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Journal ArticleDOI

Issues in the Relationship between Technology and Practice.

01 Oct 2005-Research in Learning Technology (Routledge)-Vol. 13, Iss: 3, pp 231-240

AbstractThe 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

Topics: Educational technology (55%)

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Citations
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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...

26 citations


Cites background from "Issues in the Relationship between ..."

  • ...In this sense, the toolkit provides opportunities for “practitioners to evolve their own practice through engaging in experimentation and […] to go through their own cycle of evolution to change the way they work” ( Porter, 2005, p. 232...

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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.

14 citations


Cites background from "Issues in the Relationship between ..."

  • ...Indeed, it has been noted that learning technology community need to be more expert at “selling’ the benefits of innovative use of technology in practice” “given the need achieve large-scale uptake of successful innovations within our organizations (Porter 2005)....

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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


References
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Proceedings ArticleDOI
20 Apr 2002
TL;DR: The experiences of introducing an instant messaging and group chat application into geographically distributed workgroups encountered a dilemma that imposes serious challenges for user-centered design of groupware systems.
Abstract: We report on our experiences of introducing an instant messaging and group chat application into geographically distributed workgroups. We describe a number of issues we encountered, including privacy concerns, individual versus group training, and focusing on teams or individuals. The perception of the tool's utility was a complex issue, depending both on users' views of the importance of informal communication, and their perceptions of the nature of cross-site communication issues. Finally, we conclude with a discussion of critical mass, which is related to the features each user actually uses. More generally, we encountered a dilemma that imposes serious challenges for user-centered design of groupware systems

287 citations


"Issues in the Relationship between ..." refers background in this paper

  • ...Jones (2004) spoke of ‘technology appropriation’, and this supported the slightly subversive tone that represented the overall trend: educationalists are using their knowledge and experience to get technology to do what they think is appropriate....

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Journal ArticleDOI
Abstract: The application of information and communications technologies (ICTs) to higher education has recently gained a new impetus, fired by the promise, and also perhaps the threat, of the 'virtual' university. While there has been much empirical research on individual ICT initiatives, most of this has been narrowly evaluative with little attention paid to their cumulative impacts on the university as an institution. Equally, while there has been much writing on the development of virtual higher education, much of this has been speculative, concerned with the advent of still marginal new institutions and little of it has been empirically grounded. This paper is based on in-depth studies of ICT initiatives in four established universities in the North East of England. It argues that one of the consequences, often unintended, of the introduction of these technologies has been to generate demands and pressures for a more corporate institutional form in which goals, roles, identities and procedures are made explici...

48 citations


"Issues in the Relationship between ..." refers background in this paper

  • ...Keefe’s points were contradicted to some extent in Morrison’s presentation, where there was a recognition that, internationally, some universities are becoming more corporate, in part because they are responding to government imperatives for a more market-driven education system (Morrison referred to James Cornford’s (2000) paper on the ‘Virtual University’)....

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  • ...Keefe’s points were contradicted to some extent in Morrison’s presentation, where there was a recognition that, internationally, some universities are becoming more corporate, in part because they are responding to government imperatives for a more market-driven education system (Morrison referred to James Cornford’s (2000) paper on the ‘Virtual University’). A further negative implication is that we may lose something when technology becomes systemic. In the closing session, Sloep (2004) talked about the ‘dullifying’ that might be implied when technology becomes systemic; and warned that the sense of ownership and personalisation may be lost....

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Journal ArticleDOI
Abstract: Since MIT’s bold announcement of the OpenCourseWare initiative in 2001, the content of over 700 of its courses have been published on the Web and made available for free to the world. Important infrastructure initiatives have also been launched recently with a view to enabling the sustainable implementation of these educational programmes, through strengthening organizational capacity as well as through building open, standards-based technology. Each of these initiatives point to a rich palette of transformational possibilities for education; together with the growing open source movement, they offer glimpses of a sustainable ecology of substantial and quality educational resources. This discussion piece will highlight some of the educational opportunity presented by MIT’s current information technology-enabled educational agenda and related initiatives, along with their strategic underpinnings and implications. It will address various dimensions of their impact on the form and function of education. It will examine how these ambitious programmes achieve a vision characterized by an abundance of sustainable, transformative educational opportunities, not merely pervasive technology. DOI: 10.1080/09687760500376512

5 citations


"Issues in the Relationship between ..." refers background in this paper

  • ...Kumar reached the conclusion that we should not simply innovate for the sake of it but in order to offer an improved or even an extended and better experience: ‘Technology doesn’t just allow students to answers questions more quickly, but to ask new questions’ (Kumar, 2004)....

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  • ...It may seem a challenging question to ask at a conference that is focused on technology, but from the opening keynote we were asked indirectly to focus upon the question: ‘why innovate?’ (Kumar, 2004)....

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  • ...(Kumar, 2004)....

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