Martin Dyke is a Senior Lecturer in Post-Compulsory Education and Training in the School of Education University of Southampton. Research interests include innovations in learning and teaching, the sociology of education, lifelong learning, widening participation and the use of digital technologies to support learning. He has taught in schools and colleges across a range of levels and subjects and has extensive experience working in the Learning and Skills Sector in the UK. Current research is focused on access and participation in education and training. This includes an Economic and Social Research Council project on non-participation in HE and a Department for Education and Skills funded project on the use of video-conference technologies in the remote observation, tutoring and assessment of professional practice.

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• Significant Publications
• Dyke, M., G. Conole, et al. (2006). Learning Theory and its application to e-learning. Contemporary perspectives in E-learning Research: Themes, tensions and impact on practice. G. Conole and M. Oliver. London, RoutledgeFalmer.
• Dyke, M (2006) The role of the ‘Other’ in reflection, knowledge formation and action in late modernity. International Journal of Lifelong Education Vol 255 pp106-125
• Conole, G, Dyke, M, Oliver, M and Seale, J (2004) Mapping pedagogy and tools for effective learning design. Computers and Education, 43 (1-2), 17-33
• Conole, G and Dyke, M (2004) What are the Affordances of Information and Communication technologies? ALT-J, 12 (2), 113-124
• Journal Articles
• Dyke, M., Harding, A. and Liddon, S. (2008) How can online observation support the assessment and feedback, on classroom performance, to trainee teachers at a distance and in real time? Journal of Further and Higher Education, 32, (1), 37-46. (doi:10.1080/03098770701781432)
• Dyke, M. (2004) What are the affordances of information and communication technologies

• Selection of International Conference Papers
• Dyke, M., Harding, A., Lajuenesse, S. (2006) Digital Observation of Teaching practise. Annual Conference of the American Educational Research Association, 9th April 2006 San Fransisco
• Dyke, M., Foskett, N., Maringe, F. (2005) The impact of information and experience on the decision to participate in learning in post-compulsory education. Annual Conference of the American Educational Research Association, 11-15th April 2005 Montreal.
• Foskett, N., Dyke, M., Maringe, F. (2004) Whether to go to College? The influence of the school on the decision to participate in post-compulsory education. Annual Conference of the American Educational Research Association, 12-16th April 2004 San Diego
• Conole G, Dyke M (2003) What are the affordances and risks of information and communication technologies. Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, 11-13 September 2003.
• Foskett, Nick; Maringe, Felix; Dyke, Martin (2003) The influence of the school on the decision to participate in learning post 16. Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, 11-13 September 2003.
• Reports for External Body
• Cai, C Conole, G Dyke, M, Li, Z Timmis, S (2005) Evaluation report of Worldwide Universities Network (WUN). Consortium eChina Project.
• Dyke, M. (2004) The influence of the school of the decision to participate in post-16 learning
• Foskett, N, Dyke, M Maringe, F (2003) The Influence of the School in the Decision to Participate in Learning Post-15. Department of Education and Skills Research Report 538.
• Chapters in Edited Books
• Dyke, M. (2000). Inclusive lifelong learning or stratified lifelong training? Educational policy developments in late modernity. Post-Compulsory Education and the New Millennium. D. E. Gray and C. Griffin, London; Jessica Kingsley Publishers. 55: 116-138. (Dyke, Conole et al. 2006)
• Monographs
• Sheehy, Kieron, Rix, Jonathan, Collins, Janet, Hall, Kathy, Nind, Melanie and Wearmouth, Janice (2009) A systematic review of whole class, subject-based pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs. London, UK, Research Evidence in Education Library. London: Eppi-Centre, Social Science Research Unit, Institute of Education, University of London., 84pp. (1701)
• Morrison, Marlene, Lumby, Jacky, Maringe, Felix, Bhopal, Kalwant and Dyke, Martin (2007) Diversity, identity and leadership. Lancaster, UK, Lancaster University, 41pp.
• Journal Papers
• Conole, Grainne and Dyke, Martin (2004) Understanding and Using Technological Affordances: A Response to Boyle and Cook. ALT-J, 12 (3), 301-317.
• Book Section
• Conole, G. and Dyke, M. (2009) Complexity and interconnection: steering e-learning developments from commodification towards co-modification. In, Spencer-Oatey, Helen (ed.) e-Learning Initiatives in China: Pedagogy, Policy and Culture. Hong Kong, Hong Kong University Press, 233-248.
• Other
• Dyke, M. (2001) Reflective learning and reflexive modernity as theory practice and research in post-compulsory education
• Dyke, M. (2000) Inclusive life long learning or stratified lifelong training? Educational policy developments in late modernity in Gray, D. and Griffin, C. Post-Compulsory Eduction and the New Millennium Jessica Kingsley Publishers London.