25 research outputs found
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Advances in Technology Enhanced Learning
‘Advances in Technology Enhanced Learning’ presents a range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate. This interactive and experimental resource discusses innovations which pave the way to open collaboration at scale. The book introduces methodological and technological breakthroughs via twelve chapters to learners, instructors, and decision-makers in schools, universities, and workplaces.
The Open University's Knowledge Media Institute and the EU TELMap project have brought together the luminaries from the European research area to showcase their vision of the future of learning with technology via their recent research project work. The projects discussed range widely over the Technology Enhanced Learning area from: environments for responsive open learning, work-based reflection, work-based social creativity, serious games and many more
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Plumbing the depths: stories, e-portfolios; pedagogy, ownership
Over the course of this academic year, a colleague and I implemented an eportfolio
pilot with 82 students aged 17 to 50 on a team-taught 30-credit Level 1 core
course on behalf of the University of Greenwich. The students are studying for a degree in
Education Studies and come from a wide range of backgrounds. The module comprises
elements of PDP interwoven with lectures on contemporary education issues and was
originally designed as a paper-based course. The pilot navigated the PebblePad system
as part of a wider trial of a number of different systems by the university. This paper
presents the results of research combining mixed methodologies mainly allied to the
interpretive paradigm but incorporating elements of critical theory. The research evaluates
the differing experiences of students and lecturers using this e-portfolio system for
learning, teaching, reflection and assessment. Methods used include initial and final
student reflections, surveys, interviews and critical analysis including the narrative
‘soundings’ of sample experiences from student blogs and visual analysis of some student
portfolios. We used the PebblePad as a mini VLE, uploading course documents and
lecture presentations and sending messages as well as creating online gateways for
formative and summative assessment submission. It was accessed externally to the
university systems. In a scaffolded process, students constructed and submitted blogs and
e-portfolios composed of a number of assets. The process of interactions with an eportfolio
system has raised substantial and complex challenges for course design and
learning outcomes relating to pedagogy and assessment as well as challenges of
implementation, resistance to change and around concepts of ownership. As a
commentary on academic practice, an element of personal reflection on the project and
the research is included in the form of a dialogic interlocution with these narratives, raising
questions about the way in which we might use e-portfolios in Higher Education and
considering how we evaluate online learning. As a process of evaluation, the research
does not offer hypotheses or answers as such but aims to create space for different views
by raising complex questions and challenges for consideration in the process of
contextualising and making sense of the users’ different experiences, of plumbing the depths. Drawing on diverse genres and media the paper presents the results of the
research and samples some of the work produced
The Role of the School Psychologist in K-12 Online and Blended Learning Environments
With the appropriate preparation and training, school psychologists are uniquely suited to provide support within the K-12 online learning environment for students, teachers, administrators, and families. The preparation and training needs at the level of graduate training and professional development are highlighted. Specific emphasis is placed on the adaptation of the school psychologist’s functions in the areas of consultation, intervention, assessment, and counseling. Additionally, the development of better credentialing models for interstate service delivery and the need for empirical research related to school safety are discussed