Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

Mental tactility: the ascendance of writing in online management education

A qualitative study of online management education and the role of writing as an indicative measure of thinking and learning. Established educational models, such as Dale\u27s Cone of Experience, are expanded and redeveloped to illustrate the central role of writing as a critical thinking process which appears to be increasing, rather than decreasing, with the advent of online multimedia technology. In an environment of increasing reliance on audiovisual stimulus in online education, the authors contend that tertiary educators may witness an ascendance or re-emergence of writing as central to the academic experience. This may be both supply and demand driven. Drawing on a study of two undergraduate units in the Bachelor of Commerce and applying hermeneutics to develop challenging insights, the authors present a case for educators to remain conversant with the art of teaching writing, and to promote writing to improve educational outcomes. <br /

Networked Learning in Context: What does e-learning offer students working independently, and what do they bring to it?

About the book:The chapters in this book, written by authors around the globe, provide detailed analysis and discussion of the changes distance education is going through as a result of technology. The authors originally presented their findings at the 21st World Conference of the International Council for Open and Distance Education (ICDE). The book is organized into three sections: Issues: provides a focus on issues that currently face those applying technology in distance education contexts. Teaching and learning with technology: offers a range of perspectives and case studies on current experience of technology's role in distance education. Innovative approaches: presents a series of examples of applications that are advancing the use of technology in distance education. The book will be of interest to all educators who seek to make use of new and emerging technologies to enrich their students's learning

Chapter 1 : Learning Online

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

Tutors as learners: overcoming barriers to learning ICT skills

This paper explores the use of ICT to provide distance training for UK Open University (OU) Associate lecturers (ALs) and identifies the range of outcomes and issues which emerged. There is an increasing demand from many of our students for the University to provide more facilities and functions (both administrative or course-related) online or by electronic mail. To this end the University has attempted to increase the awareness of these computing-related issues with ALs by offering various methods of increasing ICT skills. One programme involved a contingent of ALs participating in an online short course. This paper will summarise some of the qualitative feedback along with the quantitative results in order to establish whether this course did indeed assist in tutors gaining some new computing skills. Furthermore, tutors made many additional comments about the process of learning and the experience of being a learner. Many of the issues raised were found to be important when designing a programme of study for those who take courses as a form of staff development

The Tutor's Role

This chapter addresses three questions about being an effective online tutor: 1. Why do we still think that online tutoring can principally draw its basis from face-to-face group processes and dynamics or traditional pedagogy? 2. Does the literature tell us anything more than we would make as an intelligent guess? 3. Do we really know what an ‘effective’ online tutor would be doing? The OTiS participants have gone some way to answering these questions, through the presentation and discussion of their own online tutoring experiences. Literature in this area is still limited, and suffers from the need for timeliness of publication to be useful. Intelligent guesses are all very well, but much better as a source of information for online tutors are the reflections and documented experiences of practitioners. These experiences reveal that face-to-face pedagogy has some elements to offer the online tutor, but that there are key differences and there is a need to examine the processes and dynamics of online learning to inform online tutoring

Desktop multimedia environments to support collaborative distance learning

Desktop multimedia conferencing, when two or more persons can communicate among themselves via personal computers with the opportunity to see and hear one another as well as communicate via text messages while working with commonly available stored resources, appears to have important applications to the support of collaborative learning. In this paper we explore this potential in three ways: (a) through an analysis of particular learner needs when learning and working collaboratively with others outside of face-to-face situations; (b) through an analysis of different forms of conferencing environments, including desktop multimedia environments, relative to their effectiveness in terms of meeting learner needs for distributed collaboration; and (c) through reporting the results of a formative evaluation of a prototype desktop multimedia conferencing system developed especially for the support of collaborative learning. Via these analyses, suggestions are offered relating to the functionalities of desktop multimedia conferencing systems for the support of collaborative learning, reflecting new developments in both the technologies available for such systems and in our awareness of learner needs when working collaboratively with one other outside of face-to-face situations

E-Learning for Teachers and Trainers : Innovative Practices, Skills and Competences

Reproduction is authorised provided the source is acknowledged.Final Published versio

Reviews

John Bowden and Ference Marton, The University of Learning: Beyond Quality and Competence in Higher Education, London: Kogan Page, 1998. ISBN: 0–7494–2292–0. Hardback, x310 pages, £35.00