Networked learning environments

This chapter introduces the idea of networked learning environments and argues that these environments provide the totality of surrounding conditions for learning in digital networks. It provides illustrative vignettes of the ways that students appropriate networked environments for learning. The chapter then examines the notion of networked learning environments in relation to the idea of infrastructure and infrastructures for learning and sets out some issues arising from this perspective. The chapter suggests that students and teachers selectively constitute their own contexts and that design can only have an indirect effect on learning. The chapter goes on to argue that design needs to be located at the meso level of the institution and that a solution to the problem of indirect design lies in refocusing design at the meso level and on the design of infrastructures for learning

Opportunity of a Lifetime 2.0: Multigenerational Family Philanthropy

More than ever before, giving families are working to involve multiple generations in their philanthropy.According to the National Center for Family Philanthropy's Trends in Family Philanthropy Study, nearly 3 in 5 U.S. family foundations engage younger family members in the foundation — and more than 40 percent say they expect to add to or increase the number of younger-generation family members on their boards in the near future.This issue brief was written with this emergent trend in mind and to help families understand how to best involve multiple generations in their work.In it, you'll find information about:why you should involve the entire family in your giving,strategies for incorporating younger generations into your foundation's work,common challenges and expert approaches,tips for on boarding new generations into your foundation, andsuggestions for next generation family members who are getting involved in their families' philanthropy.As the title of this paper suggests, this passages paper is the second edition of "Opportunity of a Lifetime." The original paper, "Opportunity of a Lifetime: Young Adults in Family Philanthropy," written by Alison Goldberg (herself a Gen X family philanthropist) was published in 2002. A lot has changed in 15 years, so we decided to take another look at the best practices, technology, benefits, challenges, and opportunities for next generation engagement. This paper builds on and updates the work of the original to offer new voices and insights

Flexibility and Interaction at a Distance: A Mixed-Model Environment For Language Learning

This article reports on the process of design and development of two language courses for university students at beginning levels of competence. Following a preliminary experience in a low-tech environment for distance language learning and teaching, and a thorough review of the available literature, we identified two major challenges that would need to be addressed in our design: (1) a necessity to build sufficient flexibility into the materials to cater to a variety of learners' styles, interests and skill levels, therefore sustaining learners' motivation; and (2) a need to design materials that would present the necessary requisites of authenticity and interactivity identified in the examined literature, in spite of the reduced opportunities for face-to-face communication. In response to these considerations, we designed and developed learning materials and tasks to be distributed on CD-ROM, complemented by a WebCT component for added interactivity and task authenticity. Although only part of the original design was implemented, and further research is needed to assess the impact of our environment on learning outcomes, the results of preliminary evaluations are encouraging

The Digital Cultural Atlas Project: Design Research and Cultural Narratives. An Experiential Approach for Design Education.

This paper outlines an approach developed for teaching research methods in a graphic design program, working in an interdisciplinary context with cultural researchers. Initially, the Digital Cultural Atlas (DCA) is introduced, as a 'work-in-progress' web site, which locates a diversity of geographic and place-based cultural resources across Greater Western Sydney. The initial information architecture consists of ‘bird’s eye view’ cartographic maps and cultural project resources. Through a teaching project in design research, students consider ways in which experiential ‘on the ground’ visual stories can be included. Initial student research identifies a diversity of observed cultural community contexts and situations. This is followed by a second smaller scale study of fewer sites, using an understanding of participatory design research. In this stage, each student researches an individual community context using two 'voices' of the self - as participant, and as observer. These engagements with the self as 'actor' are recorded in a journal format across a specific time period, with reference to reflections prior to, during, and after 'action'. These provide the basis for the new visual stories in the DCA. This paper describes and critiques this approach to teaching design research in visual communication, based on the DCA. In so doing, it links design research with human experiences of community and culture to engage with wider debates about the design of digital mapping spaces as information systems. The paper concludes with some reflections about the project's possible future as an ongoing participatory community resource which engages with both geographic and experiential web content and form. Keywords: Design Education; Participatory Design; Visual Narrative; Digital Mapping Systems; Community Identity; Designer As Actor</p

Communicating, learning and the in-between: a study of the impact of open-access, informal online learning environments

1. The broad aim of this project has been to contribute understandings of the uses of computer-mediated communication in 'informal' (not leading to certification) yet institutionally-hosted online spaces. The project consisted of an investigation into engagement with communication and discussion tools provided by OpenLearn, the Open University's Open Content Initiative (http://www.open.ac.uk/openlearn). 2. The research focused on a selection of examples of asynchronous and synchronous communication situations within OpenLearn, including a selection of forums from the LearningSpace (http://openlearn.open.ac.uk) and various instances of synchronous communication using FM (FlashMeeting) that took place within the context of two pilot studies organised by the researcher in coordination with discipline-based colleagues. 3. Whilst the research was based on an action research orientation, the approach was predominantly exploratory and ethnographic methods (observation and participant observation) were used, complemented with semi-structured interviews, as appropriate. Thematic analysis was used within a grounded theory approach. 4. The study suggests 5 themes as core elements of engagement in CMC within an OER context: 'validation�; 'privacy�; 'trust�; 'purposefulness�; 'leadership'. The themes are mutually-dependent and each warrants more detailed investigation, and relevant topics are discussed. 5. In short, the study provides a contribution to enquiries on the impact of OERs in that it brings to light, from within a sample of learning situations across the 'informal�/�formal' space, a number of boundary issues concerning curriculum and, in particular, pedagogy. It suggests that a major aspect of the impact of OERs is that their availability is not only creating new challenges but also uncovering previously veiled tensions and questions regarding identity and boundaries. 6. A number of outputs have been generated, including two new projects that capitalise on understandings facilitated during the pilots carried out within the remit of this study

Lessons taught and learned from the operation of the solar energy e-learning laboratory

The solar energy e learning laboratory (solar e-lab) in Cyprus is a good example of a web-based, remote engineering laboratory. It comprises a pilot solar energy conversion plant which is equipped with all necessary instrumentation, data acquisition, and communication devices needed for remote access, control, data collection and processing. The impact that the solar e-lab had during its nearly 5 years of operation is indeed high. Throughout this period, the solar e-lab has been accessed by users from over 500 locations from 79 countries spread all over the world. In the period of November 2004 to October 2008, more than a million visits were recorded, out of which 25000 have registered on the site and surfed through studying the supplied material. Around 1000 hits concerned registered users that passed the pre-lab test and performed the experimentation part. The four years of operation of the solar e-lab demonstrated how the Internet can be used as a tool to make the laboratory facilities accessible to engineering students and technicians located outside the laboratory, including overseas. In this way, the solar energy e-learning lab, its equipment and experimental facilities were made available and shared by a number of interested people, thus widening educational experiences. Judging from the online evaluation reports that were received from the solar e-lab users during the last 2 years of operation, it can be concluded that there is nearly excellent satisfaction by the users

School Counseling Site Supervisor Training: An Exploratory Study

This study explored the supervision training needs of site supervisors of master’s program school counseling interns via the construct of selfefficacy. Using the Site Supervisor Self-Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self-efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self-efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self-efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered

Talking together : consumer communities in healthcare

Consumer involvement in computer mediated communities (CMCs) is increasing particularly in high involvement services such as healthcare. This paper examines the role of CMCs as providers of patient information and support and the subsequent effect on the relationship between 'informed' consumers and health care providers. The evolving dialogue between consumers in virtual communities provides one key axis along which professional service consumption will evolve. The challenge for service consumers is to develop frameworks that facilitate robust dialogue and exchange of information and emotional support to complement their rising authority. The parallel challenge is for the established medical profession to recognise the consequences of this evolving dialogue and develop approaches to service delivery that effectively engage with consumers on the basis of this increasing authority

A report on the ULTRLAB's development of online components in NCSL programmes

This report is one of two produced by ULTRALAB forthe National College of School Leadership (NCSL). Here we discuss the research and development of online components of two NCSL programmes. The other report looks at the Talking Heads project, an online community for Headteachers in England. This report considers our work on two NCSL programmes. The new model National Qualification for Headship (NPQH) had its first cohort of learners in March 2001. ULTRALAB was involved in consultancy with the DfES, the writers of the programme materials and the ten regional training providers, in setting up the online elements from September 2000. The online community aspects of NPQH were established using think.com software, with the name Virtual Heads chosen for the overarching national community. The pilot for the Certificate of School Business Management started in February 2002. Our involvement here was to develop the online community and support the tutors in its use.The online community aspects were established using think.com software, with the name Bursars’ Count chosen for the overarching national community