P o I n t e r: "
Welcome to the home page for the PoInter project. The project is concerned with investigating the appropriateness of patterns as a means of communicating information about how people interact with each other through and around technology. Ultimately, this is with a view to informing the design process for computer systems to support the work and activities that the people are engaged in, which is an on-going theme for our research here at Lancaster.
In these pages, you will find background to the project, links to work on patterns elsewhere, publications and reports available on-line, and candidate patterns arising out of our work."
Saturday, September 24, 2005
The Pedagogical Patterns Project
The Pedagogical Patterns Project
Patterns are designed to capture best practice in a specific domain. Pedagogical patterns try to capture expert knowledge of the practice of teaching and learning. The intent is to capture the essence of the practice in a compact form that can be easily communicated to those who need the knowledge. Presenting this information in a coherent and accessible form can mean the difference between every new instructor needing to relearn what is known by senior faculty and easy transference of knowledge of teaching within the community.
In essence a pattern solves a problem. This problem should be one that recurs in different contexts. In teaching we have many problems such as motivating students, choosing and sequencing materials, evaluating students, and the like.
These problems do recur and in slightly different form each time. Each time a problem pops up there are considerations that must be taken into account that influence our choice of solution. These forces push us toward or away from any given solution to a problem. A pattern is supposed to present a problem and a solution. The problem together with the forces must apply to make that solution beneficial to the problem.
Patterns are designed to capture best practice in a specific domain. Pedagogical patterns try to capture expert knowledge of the practice of teaching and learning. The intent is to capture the essence of the practice in a compact form that can be easily communicated to those who need the knowledge. Presenting this information in a coherent and accessible form can mean the difference between every new instructor needing to relearn what is known by senior faculty and easy transference of knowledge of teaching within the community.
In essence a pattern solves a problem. This problem should be one that recurs in different contexts. In teaching we have many problems such as motivating students, choosing and sequencing materials, evaluating students, and the like.
These problems do recur and in slightly different form each time. Each time a problem pops up there are considerations that must be taken into account that influence our choice of solution. These forces push us toward or away from any given solution to a problem. A pattern is supposed to present a problem and a solution. The problem together with the forces must apply to make that solution beneficial to the problem.
Project - The E-LEN project
The E-LEN project:
"The outcomes should interest those who are seeking guidance and feasible solutions to advance the effectiveness of e-learning. In the E-LEN project e-learning is the systematic use of networked multimedia computer technologies to empower learners, improve learning, connect learners to people and resources supportive of their needs, and to integrate learning with performance and individual with organisational goal. "
"The outcomes should interest those who are seeking guidance and feasible solutions to advance the effectiveness of e-learning. In the E-LEN project e-learning is the systematic use of networked multimedia computer technologies to empower learners, improve learning, connect learners to people and resources supportive of their needs, and to integrate learning with performance and individual with organisational goal. "
Tuesday, September 20, 2005
Publications - The Higher Education Academy in Business, Management and Accountancy
Publications | The Higher Education Academy in Business, Management and Accountancy:
"These collections of BEST papers, guides, newsletters and our journal share experiences, reflections and good practice in teaching."
"These collections of BEST papers, guides, newsletters and our journal share experiences, reflections and good practice in teaching."
Saturday, September 10, 2005
Project - UCL Centre for the Advancement of Learning and Teaching
UCL Centre for the Advancement of Learning and Teaching: "The development of an accreditation framework for learning technologists
Overview
Steering group
Phases of work
Project reports
Overview
This project involved the development and piloting of an accreditation framework aimed at learning technologists. The work was undertaken for the Association for Learning Technology, through funding from JISC. (For further information, see the invitation to tender, available from the list of ALT documents.) The project is now complete.
The project involved a consortium of researchers, consisting of:
* Julia Duggleby, The Sheffield College
* Aileen Earle, Collaboranda
* Richard Francis, Oxford Brookes University
* Gwyneth Hughes, UEL
* David Jennings, DJ Alchemi Ltd
* David Kay, FDLearning
* Martin Oliver, UCL
* Rhona Sharpe, Oxford Brookes University"
Overview
Steering group
Phases of work
Project reports
Overview
This project involved the development and piloting of an accreditation framework aimed at learning technologists. The work was undertaken for the Association for Learning Technology, through funding from JISC. (For further information, see the invitation to tender, available from the list of ALT documents.) The project is now complete.
The project involved a consortium of researchers, consisting of:
* Julia Duggleby, The Sheffield College
* Aileen Earle, Collaboranda
* Richard Francis, Oxford Brookes University
* Gwyneth Hughes, UEL
* David Jennings, DJ Alchemi Ltd
* David Kay, FDLearning
* Martin Oliver, UCL
* Rhona Sharpe, Oxford Brookes University"
Online Magazine - Exchange - Issue 6
Exchange - Issue 6: "Issue 6
Published in May 2004, the sixth issue of Exchange focuses on
'e-Learning'. Kathy Wiles, Director of the Centre for Academic Development at the University of Newcastle upon Tyne is the guest editor for this edition. image - front cover issue 6
'Wherever you are with e-learning, we hope you will find something here to inspire you, answer your questions, or even to disagree with, says Kathy. Most of all, the message that comes across from this issue of Exchange is that
e-learning is learning - and that means something to all of us.'
"
Published in May 2004, the sixth issue of Exchange focuses on
'e-Learning'. Kathy Wiles, Director of the Centre for Academic Development at the University of Newcastle upon Tyne is the guest editor for this edition. image - front cover issue 6
'Wherever you are with e-learning, we hope you will find something here to inspire you, answer your questions, or even to disagree with, says Kathy. Most of all, the message that comes across from this issue of Exchange is that
e-learning is learning - and that means something to all of us.'
"
Book - Faculty development by design
Faculty development by design: "Faculty development by design:
Integrating technology in higher education
Page Updated: August 16, 2004
Editors:
Punya Mishra
Matthew Koehler
Yong Zhao"
Integrating technology in higher education
Page Updated: August 16, 2004
Editors:
Punya Mishra
Matthew Koehler
Yong Zhao
Online Article - Blending E-learning with Traditional Teaching
Blending E-learning with Traditional Teaching: "One Lecturer's Experience of Blending E-learning with Traditional Teaching or How to Improve Retention and Progression by Engaging Students
Paul Catley
Abstract
The paper examines the author's experience of developing e-learning materials to support a traditionally delivered first-year undergraduate module, setting this in the context of institutional and national moves towards the greater utilisation of e-learning in enhancing student learning. The paper focuses on the impact of the e-learning materials on student performance over a three-year period and assesses the possible reasons behind the dramatic improvement in marks achieved by those students who engaged with the e-learning materials."
Paul Catley
Abstract
The paper examines the author's experience of developing e-learning materials to support a traditionally delivered first-year undergraduate module, setting this in the context of institutional and national moves towards the greater utilisation of e-learning in enhancing student learning. The paper focuses on the impact of the e-learning materials on student performance over a three-year period and assesses the possible reasons behind the dramatic improvement in marks achieved by those students who engaged with the e-learning materials."
Thursday, September 08, 2005
Project - Reveel - Review of the evidence of the effectiveness of e-learning
Reveel - Review of the evidence of the effectiveness of e-learning:
"There is no single definition of e-Learning and certainly the agenda of a particular sector is reflected in the type of definition that is used. For our review we will use a broad definition. 'If someone is learning in a way that uses information and communications technologies (ICTs), they are using e-learning' (DfES, 2003) "
"There is no single definition of e-Learning and certainly the agenda of a particular sector is reflected in the type of definition that is used. For our review we will use a broad definition. 'If someone is learning in a way that uses information and communications technologies (ICTs), they are using e-learning' (DfES, 2003) "
Tuesday, September 06, 2005
Organization - Higher Education Academy Supporting Learning
Higher Education Academy Supporting Learning page: "E-LEARNING
* Projects
* Strategy implementation
* e-Learning Research Centre
* e-Tutor competition
* e-Learning resources
* e-Learning links"
* Projects
* Strategy implementation
* e-Learning Research Centre
* e-Tutor competition
* e-Learning resources
* e-Learning links"
Tuesday, August 30, 2005
Online Journal - eJournal of Learning and Teaching - Oxford Brookes
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."
"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."
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."
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