Interactive media in distance learning for UK farmers: the countryside disc

How might UK farmers benefit from using interactive computer-based media? These farmers need to learn how to change their practices in a rapidly changing economic and social environment. They have difficulty in obtaining suitable training through conventional audio-visual media and face-to-face sessions. How would they benefit from learning at a distance, using computer-based media in their own homes and offices? This thesis presents a naturalistic study of how a number of UK farmers benefited from using the Countryside Disc, one of the few examples available of an interactive training program aimed at farmers. The Disc, which is a computer-controlled laser vision videodisc, required the farmers to act in a complex simulated world (of a farm and its social and ecological environment) in which they received frequent and immediate feedback concerning the consequences of their actions. After a pilot study to develop the methodology, the main study involved observation and recording of 10 farmers' interactions with the Disc. The farmers engaged in hundreds of instructional interactions with the Disc. Each farmer's approach to learning changed as he or she worked through the program, and was clearly related to the learning outcomes for that person. The Disc demanded a deep approach: two farmers who attempted to use a surface approach were unable to continue. The farmers drew heavily on their experience in the real farming world and the frequent feedback prompted them to be reflective on both that experience and the training offered by the Disc. They also encountered a range of navigational problems, most of which could be reduced or eliminated through redesign of the Disc. The most important finding was that farmers, through using the Countryside Disc, received training, in their homes and offices, in (a) gaining deep understanding of the interplay of factors involved in present-day farming, and (b) making profitable farm management decisions - while observing relevant regulations and being responsive to the opinions of interest groups. The thesis concludes with a discussion of the findings in the light of theories advanced by Marton and Säljö on deep and surface learning, by Laurillard on conversational framework and by Schön on reflective practitioners. It includes suggestions for further research

A renaissance of audio: podcasting approaches for learning on campus and beyond

In this paper, we urge practitioners to consider the potential of podcasting for teaching, learning and assessment. Our perspective is drawn from research on IMPALA (Informal Mobile Podcasting And Learning Adaptation), which showed that there is a range of successful podcasting approaches for students on campus. After briefly surveying the background literature, we provide examples of three approaches, from three different universities: 1) helping students to prepare presentations and assessed work, 2) offering feedback from staff on students’ assessed work, and 3) assisting undergraduates to make the transition from school or college to university. Finally, we would like readers to consider how podcasting approaches like these can be converted for distance education. On the evidence available to date from IMPALA and other studies, we feel confident in predicting that podcasting will be integrated more and more into distance education, to the immense benefit of the long distance learner

Editorial Introduction to the Special Issue “Online and Distance Learning during Lockdown Times: COVID-19 Stories–Series 1”

The rapid spread of COVID-19 in early 2020 has changed many aspects of life including that of education all over the world [...

Swimming in the deep-end: An e-mentoring approach to help mature students' transition to higher education

This paper reports findings from research into the benefits of e-mentoring for mature students (21 years old and above) preparing for university study through taking Access courses. The research was carried out at Kingston University in the UK in the context of current policies of widening participation in higher education (HE). It was aimed at adding to student satisfaction and retention in university, particularly for those from families without a background in HE. Previous studies suggested that good pre-entry preparation and support improves students' chances of success in HE. This paper describes how an e-mentoring scheme, called eAccess, was developed to prepare students taking Access courses for learning at undergraduate level. The research showed that eAccess supported students in three ways: learning about university life, helping with the HE application process and developing confidence and effective learning strategies. The paper identifies the potential of e-mentoring schemes to enable students to prepare better for HE through the development of social capital which enables them to tap into 'hot knowledge' – an un-codified and un-institutionalised form of knowledge available amongst mature undergraduates at university

The "double life" of an i-Pod: a case study of the educational potential of new technologies

This presentation outlines a case study conducted at the University of Leicester in the UK to examine the learning opportunities offered by technological developments in information and entertainment domains. The study forms a part of a national research project funded by the UK Higher Education Academy to examine student learning experiences through new e-learning technologies. The study explores how a ‘peripheral technology’, originally intended for entertainment and business can become a ‘core technology’ and be integrated into an institutional learning technology. The peripheral technology explored in the case study is the delivery of MP3 files for students to use via mobile devices with MP3 play back facility, such as iPods, dedicated MP3 players, and laptops – a simple form of technology that can be created by teachers with limited resources. Evidence of how student learning was supported by podcasts will be presented and an early model of creating pedagogically sound podcasts is outlined. [Text from the Introduction

Chinese Students’ Use of Digital Resources for Their Learning in UK Higher Education

This paper explores Chinese students’ use of digital resources during their postgraduate studies in the UK. The study is important in contemporary Higher Education (HE) context where internet-based technologies, resources, online platforms and digital devices play a significant role in providing access to learning resources. A significant portion of students in HE also come from diverse cultures with arguably varying orientations to learning and using technologies. Based on qualitative data collected from focus group interviews with Chinese postgraduate students at Leicester, we explore some of the challenges that they face during their transition from learning in China (Nguyen et al., 2006; Leedham, 2015) to the UK HE learning environment. We identify the strategies that these students use, including a variety of digital tools and resources that they use to help in their formal studies during and beyond this transition stage. We also highlight their development of digital literacy skills and the responsibility that the UK HEIs have in this regard

iPodology: the new kid on the block

Podcasting, which originated as a technology to create and distribute personal radio shows on the Internet, is now becoming a technology to support learning in many educational contexts. In this paper, we introduce podcasting as a learning technology, and discuss four approaches to using podcasting to support formal higher education, a key stage of an individual’s lifelong learning process. These podcasting approaches have been developed to support: transition from school to university; acquiring good learning and study skills; online and independent learning, and; learning at a distance. Following a brief overview of the definitions of podcasting as they apply in educational contexts, and a review of the current use of podcasting for learning, this paper outlines the methodology for developing podcasting approaches. It then briefly describes the four approaches to support student learning. Each approach has been developed to address a specific teaching and learning challenge. We invite practitioners to adopt these approaches and develop their own podcasts to address similar or different teaching and learning challenges

Podcasting for learning in universities

Podcasting for Learning in Universities details several examples of research to practice for the successful use of podcasts in Higher Education, drawing from studies in the UK, Australia and South Africa. The book offers a practical transferable model and guidelines for integrating podcasts in higher education contexts. There is a dedicated website at www.podcastingforlearning.com with further links and examples