Educational change and ICT: an exploration of priorities 2 and 3 of the DfES e-strategy in schools and colleges: the current landscape and implementation issues

Landscape review of integrated online support for learners and collaborative approaches to personalised learning activities

Collaboration in the Semantic Grid: a Basis for e-Learning

The CoAKTinG project aims to advance the state of the art in collaborative mediated spaces for the Semantic Grid. This paper presents an overview of the hypertext and knowledge based tools which have been deployed to augment existing collaborative environments, and the ontology which is used to exchange structure, promote enhanced process tracking, and aid navigation of resources before, after, and while a collaboration occurs. While the primary focus of the project has been supporting e-Science, this paper also explores the similarities and application of CoAKTinG technologies as part of a human-centred design approach to e-Learning

Gender issues in computer‐supported learning

Contemporary research identifies significant gender‐related differences in performance and interaction style in computer‐supported learning (CSL) environments. Evidence suggests that initial perceptions of these environments as democratic and offering equal opportunities to all students were flawed because interactions that take place through electronic channels lose none of the sociocultural complexity or gender imbalance that already exists within society. This paper presents a summary of gender‐related issues identified by international research and academic practice together with the opinions expressed by participants in a discussion forum staged at Alt‐C in 2001. Two main questions were addressed during the conference forum. Firstly, if computer access and literacy levels are assumed to be equalizing as the literature suggests, how can educational designers using CSL technologies best serve all student groups? Secondly, does the existence of gender‐based differences in behaviour and interaction style in CSL environments mean that any student group is disadvantaged? The paper concludes with suggestions about how educational designers might increase the flexibility of CSL courses to offer equal opportunities to all students. A number of issues for further research are also identified

E-safety and Web 2.0: Web 2.0 technologies for learning at Key Stages 3 and 4

Becta commissioned the University of Nottingham in conjunction with London Knowledge Lab and Manchester Metropolitan University to research Web 2.0 technologies for learning at Key Stages 3 and 4. This is the fourth report from that research and concentrates on the e-safety aspects of Web 2.0 in education