Search results

1

PROMOTING INSTITUTIONAL CHANGE: EMBEDDING LEARNING DESIGN USING LAMS IN ESOL

100%

Burns L., Walker S.

Teaching English with Technology

|

2009

|

vol. 9

|

issue 3

1-17

EN

The use of the Learning Activity Management System (LAMS) to support English to Speakers of Other Languages (ESOL) learners has been shown to enhance learning in a Further Education College in North West London, UK. In this paper the authors discuss the findings of a pilot project that explored its use with different groups of learners. They consider some of the pedagogical issues affecting the integration of learning design using LAMS in the curriculum and its uptake by staff in the wider community. Cultural factors that contribute to the sharing of learning designs and, ultimately, the adoption of learning design by a community of practitioners are discussed and conclusions drawn about some ways to develop capacity.

2

LEARNING DESIGNS AND THE DEVELOPMENT OF STUDY SKILLS: REUSE AND COMMUNITY PERSPECTIVES

100%

Walker S., Masterman L.

Teaching English with Technology

|

2009

|

vol. 9

|

issue 2

16-31

EN

This paper takes as its starting-point the role of reusable learning designs and of practitioner communities in disseminating effective pedagogic practice. The authors note the findings of previous research indicating a gap between teachers’ stated intention to reuse others’ materials and the practicalities of reuse, and comment on the shortcomings of both Wenger’s communities of practice and Hung and Nichani’s quasi-communities as models of the types of community that might foster the reuse of learning designs. They suggest that another model is needed to address the ‘scaffolding’ of teachers into the practice of sharing. To explore both themes, the authors then present an investigation into the reusability of learning designs. This was set in the context of a regional initiative, within the London Borough of Greenwich, to support students’ development of study skills through blended learning. Questions raised by the findings include the cost-benefits of adaptation versus creation of one’s own learning designs, and the reusability of designs created ‘in the abstract.’ The authors conclude by introducing the CAMEL model of collaboration as a potential means to overcome the discrepancy between the theory and reality of reuse through establishing relationships of trust mediated by both online and face-to-face communication.

3

LEARNING DESIGN APPROACHES FOR PERSONALISED AND NON-PERSONALISED E-LEARNING SYSTEMS

81%

Nat M. C., Walker S., Dastbaz M., Bacon L.

Teaching English with Technology

|

2011

|

vol. 11

|

issue 1

176-187

EN

Recognizing the powerful role that technology plays in the lives of people, researchers are increasingly focusing on the most effective uses of technology to support learning and teaching. Technology enhanced learning (TEL) has the potential to support and transform students’ learning and allows them to choose when, where and how to learn. This paper describes two different approaches for the design of personalised and non-personalised online learning environments, which have been developed to investigate whether personalised e-learning is more efficient than non-personalised e-learning, and discuss some of the student’s experiences and assessment test results based on experiments conducted so far.

Refine search results

3 Teaching English with Technology

3 Walker S.

1 Bacon L.

1 Burns L.

1 Dastbaz M.

1 Masterman L.

1 Nat M. C.

1 2011

2 2009

PROMOTING INSTITUTIONAL CHANGE: EMBEDDING LEARNING DESIGN USING LAMS IN ESOL

LEARNING DESIGNS AND THE DEVELOPMENT OF STUDY SKILLS: REUSE AND COMMUNITY PERSPECTIVES

LEARNING DESIGN APPROACHES FOR PERSONALISED AND NON-PERSONALISED E-LEARNING SYSTEMS