Between analysis and transformation: technology, methodology and evaluation on the SPLICE project

This paper concerns the ways in which technological change may entail methodological development in e-learning research. The focus of our argument centres on the subject of evaluation in e-learning and how technology can contribute to consensus-building on the value of project outcomes, and the identification of mechanisms behind those outcomes. We argue that a critical approach to the methodology of evaluation which harnesses technology in this way is vital to agile and effective policy and strategy-making in institutions as the challenges of transformation in a rapidly changing educational and technological environment are grappled with. With its focus on mechanisms and multiple stakeholder perspectives, we identify Pawson and Tilley’s ‘Realistic Evaluation’ as an appropriate methodological approach for this purpose, and we report on its use within a JISC-funded project on social software, SPLICE (Social Practices, Learning and Interoperability in Connected Environments). The project created new tools to assist the identification of mechanisms responsible for change to personal and institutional technological practice. These tools included collaborative mind-mapping and focused questioning, and tools for the animated modelling of complex mechanisms. By using these tools, large numbers of project stakeholders could engage in a process where they were encouraged to articulate and share their theories and ideas as to why project outcomes occurred. Using the technology, this process led towards the identification and agreement of common mechanisms which had explanatory power for all stakeholders. In conclusion, we argue that SPLICE has shown the potential of technologically-mediated Realistic Evaluation. Given the technologies we now have, a methodology based on the mass cumulation of stakeholder theories and ideas about mechanisms is feasible. Furthermore, the summative outcomes of such a process are rich in explanatory and predictive power, and therefore useful to the immediate and strategic problems of the sector. Finally, we argue that as well as generating better explanations for phenomena, the evaluation process can itself become transformative for stakeholders

How can I encourage multi-stakeholder narrative and reflection on the use of ICT in Teacher Professional Development programmes in Rwanda?

This is an action research enquiry into how I can improve my practice to encourage multi-stakeholder narrative and reflection on the use of Information and Communication Technology (ICT) in Teacher Professional Development (TPD) programmes in Rwanda. I examine the complexity of the ICT-TPD landscape in the Africa Region. I describe two action research cycles in which I attempt to encourage reflection on ICT in professional development in Rwanda. In each cycle I explore the potential of an Activity Theory lens for probing the issues and examining the perspectives of the stakeholder community of teachers, teacher educators, curriculum developers and researchers affiliated to national ICT in TPD programmes and initiatives. I integrate a “Most Significant Change” narrative technique to engage participants in telling stories of significant change in their practice with technology integration. Through the rigour of the action research living theory approach I come to a number of conclusions about my own values and how I actually live my values in practice as I engage with partners in discourse and reflection for mutual learning on the issues of ICT integration in Teacher Professional Development

Managing innovation in English language education, state of the art review.

Innovation in English language education (ELE) has become a major ‘growth area’ in recent years. At the same time, an ELE innovation management literature has also developed, based on insights from innovation theory and their application, both from outside and within ELE, and concerned with attempting to critically evaluate and inform ELE innovation practice. Thus, using a well-established three-part framework for distinguishing the main stages involved in innovation project management, this review describes and discusses the main features of this body of work. After defining terms and clarifying its scope, it considers what is said about the innovation ‘initiation’ phase, in terms of innovation causes, characteristics and contexts. It then examines conceptualisations of the innovation ‘implementation’ stage, by distinguishing main overall approaches, frameworks for identifying and configuring roles, underlying psychological processes, and the use of evaluation techniques. Lastly, the literature relating to innovation ‘institutionalisation’ stage is analysed. The article concludes by identifying overall trends and areas for further development. In particular, it is argued that ELE innovation work needs to become more informed by many of the concepts and procedures which the ELE innovation management literature contains

A Pedagogy for Original Synners

Part of the Volume on Digital Young, Innovation, and the UnexpectedThis essay begins by speculating about the learning environment of the class of 2020. It takes place entirely in a virtual world, populated by simulated avatars, managed through the pedagogy of gaming. Based on this projected version of a future-now-in-formation, the authors consider the implications of the current paradigm shift that is happening at the edges of institutions of higher education. From the development of programs in multimedia literacy to the focus on the creation of hybrid learning spaces (that combine the use of virtual worlds, social networking applications, and classroom activities), the scene of learning as well as the subjects of education are changing. The figure of the Original Synner is a projection of the student-of-the-future whose foundational literacy is grounded in their ability to synthesize information from multiple information streams

Systems thinking: critical thinking skills for the 1990s and beyond

This pdf article discusses the need for teaching systems thinking and critical thinking skills. Systems thinking and systems dynamics are important for developing effective strategies to close the gap between the interdependent nature of our problems and our ability to understand them. This article calls for a clearer view of the nature of systems thinking and the education system into which it must be transferred. Educational levels: Graduate or professional

What do we know from the literature on public e-services?.

Public e-services are a broad and growing research field in which scholars and practitioners from different domains are involved. However, the increasing attention devoted to public e-services only partially captures the extreme variety of aspects and implications of the diffusion of information and communication technologies at all levels of public administrations. The paper aims to develop a meta-analysis of the literature on the delivery, diffusion, adoption and impact of public e-services and examines current research trends in terms of differences in methodologies, approaches and key indicators across five service platforms: eGovernment, eEducation, eHealth, Infomobility and eProcurement. We examined 751 articles appeared in 2000-2010 in the top international academic journals listed in the Social Science Citation Index (SSCI) of the Institute for Scientific Information (ISI), as classified in the following fields: Communication, Economics, Education, Environmental Studies, Geography, Health Policy & Services, Information Science & Library Science, Law, Management, Planning & Development, Public Administration, Transportation and Urban Studies. We highlight a significant heterogeneity in scientific production across service domains, countries covered by empirical analyses, indicators used, and affiliation of authors. We also show an increasing diffusion of quantitative methods applied to different research fields which still appears to be constrained by data limitations. The overall picture emerging from the analysis is one characterized by largely unexplored service domains as well as scarcely analyzed issues both across and within individual service platforms (e.g. front vs. back office issues). Thus many research opportunities seem to emerge and need to be exploited from different disciplinary perspectives in this field of analysis.eGovernment, eEducation, eHealth, Infomobility, eProcurement, Bibliometrics, Metaanalysis, Innovation in services, Public e-services