278 research outputs found
An interactive learning environment in geographical information systems
The Unigis Learning Station is a computerâbased learning management tool for the Postgraduate Diploma in Geographical Information Systems by distance learning (correspondence). Unigis is an international network of universities coâoperating in the delivery of such courses. The students on Unigis courses are mature midâcareer professionals who study in addition to undertaking full time jobs. The Learning Station offers these students information about the course, resources for independent study, a structured set of exercises, assessments and feedback opportunities, and an integrated and easy way to interact with other course software. Following a brief introduction to the Unigis curriculum, this paper discusses the design of the Learning Station. The roles the Learning Station adopts are outlined, and the range of multimedia and communications tools used discussed. Evaluation of the Learning Station is presented and the issued raised by this provide useful lessons for other computerâbased learning management tools, and the adaptation of the Learning Station to other teaching and learning situations
Developing an Online Collaborative Approach to Global Education in Vocational Contexts
Peer reviewedPublisher PD
The Tutor's Role
This chapter addresses three questions about being an effective online tutor: 1. Why do we still think that online tutoring can principally draw its basis from face-to-face group processes and dynamics or traditional pedagogy? 2. Does the literature tell us anything more than we would make as an intelligent guess? 3. Do we really know what an âeffectiveâ online tutor would be doing? The OTiS participants have gone some way to answering these questions, through the presentation and discussion of their own online tutoring experiences. Literature in this area is still limited, and suffers from the need for timeliness of publication to be useful. Intelligent guesses are all very well, but much better as a source of information for online tutors are the reflections and documented experiences of practitioners. These experiences reveal that face-to-face pedagogy has some elements to offer the online tutor, but that there are key differences and there is a need to examine the processes and dynamics of online learning to inform online tutoring
âUnfettered expression of thoughtâ? Experiences of anonymous online role play
Advocates suggest that anonymity allows all learners to have an equal voice in a learning environment, and that it encourages participation. This paper explores tutorsâ and learnersâ experiences of an anonymous, synchronous role play activity conducted using online discussion forums. A qualitative study was undertaken to investigate the experiences of five groups of learners and four tutors. Data were obtained from an online questionnaire and interviews with students and tutors. The findings reveal a huge diversity in responses to the activity. Learnersâ emotions before the activity ranged from âconfidentâ to âpanicâ. Afterwards many stated that âanonymityâ was the best thing about the activity, suggesting that it âloosened inhibitionsâ and allowed âunfettered expression of thoughtâ. At the same time, some respondents admitted trying to guess the identity of participants, and played their roles with varying degrees of conviction and engagement. Some participants may even have refrained from playing any part in the activity, hiding behind their anonymity. For tutors issues of control were significant and issues of facilitation were raised, although inappropriate behaviour was rare. This study has revealed the diversity of learnersâ responses to online role play, and the generally positive attitude towards anonymity. It also highlights the potential for anonymity to contribute to inequality in participation and raises the question of whether genuine anonymity can be useful or achievable. Key findings with significance for future implementation of similar role play activities are presented here
Understanding the Needs of Masters Dissertation Supervisors : Supporting Students in Professional Contexts
Peer reviewedPublisher PD
International online collaboration as a boundary crossing activity for vocational educators
The authors acknowledge the support of many colleagues in their respective universities and within partner colleges during this research. Course tutors in Scotland, Dr Margaret Harris and Dr Aileen Ackland, are thanked for their support in implementing COLIGE with their students. Students who completed surveys or provided feedback in other ways are also thanked for their helpful comments. Professor Paul Kirschner kindly engaged in discussions associated with this work and colleagues and anonymous reviewers have provided helpful feedback on draft versions of this paper.Peer reviewedPostprin
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John Stephenson (ed.), Teaching and Learning Online: Pedagogies for New Technologies, Kogan Page, London, 2001. ISBN: 0â7494â3511â9. Softback, xi + 228 pages. ÂŁ19.99
Understanding learner engagement on a blended course including a MOOC
The authors would like to acknowledge the work of the large team behind the MOOC âAfrica: Sustainable Development for All?â which was led by Professor Hilary Homans. Thanks are also due to the students who participated in the UKES, and particularly those who contributed to the focus groups.Peer reviewedPublisher PD
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