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Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
This contribution presents findings from two empirical case studies, which followed a task-based telecollaborative learning format. Participants included student teacher trainees, tutors, and language learners from colleges/universities in Germany, Poland, the United Kingdom, and the United States. The projects aimed at promoting learner autonomy through awareness raising of modes and meaning-making online and multiliteracy skills development based on hands-on analysis of web resources and social networking tools.
It was hoped that this awareness would foster the teachers' own autonomy in virtual learning environments and enable them to design tasks whichâin turnâwould promote learner autonomy as understood by Palfreyman (2006): the informed use of a range of interacting resources in context. We argue that this awareness is reflected in enhanced multimodal communicative competence, i.e., âthe ability to understand the combined potential of various modes for making meaningâ (Royce, 2002, p. 92), and multiliteracy, with the latter allowing teachers and learners to realize the potential of blended and online only settings for language acquisition purposes. Ideally then, while becoming gradually more versed in multimodality and multiliteracy, learners can also take over more control and self-direct their own learning when working online (Benson, 2001) which are also characteristics of autonomy
Community building and virtual teamwork in an online learning environment
In the world of OTIS, an online Internet School for occupational therapists, students from four European countries were encouraged to work collaboratively through problem based learning by interacting with each other in a virtual semi-immersive environment. This paper aims to explore the issues that there was little interaction between students from different tutorial groups and virtual teamwork developed in each of the cross cultural tutorial groups. Synchronous data from European students was captured during tutorial sessions and peer booked meetings and evidence suggests that communities of interest were established. It is possible to conclude that collaborative systems can be designed, which encourage students to build trust and teamwork in a cross cultural online learning environment. </p
Achieving success in collaborative research: the role of virtual research environments
Due to various challenges and opportunities such as globalisation of research agenda and advancements in information and communication technologies, research collaborations (both international and national) have become popular during the last decade more than ever before. Within this context, the concept of Virtual Research Environments is an emerging concept looking at addressing the complex challenges associated with conducting collaborative research. The research reported within this paper investigated how the success factors of collaborative research can be achieved by deploying a Virtual Research Environment
Collaboration and teamwork: immersion and presence in an online learning environment
In the world of OTIS, an online Internet School for occupational therapists, students from four European countries were encouraged to work collaboratively through problem-based learning by interacting with each other in a virtual semi-immersive environment. This paper describes, often in their own words, the experience of European occupational therapy students working together across national and cultural boundaries. Collaboration and teamwork were facilitated exclusively through an online environment, since the students never met each other physically during the OTIS pilot course. The aim of the paper is to explore the observations that here was little interaction between students from different tutorial groups and virtual teamwork developed in each of the cross-cultural tutorial groups. Synchronous data from the students was captured during tutorial sessions and peer-booked meetings and analysed using the qualitative constructs of âimmersionâ, âpresenceâ and âreflection in learningâ. The findings indicate that âimmersionâ was experienced only to a certain extent. However, both âpresenceâ and shared presence were found by the students, within their tutorial groups, to help collaboration and teamwork. Other evidence suggests that communities of interest were established. Further study is proposed to support group work in an online learning environment. It is possible to conclude that collaborative systems can be designed, which encourage students to build trust and teamwork in a cross cultural online learning environment.</p
Achieving success in collaborative research: the role of virtual research environments
Due to various challenges and opportunities such as globalisation of research agenda and advancements in information and communication technologies, research collaborations (both international and national) have become popular during the last decade more than ever before. Within this context, the concept of Virtual Research Environments is an emerging concept looking at addressing the complex challenges associated with conducting collaborative research. The research reported within this paper investigated how the success factors of collaborative research can be achieved by deploying a Virtual Research Environment
âLivingâ theory: a pedagogical framework for process support in networked learning
This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through caseâstudy analysis of learnersâ experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the caseâstudy course and the action research methodology. It then identifies key dimensions of four interconnected developmental processesâorientation, communication, socialisation and organisationâthat were associated with âlearning to learnâ in the courseâs networked environment, and offers a flavour of participantsâ experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for processâfocused (as well as domainâfocused) learning tasks
Supporting collaboration within the eScience community
Collaboration is a core activity at the heart of large-scale co-
operative scientific experimentation. In order to support the
emergence of Grid-based scientific collaboration, new models of
e-Science working methods are needed.
Scientific collaboration involves production and manipulation of
various artefacts. Based on work done in the software
engineering field, this paper proposes models and tools which
will support the representation and production of such artefacts.
It is necessary to provide facilities to classify, organise, acquire,
process, share, and reuse artefacts generated during collaborative
working. The concept of a "design space" will be used to
organise scientific design and the composition of experiments,
and methods such as self-organising maps will be used to support
the reuse of existing artefacts.
It is proposed that this work can be carried out and evaluated in
the UK e-Science community, using an "industry as laboratory"
approach to the research, building on the knowledge, expertise,
and experience of those directly involved in e-Science
Shared visiting in Equator city
In this paper we describe an infrastructure and prototype system for sharing of visiting experiences across multiple media. The prototype supports synchronous co-visiting by physical and digital visitors, with digital access via either the World Wide Web or 3-dimensional graphics
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