Technology-supported learning innovation in cultural contexts

Many reform initiatives adopt a reductionist, proceduralized approach to cultural change, assuming that deep changes can be realized by introducing new classroom activities, textbooks, and technological tools. This article elaborates a complex system perspective of learning culture: A learning culture as a complex system involves macro-level properties (e.g., epistemological beliefs, social values, power structures) and micro-level features (e.g., technology, classroom activities). Deep changes in macro-level properties cannot be reduced to any component. This complex system perspective is applied to examining technology-supported educational change in East Asia and analyzing how teachers sustain the knowledge building innovation in different contexts. Working with the macro-micro dynamics in a learning culture requires a principle-based approach to learning innovation that specifies macro-level changes using principle-based instead of procedure-based terms and engages teachers’ deep reflection and creative engagement at both the macro- and the micro-level

Success factors for blended learning

There is now a new landscape in educational technology where physical and virtual environments are blended to support learning in university courses. Blended learning has potential to improve learning but there are also challenges, especially in responding to the complexity of two environments and embedding it as a legitimate learning environment. Owing to the newness of the blended learning concept in higher education, little is known about what makes a successful blended learning experience and this paper provides an overview of success factors that are starting to emerge from the literature, research and our practice. It also offers some suggestions for future research.<br /

Teaching for blended learning : how is ICT impacting on distance and on campus education?

The concept of blended learning, defined in a range of ways, has begun to change the nature of all teaching and learning in higher education. Information and communication technologies have impacted by providing a means of access to digital resources and interactive communication for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This paper will investigate reported studies from both research literature and from the writers\u27 research, defining what they have concluded are teaching practices that use the concept of blended learning effectively.<br /

A Review of IFIP TC 11 WG 11.8 Publications through the Ages

Part 1: WISE 8International audienceIFIP WG 11.8 established a series of conferences in 1999 entitled World Information Security Education (WISE). These conferences have been held every second year since then, with the eighth one being held in 2013. Not surprisingly, there has been numerous high quality papers presented and published in the WISE conference proceedings over the years. However, many of these publications are not easily accessible and are therefore not being readily cited. One of the reasons for the inaccessibility of these papers is that they have not been made widely available through either print or a well-known repository on the Web. Furthermore, a need exists to reflect on what has been done in the past in order to realize the future of these conferences and related events. In order to begin the process of addressing this need, this paper presents a review of the IFIP WG 11.8 publications through the ages. It also reflects briefly on the problems relating to the inaccessibility of these publications, the decline in paper submissions and the lack of citations