A framework for the pedagogical evaluation of eLearning environments

In 1999 the authors proposed a pedagogical framework for the evaluation of VLEs that was grounded in both educational and organisational theory,(Britain and Liber, 1999). The report was driven by the lack of work in the field at the time examining how VLEs could enhance teaching and learning. In 1999 many institutions were evaluating VLEs with a view to making their first step into using Internet-based ICT in their teaching and so the report was written to help educators understand how the design of systems could facilitate or constrain their pedagogical use in different contexts. By 2003, elearning had matured considerably. ICT developments to support teaching and learning were no longer predominantly confined to isolated projects within academic departments and learning technology support units, but instead formed a core part of institutional strategy and policy. Widespread uptake of VLEs within HEIs had been supplemented by work to join up institutional administrative systems with VLEs to form Managed Learning Environments (MLEs). At a national level, e-learning had become the subject of a variety of government sponsored strategic initiatives in support of the programme of widening participation in HE and FE and promoting e-learning as an approach to improving the quality of education provision and empowering learners. This report updates the earlier JISC report entitled 'A Framework for the Pedagogical Evaluation of Virtual Learning Environments' (1999). That report can be found online at: http://www.jisc.ac.uk/uploaded_documents/jtap-041.doc The structure of the report is as follows: - Chapter one provides an overview of the current context of e-learning - Chapter two presents the revised framework which elaborates and extends the model - Chapter three presents a review of a selection of systems against the framewor

A Taxonomy of workgroup Computing Applications

The goal of workgroup computing is to help individuals and groups efficiently perform a wide range of functions on networked computer systems (Ellis, Gibbs, & Rein, 1991). Early workgroup computing tools were designed for limited functionality and group interaction (Craighill, 1992). Current workgroup computing applications do not allow enough control of group processes and they provide little correlation between various workgroup computing application areas (Rodden and Blair, 1991). An integrated common architecture may produce more effective workgroup computing applications. Integrating common support functions into a common framework will avoid duplication of these functions for each workgroup computing application (Pastor & Jager, 1992). Over 50 research and commercial workgroup computing applications were analyzed to understand and discover their distinctive characteristics and fundamental structure. Using the specified methods, a detailed section of a workgroup computing taxonomy was synthesized for each of 11 workgroup computing functional areas. The detailed taxonomy was the consolidation of all the hierarchical structures. The taxonomy formed the basis for developing an integrated workgroup computing architecture and a set of workgroup computing Application Programming Interface (API) specifications. The results of this study support the hypothesis that the available workgroup computing literature and application documentation would provide sufficient information to develop a comprehensive workgroup computing taxonomy. By comparing workgroup tasks with workgroup computing functional areas, it was possible to derive a common set of workgroup computing management and support tasks that were based on the detailed workgroup computing taxonomy. Common workgroup computing management and support tasks formed the basis for a1! Integrated workgroup computing architecture. Finally, 86 new API specifications were written for common workgroup computing management and support functions. This study can be used by workgroup application developers to determine which common workgroup computing functions should be integrated into future workgroup applications. Implementing the results of this study in future workgroup computing systems will lead to flexible and integrated systems that are easier to use and more transparent to workgroup members. Workgroup computing researchers can use this study to identify workgroup computing functions that should be included in their research areas

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

Technological innovation and change in the university

It is by now common knowledge that one of the aspects upon which the survival of the University depends is how it will make the best possible use of the new technologies (e-learning). Despite the acceptance of this principle, difficulties arise when one attempts to proceed from the mere declaration to actually planning activities and putting them into effect. This research, the result of collaboration between teachers and researchers of the Educational Science and Engineering Faculties of the University of Florence, focuses on certain theoretical concepts and reference apparatus, bringing international literature to bear on the specific case of Italy

Technological innovation and change in the university

It is by now common knowledge that one of the aspects upon which the survival of the University depends is how it will make the best possible use of the new technologies (e-learning). Despite the acceptance of this principle, difficulties arise when one attempts to proceed from the mere declaration to actually planning activities and putting them into effect. This research, the result of collaboration between teachers and researchers of the Educational Science and Engineering Faculties of the University of Florence, focuses on certain theoretical concepts and reference apparatus, bringing international literature to bear on the specific case of Italy. [english version]It is by now common knowledge that one of the aspects upon which the survival of the University depends is how it will make the best possible use of the new technologies (e-learning). Despite the acceptance of this principle, difficulties arise when one attempts to proceed from the mere declaration to actually planning activities and putting them into effect. This research, the result of collaboration between teachers and researchers of the Educational Science and Engineering Faculties of the University of Florence, focuses on certain theoretical concepts and reference apparatus, bringing international literature to bear on the specific case of Italy. [english version

Description of six scenarios and of the results of six validated trials

Description of six scenarios and of the results of six validated trialsThis deliverable aims at presenting and analysing the processes of elaboration and validation of the PALETTE scenarios. After having defined these two processes and situated them into the PALETTE methodology, the scenarios are presented. For each scenario, the specific methodology of elaboration and validation is described with a special focus on the participation of the concerned Communities of Pratcice (CoPs). Then the results of the validation are presented as well as the reports of their technical feasability and the usability of PALETTE services from a user perspective. Finally we reflect on and we discuss about the whole process of validation of the scenarios and we describe the next steps towards the development of the scenarios and their trilas with the CoPs

Chapter 2: The Tutor's Role

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)