Richard de Blacquiere-Clarkson

Richard de Blacquiere-Clarkson, Blended Learning Developer

Richard de Blacquiere Clarkson

My role

I lead the development of digital pedagogy within the Lifelong Learning Centre, including online and technology enhanced learning. 

I support the creation and delivery of innovative, pedagogically sound approaches to online and blended learning, both by developing and implementing appropriate strategies and by including providing advice, guidance, and training to colleagues. Recent projects include the development of a digital literacy framework and a style manual for consistent, effective use of the VLE, with ongoing work on web accessibility guidance and training as well as implementing an approach to learning gain which empowers students to articulate the benefits of higher education. All such projects are underpinned by research, which I disseminate by speaking regularly at conferences across the UK and occasionally beyond.

Areas of expertise: critical digital pedagogy, accessibility and inclusion, intersubjectivity, philosophy of education, professional ethics, special educational needs and disabilities (SEND).  


I also teach ethical issues in education as part of our Learning and Teaching BA degree programme, and am involved in a number of university-wide projects related to digital education and pedagogy. As a member of the learning analytics steering group for University of Leeds I share responsibility for the strategic direction and oversight of this area of work across the institution. I recently also made significant contributions to the university’s “Being Digital” framework for enhancing digital literacy and guidance to colleagues on developing accessible teaching materials, both available on the Digital Practice website. 

I hold a PhD in Philosophy, where I specialised in Metaphysics of Mind and intersubjectivity, and over the last 16 years have taught in a number of universities as well as at secondary level. The majority of my teaching experience is in inclusive contexts, with a particular focus on supporting students with dyslexia and autism, developing innovative practice, and in effective use of technology.  

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