Group items tagged

A review of Tuckman, I think the model has some merit in understanding groups online

This is an excellent piece that explains how different levels of the organisation find it difficult to understand each other

The call to integrate technology into education can be used as a starting point for educators' professional growth. Looking at teacher preparation and professional development as much more than technology training, this research bridges the literature and practice of faculty development in educational technology with adult education's transformational learning theory. Research conducted in graduate education courses in educational technology reveals themes of change in their perspective of their profession and educational practice. Technology learning can sometimes be intimidating or frustrating. This article highlights the study's significance of adult learning theory for teachers' professional development and classroom practice particularly in learning to cope with new knowledge bases and incorporating them into practice.

Personalisation of e-learning environments is an interesting research area in which the learning experience of learners is generally believed to be improved when his or her personal learning preferences are taken into account. One such learning preference is the V-A-K instrument that classifies learners as visual, auditory or kinaesthetic. In this research, the outcomes of an experiment are described after students in the second year of university were exposed to a unit that was redesigned to fit in the V-A-K learning styles.

As higher education (HE) undergoes a massive expansion in demand in most countries across the globe and experiences financial pressures, the sector is evolving rapidly. Market pressures encourage the search for additional income and new forms of provision, and online programme management (OPM) companies are increasingly entering the sector as they identify market opportunities.

The concept of the hidden curriculum rarely has been applied to distance education, though the related discipline of educational technology frequently has been accused of hiding a multitude of agendas.

Research findings in recent years provide compelling evidence of the importance of encouraging student control over the learning process as a whole. The socially based tools and technologies of the Web 2.0 movement are capable of supporting informal conversation, reflexive dialogue and collaborative content generation, enabling access to a wide raft of ideas and representations.

'Openness' is a central contested value of modern liberalism that falls under different political, epistemological and ethical descriptions. In this chapter, we employ 'openness' to analyze the spatialization of learning and education. We discuss dimensions of openness and 'open education' (Peters & Britez, 2008), beginning with a brief history of openness in education that focuses on the concept of the Open University as it first developed in the United Kingdom during the 1960s, a development we dub Open University 1.0.

Computer technologies and computer-mediated information and communication are increasingly parts of curriculum-making practices in education. These technologies are often taken to be simply tools to be used to enhance teaching and learning. However, in recent years, a range of cross-disciplinary studies have started to point to the work of code, algorithms and standards in selecting and shaping the information, forms of knowledge and modes of interaction available to teachers and students. Concerns have been raised about how data is selected, shaped and represented by software in ways which are not always apparent to those using computer technologies. In this sense, software can be considered as part of the hidden curriculum of education. Drawing upon the increasing research in software studies, this article explores theoretically some of the issues raised in relation to curriculum-making practices and possible lines of empirical research to be pursued.