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Sarah Porter

Bio: Sarah Porter is an academic researcher. The author has contributed to research in topics: Educational technology. The author has an hindex of 1, co-authored 1 publications receiving 4 citations.

Papers
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Journal ArticleDOI
TL;DR: In this paper, the authors discuss the findings of several of the keynote speakers and presenters within the context of the relationship between technology, practice and innovation, and draw conclusions about how well the learning technology community is achieving appropriate balance between innovation and technology.
Abstract: The paper explores some of the key themes and discussion points that were aired at the Association of Learning Technology conference in 2004. It discusses the findings of several of the keynote speakers and presenters within the context of the relationship between technology, practice and innovation. It references the papers presented in the technology infrastructure and new technology strands of the conference to examine whether educational technology currently has an appropriate balance between innovation and good practice. It then presents a case study of application in practice through some of the development activities that a national funding body, the JISC, has put into place. Finally, it draws conclusions about how well the learning technology community is achieving appropriate balance between innovation and technology. DOI: 10.1080/09687760500376496

4 citations


Cited by
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Journal ArticleDOI
TL;DR: The features that distinguish the new framework from existing models are described and it is explained how these differences are tailored to develop the e‐learning design skills of academic staff and to encourage greater engagement with e‐ learning quality initiatives across the university.
Abstract: Purpose – The purpose of this paper is to introduce and describe the features of a new e‐learning quality framework developed for a large multi‐campus university. The framework is explicitly designed to improve the quality of e‐learning sites and the quality of online student learning, by developing the skills of the academics who design the sites.Design/methodology/approach – This is a conceptual paper. It examines a range of existing models and literature on evaluative frameworks in e‐learning and positions the new framework within that context. It describes the features that distinguish the new framework from existing models and explains how these differences are tailored to develop the e‐learning design skills of academic staff and to encourage greater engagement with e‐learning quality initiatives across the university.Findings – The paper identifies several features of the new framework that differ from other models and explains the inclusion of these features in terms of the support they provide fo...

28 citations

Journal Article
TL;DR: This paper explores what educational technologists in one South African Institution consider innovation to be and produces a picture and a root definition based on CATWOE, a mnemonic that enables the interviewer to ask each participant to identify processes and role players.
Abstract: This paper explores what educational technologists in one South African Institution consider innovation to be. Ten educational technologists in various faculties across the university were interviewed and asked to define and answer questions about innovation. Their answers were coded and the results of the overlaps in coding have been assimilated into a definition. Soft systems methodology (SSM) was used as a method to make visible the complex nature of innovation in educational technology in one setting. The initial definition formed the ‘situation definition’ in SSM terms. The method proved useful in producing a picture (based on rich pictures drawn by each person) and a root definition (based on CATWOE, a mnemonic that enables the interviewer to ask each participant to identify processes and role players). Participants discussed changes in processes, structures and attitudes at the institution.

16 citations

DissertationDOI
01 Jan 2010
TL;DR: The study showed that handheld technologies can be used to support students for a number of different purposes: to provide an additional informal means of communication with staff and other students; to prompt participation oraction; to suggest resources or personalise the support for students, and to enable access to advice and guidance.
Abstract: Distance education institutions have always employed a variety of technological media, and developing technologies are incorporated into the learning blend as their advantages are identified. Modern distance learning has, therefore, become linked implicitly with the latest media and handheld communication technologies are now being used to communicate with members of the educational community, share information and resources, and enable investigation, discussion and learning. The use of similar mobile technologies for the purposes of student support is under-represented in the literature. This action research study explored the limitations and benefits of handheld technologies for supporting distance learning students, and the drivers and barriers that might affect their use by students. The literature review helped to identify the attributes and limitations of m-learning and handheld technologies, and the aspects of student support that might be enabled through mobile options. The research design included a questionnaire, a year-long study in which associate lecturers developed mobile-accessible resources to use with their students, and interviews with study support experts. The research data was collected in a UK distance education institution. The study showed that handheld technologies can be used to support students for a number of different purposes: to provide an additional informal means of communication with staff and other students; to prompt participation oraction; to suggest resources or personalise the support for students; to enable access to advice and guidance; to offer factual information for study and administrative purposes; to encourage revision and review of learning.The research also suggested that students felt that increased group cohesion was promoted within the learning community through using their personal mobile technologies within the student support framework. A model of this potential method of support is presented, giving examples of the types of communications, resources and services that could be implemented within a distance education institution.

7 citations

Book ChapterDOI
01 Jan 2011
TL;DR: Standards and standardization are seen positively as tools for simplifying and AbstrAct, but when one assesses the standards available it is clear that if practitioners are seeking standards as guides for professional practice in e-learning they are not offered a wide selection of choices unless their interests run to interoperability or resource discovery.
Abstract: Tanenbaum’s wry observation on standards “The nice thing about standards is that there are so many to choose from” (Tanenbaum, 1981, p. 221) is an almost obligatory quote in papers that consider the role of standards in e-learning and higher education. However, when one assesses the standards available (Marshall, 2004) it is clear that if practitioners are seeking standards as guides for professional practice in e-learning they are not offered a wide selection of choices unless their interests run to interoperability or resource discovery. Standards and standardization, rather than being seen positively as tools for simplifying and AbstrAct

2 citations