Showing papers in "Research in Learning Technology in 2013"

In medias res: reframing design for learning

Abstract: Our goal in this article is to set out some important elements of a useful theory of design for learning . We aim to help understand what it means to design something, or some assemblage of things, to help other people learn. In offering what we believe to be a useful framework for thinking about design for learning, we address a number of key issues, including: how it is that something designed by one person can help other people learn; what kinds of things can be designed; how these things might also need to support the work of people (like teachers) whose job it is to support other peoples’ learning; how learning usually has multiple layers and multiple goals – each of which may place different requirements on design – and how people who are learning can also be expected to modify that which has been designed. Keywords: design for learning; indirection; sustainable design (Published: 16 September 2013) Citation: Research in Learning Technology Supplement 2013, 21 : 19909 - http://dx.doi.org/10.3402/rlt.v21i0.19909

Exploring the Use of Text and Instant Messaging in Higher Education Classrooms

Abstract: This article examined how higher education students used text and instant messaging for academic purposes with their peers and faculty. Specifically, comfort level, frequency of use, usefulness, reasons for messaging and differences between peer-to-peer and peer-to-instructor interactions were examined. Students noted that they were very comfortable with using both text and instant messaging. Text messaging was used weekly with instructors and daily with peers. Instant messaging was used rarely with instructors but weekly with peers. Students rated text messaging as very useful and instant messaging as moderately useful for academic purposes. Key reasons cited for using both text and instant messaging included saving time, resolving administrative issues, convenience and ease of use. Text messaging appears to be the preferred mode of communication for students with respect to communicating with both peers and instructors. It is concluded that both text and instant messaging are useful and viable tools for augmenting student's communication among peers and faculty in higher education. Keywords: text messaging; instant messaging; student–faculty interaction; peer-to-peer interaction (Published: 3 September 2013) Citation: Research in Learning Technology 2013, 21 : 19061 - http://dx.doi.org/10.3402/rlt.v21i0.19061

The learning design studio: collaborative design inquiry as teachers’ professional development

Abstract: The learning design studio is a collaborative, blended, project-based framework for training teachers in effective and evidence-based use of educational technology. Arguably, teachers are the primary change agents in any educational system. Several decades of research have produced an extensive body of scientific knowledge of effective ways to use technology to support learning. Yet, if we want to mainstream this knowledge and use it to improve educational systems, we need to make this knowledge available to educational practitioners. The dominant model of teacher education assumes that teachers should be provided with a solid theoretical curriculum, which they will then apply in their practice. This article argues for an alternative – the design-inquiry model and presents the learning design studio as a manifestation of this model. Keywords: learning design; teacher training; learning design studio; design inquiry; inquiry learning (Published: 6 September 2013) Citation: Research in Learning Technology 2013, 21 : 22054 - http://dx.doi.org/10.3402/rlt.v21i0.22054

Experience of developing Twitter-based communities of practice in higher education

Abstract: This article presents the results of a case study of the use of a microblogging tool by a university academic to increase their knowledge and experience of social media for educational purposes. The academic had the role of digital steward in a university and attempted to use microblogging (Twitter) to increase professional contacts within the framework of a community of practice. Several types of data were collected and analysed. These included the structure of the network arising from the links formed with others by microblogging, the similarity of stated interests between the academic and others in the network, and the contents of postings such as their external references. It was found that a personal network had been established, with some of the characteristics of a community of practice. The activity demonstrated the utility of social media in supporting the professional development of academic staff using technology.

Learning design Rashomon I – supporting the design of one lesson through different approaches

Abstract: This paper presents and compares a variety of approaches that have been developed to guide the decision-making process in learning design. Together with the companion Learning Design Rashomon II (Prieto et al. , 2013 ), devoted to existing tools to support the same process, it aims to provide a view on relevant research results in this field. The common thread followed in these two contributions is inspired by Kurosawa'1s Rashomon film, which takes multiple perspectives on the same action. Similarly, in this paper, Rashomon I, a lesson on “Healthy Eating” is analysed according to five different approaches, while the Rashomon II paper is used to exemplify the affordances of different tools. For this reason, this paper does not follow the conventional structure of research papers (research question, method, results and discussion), but rather it moves from an introduction providing the rationale for the paper, to a description of the five different approaches to learning design (the 4SPPIces Model, the 4Ts, the e-Design Template, the Design Principles Database and the Design Narrative) and then to a discussion of their similarities and differences to inform the choice of potential users. Keywords: learning design approaches; pedagogical planning; inquiry learning (Published: 16 September 2013) Citation: Research in Learning Technology Supplement 2013, 21 : 20224 - http://dx.doi.org/10.3402/rlt.v21i0.20224

Editorial: The art and science of learning design

Abstract: Editorial for the "art and science of learning design" supplement. Introduces the learning design approach, considers some of the grand challenges associated with it, and presents the papers in this supplement. (Published: 16 September 2013) Citation: Research in Learning Technology Supplement 2013; 21 : 22513 - http://dx.doi.org/10.3402/rlt.v21i0.22513

Building Global Learning Communities.

Abstract: Within the background where education is increasingly driven by the economies of scale and research funding, we propose an alternative online open and connected framework (OOC) for building global learning communities using mobile social media. We critique a three year action research case study involving building collaborative global learning communities around a community of practice of learning researchers and practitioners. The results include the development of a framework for utilising mobile social media to support collaborative curriculum development across international boundaries. We conclude that this framework is potentially transferrable to a range of educational contexts where the focus is upon student-generated mobile social media projects. Keywords: community of practice; mlearning; global collaboration framework (Published: 6 September 2013) Citation: Research in Learning Technology 2013, 21 : 21955 - http://dx.doi.org/10.3402/rlt.v21i0.21955

Teaching with student response systems (SRS): teacher-centric aspects that can negatively affect students' experience of using SRS

Abstract: In this article, we describe and discuss the most significant teacher-centric aspects of student response systems (SRS) that we have found to negatively affect students’ experience of using SRS in lecture settings. By doing so, we hope to increase teachers’ awareness of how they use SRS and how seemingly trivial choices or aspects when using SRS can have a significant negative impact on students’ experiences, especially when these aspects are often repeated. We cover areas such as consistency when using SRS, time usage, preparation, the experience level of the teachers with regard to SRS, teacher commitment and attitudes, teacher explanations, and how students fear that voting results can mislead the teacher. The data are based on 3 years of experience in developing and using an online SRS in classroom lectures, and they consist of focused (semistructured) student group interviews, student surveys and personal observations. Keywords: audience response systems; clickers; student attitudes; teaching pitfalls (Published: 11 June 2013) Citation: Research in Learning Technology 2013, 21 : 18989 - http://dx.doi.org/10.3402/rlt.v21i0.18989

Is it cheating – or learning the craft of writing? Using Turnitin to help students avoid plagiarism

Abstract: Plagiarism is a growing problem for universities, many of which are turning to software detection for help in detecting and dealing with it. This paper explores issues around plagiarism and reports on a study of the use of Turnitin in a new university. The purpose of the study was to inform the senior management team about the plagiarism policy and the use of Turnitin. The study found that staff and students largely understood the university’s policy and Turnitin’s place within it, and were very supportive of the use of Turnitin in originality checking. Students who had not used Turnitin were generally keen to do so. The recommendation to the senior management team, which was implemented, was that the use of Turnitin for originality checking should be made compulsory where possible – at the time of the study the use of Turnitin was at the discretion of programme directors. A further aim of the study was to contribute to the sector’s body of knowledge. Prevention of plagiarism through education is a theme identified by Badge and Scott ( 2009 ) who conclude an area lacking in research is “investigation of the impact of these tools on staff teaching practices”. Although a number of recent studies have considered educational use of Turnitin they focus on individual programmes or subject areas rather than institutions as a whole and the relationship with policy. Keywords: higher education; plagiarism; assessment; Turnitin (Published: 29 April 2013) Citation: Research in Learning Technology 2013, 21 : 17218 - http://dx.doi.org/10.3402/rlt.v21i0.17218

Combining the Formative with the Summative: The Development of a Two-Stage Online Test to Encourage Engagement and Provide Personal Feedback in Large Classes

Abstract: The aim of this action research project was to improve student learning by encouraging more “time on task” and to improve self-assessment and feedback through the introduction of weekly online tests in a Year 2 lecture module in biological sciences. Initially voluntary online tests were offered to students and those who participated achieved higher exam marks than those who did not, but completion rate was low. Making the tests compulsory led to high completion rates, but class performance decreased, indicating that using the same assessment for formative and for summative purposes is not always beneficial for learning. Finally, these problems were resolved by introducing a two-stage approach: the first stage of each test was formative and provided prompt feedback. However, students had to achieve 80% to progress to the second summative stage of the test. The two-stage online tests led to significantly improved class performance. This novel test design ensures that students go through at least two attempts and therefore fully benefit from the learning opportunities presented by the formative stage. Two-stage online tests present the opportunity to provide regular feedback in large classes and to improve performance not only of good but also of “weak” students. Keywords: e-learning; e-assessment; action research; higher education (Published: 29 April 2013) Citation: Research in Learning Technology 2013, 21 : 19153 - http://dx.doi.org/10.3402/rlt.v21i0.19153

Hashtags and retweets: using Twitter to aid Community, Communication and Casual (informal) learning

Abstract: Since the evolution of Web 2.0, or the Social Web, the way in which users interact with/on the Internet has seen a massive paradigm shift. Web 2.0 tools and technologies have completely changed the dynamics of the Internet, enabling users to create content; be it text, photographs or video; and furthermore share and collaborate across massive geographic boundaries. As part of this revolution, arguably the most significant tools have been those employing social media. This research project set out to investigate student’s attitudes, perceptions and activity toward the use of Twitter in supporting learning and teaching. In so doing, this paper touches on a number of current debates in higher education, such as the role (and perceived rise) of informal learning; and debates around Digital Natives/Immigrants vs. Digital Residents/Visitors. In presenting early research findings, the author considers the 3Cs of Twitter (T3c): Community, Communication and Casual (informal) learning. Data suggests that students cannot be classed as Digital Natives purely on age and suggests a rethinking of categorisations is necessary. Furthermore, the data suggests students are developing their own personal learning environments (PLEs) based on user choice. Those students who voluntarily engaged with Twitter during this study positively evaluated the tool for use within learning and teaching. Keywords: Twitter; communication; personal learning environments; Digital Natives/Immigrants; Digital Visitors/Residents (Published: 12 September 2013) Citation: Research in Learning Technology 2013, 21 : 19692 - http://dx.doi.org/10.3402/rlt.v21i0.19692

The habitus of digital scholars

Abstract: This article concerns the Participatory Web and the impact it has on academic researchers’ perceptions of digital scholarship practices. The Participatory Web, as a space of active involvement, presence and socialisation of knowledge, has the potential to introduce significant changes to scholarly practice and to diversify it. This article draws on the findings of a narrative inquiry study that investigated the habitus of 10 digital scholars. The study uses Bourdieu’s concepts of habitus, field, and social and cultural capital as a research lens. One of the main findings to come out of the study was that research participants’ approaches to digital scholarship practices are highly influenced by their online social capital, the online networks that influence their thinking and outlook on scholarly practices, including their advocacy of openness and transparency of academic practice. This article concludes by highlighting the dispositions digital scholars display in an attempt to characterise the values and beliefs that underpin their scholarly practices. Keywords: digital scholarship; habitus; social capital; cultural capital; the Participatory Web; Pierre Bourdieu (Published: 31 January 2014) Citation : Research in Learning Technology 2014, 21: 21274 - http://dx.doi.org/10.3402/rlt.v21.21274

Forward-oriented design for learning: illustrating the approach

Abstract: This paper concerns sustainable approaches to design for learning, emphasising the need for designs to be able to thrive outside of the protective niches of project-based innovation. It builds on the “in medias res” framework and more specifically on a forward-oriented approach to design for learning: one that takes a pro-active design stance with respect to each of the phases of an extended lifecycle. We draw on fieldwork notes and interview data to describe two cases that illustrate some of the key features of the approach. Recommendations for further RD indirection; sustainable design (Published: 16 September 2013) Citation: Research in Learning Technology Supplement 2013, 21 : 20290 - http://dx.doi.org/10.3402/rlt.v21i0.20290

Designing and researching technology-enhanced learning for the zone of proximal implementation

Abstract: Internationally, society is increasingly demanding that the relevance and practical applicability of research be made transparent. Despite intentions to the contrary, insights on pedagogically appropriate uses of educational technology for representative teachers in everyday school settings are severely limited. In part, this is because (design) research is often conducted at the bleeding edge of what is technologically possible – exploring innovative uses of new and emerging technologies. There is no disputing that such work is greatly needed to seek out new ways to potentially enhance the quality of teaching and learning. However, in the excitement of exploring what is possible, tomorrow, insufficient research and development work focuses on what is practical, today. This leaves a problematic gap between what could be effective technology-enhanced learning (TEL) in theory, and what can be effective TEL in practice. This paper calls for designers/researchers of TEL to devote attention to not only fine-grained issues of pupil learning and instruction but also to broader factors that determine if and how innovations are understood, adopted and used by teachers and schools, by designing innovations to align with their zone of proximal implementation . Methodological considerations are given for designing and studying interventions that are prone to implementation by being: value-added, clear, harmonious and tolerant. Keywords: learning design; implementation; innovation (Published: 16 September 2013) Citation: Research in Learning Technology Supplement 2013, 21 : 17374 - http://dx.doi.org/10.3402/rlt.v21i0.17374

Integrating technologies into ‘‘authentic’’ assessment design: an affordances approach

Abstract: Current pressures in higher education around student employability are driving new initiatives for change. Assessment is also a topic of debate, as it is a key driver of student behaviour, yet often falls behind other metrics in national surveys. In addition, increasing focus on digital literacies is catalysing new appreciations of what emerging digital culture might mean for both students and staff. These three highly topical challenges were jointly explored by the University of Exeter’s Collaborate project, which aimed to create employability-focused assessments enhanced by technology. By combining existing research on assessment with grounded data derived from local stakeholders, the project has developed a model for assessment design which embeds employability directly into the curriculum. Digital technologies have been aligned with this model using a “top trump” metaphor, where key affordances of technologies are highlighted in the context of the model. This paper explores the design-based research approach taken to develop this model and associated “top trumps”, along with results from the first practical iteration. Results suggest that the model is effective in supporting the design of an “authentic” assessment and that a targeted affordances approach can support the alignment of specific technologies with a particular pedagogic design. Keywords: employability; assessment; authentic; affordance; evaluation (Published: 6 September 2013) Citation: Research in Learning Technology 2013, 21 : 21986 - http://dx.doi.org/10.3402/rlt.v21i0.21986

Learning design Rashomon II: exploring one lesson through multiple tools

Abstract: An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere in this issue. In this article, the aforementioned tools are used as lenses to view the same learning design narrative – an inquiry-based learning lesson on healthy eating aimed at secondary-school students – from different perspectives, in a manner inspired by the plot structure of Kurosawa’s film “Rashomon”. In modelling the lesson on five tools, we uncovered similarities and differences in relation to the challenges posed by modelling a particular learning scenario, the ease of implementation of the computer-interpretable products’ output by the tools and their different target audiences and pedagogical specialities. This comparative analysis thus illustrates some of the current underlying issues and challenges in the field of Learning Design. Keywords: learning design; authoring tools; inquiry learning; personal inquiry (Published: 16 September 2013) Citation: Research in Learning Technology Supplement 2013, 21 : 20057 - http://dx.doi.org/10.3402/rlt.v21i0.20057

Orchestrating learning activities using the CADMOS learning design tool

Abstract: This paper gives an overview of CADMOS (CoursewAre Development Methodology for Open instructional Systems), a graphical IMS-LD Level A & B compliant learning design (LD) tool, which promotes the concept of “separation of concerns” during the design process, via the creation of two models: the conceptual model, which describes the learning activities and the corresponding learning resources, and the flow model, which describes the orchestration of these activities. According to the feedback from an evaluation case study with 36 participants, reported in this paper, CADMOS is a user-friendly tool that allows educational practitioners to design flows of learning activities using a layered approach. Keywords: learning design; learning design tools; CADMOS; separation of concerns; orchestrations of learning activities (Published: 16 September 2013) Citation: Research in Learning Technology Supplement 2013, 21 : 18051 - http://dx.doi.org/10.3402/rlt.v21i0.18051

‘‘I don’t think I would be where I am right now’’. Pupil perspectives on using mobile devices for learning

Abstract: Are pupils in the United Kingdom using mobile devices to help their learning? If so, what are they using and why? This article is based on research carried out by questionnaire, observation and pupil interviews at two English academies. One of the academies provides mobile devices for the pupils, and the other bans the use of mobile devices. The extent to which pupils are using their mobile devices to help their learning and which features they find useful for their schoolwork were examined. Pupils were also asked about some of the common barriers to using a mobile device in school: bullying, cheating and disruption. Results show that pupils at both schools do use their mobile devices for learning, with significantly more use at the school which allows mobile devices. However, usage is also significant in the school which currently bans devices. Pupils use their mobile devices for a wide range of activities, and the way in which pupils use their devices raises important questions for schools considering the adoption of mobile technology for teaching and learning. This article argues that schools should be actively encouraging pupils to make use of mobile devices. Keywords: mobile learning; pupil voice; mobile phones; e-safety; pupil engagement (Published: 6 September 2013) Citation: Research in Learning Technology 2013, 21 : 22116 - http://dx.doi.org/10.3402/rlt.v21i0.22116

Sustaining Learning Design and Pedagogical Planning in CSCL

Abstract: This paper tackles the issue of learning design and pedagogical planning in the context of computer-supported collaborative learning (CSCL). In this sector, we witness the same variety of approaches and tools that we find in the technology-enhanced learning (TEL) research field. In particular, in the CSCL context, notions such as “Collaborative Learning Flow Patterns” (CLFP) or “collaborative scripts” have been used to describe and/or run online collaborative learning activities and, consequently, tools have been implemented to reify these concepts and visualise the designs. Despite the differences, most of the existing tools support the representation of learning designs that are already “in the designer’s mind”, while fewer tools specifically aim to provide guidance and support to CSCL designers in the early phases of the design process, that is, when they have to make critical decisions concerning the educational approach, the tools to be used, and the ways to engage the target population. This paper, while focusing on this gap in CSCL research, proposes a unifying model, aimed at supporting pedagogical planning and decision making in the CSCL design process based on the interplay of four model components: Task, Teams, Time and Technology. Keywords: computer-supported collaborative learning; design process; 4Ts model; learning design (Published: 16 September 2013) Citation: Research in Learning Technology Supplement 2013, 21 : 17585 - http://dx.doi.org/10.3402/rlt.v21i0.17585

Large-scale innovation and change in UK higher education

Abstract: This paper reflects on challenges universities face as they respond to change. It reviews current theories and models of change management, discusses why universities are particularly difficult environments in which to achieve large scale, lasting change and reports on a recent attempt by the UK JISC to enable a range of UK universities to employ technology to deliver such changes. Key lessons that emerged from these experiences are reviewed covering themes of pervasiveness, unofficial systems, project creep, opposition, pressure to deliver, personnel changes and technology issues. The paper argues that collaborative approaches to project management offer greater prospects of effective large-scale change in universities than either management-driven top-down or more champion-led bottom-up methods. It also argues that while some diminution of control over project outcomes is inherent in this approach, this is outweighed by potential benefits of lasting and widespread adoption of agreed changes. Keywords: change management; top-down; bottom-up; distributive; leadership; innovation; collaboration; participation; participatory design; curriculum design; institutional practice; large scale; evolving culture; JISC; stakeholder (Published: 6 September 2013) Citation: Research in Learning Technology 2013, 21 : 22316 - http://dx.doi.org/10.3402/rlt.v21i0.22316

A framework to study learning in a complex learning environment

Abstract: This paper presents a framework for analysing variations in the ways in which students experience learning in complex, computer-supported environments. It involves an application of phenomenography extended to encompass the content of the learning as well as its context. Concepts from activity theory are drawn upon to enlarge the scope of phenomenography. By applying this framework, researchers, as well as course organisers, may gain insights into how courses are experienced by the participants and can thus develop these in a way that will be perceived as improvement by the course participants. Within this predominantly phenomenographic approach, the focus is upon the content of the learning experience, giving the ability to relate learning outcomes to the experience of the learning environment. Hence, insights can be gained that can help to improve learning environments and thereby outcomes. A case study illustrating the kinds of results than can be obtained when using the framework is provided.

Exploring individual, social and organisational effects on Web 2.0-based workplace learning: a research agenda for a systematic approach

Abstract: Web 2.0-based workplace learning is defined in this article as informal learning that takes place in the workplace through connections and collaborations mediated by Web 2.0 technology. Web 2.0-based workplace learning has the potential to enhance organisational learning and development. However, little systematic research has been published that explores how individual, social and organisational factors may influence Web 2.0-based workplace learning. This study aims to address this knowledge gap. Drawing on a selective review of the theories and research on social exchange, social capital, communities of practice and organisational support, we have developed a testable theoretical model for further empirical study. Keywords: Web 2.0; workplace learning; social exchange; social capital; communities of practice; organisational learning and development (Published: 11 September 2013) Citation: Research in Learning Technology 2013, 21 : 19089 - http://dx.doi.org/10.3402/rlt.v21i0.19089

Introducing Blended Learning: An Experience of Uncertainty for Students in the United Arab Emirates

Abstract: The cultural dimension of Uncertainty Avoidance is analysed in this study of an introduction to blended learning for international students. Content analysis was conducted on the survey narratives collected from three cohorts of management undergraduates in the United Arab Emirates. Interpretation of certainty with blended learning was found in: student skills with technology; student acknowledgement of course organisation; and student appreciation of online feedback. Uncertainty with the introduction of blended learning was found: when membership was assigned for group work, higher quality research methods were introduced; where course structure lacked detail, increased time was required for new and different online activities. These international students, from countries with a high score on Uncertainty Avoidance, exhibited that dimension when introduced to blended learning. The implications of these findings are discussed, and strategies suggested for introducing blended learning to international students. The limitations of the study are considered, and a direction for future research is suggested. This is the first study on undergraduates in the Middle East for the effects of a cultural dimension when introducing blended learning. The findings increase the body of knowledge that relates to learning technology in the international business classroom. Keywords: learning culture; blended learning pedagogy; differentiating cultures; learning design (Published: 15 May 2013) Citation: Research in Learning Technology 2013, 21 : 18461 - http://dx.doi.org/10.3402/rlt.v21i0.18461

Designing and evaluating representations to model pedagogy

Abstract: This article presents the case for a theory-informed approach to designing and evaluating representations for implementation in digital tools to support Learning Design, using the framework of epistemic efficacy as an example. This framework, which is rooted in the literature of cognitive psychology, is operationalised through dimensions of fit that attend to: (1) the underlying ontology of the domain, (2) the purpose of the task that the representation is intended to facilitate, (3) how best to support the cognitive processes of the users of the representations, (4) users’ differing needs and preferences, and (5) the tool and environment in which the representations are constructed and manipulated. Through showing how epistemic efficacy can be applied to the design and evaluation of representations, the article presents the Learning Designer, a constructionist microworld in which teachers can both assemble their learning designs and model their pedagogy in terms of students’ potential learning experience. Although the activity of modelling may add to the cognitive task of design, the article suggests that the insights thereby gained can additionally help a lecturer who wishes to reuse a particular learning design to make informed decisions about its value to their practice. Keywords: representations; epistemic efficacy; Learning Design; evaluation (Published: 16 September 2013) Citation: Research in Learning Technology Supplement 2013, 21 : 20205 - http://dx.doi.org/10.3402/rlt.v21i0.20205

Student Engagement with a Content-Based Learning Design.

Abstract: While learning is commonly conceptualised as a social, collaborative process in organisations, online courses often provide limited opportunities for communication between people. How do students engage with content-based courses? How do they find answers to their questions? How do they achieve the learning outcomes? This paper aims to answer these questions by focusing on students’ experiences in an online content-based course delivered in a large Mexican organisation. Sales supervisors ( n =47) participated as students. Four main data sources were used to evaluate engagement with and learning from the course: surveys ( n =40), think-aloud sessions ( n =8), activity logs ( n =47) and exams ( n =43). Findings suggest that: (1) Students engage with a content-based course by following the guidance available and attempting to make the materials relevant to their own context. (2) Students are resourceful when trying to find support. If the materials do not provide the answers to their questions, they search for alternatives such as colleagues to talk to. (3) Content-based online learning designs may be engaging and effective. However, broadening the range of support options available to students may derive in more meaningful, contextualised and rewarding learning experiences. Keywords: learning design; training; student engagement; content-based learning; workplace learning (Published: 6 September 2013) Citation: Research in Learning Technology 2013, 21 : 22106 - http://dx.doi.org/10.3402/rlt.v21i0.22106

Technologies, ‘content’ and storytelling

Abstract: We know the world through the stories that are told about it. (Denzin and Lincoln 2005 : 641) Cousins and Bissar open the first paper of this issue with this resonant quote on the power and potency of narrative. As a point of departure for my first editorial for Research in Learning Technology , this seemed appropriate; a reflection on how – along with my fellow editors, our contributing authors and pool of reviewers – we have worked together to surface these six “stories” of research in this field. The notion of the research account (and indeed education itself) as a form of storytelling may be seen to run through the six apparently very different papers in the issue, as a range of authors from various contexts seek to make sense of complex practices, discourses and educational contexts surrounding technologies. The related theme of what constitutes “content,” and how it is managed, curated, shared and engaged with also seems to be woven throughout this issue. (Published: 8 August 2013) Citation: Research in Learning Technology 2013, 21 : 22393 - http://dx.doi.org/10.3402/rlt.v21i0.22393

Can we engage learners through Web 2.0 and mobile devices

Abstract: This issue brings together five rather diverse papers focusing on the use of mobile and Web 2.0 technologies in an effort to engage learners. Two of the papers deal with messaging or response systems used by students in higher education, two papers deal with the use of (mobile) social media for professional development of teachers, and the final paper builds a theoretical model for Web 2.0-based workplace learning. (Published: 3 December 2013) Citation: Research in Learning Technology 2013, 21 : 23309 - http://dx.doi.org/10.3402/rlt.v21i0.23309 Read the complete issue 21-3 (2013) here !