ETUDE – European Trade Union Distance Education

Creanor, Linda; Walker, Steve

doi:10.1080/09523980050210466

Cited by 9 publications

(7 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Funded by the European Union, ETUCO's program was organized in two phases (European Trade Union Distance Education [ETUDE] and Dialog On) conducted between 1999 and 2004. Most of the major national confederations in Europe plus sectoral (industry-based) labor organizations were involved in the project (Creanor and Walker 2000;Creanor 2002;ETUCO 2004).…”

Section: Online Labor Educationmentioning

confidence: 99%

Online Collaborative Learning for Labor Education

Bélanger

2008

Labor Studies Journal

View full text Add to dashboard Cite

More labor organizations might adopt online collaborative learning (OCL) if it could be shown to foster solidarity, promote learning, and be linked to union activities. An online course involving thirty-three union staff members based in twenty-four countries was studied using both quantitative and qualitative methods. Findings include the following: OCL can be successfully employed for the education of union staff; the collaborative creation of a knowledge artifact that has a public life outside the course provides a crucial link to union activities; OCL can build a strong sense of community among participants; and a credential is a significant motivator.

show abstract

Section: Online Labor Educationmentioning

confidence: 99%

Online Collaborative Learning for Labor Education

Bélanger

2008

Labor Studies Journal

View full text Add to dashboard Cite

show abstract

“…Trade unions are seeking ways of creating new forms of cross-border communication, education and organisation for their officers and members. This process involves bringing together participants from diverse contexts within the international, or in the cases discussed here more specifically European, trade union movement (Creanor & Walker, 2000). It also involves crossing multiple boundaries between participants in learning situations.…”

Section: Boundary Crossing In Learning Eventsmentioning

confidence: 99%

“…The concept of boundaries as both potential barriers and enablers was not explicitly addressed although experience from a previous project in the sector had suggested that focusing on the social and organisational aspects of forming communities was a necessary precursor to bridging linguistic and cultural boundaries. (Creanor & Walker 2000). Among the tutors and project managers, the significance of supporting the crossing of linguistic boundaries was well understood from previous projects.…”

Section: Training Trainers -Designed Practices and Artefactsmentioning

confidence: 99%

Crossing complex boundaries: transnational online education in European trade unions

Walker

Creanor

2005

Computer Assisted Learning

View full text Add to dashboard Cite

Collaboration across boundaries in work and learning is increasingly a feature of networked organisation. We present a framework for analysing learning events as encounters across multiple boundaries of differing types, significance, role and severity. These boundaries may provide either/both obstacles to, and opportunities for, learning. Tutors and learners may negotiate these various boundaries with a variety of digital practices and artefacts. We apply this provisional framework of boundaries, artefacts and practices to the case of transnational trade union education, in which tutors and course participants negotiate a complex mix of boundaries. We identify ways in which practices and tools can have consequences for multiple boundaries and conclude that this approach provides a way to unpack some of the complexity of interactions in transnational learning situations and offers a framework to identify effective tools and practices.

show abstract

“…One aspect of this has been increasing use of information and communications technologies at both national and international levels, and in a wide range of union functions including education, service provision, research, campaigning and organising (e.g. Mather and Lowe, 1990;Mather, 1992, 1993;Labour Telematics Centre, 1994;Lee, 1997;Shostak, 1999;Creanor and Walker, 2000;Salt, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…Trade union educators have often been involved in the exploration of ICT and the Internet in trade unions at both national and transnational levels (e.g. McAlpine, 1992;Taylor, 1996;Creanor and Walker, 2000;Ko È pse Ân, 2000;Salt, 2000;Walker, 2001).…”

Section: Introductionmentioning

confidence: 99%

Internet training in trade unions: a comparison of four European confederations

Walker

2002

Internet Research

Self Cite

View full text Add to dashboard Cite

The paper draws on the evaluation activities of a European transnational Internet training programme involving trade union confederations and other worker education organisations. Three complementary views of the role of ICT in worker education are identified and discussed: the Internet as a topic of training; the Internet as a tool for delivering training; and the Internet in the mediation of changing relationships between union education and organisation. There is no inevitable progression through these views of the Internet: the outcomes of Internet use are dependent on a range of interacting influences that are likely to result in a diversity of patterns of Internet use.

show abstract

ETUDE – European Trade Union Distance Education

Cited by 9 publications

References 3 publications

Online Collaborative Learning for Labor Education

Online Collaborative Learning for Labor Education

Crossing complex boundaries: transnational online education in European trade unions

Internet training in trade unions: a comparison of four European confederations

Contact Info

Product

Resources

About