eJournal of Learning and Teaching - About:
"The Brookes eJournal of Learning and Teaching is a peer-reviewed journal which aims to:
Promote, enhance and disseminate research, good practice, development and innovation in all aspects of learning, teaching and assessment in Higher Education to its primary audience which includes teachers, support staff, researchers, and those who make or influence policy and practice, within the university and externally.
Encourage greater understanding, dissemination, collaboration and evidence-based practice across the university and externally. BeJLT is designed to have maximum impact through being freely available on-line, fully archived and peer-reviewed."
Tuesday, August 30, 2005
Project - JISC Learning Technology Career Development Scoping Study
Learning Technology Career Development Scoping Study:
"The learning technology career development scoping study was undertaken by a team from the Institute for Learning and Research Technology, University of Bristol, University of Plymouth and University of Glamorgan, funded by the JISC CALT. The study investigated the roles, skills and activities of learning technology staff in the UK and the impact of learning technologies are having on institutions. The study used an institutional audit methodology to gather the data and allow people across an institution to work together to examine their progress and development of learning technology and the people involved in this.
The original study was funded by the JISC between 2000 and 2001. Follow up funding has been provided until 31 March 2003. The follow up funding was provided to write a series of briefing papers targeted at different HE audiences, for example, academic staff, librarians, managers of learning technology staff. Each of the briefing papers presents findings from the very substantial study which are of particular relevance to each audience. These briefing papers are available here. In addition, the original methodological tools have been reviewed and reworked and are available though the ELTI project to assist institutions in undertaking institutional audits to inform the process of embedding learning technologies, assist in developing institutional structures, culture and expertise and to encourage cross boundary collaboration and groupings."
"The learning technology career development scoping study was undertaken by a team from the Institute for Learning and Research Technology, University of Bristol, University of Plymouth and University of Glamorgan, funded by the JISC CALT. The study investigated the roles, skills and activities of learning technology staff in the UK and the impact of learning technologies are having on institutions. The study used an institutional audit methodology to gather the data and allow people across an institution to work together to examine their progress and development of learning technology and the people involved in this.
The original study was funded by the JISC between 2000 and 2001. Follow up funding has been provided until 31 March 2003. The follow up funding was provided to write a series of briefing papers targeted at different HE audiences, for example, academic staff, librarians, managers of learning technology staff. Each of the briefing papers presents findings from the very substantial study which are of particular relevance to each audience. These briefing papers are available here. In addition, the original methodological tools have been reviewed and reworked and are available though the ELTI project to assist institutions in undertaking institutional audits to inform the process of embedding learning technologies, assist in developing institutional structures, culture and expertise and to encourage cross boundary collaboration and groupings."
Project - JISC Embedding Learning Technologies Institutionally
Embedding Learning Technologies Institutionally:
"The ELTI audit is designed to inform the process of embedding learning technologies, assist in developing institutional structures, culture and expertise and to encourage cross boundary collaboration and groupings. It is a follow up project to the learning technologies career development scoping study undertaken by a team from the Institute for Learning and Research Technology, University of Bristol, University of Plymouth and University of Glamorgan, funded by the JISC CALT. The original study investigated the roles, skills and activities of learning technology staff in the UK and the impact of learning technologies institutions. The study used an institutional audit methodology to gather the data and allow people across an institution to work together to examine their progress and development of learning technology and the people involved in this.
ELTI was funded as a follow up project in order to make this methodology available more widely. These audit materials and methodology will help institutions examining elearning strategies and organisational structures to support the use of ICT in teaching, learning and research. The original audit tools and accompanying notes and guidance have been revised and enhanced to make them useful to the whole HE community. These are freely available and the project is now examining how these can be adapted for use in the FE community.
Undertaking an institutional audit could bring many benefits, including:
* Providing a thorough overview of how learning technologies are being embedded within your institution;
* Enabling different stakeholders to examine the tensions and factors which help to impede or accelerate change;
* Become, of itself, a catalyst for change by bringing people together and encouraging cross-boundary working"
"The ELTI audit is designed to inform the process of embedding learning technologies, assist in developing institutional structures, culture and expertise and to encourage cross boundary collaboration and groupings. It is a follow up project to the learning technologies career development scoping study undertaken by a team from the Institute for Learning and Research Technology, University of Bristol, University of Plymouth and University of Glamorgan, funded by the JISC CALT. The original study investigated the roles, skills and activities of learning technology staff in the UK and the impact of learning technologies institutions. The study used an institutional audit methodology to gather the data and allow people across an institution to work together to examine their progress and development of learning technology and the people involved in this.
ELTI was funded as a follow up project in order to make this methodology available more widely. These audit materials and methodology will help institutions examining elearning strategies and organisational structures to support the use of ICT in teaching, learning and research. The original audit tools and accompanying notes and guidance have been revised and enhanced to make them useful to the whole HE community. These are freely available and the project is now examining how these can be adapted for use in the FE community.
Undertaking an institutional audit could bring many benefits, including:
* Providing a thorough overview of how learning technologies are being embedded within your institution;
* Enabling different stakeholders to examine the tensions and factors which help to impede or accelerate change;
* Become, of itself, a catalyst for change by bringing people together and encouraging cross-boundary working"
Monday, August 29, 2005
Online Journal - elearnspace. Connectivism: Learning as Network-Creation
elearnspace. Connectivism: Learning as Network-Creation: "Existing theories of a particular subject matter are typically revised and adjusted to reflect changing environments. At some point, due to continual revisions, the theories becomes so dichotomous and complex that it is no longer reflective of the subject it is intended to define and explain. At this point, the existing theories need to be replaced with models that more accurately reflect the link between theory and reality. The domain of learning is significantly hampered by progressive revisions of what it means to learn, to know, and to understand. A subset of connectivism, network forming, is presented as an accurate model for addressing how people learn. The test of any theory is the degree to which it solves problems and incongruities within a domain. The shortcomings of behaviourist, cognitivist, and constructivist ideologies of learning are answered in light of learning as a connection-forming (network-creation) process."
Saturday, August 27, 2005
Organization - eLearning Seminar Series - Researching Dialogue & Communities of Enquiry in eLearning in HE
eLearning Seminar Series - Researching Dialogue & Communities of Enquiry in eLearning in HE:
"A series of six international seminars, funded by the Economic and Social Research Council and the Worldwide Universities Network, that draws together leading researchers from around the world.
The seminar series is coordinated by Richard Andrews, Department of Educational Studies, University of York, on behalf of the Elearning group of WUN.
Subsequent seminars will be held at the Universities of Bristol, Southampton, Manchester, Leeds and Sheffield in 2005 and 2006.
Contributions from the series will be considered for the Handbook of Elearning Research, currently being proposed to the international publisher, Sage."
"A series of six international seminars, funded by the Economic and Social Research Council and the Worldwide Universities Network, that draws together leading researchers from around the world.
The seminar series is coordinated by Richard Andrews, Department of Educational Studies, University of York, on behalf of the Elearning group of WUN.
Subsequent seminars will be held at the Universities of Bristol, Southampton, Manchester, Leeds and Sheffield in 2005 and 2006.
Contributions from the series will be considered for the Handbook of Elearning Research, currently being proposed to the international publisher, Sage."
Organization - WUN eLearning Portal
WUN eLearning Portal:
"WUN is a global research alliance that is also committed to educational innovation and research-led teaching and learning.
The Network offers a range of learning programmes collaboratively authored by leading faculty members and staff at centres of excellence around the world, as well as an easy route to access the best of international distributed learning from around the world."
"WUN is a global research alliance that is also committed to educational innovation and research-led teaching and learning.
The Network offers a range of learning programmes collaboratively authored by leading faculty members and staff at centres of excellence around the world, as well as an easy route to access the best of international distributed learning from around the world."
Online Journal - Journal of Computer-Mediated Communication
Journal of Computer-Mediated Communication:
"The publication of JCMC 10(4) marks the 10th anniversary of the Journal of Computer-Mediated Communication, which was first published in June 1995 by Margaret McLaughlin and Sheizaf Rafaeli. To celebrate, we offer our readers a double special issue on the themes of Online Communities, guest edited by Jenny Preece and Diane Maloney-Krichmar, and Computer-Mediated Collaborative Practices, edited by Caroline Haythorthwaite.
The nine articles on Online Communities explore dynamics in communities of a wide array of types. Computer-Mediated Collaborative Practices contains seven articles analyzing collaboration in work and learning contexts. Each guest editor also contributed an introduction to the articles on their theme, for a total of 18 articles in this special issue.
As JCMC completes its first decade, we'd like to thank our readers, authors, guest editors, staff, institutional sponsors, and especially the journal's founding editors for a great 10 years!"
"The publication of JCMC 10(4) marks the 10th anniversary of the Journal of Computer-Mediated Communication, which was first published in June 1995 by Margaret McLaughlin and Sheizaf Rafaeli. To celebrate, we offer our readers a double special issue on the themes of Online Communities, guest edited by Jenny Preece and Diane Maloney-Krichmar, and Computer-Mediated Collaborative Practices, edited by Caroline Haythorthwaite.
The nine articles on Online Communities explore dynamics in communities of a wide array of types. Computer-Mediated Collaborative Practices contains seven articles analyzing collaboration in work and learning contexts. Each guest editor also contributed an introduction to the articles on their theme, for a total of 18 articles in this special issue.
As JCMC completes its first decade, we'd like to thank our readers, authors, guest editors, staff, institutional sponsors, and especially the journal's founding editors for a great 10 years!"
Friday, August 26, 2005
Online Journal - Journal of Learning Design
JLD|:
"The Journal of Learning Design (JLD) is a bi-annual, refereed journal which is issued in February and July. It is a venue for the dissemination of valuable and significant works by educational and training practitioners that have resulted in enhanced learning outcomes for students. Manuscripts are refereed by at least two reviewers from the Editorial Board, Review Panel or International Reference Panel.
It is the intention of the Editors to have JLD DEST accredited after the first issue has been completed and application for an ISSN has been processed. The call for manuscripts has been completed with the first issue to be released on 13 July 2005."
"The Journal of Learning Design (JLD) is a bi-annual, refereed journal which is issued in February and July. It is a venue for the dissemination of valuable and significant works by educational and training practitioners that have resulted in enhanced learning outcomes for students. Manuscripts are refereed by at least two reviewers from the Editorial Board, Review Panel or International Reference Panel.
It is the intention of the Editors to have JLD DEST accredited after the first issue has been completed and application for an ISSN has been processed. The call for manuscripts has been completed with the first issue to be released on 13 July 2005."
Wednesday, August 24, 2005
Online Journal - Student Affairs Online
Summer 2005: Inside this issue of Student Affairs Online:
"This issue of SA On-Line offers some innovative selections regarding several topics, including teaching technology on-line, issues of academic dishonesty in on-line instruction, on-line career portfolios for undergraduates, and Duke University's use of iPods for entering first-year students. And you don't want to miss Stu Brown's link between magic and technology."
The on-line magazine about technology and Student Affairs
"This issue of SA On-Line offers some innovative selections regarding several topics, including teaching technology on-line, issues of academic dishonesty in on-line instruction, on-line career portfolios for undergraduates, and Duke University's use of iPods for entering first-year students. And you don't want to miss Stu Brown's link between magic and technology."
The on-line magazine about technology and Student Affairs
Conference and Proceedings - HERDSA 2004 :: Keynotes
HERDSA 2004 :: Keynotes:
"Transforming Knowledge into Wisdom: Holistic Approaches to Teaching and Learning"
"Transforming Knowledge into Wisdom: Holistic Approaches to Teaching and Learning"
Thursday, August 04, 2005
Online Journal - International Journal of Education and Development using ICT: Vol. 1, No. 2 (2005)
International Journal of Education and Development using ICT: Vol. 1, No. 2 (2005)
Downloaded some articles. Need to view the rest.
Downloaded some articles. Need to view the rest.
Dissertation - An Analysis of Student Collaboration and Task Completion through Project-Based Learning in a Web-Supported Undergraduate Course
An Analysis of Student Collaboration and Task Completion through Project-Based Learning in a Web-Supported Undergraduate Course:
"Title - An Analysis of Student Collaboration and Task Completion through Project-Based Learning in a Web-Supported Undergraduate Course
Degree - Doctor of Philosophy (Ph.D.)"
"Title - An Analysis of Student Collaboration and Task Completion through Project-Based Learning in a Web-Supported Undergraduate Course
Degree - Doctor of Philosophy (Ph.D.)"
Service - ETD OAI Union Catalog
ETD OAI Union Catalog:
"This is a service built by harvesting metadata from Open Archives of electronic theses and dissertations.
The underlying technology is based on layered Open Archives with data being harvested from source archives and then stored in a Union Catalog. This Union Catalog is then front-ended with a search engine for demonstration purposes, but the data is just as easily accessible to other service providers, both local and remote.
See the Open Archives Initiative for further information."
"This is a service built by harvesting metadata from Open Archives of electronic theses and dissertations.
The underlying technology is based on layered Open Archives with data being harvested from source archives and then stored in a Union Catalog. This Union Catalog is then front-ended with a search engine for demonstration purposes, but the data is just as easily accessible to other service providers, both local and remote.
See the Open Archives Initiative for further information."
Organization - Networked Digital Library of Theses and Dissertations
Networked Digital Library of Theses and Dissertations:
"The Networked Digital Library of Theses and Dissertations (NDLTD) is an international organization dedicated to promoting the adoption, creation, use, dissemination and preservation of electronic analogues to the traditional paper-based theses and dissertations.
This website contains information about the initiative, how to set up Electronic Thesis and Dissertation (ETD) programmes, how to create and locate ETDs, and current research in digital libraries related to NDLTD and ETDs."
"The Networked Digital Library of Theses and Dissertations (NDLTD) is an international organization dedicated to promoting the adoption, creation, use, dissemination and preservation of electronic analogues to the traditional paper-based theses and dissertations.
This website contains information about the initiative, how to set up Electronic Thesis and Dissertation (ETD) programmes, how to create and locate ETDs, and current research in digital libraries related to NDLTD and ETDs."
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