The Journal of Technology Enhanced Learning, Innovation & Change

Student Perceptions of Learning, as seen through a camera lens

Ian Guest — 2015-05-25

Learning has been studied from both theoretical and practical standpoints over many years, though almost invariably from the adult perspective. This study explores learning as perceived by teenage secondary school students, who used cameras to capture images to tell the story of their learning. This was approached through a qualitative, constructivist grounded theory methodology and drew on data from different levels within the study. Using the images as a starting point, interviews provided responses which were analysed to draw out a substantive theory. The young people in this study described their learning by ‘Linking it’ with other concepts, ‘Locating it’ space and time (predominantly in school), ‘Associating it’ with other activities, ‘Ascribing worth’ to different aspects and just occasionally ‘Thinking about it’ in abstract terms. The findings from this study should be extended to explore more purposefully the disconnect between the examples of formal learning providing most of the data for this study and the more rounded experience students enjoy across their daily experience.

Motivated for Learning? The introduction of e-portfolios to Level 1 students in a Further Education college

Anita Jane Kenny — 2015-01-22

This study examines the impact of the use of IT on the results and achievements of a group of Level 1 students. The study looks at models for learning, and the impact of curriculum modelling and learning networks within the classroom (as a form of communities of practice). It also examines the effect on student achievement that the introduction of online portfolio building brings. Using constructivist grounded theory the research sought to examine student results using an online virtual learning environment (VLE) as opposed to a paper based system and how this might be used as an indicator of motivation. Initial results suggest a significant improvement in submission times as well as students taking more ownership of the tracking and completion of their work and apparently being motivated to complete work more quickly and effectively. This is an initial study; findings from this project could form the basis of further research into the formation of learning networks, communities of practice amongst Further Education students and the impact of their education experience on learning identities.

A study of personal learning profiles of managers and the potential effect on professional development of teaching staff

René Slootweg — 2015-05-25

A set of predefined meetings during a college year, including planning, evaluation and rewarding meetings between line management and staff, is one step to formally discuss the development and qualities of teaching staff. It can be difficult for both managers and staff to get a grip on professional development. Key issues, for example, need to be addressed for agreement to be reached on performance and development. This paper addresses managers’ personal learning profile and the extent to which this affects professional development of teaching staff. A semi-structured interview was used to create a portrait of each manager: their own personal development, turning points in life, education and career, and the interventions they choose to support professional development of their team members. This learning profile was then examined to see if this related to the interventions taken by managers to develop their team. A questionnaire was used to collect data on managers preferred learning habits and learning environment (the learning profile). The questionnaires data was analysed and conclusions and further discussions have been shared among participants. Factors influencing professional development like organisational standards and policy, organisational culture, and financial or technical facilities were not part of this research, because all participants worked at the same organisation. Findings indicate that managers at a university prefer two orientations to learning, discover and participate, and that they prefer the standard possibilities available to them, and that this is influenced by the institution.

The use of coping strategies as a means of fostering personal development for students with a disability: a case study

Cristiaan van Meurs — 2015-05-01

Students dropping out of mainstream education are considered a problem for students themselves, schools and society as a whole. Unemployment rates are higher for school dropouts, and besides economic consequences for both the individuals as well as society, there are also several social consequences involved. Within the group of school dropouts, a subgroup can be distinguished; students with a disability. These students can have a physical disability, a psychological grievance, learning disorder or a combination of these. Many students with a disability experience difficulties during their study. Some are related to a lack of specific adaptations, others involve a lack of social or planning skills because of a disorder, or an inability to cope with the daily demands in school and life and general. Based on reports from these dropout students, a trend can be seen that as long as they are in a classroom situation, in which there is a certain amount of guidance and understanding, students experience less trouble then when participating on the employment market in an internship. This study examines the reasons we see students dropping out during this phase in the later stages of their study. Applying a case study approach it examines the practice of the coping programme, a specific programme delivered at the institute EEGA, targeted on creating insight in students’ own coping mechanisms. Findings indicate that although the programme is evaluated as useful by students in general, there is a difference between having insight in one’s own behaviour, and actually changing this behaviour or adopting a new way of coping. While many students report a change brought about by coping strategies, it is uncertain whether the outcomes have been influenced by socially desirable answering.

Appreciation of the use of Blackboard at the Police Academy of the Netherlands using the Technology Acceptance Model

Reinder Vrielink — 2015-05-01

This research covers appreciation of the use of Blackboard among students and teachers at the Police Academy of the Netherlands in the period from 2008 up to and including 2011, using the Technology Acceptance Model (TAM). From questioning the students, it became clear that the unclear structure of Blackboard was a problem. Therefore, a heliview (a homepage featuring an overview of the entire training course) was introduced, and this resulted in a clear improvement of the structure. The research was subsequently repeated in 2011. The results show a significant improvement of appreciation of the use of Blackboard by students. Teachers also complained about the use of Blackboard. Therefore, the research was carried out among teachers again in 2011. Teachers scored significantly lower at behavioural intention than students. The data show that Blackboard it better appreciated by students than by teachers.

Online blogs as a reflective tool - the experience and support needs of a group of international students in Higher Education

David Weatherall — 2015-01-22

This research focuses on the use of online reflective blogging to enhance an undergraduate Level 6 Built Environment Integrated Project (IP) module and analyses the needs and issues of this form of learning for a final year block attendance cohort of 276 international (Malaysian) students at Sheffield Hallam University (SHU). To this group English is a third language, with Chinese (Mandarin) and Malay being their familiar languages. There are cultural differences between this cohort and a similar group from the UK - they are less likely to ‘open up’ for example. This work analyses their support needs and skills in reflective blogging and examines the issues surrounding the use of blogs in providing a reflective mechanism. The research examines student blogs from a quantitative and qualitative perspective to assess whether it is a useful and effective addition to their module learning. The research finds that there are a number of factors which influence the adoption of blogs including assessment, initial and ongoing support. It also finds that feedback is a vital component of the ongoing process of blogging and also identifies the concerns within the cohort of the use of the English language. The report goes on to make recommendations for the continued development of blogging for this cohort of learners.

Implementing blended learning, in the form of a learning network, to enhance social learning

Marianne De Vriendt — 2015-06-03

This study is an extended professional project exploring how new employees perceive the benefits and challenges of a blended learning approach, the ways in which a learning community can contribute to this and what the implications of using such an approach implies for my practice as a trainer. This research is conducted within the context of the Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding (VDAB), or the Flemish Employment and Vocational Training Agency, which is the public employment service of Belgium’s Dutch speaking region. The project involved the basic pedagogy of one specific course, and a specific employee group of new instructors, as part of their mandatory training. The blended learning approach is a combination of face-to-face with online learning. The latter includes synchronous sessions, namely Hangouts, as well as asynchronous learning, involving an online learning community. The research followed the exploratory single case study methodology and involved two stages: a preliminary survey to obtain participants’ background information; and a qualitative content analysis of the online community, involving participant-observations and semi-structured interviews. The study showed that a blended course not only requires more preparation time, but also different trainers’ skills. Although some benefits were acknowledged, i.e. user-friendliness and time- and place independency, it was the lack for socialization, i.e. direct and informal interactions with peers, that was disliked mostly. With regard to the learning community the teacher’s predominance was striking. The implications of this for improving the employees’ digital skills are discussed and some specific recommendations are made.

Brief thoughts on becoming a TELIC ‘newbie’

Bram Bruggeman — 2015-05-16

In this paper I outline my experiences as a new member of the TELIC community, and my hopes and expectations of being a student at masters level, of studying online, and, as a Dutch-speaking teacher in Belgium, of working in English as my second language.

What does it mean to be a Digital Lifewide Learner?

Sue Beckingham — 2015-06-03

What does it really mean to be a digital learner? An immediate reply might be a learner who is taught online, engaging in an online course, using digital technology to access the learning experience. This learning is likely to be time limited (duration of the course) where formal learning takes place (accredited and assessed). But what does it mean to be a digital lifewide learner? This commnetary piece discusses my views on this.

Reflections on the last 10 years of TELIC and ELMAC conferences

Richard McCarter — 2015-06-03

I have been part of the TELIC community for 15 years: first as a student on the E-learning, Multimedia and Consultancy (ELMAC) course starting in 2001 and graduating in 2005; and later teaching on the Technology Enhanced Learning, Innovation and Change (TELIC) 2009-11. In this time I have attended 9 of the 10 annual student-led conferences. This is my commentary on those events and what they meant to me.

Telling TELIC stories: celebrating practice in a learning community

Chris Thomson — 2015-06-03

In 2013 I completed my masters dissertation and I graduated. My research was on digital storytelling in an organisation, JISC Netskills, entitled ‘Becoming a storytelling organisation’ and I submitted my dissertation as an online blog. I was asked by Sheffield Hallam University to develop an online resource of stories for the masters in Technology Enhanced Learning, Innovation and Change (TELIC) professional community. This paper tells the story of what happened next.

For fact’s sake: thoughts towards researching MOOCs

Andrew Wright — 2015-06-03

As an instructional designer, I have spent much of the last 18 months working closely with academics to develop Massive Online Open Courses (MOOCs) for the University of Birmingham in partnership with FutureLearn. My involvement in these projects (and exposure to all the debate and hyperbole that surrounds them) has made me curious to explore the nature of MOOCs, and whether or not they justify the grand claims that have been made in terms of their disruptive potential. To this end I am setting out to research and explore educators’ thoughts and perspectives on their experiences of MOOC design, development and delivery. I hope to discover how these recent experiences compare to their prior experiences of learning and teaching in higher education, what educators consider ‘successful’ delivery (and therefore the purpose) of MOOCs to be, and what implications this might have for future educational practice and strategy in higher education. As I prepare my research proposal I am reflecting on what this might mean and where I stand on this. These are my preliminary and reflective thoughts

Developing professional knowledge and expertise in educational technology: legacy, change and investment

Richard Pountney — 2015-06-03

This editorial reviews the curricular and pedagogical development of the international MSc TELIC programme and the work of the TELIC community since its inception in 2000. This review is used as the site of analysis to map the research undertaken and the professional practice that has emerged. Issues associated with the role, effects and implications of technology in education are examined in the light of this mapping of a professional curriculum. The notions of learning enhancement, innovation and change that are prevalent at this time in professional contexts, and which shape understandings and actions of TELIC professionals, are used to reflect on contributions to this issue and what they indicate about the state of play in the community and beyond. The paper concludes by considering what response we might make to the need for knowledge building in the professional field of educational technology and how to investigate it.