Tech Trends
Volume 43, Number 5, pp 19-22
November 1999
Abstract
Education has recently been witnessing a revolution in the development of
distance learning technologies. This paper, commissioned by the American
Association for Educational Communications and Technology, maps the recent
innovations and applications of telematic technologies in this revolution with
a particular focus on distance education. It provides commentary on the use of
digital compression techniques and other technological developments, and also
addresses the issues of system flexibility, social support for distance
learners and techniques for the remote assessment of learning.
An offprint of the full paper is available from the
author on request.
Quarterly Review of Distance Education
Volume 1, Number 1, pp 31-44
Spring 2000
Abstract
Current trends in educational telematics are examined, and frameworks, models
and guidelines for the design and evaluation of courses for remote delivery are
presented. Reference is made to a variety of integrated telematic solutions for
the delivery of education to remote learners. Problematic pedagogicak and
psychological issues are highlighted, and some possible solutions offered. A
number of key questions are posed about appropriate delivery methods, including
communications systems, assessment methodologies, and evaluation techniques.
An offprint of the full paper is available from the
author on request.
Educational Media International
Volume 37, Number 1, pp 31-38
Summer 2000
Abstract
This article reviews a study conducted to establish the psychological basis for
user responses to digital videoconferencing. Left and right brain laterality
and the demographic factors of age and gender were examined as possible
predictors of user response. Behavioural and affective responses were measured
in a small group of distance learners (n=60). Affective measure 'A' concerned
user perception of equipment functionality and usefulness, and the intention to
repeat the experience, whilst behavioural measure 'B' examined anxiety level
and self-consciousness. Significant differences were observed between age
groups with older participants expressing greater satisfaction with
functionality and less anxiety overall. A lesser effect was observed between
males and females with the latter reporting higher satisfaction levels and
lower anxiety with the technology. No significant difference between left and
right brain lateralities was observed.
An offprint of the full paper is available from the
author on request.
International Journal of Engineering Education
Volume 17, Number 2, pp 145-152
Spring 2001
Abstract
Distance educators are relying increasingly upon telematic solutions to connect
with remote students. The authors argue that educators should have a sound
knowledge of the pedagogical applications of telematic technology and how it
impacts upon the distance learner. This paper uses a construction analogy to
outline the basic building blocks of telematic learning delivery, and examines
three key areas of implementation: theoretical frameworks, integrative
approaches, and benefits analysis. Current practice and research into
distributed learning networks in rural South-West England are described and a
range of telematic technologies are examined. The paper offers benefits
analysis and evaluation of the effectiveness of these applications to different
learning and teaching contexts.
An offprint of the full paper is available from the
author on request.
Journal of Educational Media
Volume 26, Number 1, pp 7-18
Summer 2001
Abstract
This paper examines the changing role of the teacher in the use of educational
Information and Communication Technologies (ICT). Several key issues are
explored, including the effects of ICT on teaching and learning, the changing
role of the teacher in constructivist learning environments, and the new skills
teachers may be expected to acquire in order to make fruitful use of the new
technologies. The author argues that the introduction of ICT into schools is
raising fundamental questions about the nature of teaching and learning, and
may even be challenging our conception of 'time and place'. The paper offers
evaluation of ICT uses in elementary schools in the USA and primary schools in
England. It concludes with descriptions of emerging technologies (including
relevant website addresses) and the possible contribution these may make to
promoting 'any time, any place' learning opportunities for the future.
An offprint of the full paper is available from the
author on request.
Journal of Computer Assisted Learning
Volume 18, Number 3, pp 367-378
September 2002
Abstract
A great deal has been written about the use of web-based technologies such as
the Internet in promoting learning in education. In schools, research has
focused primarily on social interaction and group work (Wild, 1996), student
achievement levels (Jackson and Kutnick, 1996) and curriculum development. Very
little study seems to have been brought to bear upon the promotion of creative
thinking by the use of online technologies, and this paper attempts to
contribute to this field of study. This paper reports on a pilot study which
has investigated the creative impact of information and communication
technology (ICT) in a rural primary school in South-west England. The school is
unique because it provides a personal networked computer for each of its 41
Year 6 students (aged 10 to 11 years). A small group of students were
interviewed about the learning activities they engaged in over the year, and
this paper reports on initial findings with a special emphasis on creative
working and thinking (n = 6). A model of creativity is presented with three
discrete but related modes of activity - problem solving, creative cognition,
and social interaction. The paper provides new findings about the nature of
creativity in the context of computer based learning environments.
An offprint of the full paper is available from the
author on request.
Quarterly Review of Distance Education
Volume 3, Number 4, pp 419-429
December 2002
Abstract
This paper explores the nature of psychological distance in distance learning
and identifies some of the vital student support issues. Initial findings from
a pilot study comparing the experiences of remote and local students (N=30) are
presented. Significant variance between genders was observed in expected
support, with females generally requiring more than males. Individual
differences in approaches to study also indicated a significant variance in
expectations. No significant differences were observed between the expectations
of remote and local learners. Although the sample size is small, and may lack
statistical power, several key issues are raised which point the way to future
research. A full study (N=300), currently underway will be reported in a future
article.
An offprint of the full paper is available from the
author on request.
Quarterly Review of Distance Education
Volume 5, Number 2, pp 127-138
Summer 2004
Abstract
This paper reports on the learning experiences of a small group (n=13) of
teaching assistants who volunteered to participate in a pilot online Foundation
Degree module. As part of the evaluation methodology, participating students
were randomly assigned into two groups, with each group having clearly defined
but different types of tutorial support. Data were gathered from a cobination
of formative and summative interviews with students, along with comments
collected from e-mailed evaluations of the course. The aim of this study was to
demsontrate whether online distance education can facilitate a positive and
innovative learning environment for teaching assistants.
An offprint of the full paper is available from the
author on request.
Distance Learning
Volume 3, Number 1, pp 11-17
June 2004
Abstract
This paper argues that the influence of the traditional university is declining
due to its inability to adapt quickly enough to the trenchant demands of the
information society. Simultaneously, "new concept" universities are flourishing
because they can offer flexible, "any time, any place" learning opportunities
in a global economy. Distributed approaches to learning, particularly distance
education, workplace training, technology supported learning, and on-campus
flexible open learning are in the ascendency. These methods are set to gain
prominence in this new millenium because they are best placed to meet the needs
of both students and employers. This paper proposes a strategy for adopting
flexible, technology-supported learning approaches, underlining the need for
collaboration, diversification, investment in technology and staff skills
development in new educational practices, and gives warning of some of the
barriers that exist. The paper offers five key strategies that will help higher
education to come of age in this information-hungry, technocratic society.
An offprint of the full paper is available from the
author on request.
In this paper we describe the design of a managed learning environment called
MTutor, which is used to teach an online Masters Module for teachers. In
describing the design of MTutor, pedagogic issues of problem-based learning,
situated cognition and ill-structured problems are discussed. MTutor presents
teachers with complex real-life teaching problems, which they are required to
solve online through collaboration with other teachers. In order to explore the
influences of this online learning experience on the identity and practice of
teachers, we present the results of a small-scale study in which six students
were interviewed about their online experiences. We conclude that, within the
sample, students' engagement with online problem-based learning within their
community of practice positively influenced their professional practice styles,
but that there is little evidence to suggest that online identity influences
real-life practice.
An offprint of the full paper is available from the
author on request.
This article describes how online discussion groups and visual collaboration can
be used in combination to build and support a virtual community of learners.
Data derived from several online discussion groups are presented, and the
support needs of learners are highlighted as a key factor for success.
An offprint of the full paper is available from the
author on request.
In this article, we report the observed differential uptake and use of computer
programs and activities of seven boys and girls of high, medium and low
attainment in a classroom in the UK where over 40 children aged 10 and 11 have
a networked PC on their desks all day and every day. We observed the detail of
what happened in the small space between the pupil and the screen over a period
of 1 year in the social and instructional context of the classroom. We found
interesting individual differences superceding the expected variation based on
gender and attainment. We suggest some possible 'within child' and external
factors which may contribute to these differences and consider some of the
implications for teaching and learning through ICT and the need for further
research to investigate the nature of these differences.
Technology, Pedagogy and Education
Volume 16, Number 1, pp 153-176
January 2007
Abstract
Kelly (in press) argues that the instrumental working practices and
associated ways of thinking which prevail in many schools provide a significant
obstacle to reflective, discursive, collaborative teacher practice. To counter
these, he suggests, we should seek out forms of Continuing Professional
Development (CPD) and Postgraduate Professional Development (PPD) which support
the development of robust reflective, discursive, collaborative teacher
identities, by encouraging teachers to be mindful of issues of identity and
affordance and so be more deliberate in their actions and in the stances they
take in their working lives. Thus an important area for future research is how
teachers can be supported in identity exploration and building.
In this paper we report how new technologies which allow for written
interactions between teachers can have a role in promoting identity exploration
and change.
Richardson (2000; 2001) asserts writing is a method of inquiry, and Wells (2000)
suggests it can play a key role in promoting identity exploration and
transformation. The findings from the first phase of a two phase study are
reported. Using data gathered through post-task interviews, we explore how
structured participation in an online problem-based learning community affected
teachers’ identities. Phase two of the study will be introduced in which,
during their participation in an online problem-based learning community,
teachers will be encouraged to consider the stances that they would like to
take towards particular professional issues and the stances they felt they
would be expected to take by their colleagues, and relate these to the
constraints which they felt acted against their taking particular stances. This
study will use data gathered through observation and post-task interviews.
Teachers’ experiences of adopting deliberate stances towards particular issues
as a result of these reflections will also be considered in phase two.
Health Information and Libraries Journal
Volume 24, Number 1, pp 2-23
March 2007
Web 2.0 sociable technologies and social software are presented as
enablers in health and health care, for organizations, clinicians, patients and
laypersons. They include social networking services, collaborative filtering,
social bookmarking, folksonomies, social search engines, file sharing and
tagging, mashups, instant messaging, and online multi-player games. The more
popular Web 2.0 applications in education, namely wikis, blogs and podcasts,
are but the tip of the social software iceberg. Web 2.0 technologies represent
a quite revolutionary way of managing and repurposing/remixing online
information and knowledge repositories, including clinical and research
information, in comparison with the traditional Web 1.0 model. The paper also
offers a glimpse of future software, touching on Web 3.0 (the Semantic Web) and
how it could be combined with Web 2.0 to produce the ultimate architecture of
participation. Although the tools presented in this review look very promising
and potentially fit for purpose in many health care applications and scenarios,
careful thinking, testing and evaluation research are still needed in order to
establish ‘best practice models’ for leveraging these emerging technologies to
boost our teaching and learning productivity, foster stronger ‘communities of
practice’, and support continuing medical education/professional development
(CME/CPD) and patient education.
Electronic Journal of Communication, Information
and Innovation in Health
Volume 1, Number 1, pp 27-33
We examine the recent growth of social software (Web 2.0) and
its initial impact on education, and offer a review of some of the recent
research conducted in the evaluation of its pedagogical applications. We
highlight the propensity of students to be both creative and destructive in
their use of social software, particularly with wikis, web logs (blogs) and
other text based environments. Student activities within these social software
environments can cuase tension and conflict, and reactions vary, but outcomes
have been generally positive. Some medical education examples are reviewed,
providing the reader with worked examples of the use of social software in
action in clinical education contexts.
This paper explores the role played by
communication technologies and study orientations in the amplification and
reduction of transactional distance in blended learning. Factor analysis and
structural equation modelling of different communication modes (face to face,
email and telephone) revealed that students experience at least some
transactional distance when separated from their tutors. Email was found to
facilitate the highest levels of immediacy of dialogue for most students. The
conclusion is that strategic students are best placed to benefit from blended
learning, and that the effects of transactional distance could be analysed more
deeply if two subvariables of dialogue were recognised. These are social
presence (the perception of connectedness between students and their tutors)
and immediacy (the temporal effects of dialogue).
Learning Space
Mashups: Combining Web 2.0 Tools to Create Collaborative
and Reflective
Learning Spaces
Steve
Wheeler
Future
Internet Volume 1, Number 1, pp 3-13 July 2009
In this paper, Web 2.0 open content mashups
or combinations are explored. Two case studies of recent initial teacher
training programmes are reviewed where blogs and wikis were blended to create
new virtual learning spaces. In two separate studies, students offer their views
about using these tools, and reflect on the strengths and weaknesses of this
approach. There is also discussion about aggregation of content and a
theorization of how community and personal spaces can create tension and
conflict. A new ‘learning spaces’ model will be presented which aids
visualization of the processes, domains and territories that are brought into
play when content and Web 2.0 tools are mashed up within the same space.
Keywords: mashup, wiki, blog, Web 2.0, collaboration, reflection,
learning