Development Programme (RDP) at DCAD for Durham’s c.1500 PGR students providing a rich programme of workshops, self-study opportunities and other events aligned with the Vitae Researcher Development Framework (RDF). Pete also teaches on the PGCAP and leads the Gateway to Academic Practice (GAP) Programme. He has strong research interests in collaborative learning, doctoral education, learning spaces and university architecture, learning technology and innovative pedagogies. Pete is a Senior Fellow of the Higher Education Academy (SFHEA) and supervises UG and Masters dissertations for the School of Education.
After gaining a BA (Hons) in Interior and Environmental Design and surviving a lengthy career as a commercial retail designer, Pete returned to university to study an MSc in Multimedia and Information Systems at Edinburgh Napier. Pete completed a PhD in Education on The New University: Space, Place, and Identity in 2018 at Manchester Metropolitan University.
Research interests
- Collaborative Learning, Games-based Learning, Learning Spaces, Creative Pedagogies, Doctoral Education
Publications
Chapter in book
- Whitton, P. (2012). Multimodality: a picture is worth a thousand words. In N. Whitton, & A. Moseley (Eds.), Using games to enhance learning and teaching: a beginner's guide (67-87). Routledge
- Whitton, P., & Whitton, N. (2011). The Impact of Visual Design Quality on Game-based Learning. In M. Khine (Ed.), Playful Teaching, Learning Games: New Tool for Digital Classrooms (1-19). Sense Publishers
Conference Paper
- Whitton, P. (2017, December). The fractured space of the open-plan university. Presented at Educational Futures and Fractures, University of Strathclyde
- Whitton, P. (2016, December). A dispositive analysis of the architectural reconfiguration of university identity. Presented at British Educational Research Association Conference, University of Leeds
Journal Article