15,304 research outputs found
Technological and pedagogical convergence between work-based and campus-based learning
There is a strong technological and economic push for higher education providers to adopt online learning strategies. This is driven, in part, by the requirement of industry for lifelong learning on a flexible, just-in-time basis. Simultaneously, there is a rising awareness amongst engineering faculty of the pedagogical issues that underpin good teaching and learning practice, stimulated by revised accreditation approaches and related reviews. These significant drivers of change are often experienced as discordant if not competing issues. This paper presents a case study of work-integrated learning that parallels traditional on-campus learning. Technology and pedagogy begin to converge when: (1) pedagogical assumptions are identified early; (2) flexible learning is not confused with on-line learning; (3) intrinsic and external motivations of stakeholders are aligned; (4) there is broad ownership; and (5) a sustainable development strategy is adopted
Evaluating the development of wearable devices, personal data assistants and the use of other mobile devices in further and higher education institutions
This report presents technical evaluation and case studies of the use of wearable and mobile computing mobile devices in further and higher education. The first section provides technical evaluation of the current state of the art in wearable and mobile technologies and reviews several innovative wearable products that have been developed in recent years. The second section examines three scenarios for further and higher education where wearable and mobile devices are currently being used. The three scenarios include: (i) the delivery of lectures over mobile devices, (ii) the augmentation of the physical campus with a virtual and mobile component, and (iii) the use of PDAs and mobile devices in field studies. The first scenario explores the use of web lectures including an evaluation of IBM's Web Lecture Services and 3Com's learning assistant. The second scenario explores models for a campus without walls evaluating the Handsprings to Learning projects at East Carolina University and ActiveCampus at the University of California San Diego . The third scenario explores the use of wearable and mobile devices for field trips examining San Francisco Exploratorium's tool for capturing museum visits and the Cybertracker field computer. The third section of the report explores the uses and purposes for wearable and mobile devices in tertiary education, identifying key trends and issues to be considered when piloting the use of these devices in educational contexts
Virtual pedagogical model: development scenarios
info:eu-repo/semantics/publishedVersio
Designing postgraduate pedagogies: connecting internal and external leaders
Learning is the new resource driving the knowledge economy. Now everyone is expected to make themselves available to learn : un-learn : re-learn. Much has been written about new modes of learning, as well the new technologies that promise to deliver information 24/7. Paradoxically, however, in the field of educational sociology there has been little systematic theorisation of the pedagogies designed to facilitate learning in the knowledge economy. Nor have there been systematic efforts to connect macro economic, technological and social changes to state official policies and institutional pedagogic practices. The Bernsteinian theoretical corpus models the power and control relations generating pedagogic discourses, practices and identities from the macro level of policy formation to the micro level of pedagogic interactions. It is therefore useful in examining the new pedagogies designed to generate the learning resources of the knowledge economy. In this paper, we draw on and extend Bernstein's theory of pedagogic discourse and identities to analyse the design and implementation of a postgraduate unit in educational research. This unit aimed to be: rigorous in disciplinary knowledge, technologically innovative, cost efficient; and responsive to diverse student needs and market contingencies
Valid knowledge: The economy and the academy
The future of Western universities as public institutions is the subject of extensive continuing debate, underpinned by the issue of what constitutes valid knowledge. Where in the past only prepositional knowledge codified by academics was considered valid, in the new economy enabled by information and communications technology, the procedural knowledge of expertise has become a key commodity, and the acquisition of this expertise is increasingly seen as a priority by intending university students. Universities have traditionally proved adaptable to changing circumstances, but there is little evidence to date of their success in accommodating to the scale and unprecedented pace of change of the Knowledge Economy or to the new vocationally-oriented demands of their course clients. And in addition to these external factors, internal ones are now at work. Recent developments in eLearning have enabled the infiltration of commercial providers who are cherry-picking the most lucrative subject areas. The prospect is of a fracturing higher education system, with the less adaptable universities consigned to a shrinking public-funded sector supporting less vocationally saleable courses, and the more enterprising universities developing commercial partnerships in eLearning and knowledge transfer. This paper analyses pressures upon universities, their attempts to adapt to changing circumstances, and the institutional transformations which may result. It is concluded that a diversity of partnerships will emerge for the capture and transfer of knowledge, combining expertise from the economy with the conceptual frameworks of the academy
Collaborative learning and co-author students in online higher education: a-REAeduca – collaborative learning and co-authors
The technologies themselves cannot be analyzed as instruments per se, nor can they be exhausted in their relation with science. There is a social and even an individual dimension that affects our own way of relating to society. It is in open education that we have been developing our educational practices. This chapter presents a collaborative learning activity, the curricular unit Materiais e Recursos para eLearning, part of an on-line Master in Pedagogy of eLearning, Universidade Aberta, Portugal. In the present work, the authors dedicate their attention to co-learning and co-research, as processes that help to exemplify some situations, the a-REAeduca. The data collection was supported essentially by the content analysis technique.info:eu-repo/semantics/publishedVersio
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Do technologies have politics? The new paradigm and pedagogy in networked learning
This paper explores the relationships between the technologies deployed in networked and e-Learning and the pedagogies and politics associated with them. Networked learning and the related move to e-Learning are coincident with the globalisation, commodification and massification of Higher Education. It examines the hard and soft forms of technological determinism (TD) found in the current advocacy of technological futures for Higher Education. Hard TD claims that new technologies bring about changes in the pedagogy found in networked learning and that these changes have a socially equalising or democratic effect. Soft TD claims that these changes are not the inevitable outcomes of technology but goes on to suggest that successful use of the technology rests upon exactly the same changes. These changes have been characterised as a ‘new paradigm’ in education
Collaborative pedagogy and digital scholarship: a case study of 'Media Culture 2020'
This paper presents an educational case study of ‘Media Culture 2020’, an EU Erasmus
Intensive Programme that utilised a range social media platforms and computer software
to create open, virtual spaces where students from different countries and fields could
explore and learn together. The multi-disciplinary project featured five universities from
across Europe and was designed to develop new pedagogical frameworks to encourage
collaborative approaches to teaching and learning in the arts. The main objective of
the project was to break down classroom and campus walls by creating digital learning
environments that facilitated new forms of production, transmission and representation of
knowledge. Media Culture 2020 was designed to pilot a novel mode of ‘blended learning’,
demonstrating a number of ways in which ‘Web 2.0’ networked technologies might be
adopted by academics to encourage open and collaborative modes of practice. The project
utilised a number of social media platforms (including Facebook, Twitter, Google+, Google
Hangout, Google Docs and Blogger) to enhance the learning experiences of a diverse set
of students from different cultural and international contexts. In doing so, Media Culture
2020 enabled participants with a diverse range skills and cultural experiences to develop
new working practices that respond to the convergence of digital media and art, as well
as the internationalisation of media production and business, through the use of open,
interactive software
Technical and didactic knowledge of the moodle LMS in Higher Education: beyond functional use
Higher education institutions at the international level have seen
the need to adopt and integrate information and communication
technologies to meet the opportunities and challenges of innovation
in teaching and learning processes. This logic has led to the
implementation of virtual learning environments called ‘Learning
Management Systems’, the functionalities of which support
flexible and active learning under a constructivist approach.
This study measured didactic and technological use of Moodle
and its implications in teaching from a quantitative approach
by administering a questionnaire to a sample of 640 higher
education teachers. Some guiding questions were as follows:
Are teachers using the Moodle platform for didactic purposes?
What strategies, resources and tools are teachers using, and
what do they contribute to student-centred teaching? Are teaching
strategies that are focused on collaboration, interaction and
student autonomy promoted? The results coincide with those of
other studies, confirming an instrumental and functional use of the
platform, which is mainly being used as a repository for materials
and information, while its pedagogical use remains limited. This is
becoming a problem in higher education institutions, something
that requires debate and reflection from a systemic perspective on
the adoption and integration of technology in the classroo
INSPIRAL: investigating portals for information resources and learning. Final project report
INSPIRAL's aims were to identify and analyse, from the perspective of the UK HE learner, the nontechnical, institutional and end-user issues with regard to linking VLEs and digital libraries, and to make recommendations for JISC strategic planning and investment. INSPIRAL's objectives -To identify key stakeholders with regard to the linkage of VLEs, MLEs and digital libraries -To identify key stakeholder forum points and dissemination routes -To identify the relevant issues, according to the stakeholders and to previous research, pertaining to the interaction (both possible and potential) between VLEs/MLEs and digital libraries -To critically analyse identified issues, based on stakeholder experience and practice; output of previous and current projects; and prior and current research -To report back to JISC and to the stakeholder communities, with results situated firmly within the context of JISC's strategic aims and objectives
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