Volume 10 Issue 3, Special ECEL issue / Aug 2012 pp257‑379

Editor: Sue Greener, Asher Rospigliosi

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Editorial for the ECEL 2011 Special Issue of EJEL pp257‑258

Sue Greener, Asher Rospigliosi

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Starting online: Exploring the use of a Social Networking Site to Facilitate transition into Higher Education pp259‑263

John Knight, Rebecca Rochon

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Abstract

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Keywords: Transition, social networking, social capital, affordances, engagement

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Cognitive communication 2.0 in Higher Education: to tweet or not to tweet? pp264‑276

António Andrade, Cornélia Castro, Sérgio André Ferreira

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Abstract

Abstract: Research has been fertile in producing studies on pedagogical change and innovation through technology in Higher Education Institutions, namely the integration of the social media in pedagogical practice. However, there is a lack of studies on t he integration of the social media in the particular field of lectures. In this context, commonly practiced, the teacher faces a wide audience and feels the need to activate mechanisms of direct instruction, for reasons of economy of time and because it i s the most dominant pedagogical model. As a result there is a communication paradigm 1.0 (one‑way communication, one‑to‑many, low or non‑existent interaction). In this study, exploratory and quantitative in nature, an approach to the thematic of the exp loration of the social media in order to upgrade the cognitive communication from 1.0 to 2.0 (many‑to‑many, interaction between all the participants) in lectures was made. On the approach to the problem, we explored a PowerPoint presentation with the in tegration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behavior in the classroom and vi) negative behaviour in the classroom. The results indicate that students recogni ze the potential of this tool in the dimensions assessed. Twitter integration in PowerPoint allowed the teacher and the students to read each others views and each had the opportunity to contribute to the debate. It also allowed the release of multiple c hoice questions to the audience, with answers via Twitter and projection of results via PowerPoint. This way, a true cognitive communication 2.0 took place.

Keywords: Keywords: classroom, cognitive communication, learning, micro blogging, Twitter, web 2.0

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A Case of Problem Based Learning for Cross‑Institutional Collaboration pp277‑285

Chrissi Nerantzi

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Research ethics in emerging forms of online learning: issues arising from a hypothetical study on a MOOC pp286‑296

Antonella Esposito

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Abstract

Abstract: ReseaThis paper is concerned with how research ethics is evolving along with emerging online research methods and settings. In particular, it focuses on ethics issues implied in a hypothetical virtual ethnography study aiming to gain insights on participants experience in an emergent context of networked learning, namely a MOOC Massive Online Open Course. A MOOC is a popular type of online open course, that provides free content and expertise to anyone in the world who wishes to enroll. The p urposes of this article are to briefly outline recent debates on online research ethics approaches and then to explore competing views on ethical decision‑making when researching in a globalized, online and open learning setting. Considering the challenge s of this new elearning inquiry context, issues as the underlying research ethics models, the roles of researcher and participants and the integrity of the research process are discussed in their interplay with the evolving ethos of the ethnographical met hodology being adopted to investigate participants views. Elements drawn from a hypothetical design of a qualitative study are here utilized to identify an empirical instance that shapes and is being shaped by research ethics decisions. The study aims to answer the following question: what are the affordances (opportunities and challenges) of online open courses as they emerge from the participants perspectives? This paper considers the potential operationalization of the above research question and d iscusses both theoretical and methodological issues arising from applying research ethics to this specific case of Internet inquiry. In this sense, ethical approaches in online research contexts as well as main ethical decisions are discussed and justifie d, envisioning a submission to an institutional ethics review board before undertaking the ethnographical study. Topics such as privacy concerns in a public online setting, choice between overt and covert research, researcher as observer or participant, n arrow or loosely defined application of the informed consent and anonymity are outlined, presenting a range of different options. This article intends to show that ethical decisions are an iterative procedure and an integral part of the research design pr ocess. Moreover, it endorses the opportunity to produce localized and contextualized ethical decision‑making. To this end, it takes into account the guidance available (research ethics literature; narratives of ethics procedures applied to empirical case s); the ethics debates within the ethnographical tradition and the nature of the setting being researched (the specific format of the networked learning instance being examined). The discussion here proposed orientates ethical decision‑making towards a n overt and participant research approach, an informed consent intended as a public notice and a consideration of participants both as authors in the online setting and as human subjects embedding unexpected privacy sensitiveness. However, such decision s are considered as many starting points to build a research ethics protocol intended to a degree as a work in progress, in a problem‑solving approach guided by the practical wisdom of participants emerging over time.rch has been fertile in producing stud ies on pedagogical change and innovation through technology in Higher Education Institutions, namely the integration of the social media in pedagogical practice. However, there is a lack of studies on the integration of the social media in the particular field of lectures. In this context, commonly practiced, the teacher faces a wide audience and feels the need to activate mechanisms of direct instruction, for reasons of economy of time and because it is the most dominant pedagogical model. As a result th ere is a communication paradigm 1.0 (one‑way communication, one‑to‑many, low or non‑existent interaction). In this study, exploratory and quantitative in nature, an approach to the thematic of the exploration of the social media in order to upgrade the cognitive communication from 1.0 to 2.0 (many‑to‑many, interaction between all the participants) in lectures was made. On the approach to the problem, we explored a PowerPoint presentation with the integration of the micro blogging tool Twitter, as a ba sis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technologi cal aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behavior in the classroom and vi) negative behaviour in the classroom. The results indicate that students recognize the potential of this tool in the dimensions asses sed. Twitter integration in PowerPoint allowed the teacher and the students to read each others views and each had the opportunity to contribute to the debate. It also allowed the release of multiple choice questions to the audience, with answers via Twi tter and projection of results via PowerPoint. This way, a true cognitive communication 2.0 took place.

Keywords: internet research ethics, massive online open courses, virtual ethnography, situated ethics

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Comparing Childrens E‑safety Strategies with Guidelines Offered by Adults pp297‑309

Birgy Lorenz, Kaido Kikkas, Mart Laanpere

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The ways our children are using Internet have changed significantly within the last five years: the Web experience is more personalised, social, open, self‑regulated and oriented towards ripping, remixing, sharing, following, reflecting. As a result, also e‑learning has recently become more social and open, involving the use of personal learning environments or social networks. We believe that the schools are not ready for this yet, as strategies and regulations supporting open learning are not up to date . It may seem easier to restrict the use of e.g. Twitter or Facebook rather than integrate them into the learning process. In 2011, we carried out the qualitative analysis of 201 e‑safety related short stories presented by students (aged 12 to 16), pa rents, teachers, school IT managers and police officials, collected through the Safer Internet in Estonia EE SIC campaign. 2/3 of the stories are fictional they may be based on urban legends which however appear to refer to real stories. 1/3 of the sto ries reflect real incidents. We mapped typical behaviour patterns and beliefs regarding privacy as well as the regulations and limitations concerning the use of social networks at schools. Our study shows that typical safety incidents are not solved adeq uately when existing regulations are used by the schools. We found that most of the solutions used by schools to ensure e‑safety are either technical or purely regulation‑based, only some schools appeared to have studied or elaborated on pedagogical or be havioural aspects. Problems are defied by limitations and regulations, while actual safety incidents (whether in‑ or outside school) remain largely unsolved (or even undetected). Thus there is an urgent need for information and working guidance mechan isms for managers, teachers, parents and students. These matters must be solved before schools reach the critical mass in using e‑learning, social networks and modern gadgetry as parts of curriculum. Keywords: online safety, schools, policy, new technolog ies, social media

Keywords: online safety, schools, policy, new technologies, social media

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Mediating Diversity and Affection in Blended Learning: a Story With a Happy Ending pp310‑319

Dina Soeiro, António Dias de Figueiredo, Joaquim Armando Gomes Ferreira

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Empathy and Dignity through technology: using lifeworld‑led multimedia to enhance learning about the head, heart and hand pp320‑330

Andy Pulman, Kathleen Galvin, Maggie Hutchings, Les Todres, Anne Quinney, Caroline Ellis-Hill, Peter Atkins

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In 2010, the School of Health and Social Care developed a collaborative lifeworld led transprofessional curriculum for health and social work disciplines harnessing technology to connect learners to a wider view of evidence based practice. The purpose was to increase use of technology‑enhanced learning, introduce lifeworld‑led philosophy to the curriculum, release staff potential, and expose students to research undertaken within the School. Delivered to over 600 undergraduate students from community deve lopment, midwifery, nursing fields, occupational therapy, paramedic science, physiotherapy and social work, the Exploring Evidence to Guide Practice Unit was facilitated by a number of resources including lectures, group work and a variety of web‑based le arning materials. Central to the unit were seventeen web‑based case studies which included the human experience of the impact of specific illnesses (such as stroke and living with dementia) and more general experiences (such as social isolation and hom elessness). Each case study provided stories and poems, qualitative and quantitative research and policy and practice issues related to specific topics. At the heart of the philosophy underpinning the case studies and unit was an opportunity for students to integrate understandings about different kinds of knowledge for practice, conventional evidence, understandings about the persons or service users experience and the students own insights that came from imagining what it was like for the person e xperiencing a condition or situation and encountering human services (Galvin and Todres 2011). The project built on the successful development of Wessex Bay, a virtual community of case scenarios, used as problem‑based triggers to engage students in lea rning activities relating to the residents (Pulman, Scammell and Martin 2009). This paper discusses the development of the web based case studies and how they integrated visual and audio materials with the aim of enhancing the lifeworld experience of st udents.

Keywords: Lifeworld, technology, transprofessional, web, humanising care, healthcare

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Getting the Message: supporting students’ transition from Higher National to degree level study and the role of mobile technologies pp331‑341

Julia Fotheringham, Emily Alder

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Exploring a ‘middle ground’: engagement with students in a social learning environment. pp342‑350

Anne MJ Smith, Sonya Campbell

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

Marie Martin, Michaela Noakes

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

Marie Martin, Michaela Noakes

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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 garden , 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 teachers 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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