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)

Learning dispositif and emotional attachment:a preliminary international investigation

This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault’s LD captures the disparate socio-cultural contexts, institutional milieus and more or less didactic teaching styles that moderate learning. EA is a multi-dimensional notion involving affective bonds that emerged in child psychology and spread to marketing and other fields. The sequential explanatory research reviewed the learning and EA literatures and generated an LD–EA framework to structure the quantitative phase of its mixed investigations. In 2017 and 2018, the research collected 150 responses and used a range of statistical techniques for quantitative analysis. It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Separately, qualitative analysis of open-ended survey questions and expert interviews intimates that frequent teacher interactions can increase EA. The synthesis of quantitative with qualitative results and pedagogical reflection suggests that LD and EA both influence learning in a complex, dynamic system. The key constituents for EA are Affection, Connection, Social Presence (SP), Teaching Presence (TP) and Flow but student emotional engagement is conditioned by the socio-cultural milieu (LD) and associated factors like relationships and trust. Unlike in the Community of Learning framework, in the EA framework Cognitive Presence (CP) is an outcome of the interaction between these EA constituents, associated factors and the socio-cultural milieu. Finally, whilst awareness of culture and emotions is a useful pedagogical consideration, learning mainstays remain inclusive educational systems that identify student needs and support well-designed programmes. Within these, scaffolded modules should include a variety of engaging learning activities with non-threatening formative and trustworthy summative feedback. We acknowledge some statistical study limitations, but its tentative findings make a useful preliminary contribution

Globalizing online learning: Exploring culture, corporate social responsibility, and domestic violence in an international classroom

The construction of a successful online collaboration between distinct cultural groups requires an informed cultural awareness. This is the exploration of such an online collaboration between American and Turkish Students. The focus of the shared student interaction was the concept of corporate social responsibility. As the concept is enacted differently in different cultures, this represented an ideal opportunity for topical student reflection and for cultural exploration. The approach utilized focused on relationship-building as a preface to content discussion based participant preferences suggested by relevant cultural research (e.g., Hofstede). Corporate social responsibility campaigns in the United States and Turkey focused on domestic violence were considered with an eye toward the distinctions between each. Results suggest positive student outcomes emerged from this approach. Implications for intercultural online learning and diversification of public relations curricula are considered

Space assets and technology for bushfire management

The financial, emotional, and ecological impacts of bushfires can be devastating. This report was prepared by the participants of the Southern Hemisphere Space Studies Program 2021 in response to the topic: “How space assets and technologies can be applied to better predict and mitigate bushfires and their impacts.” To effectively reach the diverse set of stakeholders impacted by bushfires, Communication was identified as a key enabler central to any examination of the topic. The three pillars “predict”, “mitigate” and “communicate” were identified to frame the task at hand. Combining the diverse skills and experience of the class participants with the interdisciplinary knowledge gained from the seminars, distinguished lectures, and workshops during the SHSSP21 program, conducted a literature review With specific reference to the 2019-20 Australian fire season, we looked at the current state of the art, key challenges, and how bushfires can be better predicted and mitigated in the future. Comparing this to the future desired state, we identified gaps for each of the three domains, and worked across teams to reach consensus on a list of recommendations. Several of these recommendations were derived independently by two or more of the three groups, highlighting the importance of a holistic and collaborative approach. The report details a number of recommendations arising from this Where applicable, we also aligned our discussion with the experience and lessons from other countries and agencies to consider,learn from and respond to the international context, as others develop systems using space technology to tackle similar wildfire issues

Re-evaluating the role of innovation in education: a living social process

Education is a social process, ‘a process of living and not a preparation for future living’ (Dewey: 1916). It requires educators to interact with other people in real time with the hope to bring out their full potential. It is grounded in collaboration, mutual respect and inclusive practices. If education is a process of living and not a preparation for it, it should then reflect what happens in life and it should emerge and evolve from any circumstances. Including the most unprecedented one

Explorations in graphical argumentation:The use of external representations of argumentation in collaborative problem solving.

Van Bruggen, J. M. (2003). Explorations in graphical argumentation The use of external representations of argumentation in collaborative problem solving. Unpublished doctoral dissertation, Open University of the Netherlands. The Netherlands