899 research outputs found
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From videocassette to video stream: Issues involved in re‐purposing an existing educational video
Get PDFConventional video recordings can be converted into video streams but the process can be complex and problematic. The authors’ experience of re‐purposing an existing video, Back Care for Health Professionals, for streaming is used to illustrate what was involved and to highlight the important issues. Financial, legal, technical and pedagogic issues are examined
Profiling and understanding student information behaviour: Methodologies and meaning
Get PDFThis paper draws on work conducted under the Joint Information Systems Committee (JISC) User Behaviour Monitoring and Evaluation Framework to identify a range of issues associated with research design that can form a platform for enquiry about knowledge creation in the arena of user behaviour. The Framework has developed a multidimensional set of tools for profiling, monitoring and evaluating user behaviour. The Framework has two main approaches: one, a broad‐based survey which generates both a qualitative and a quantitative profile of user behaviour, and the other a longitudinal qualitative study of user behaviour that (in addition to providing in‐depth insights) is the basis for the development of the EIS (Electronic Information Services) Diagnostic Toolkit. The strengths and weaknesses of the Framework approach are evaluated. In the context of profiling user behaviour, key methodological concerns relate to: representativeness, sampling and access, the selection of appropriate measures and the interpretation of those measures. Qualitative approaches are used to generate detailed insights. These include detailed narratives, case study analysis and gap analysis. The messages from this qualitative analysis do not lend themselves to simple summarization. One approach that has been employed to capture and interpret these messages is the development of the EIS Diagnostic Toolkit. This toolkit can be used to assess and monitor an institution's progress with embedding EIS into learning processes. Finally, consideration must be given to integration of insights generated through different strands within the Framework
Supporting sustainable e‐learning
Get PDFThis paper draws upon work carried out within phase one of a national forum for support staff, funded by the UK Learning and Teaching Support Network Generic Centre. It sets out themes in current Learning Technology research within the context of institutional practice. It reports the responses of a range of e‐learning support staff to new developments in the reuse and sharing of Learning Objects. The article highlights tensions across support units, inconsistencies in support provision and confusion over issues concerning different modes of teaching. It also forewarns a growing gap between institutional practice and research in the development of approaches to sustainable e‐learning
Reviews
Get PDFPeter Jarvis, Universities and Corporate Universities: The Higher Education Industry in Global Society, London: Kogan Page, 2001. ISBN: 0–7494–3404‐X. Softback, x + 166 pages, £19.99
Using classroom communication systems to support interaction and discussion in large class settings
Get PDFTeaching methods that promote interaction and discussion are known to benefit learning. However, large class sizes make it difficult to implement these methods. Research from the United States has shown that an electronic classroom communication system (CCS) can be used to support active discussion in large lecture classes. This investigation extends that research and it evaluates students’ and teachers’ experiences of CCS technology in the context of two different modes of discussion — peer‐group and class‐wide discussion. With CCS technology, students’ answers to multiple‐choice concept tests are collated in real time with the class results fed back as a histogram. This information serves as the trigger for each mode of discussion. This paper explores the unique contribution of CCS technology, the relative strengths of peer‐ and class‐wide discussion and some practical implementation issues
Reviews
Get PDFAnne Brockbank, Ian McGill and Nic Beech, Reflective Learning in Practice, Aldershot: Gower Publishing, ISBN: 0 566 08377 9. £49.50
From conditioning to learning communities: Implications of fifty years of research in e‐learning interaction design
Get PDFThis paper will consider e‐learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e‐learning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and Gagné), cognitivist (Pask, Piaget and Papert), situated (Lave, Wenger and Seely‐Brown), socio‐constructivist (Vygotsky), socio‐cultural (Nardi and Engestrom) and community‐based (Wenger and Preece). Emerging from this review is the argument that effective e‐learning usually requires, or involves, high‐quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e‐learning
Effective use of learning technologies (ICT) with campus-based students
Get PDFArticle about a project to use learning technologies (ICT) with campus-based students. Led by Anita Pincas, University of East London
Effective use of CHAT in online learning
Get PDFA proposal to encourage more usage of CHAT software in online learning