This paper describes how the interaction of different research perspectives – multiliteracies, academic literacy, student engagement – combined with the practicality of an open source software environment has influenced the implementation
This paper describes how the interaction of different research perspectives – multiliteracies, academic literacy, student engagement – combined with the practicality of an open source software environment has influenced the implementation of a blended approach to student learning development. It discusses affordances and constraints that we have faced in our instructional context, describes the changes that have been implemented, and reflects on the value of a multiple perspectives approach to creating a blended learning academic support environment.
Combining face-to-face learning and teaching experiences with online tasks and activities has become an increasingly common practice for a growing number of university teachers. This phenomenon, known as ‘blended’ learning, has become part
Combining face-to-face learning and teaching experiences with online tasks and activities has become an increasingly common practice for a growing number of university teachers. This phenomenon, known as ‘blended’ learning, has become part of the educational provision of most ‘conventional’ on-campus universities. The present study investigated how conceptions of teaching and eTeaching, both sides of the ‘blended’ experience, are associated. Three conceptions of ‘blended’ teaching were proposed as emerging from these associations: 1) as a disintegrated way of supporting transmission of information, 2) as a ‘dissonant’ way of combining face-to-face and online tasks and activities; and 3) as an embedded way of supporting students’ learning. Conceptions one and three suggested that teachers tended to conceive of teaching ‘consonantly’ both face to face and online. Conception two represented an un-expected pattern of association. These results have important implications for eTeaching development programs. Not only technical skills should be emphasised, but also teachers’ pedagogical awareness as those who held student- focused conceptions of teaching seemed to be more likely of conceiving of eTeaching as a medium for supporting quality learning experiences.
Work integrated learning activities provide students with the opportunity to apply the knowledge and skills they have developed through their tertiary education to authentic work place problems. This paper reports on the outcome of a
Work integrated learning activities provide students with the opportunity to apply the knowledge and skills they have developed through their tertiary education to authentic work place problems. This paper reports on the outcome of a virtual work integrated learning activity undertaken by third year IT students. Students used a synchronous communication tool to participate in meetings with their virtual teammates. They were required to produce minutes and a report of their meeting. The majority of students completed the exercise successfully with some student groups using the meeting facility for subsequent collaboration during the remainder of the unit.
Flexible learning approaches within university spaces is a feature of the Edgeless University (Bradwell, 2009). By allowing flexibility in place and time, universities are better able to meet the needs of 21st century learners. However the
Flexible learning approaches within university spaces is a feature of the Edgeless University (Bradwell, 2009). By allowing flexibility in place and time, universities are better able to meet the needs of 21st century learners. However the issue of disconnect resulting from a lack of community in such environments needs consideration. The issue may be addressed in part by designing virtual community spaces for degree programs that enable social, educational and professional connectedness. In this concise paper we discuss the design of two Master of Business community sites within the QUT Business Faculty Flexible Learning Initiative. We also consider the strengths and challenges in effective implementation of the sites in university environments that are only now grappling with the concept of being “edgeless.”
This paper describes effective practice in online tutoring in a first-year, large-enrolment undergraduate unit. The role of the Online Tutor is to complement face-to-face learning and to support students who are new to online learning and
This paper describes effective practice in online tutoring in a first-year, large-enrolment undergraduate unit. The role of the Online Tutor is to complement face-to-face learning and to support students who are new to online learning and starting to develop independent learning skills appropriate to university study. The paper explains a set of effective practice principles for online tutoring, which underpin the role and have emerged through several iterations. The principles are discussed and exemplified, and parallels are drawn with the online tutoring qualities articulated by Macdonald (2006). Evidence for effective practice is presented in the form of usage data and student evaluations. The paper provides support for the concept of the Online Tutor as a facilitator of student independent learning in a context where the online interaction occurs primarily between students and the tutor.
The University of Hertfordshire was selected as one of nine Pathfinder pilot institutions to develop a new model for strategic change and staff development at a school level to support its institutional blended learning mission. This pilot
The University of Hertfordshire was selected as one of nine Pathfinder pilot institutions to develop a new model for strategic change and staff development at a school level to support its institutional blended learning mission. This pilot was built upon ‘Change Academy’, a change management programme run by the Higher Education Academy. The pilot was a great success, resulting in more widespread development of blended learning within, and between, Schools and Faculties. The initial model was subsequently refined and has led to the creation of a programme which has now been extended for its fourth term at Hertfordshire and has influenced new models at a national and institutional level. This paper describes the background to the ‘local’ change management programme, its approach to meet the needs of managers and practitioners in supporting the enhancement of learning through the use of technology, and some outcomes from the programme.
The professional bodies, in subjects allied to medicine, have always required evidence of continuous professional development in order for members to maintain registration. Although the manner in which these submissions are required by
The professional bodies, in subjects allied to medicine, have always required evidence of continuous professional development in order for members to maintain registration. Although the manner in which these submissions are required by different bodies varies in most instances these have been paper based. This paper provides a brief background to the development and use of eportfolios in Universities in the UK and then examines the reasons behind the decision to adopt an electronic portfolio during undergraduate degree programmes in Pharmacy and Biomedical Sciences. The paper goes on to discuss the way the electronic portfolio is being used to support the development of reflective and professional practice on these programmes. It reports feedback from staff and students during the pilot phase before discussing the current developments that are taking place with the Royal Pharmaceutical Society and the Institute of Biomedical Science to use electronic submission in order for members to demonstrate professional competence through evidenced continuous professional practice.
Capacity and interest in the use of computer conferencing techniques, such as online discussion forums, remains modest amongst most academics. This paper offers a conception of the online discussion forum as a framework that encourages
Capacity and interest in the use of computer conferencing techniques, such as online discussion forums, remains modest amongst most academics. This paper offers a conception of the online discussion forum as a framework that encourages student centred peer e-learning. In particular, it presents research findings on the experience of university students as leaders of the learning process as a central element of this approach to discussion forums. Data were collected through semi-structured interviews with students. The findings provide insight into how students view the approach and indicate it represents a workable means to position students at the centre of an online peer learning experience. Such an approach will be of interest to academics who want to incorporate computer conferencing techniques into their teaching and maintain meaningful peer learning opportunities for their students.
This paper reports on one aspect of a case study that explores the nature of motivation to learn in an online distance environment. The study adopts self-determination theory (SDT) as a theoretical framework and focuses particularly on the
This paper reports on one aspect of a case study that explores the nature of motivation to learn in an online distance environment. The study adopts self-determination theory (SDT) as a theoretical framework and focuses particularly on the underlying concept of autonomy. This is used to explore ways in which certain social and contextual factors, that fail to accommodate the autonomy needs of learners in a blended learning environment, can undermine perceptions of personal agency. This, in turn, has a detrimental effect on self- determined types of motivation including intrinsic motivation. Results from one collaborative group of learners, situated in a co-located blended learning context, are presented here. They illustrate how differing circumstances of students need to be accommodated if we wish to support autonomous types of motivation among learners.
Physclips is a suite of online multimedia resources for the learning of physics and represents the most recent outcome of an ongoing collaboration between an intuitively oriented content expert and an educational-multimedia designer. The
Physclips is a suite of online multimedia resources for the learning of physics and represents the most recent outcome of an ongoing collaboration between an intuitively oriented content expert and an educational-multimedia designer. The multimedia project has evolved from an earlier successful project on special relativity and a number of improvements regarding segmentation, user-control, re-usability, content representation and hands-on laboratories have been incorporated. An examination of the research literature reveals that the current design fulfills many of the cognitive design principles recommended for multimedia learning whilst also stretching some of the traditional boundaries regarding the style of animations and their implementation in a broader learning context. Innovative characteristics of the design, including a visually enhanced scrollbar, emanate from a characteristically creative process that involves input from the content expert, multimedia designer, educational researcher and the end-user. Physclips is one example of how intuition and creativity combine with responsiveness to user feedback and an awareness of the research literature to produce an educational website that has received acknowledgement from various elements of the learning and teaching community. In this paper, we report our experience and what we have learned from teacher- developer collaboration, cognitive design principles and user-feedback. We do this by tracing the evolution of the multimedia design from its predecessor, Einsteinlight, through to the current volume of Physclips.
The concept of young people being negatively affected by the ubiquitous mobile telephone (“mobile”), has taken firm hold in the public consciousness. Unfortunately, an instrument blaming perspective fails to consider the relational issues
The concept of young people being negatively affected by the ubiquitous mobile telephone (“mobile”), has taken firm hold in the public consciousness. Unfortunately, an instrument blaming perspective fails to consider the relational issues involved. Questions of how we are both shaped by and shape our technologies are neglected when questions collapse to binaries of good or bad. This paper draws on the work of French sociologist Bruno Latour as a means to understanding the discourse positioning the mobile as an object of harm, and for strategies considering how the mobile might be positioned otherwise. In an attempt to redress the negative evaluative imbalance associated with mobile phones, an example taken from research in progress involving Youthline’s text messaging for counselling is explored. Implications for teaching and learning are suggested, including strategies for text messaging and for positioning the mobile as an adjunctive instrument supporting students through their studies.
In this paper, a case study methodology and an intervention, a Three-Step Reflective Framework and template, used as part of a qualitative research design is described. Seven participants, Masters of Education students, were asked to use a
In this paper, a case study methodology and an intervention, a Three-Step Reflective Framework and template, used as part of a qualitative research design is described. Seven participants, Masters of Education students, were asked to use a teaching and learning innovation, when preparing their electronic portfolios; a Three-Step Reflective Framework and template which was designed specifically for a multimedia design subject. The purpose of the intervention was to support the reflective writing of the participants when they prepared evidence for inclusion in an electronic portfolio. Initial findings indicate that participants found the intervention useful for guiding their reflective writing which was predominantly at three levels of reflection – Descriptive, Explanatory and Supported, and that the framework supported their reflective practice.
Through workforce development policies, universities are being encouraged to develop flexible support and delivery mechanisms. This includes moving from university-led curricula to demand-led and co-generated curricula. The University of
Through workforce development policies, universities are being encouraged to develop flexible support and delivery mechanisms. This includes moving from university-led curricula to demand-led and co-generated curricula. The University of Gloucestershire, in partnership with the University of Winchester and Pebble Learning Ltd, is developing mechanisms and tools to enable such approaches. These include the development of a vocabulary to bridge occupational and academic standards and a toolkit to support curriculum planning. This paper reports on this project and the innovative approaches that are being implemented to create new curriculum development opportunities.
