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Journal Article

Developing the Communities of Practice, Framework for On‑Line Learning  pp133-140

Pam Moule

© Jan 2007 Volume 4 Issue 2, Editor: Shirley Williams, pp111 - 148

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Abstract

Doctoral research considered whether healthcare students were able to develop characteristics of Communities of Practice when engaged in an interprofessional online module. Using a case study approach the research included two phases. Within phase one a questionnaire was administered to the group of 109 healthcare students. These were analysed to gain information on which to base sampling for the subsequent phase. Phase two employed three strands of data collection; five students completed an online diary, the online interaction of seven students was captured on a discussion board and three students were interviewed. Data were analysed using a form of pattern matching. The results suggested students were able to develop the essential elements of Communities of Practice. This was not uniformly seen however, and particular issues emerged for the online community. This paper focuses on discussing the contribution of the research to the development of the Communities of Practice framework for online learning. The discussion will review the main findings of the research, showing how these have led to the development of the theory. It offers an augmented framework, in which the elements of mutual engagement, joint enterprise and shared repertoire are enhanced to include those facets necessary to support an online learning community. Finally, it is suggested that the augmented framework may have applicability to other professional groups engaging in online learning and working, with consideration given to how it might support e‑based communities.

 

Keywords: Online learning, communities of practice, higher education, case study research

 

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Journal Article

Adoption of Web 2.0 Technologies in Education for Health Professionals in the UK: Where are we and why?  pp165-172

Rod Ward, Pam Moule, Lesley Lockyer

© Jun 2009 Volume 7 Issue 2, Editor: Shirley Williams, pp85 - 190

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Abstract

This paper describes the findings about the use of Web 2.0 technologies in the education of health professionals in the United Kingdom (UK). The work is part of a wider study scoping the use of e‑learning. Its objectives were to: Explore issues influencing implementation and use by both early and late adopters; Identify barriers to implementation and good practice; Review the employment of e‑learning within curricula representing a range of teaching models. In phase one, a postal survey obtained data from 25 higher education institutions relating to their uptake and development in this field. A second phase identified four case studies, two from early and two late adopters, reflecting the features identified from phase one. In the case studies, interviews and focus groups with students and staff were conducted to gain a deeper understanding of the issues which were significant to them. The main findings suggested e‑learning development and use varies, with a spectrum of employment across the sector. The predominant engagement is with instructivist learning approaches managed through a Virtual Learning Environment with only limited experimentation in interactive learning online. This paper will discuss the findings from the study where they relate to the limited use of Web 2.0 technologies. It will include a discussion on the moral, legal and ethical implications of current and future developments.

 

Keywords: Web 2.0, survey, case study, e-learning, web based learning

 

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Journal Article

Fostering a web 2.0 ethos in a traditional e‑learning environment  pp360-368

Marie Martin, Michaela Noakes

© Aug 2012 Volume 10 Issue 3, Special ECEL issue, Editor: Sue Greener and Asher Rospigliosi, pp257 - 379

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Abstract

As technology continues to flatten the world and as Web 2.0 changes the way knowledge is created and shared, tertiary education institutions are turning increasingly to e‑learning to extend access to students globally as well as to improve the quality of their learning experience. Learning Management Systems (LMS) currently dominate the delivery of e‑learning at this level. Though these systems have extended functionality by including some Web 2.0 tools, they are generally perceived as a walled gardenŽ , essentially embodying the traditional transmission paradigm of teaching and learning rather than the philosophy of Web 2.0. This is leading, particularly in the blogosphere, to calls to break down the walls of the LMS and to explore more open online cou rses. There is, however, an emerging view that Web 2.0 ideals can be realised within an LMS environment, provided the environment is aligned with these ideals. This paper supports that view. It presents a case study of an eight‑week e‑learning course base d on this premise, offered first in spring 2011, with a second iteration in spring 2012, as part of a doctoral programme in Instructional Technology by Duquesne University, Pittsburgh, USA, and designed and delivered within an LMS by an instructor living in Northern Ireland. The course is underpinned by the concept of learning by wandering. The pedagogy is aligned with the fundamental Web 2.0 philosophy. Within broad parameters, it is flexible, student‑centred and, from an early stage, student‑led. Studen ts are encouraged to use a variety of Web 2.0 tools, according to their preferences, to collaborate in preparation for their leadership role and as a language to express their ideas and to share their learning. The teachers role is identified as sage at the side. This case study is intended to contribute to the provision of a framework for transformative e‑learning through fostering a Web 2.0 ethos within a traditional learning environment.

 

Keywords: learning management systems, Web 2.0 ethos, case study, learning by wandering, sage at the side, transformative e-learning

 

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Journal Article

Fostering a web 2.0 ethos in a traditional e‑learning environment  pp351-359

Marie Martin, Michaela Noakes

© Aug 2012 Volume 10 Issue 3, Special ECEL issue, Editor: Sue Greener and Asher Rospigliosi, pp257 - 379

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Abstract

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Keywords: learning management systems, Web 2.0 ethos, case study, learning by wandering, sage at the side, transformative e-learning

 

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Journal Article

Pilot Program of Online Learning in Three Small High Schools: Considerations of Learning Styles  pp353-366

Abigail Garthwait

© Jul 2014 Volume 12 Issue 4, Editor: Dr Rikke Ørngreen and Dr Karin Tweddell Levinsen, pp313 - 410

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Abstract

Abstract: This case study was conducted in three schools in Maine, United States. The goal of this qualitative research was two‑fold: to describe the process used by a small educational consortium as it initiated formal online education, and to view this experience through the lens of students' preferred learning styles. The United States does not have a national curriculum. While the government of Maine offers some state‑level support for schools, many educational issues and initiatives are controlled a t the local level. Additionally, Maine is one of the most rural states in the country and the isolated nature of these schools adds to the dearth of curricular opportunities for students ages 14‑18. Data was collected using the Felder & Solomon (1993) Learning Styles Questionnaire and semi‑structured, bi‑semester interviews with ten students. Open and axial coding was used to identify themes, which were subsequently triangulated with a document review and the two sets of interviews with the three adul t coordinators. Findings fell within two groupings: data that substantiated prior research, and data that offer contradictory conclusions. Learning styles have an important place in online learning. However transactional distance, teacher response time, group work, and school filtering issues also emerged as critical. Conclusions carry implications for online educators, school administrators, and policy makers

 

Keywords: Keywords: online education, secondary education, learning styles, case study, transactional distance

 

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Journal Article

The eLIDA CAMEL Nomadic Model of Collaborative Partnership for a Community of Practice in Design for Learning  pp197-206

Jill Jameson

© Nov 2008 Volume 6 Issue 3, Editor: Shirley Williams, Laura Czerniewicz, pp161 - 254

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Abstract

A nomadic collaborative partnership model for a community of practice (CoP) in Design for Learning (D4L) can facilitate successful innovation and continuing appraisals of effective professional practice, stimulated by a 'critical friend' assigned to the project. This paper reports on e‑learning case studies collected by the UK JISC eLIDA CAMEL Design for Learning project, which implemented and evaluated learning design (LD) tools in higher and further education as part of the 2006‑07 JISC Design for Learning pedagogic e‑learning programme. Project partners carried out user evaluations on innovative tools with a learning design function, collecting D4L case studies and LD sequences in post‑16HE contexts using LAMS and Moodle. The project brought together learning activity sequences from post‑16HE partners into a collaborative e‑learning community of professional practice based on the CAMEL (Collaborative Approaches to the Management of e‑Learning) model, contributing to international D4L developments. This paper briefly provides an overview of key project output contributions to e‑learning innovations, including results from teacher and student evaluations using online surveys. The paper explores intentionality in the development of a community of practice in design for learning, reporting on trials of learning design and social software that bridged some of the tensions between formalised intra‑institutional e‑learning relationships and inter‑institutional project team dynamic D4L practitioner development. Following a brief report of practitioner D4L e‑learning case studies and student feedback, the catalytic role of the 'critical friend' is highlighted and recommended as a key ingredient in the successful development of a nomadic model of communities of practice in the management of professional e‑learning projects. eLIDA CAMEL Partners included the Association of Learning Technology (ALT), JISC infoNet, three universities and five FESixth Form Colleges. Results reported to the UK JISC Experts' Pedagogy Group demonstrated e‑learning innovations by practitioners in D4L case studies, illuminated by the role of the 'critical friend', Professor Mark Stiles of Staffordshire University. The project also benefited from case study evaluations by Dr Liz Masterman of Oxford University Learning Technologies Group and the leading work of ALT and JISC infoNet in the development of the CAMEL model.

 

Keywords: e-learning, communities of practice, collaboration, design for learning, JISC, case study

 

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Journal Article

Learning Within a Connectivist Educational Collective Blog Model: A Case Study of UK Higher Education  pp253-262

Elaine Garcia, Mel Brown, Ibrahim Elbeltagi

© Aug 2013 Volume 11 Issue 3, ECEL 2012, Editor: Hans Beldhuis and Koos Winnips, pp168 - 272

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Abstract

Abstract: The use Web 2.0 technologies and specifically blogs has become increasingly prevalent within the Higher Education (HE) sector within recent years as educators begin to maximise the opportunities such tools can provide for teaching and learning and to experiment with their usage in a wide range of context. The use of such technologies has been shown to promote learning (Garcia, Brown & Elbeltagi, 2012) however currently the manner in which these tools can be best used to promote teaching and learning is not entirely clear. It is within this context that Connectivism, a learning theory for the digital age (Siemens, 2004) has been developed as a theory which aims to provide a model through which teaching and learning using digital technologies can be better understood and managed. Connectivism is however as yet still a relatively new learning theory and not without criticism. Therefore this theory must be considered more fully before it can be accepted fully as a learning theory for the digital age. Within this research a case study of collective blog usage by students studying at an HE institution within the United Kingdom is utilised in order to explore the extent to which Connectivism can be considered to provide a sound theoretical model in which to base future teaching and learning activities of this sort. The views of academic staff and students are utilised in order to explore the extent to which the model of Connectivist learning can be applied to this case and demonstrate the complexities of considering teaching and learning in this way. The results of this study would suggest that Connectivism as a learning theory for the digital age is worthy of consideration and a number of elements of the theory can be seen within the activities undertaken however these are not seen universally across all groups involved within this project.

 

Keywords: Keywords: blogs, connectivism, higher education, teaching, learning, Web 2.0, case study

 

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