Moebius strip enterprises and expertise in the creative industries: new challenges for lifelong learning?

The paper argues that the emergence of a new mode of production – co-configuration is generating new modes of expertise that EU policies for lifelong learning are not designed to support professionals to develop. It maintains that this change can be seen most clearly when we analyse Small and Medium Size (SMEs) enterprises in the creative industries. Drawing on concepts from Political Economy - ‘Moebius strip enterprise/expertise’ and Cultural Historical Activity Theory - project-object’ and the ‘space of reasons’, the paper highlights conceptually and through a case study of an SME in the creative industries what is distinctive about the new modes of expertise, before moving on to reconceptualise expertise and learning and to consider the implications of this reconceptualisation for EU policies for lifelong learning. The paper concludes that the new challenge for LLL is to support the development of new forms expertise that are difficult to credentialise, yet, are central to the wider European goal of realising a knowledge economy

A study of the role of a technology-enhanced learning implementation group in mediating an institutional VLE minimum standards policy

Recent years have seen a focus on responding to student expectations in higher education. As a result, a number of technology-enhanced learning (TEL) policies have stipulated a requirement for a minimum virtual learning environment (VLE) standard to provide a consistent student experience. This paper offers insight into an under-researched area of such a VLE standard policy development using a case study of one university. With reference to the implementation staircase model, this study takes cue from the view that an institutional VLE template can affect lower levels directly, sidestepping the chain in the implementation staircase. The Group's activity whose remit is to design and develop a VLE template, therefore, becomes significant. The study, drawing on activity theory, explores the mediating role of such a Group. Factors of success and sources of tension are analysed to understand the interaction between the individuals and the collective agency of Group members. The paper identifies implications to practice for similar TEL development projects. Success factors identified demonstrated the importance of good project management principles, establishing clear rules and division of labour for TEL development groups. One key finding is that Group members are needed to draw on both different and shared mediating artefacts, supporting the conclusion that the nature of the group's composition and the situated expertise of its members are crucial for project success. The paper's theoretical contribution is an enhanced representation of a TEL policy implementation staircase

Connecting does not necessarily mean learning: Course handbooks as mediating tools in school-university partnerships

This is the author's accepted manuscript (titled "Course handbooks as mediating tools in learning to teach"). The final published article is available from the link below. Copyright @ 2011 American Association of Colleges for Teacher Education.Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school subject departments (history and modern foreign languages) is analyzed. Informed by Cultural Historical Activity Theory, the analysis focuses on the handbooks as mediating tools in the school-based teacher education activity systems. Qualitative differences in the mediating functions of the handbooks-in-use are examined and this leads to a consideration of the potential of such tools for teacher learning in school–university partnerships. Following Zeichner’s call for rethinking the relationships between schools and universities, the article argues that strong structural connections between different institutional sites do not necessarily enhance student teacher learning

Intelligent and adaptive tutoring for active learning and training environments

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this Web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used

An examination of global university rankings as a new mechanism influencing mission differentiation: the UK context

Since their emergence a decade ago, global university rankings have become a powerful force in higher education internationally. The majority of research studies on global rankings have examined the effects at institutional and national levels. This study offers a valuable perspective on the ways rankings (and other international benchmarks) are deployed at the intra-sector level, by UK higher education ‘mission groups’, to support different policy positions. The concept of object in activity theory is used to problematize the analysis. Critical discourse analysis is used as a methodological orientation to study the ways global rankings mediate the object in this context. The findings contribute to the current debate on whether rankings are promoting isomorphism in higher education sectors nationally, illustrating a differentiated engagement with rankings in the UK context. The relevance of the findings for policy-makers and institutional managers is discussed

Boundary objects and boundary crossing for numeracy teaching

In this paper, we share analysis of an episode of a pre-service teacher’s handling of a map artefact within his practicum teaching of ‘Mathematical Literacy’ in South Africa. Mathematical Literacy, as a post-compulsory phase subject in the South African curriculum, shares many of the aims of numeracy as described in the international literature— including approaches based on the inclusion of real life contexts and a trajectory geared towards work, life and citizenship. Our attention in this paper is focused specifically on artefacts at the boundary of mathematical and contextual activities. We use analysis of the empirical handling of artefacts cast as ‘boundary objects’ to argue the need for ‘boundary crossing’ between mathematical and contextual activities as a critical feature of numeracy teaching. We pay particular attention to the differing conventions and extents of applicability of rules associated with boundary artefacts when working with mathematical or contextual perspectives. Our findings suggest the need to consider boundary objects more seriously within numeracy teacher education, with specific attention to the ways in which they are configured on both sides of the boundary in order to deal effectively with explanations and interactions in classrooms aiming to promote numeracy

Towards ‘Onlife’ Education. How Technology is Forcing Us to Rethink Pedagogy

[EN] The objective of this chapter is twofold: on the one hand, to provide an explanation for the need we have today to rethink pedagogy based on new realities and the scenarios in which we live, also in education, generated by the technology of our time and, on the other hand, to point out the direction in which we can find a path that leads us to that reflection in the face of the inevitable convergence between technology and pedagogy in which we are today