1,721,078 research outputs found
WLBK Handout October 2014
No full text<p>Handout prepared for a talk given by Allison Littlejohn to CISI Annual conference, London, 9 October 2014</p
Reusing Online Resources: A Sustainable Approach to eLearning
Get PDFJIME
Special Issue on Reusing Online Resources
Commentary and Debate on:
Reusing Online Resources: A Sustainable
Approach to eLearning
Edited by Allison Littlejohn, Kogan Page, London.
ISBN: 0749439491
[www.reusing.info]
Welcome to the
Journal of Interactive Media in Education, and this Special Issue of JIME, which is 'reusing' the Reusing Online
Resources book as the point of departure for online discussion. [Enter Special Issue].
It is interesting to consider how much activity has grown since JIME's Special Issue on <a
href="http://jime.open.ac.uk/98.html#eoe">Educational Authoring Tools and the Educational Object Economy
in 1998. There is clearly a broader consensus on standards emerging,
but what progress has there been on the fundamental ideas and infrastructure?
This book and special issue are therefore a timely milestone to reflect.
You will find expert contributions, grounded in technical and pedagogical experience,
critiquing and refining the assumptions behind the idea of reusable learning resources.
The issue is organised as follows:
the book's opening chapter by the editor,
introducing seven key issues for reusable resources;
invited introductions to the book's four sections - 'theory, design, resource
and strategy perspectives' - by leading educational technologists;
an invited commentary on each chapter written
for this Special Issue to open critical discussion...
...which can continue in the discussion area for
each chapter, where authors, commentators and the wider community are invited
to post their own views on the book and commentaries. Click on the Comment Bubble
by each chapter heading to view all
comments on it, or add your own.We hope that you find this a valuable companion to the book,
and welcome your participation in advancing the debate in this field,
one which is seeing much activity, but also provoking strong reactions.
Allison Littlejohn & Simon Buckingham Shum
Special Issue Editors Notes: Reprinted with permission from: 'Reusing Online Resources: A Sustainable Approach to eLearning', (Ed.) Allison Littlejohn. Kogan Page, London. ISBN 0749439491
Introduction by David Wiley to Part 2 of Littlejohn, A. (2003) Reusing Online Resources: Design Perspectives
No full textAbstract: The chapters in this part of the book explore a number of ways of wrapping educational contexts around existing online resources, allowing them to be reused exactly as they are -- without necessitating editing or other alteration a priori.
Notes: Reprinted with permission from: 'Reusing Online Resources: A Sustainable Approach to eLearning', (Ed.) Allison Littlejohn. Kogan Page, London. ISBN 0749439491.
Editor: Allison Littlejohn
Commentary by Denise Whitelock on Littlejohn, A. (2003) Reusing Online Resources, Chapter 4: Engaging with the Learning Object Economy, by Lorna Campbell
No full textAbstract:
Editors: Allison Littlejohn and Simon Buckingham Shum
Teaching with technology needs care
Get PDFDigital learning doesn't have to mean that students aren't going to feel cared for, according to research from Allison Littlejohn, Eileen Kennedy, Diana Laurillard, and Kathy Armour
No hay “aprendizaje virtual”: La materialidad de la educación digital
No full textThe distinction between face-to-face and distant digitally-mediated educational engagement is a complex one, and the two modes are often combined in practice, via ‘blended learning’ or the use of a VLE to support campus-based teaching. The current Covid-19 pandemic has thrown this distinction into relief, in a context where educationalists have been forced to move to fully distant engagement in a very short timeframe. This paper explores how this predicament has brought to the fore the nature of our engagement with digital knowledge practices and screen-based communication, arguing that the notion of ‘virtual learning’ is a flawed one. Instead, adopting a sociomaterial perspective, it argues that all aspects of digital engagement are in fact grounded in material and embodied entanglements with devices and other artefacts.La distinción entre la implicación educativa presencial y la mediatizada digitalmente a distancia es compleja, y en la práctica las dos modalidades se combinan a través del “aprendizaje mixto” o el uso de un EVA para apoyar la enseñanza que se lleva a cabo en los campus. La pandemia actual del Covid-19 ha puesto de relieve esta distinción, en un contexto donde los pedagogos se han visto obligados a moverse hacia una implicación totalmente a distancia en un plazo temporal muy corto. Este artículo explora como esta situación de apuro ha traído al primer plano la naturaleza de nuestra relación con las prácticas de conocimiento digitales y la comunicación basada en las pantallas, argumentando que la noción de “aprendizaje virtual” es errónea. En cambio, desde una perspectiva sociomaterial, en el presente artículo se argumenta que todos los aspectos de la implicación digital se basan de hecho en entramados materiales e incorporados con dispositivos y otros artefactos.The research project UCL Moving to Online Teaching and Homeworking is supported by UCL Institute of Education, and is led by Allison Littlejohn
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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