Examining the five-stage e-moderating model: Designed and emergent practice in the learning technology profession

Lisewski, Bernard; Joyce, Paul

doi:10.1080/0968776030110106

Cited by 21 publications

(15 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, such a process requires negotiation, Not instruction; it must be a dialogue, not simply indoctrination. Such space for dialogue can be hugely powerful, providing valuable new insights into the process being described (Wenger, 1998); it is also a pre-requisite for the kind of critical, reflective practice that it is argued that learning technologists ought to aspire towards (Lisewski & Joyce, 2003). However, such space that seems worryingly absent from exhortations such as, "encouraging resource sharing is complex.…”

mentioning

confidence: 99%

“…Such one-way development (as opposed to mutual development) echoes the exhortations of Merrill (2001), who argues that: This process of devaluing the expertise of academics is a worrying trend. It echoes the ways Lisewski & Joyce (2003) describe learning technologists as seeking to establish their own power by serving the dominant ideology of managerialism, rather than by developing their own specialist expertise, worthy of respect in its own right. Taking educational processes out of the hands of academics and placing them under the purview of management serves to weaken academics' sense of professional identity by carving off areas of responsibility.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Reusing Online Resources: A Sustainable Approach to eLearning

Littlejohn

2003

JIME

132

View full text Add to dashboard Cite

mentioning

confidence: 99%

mentioning

confidence: 99%

Reusing Online Resources: A Sustainable Approach to eLearning

Littlejohn

2003

JIME

132

View full text Add to dashboard Cite

“…The proposal is that the LAF is not presented as a prescriptive framework around which a VLE should be designed and built; such prescriptive frameworks have been identified as inimical to professional practice (Lisewski & Joyce, 2003). It is descriptive rather than prescriptive; the themes used and the insights gained are recommended as tools to inform the reflective practices of those responsible for the design and delivery of VLE systems within coherent community of practice contexts.…”

Section: Evaluating a Virtual Learning Environment 143mentioning

confidence: 99%

Evaluating a virtual learning environment in the context of its community of practice

Ellaway¹,

Dewhurst²,

McLeod³

2004

Research in Learning Technology

View full text Add to dashboard Cite

The evaluation of virtual learning environments (VLEs) and similar applications has, to date, largely consisted of checklists of system features, phenomenological studies or measures of specific forms of educational efficacy. Although these approaches offer some value, they are unable to capture the complex and holistic nature of a group of individuals using a common system to support the wide range of activities that make up a course or programme of study over time. This paper employs Wenger's theories of 'communities of practice' to provide a formal structure for looking at how a VLE supports a pre-existing course community. Wenger proposes a Learning Architecture Framework for a learning community of practice, which the authors have taken to provide an evaluation framework. This approach is complementary to both the holistic and complex natures of course environments, in that particular VLE affordances are less important than the activities of the course community in respect of the system. Thus, the VLE's efficacy in its context of use is the prime area of investigation rather than a reductionist analysis of its tools and components. An example of this approach in use is presented, evaluating the VLE that supports the undergraduate medical course at the University of Edinburgh. The paper provides a theoretical grounding, derives an evaluation instrument, analyses the efficacy and validity of the instrument in practice and draws conclusions as to how and where it may best be used.

show abstract

“…In addition, Moule (2007) also claims that there are major concerns related to the fact that implementing learning models in the classroom will become an obstacle for professional practice development. This claim is backed up by Lisewski and Joyce's (2003) difficulties in implementing the model as an outline for an e-moderating training course. This was reflected in the lack of consideration of individual learning styles and rigidness of its design (Lisewski & Joyce, 2003).…”

Section: Conferencesmentioning

confidence: 99%

Pre-service teachers’ perceptions of cooperative learning in a face-to-face and 3D virtual environment: an exploratory study

Salinas¹,

Vladimir²

View full text Add to dashboard Cite

This study focused on exploring Chilean pre-service English teachers' perceptions regarding the use of structured cooperative groups to learn about Australian historical events and geographical information in the virtual world of Second Life and face-to-face.Currently, there is a dearth of research in the area of pre-service teachers' perceptions in the use of a cooperative approach to learning in these two types of environments.Additionally, it was important to understand if cooperative learning helps to improve preservice teachers' preparation, regardless of the type of environment in which it is implemented.A case study methodology with two case studies, each incorporating two embedded units of analysis, was used to have an in-depth look at the use of cooperation for teaching and learning in Second Life and face-to-face. The cases of Mr "R" and Mr "J" and their respective teachers in each environment were analyzed. Qualitative information gathered from interviews and focus groups showed that both case study participants perceived the use of a cooperative approach to learning as highly beneficial to not only improve their learning but also develop their social skills. Similarly, both teachers, Miss "A" and Miss "V", also reflected on the benefits of cooperation for improving their teaching practices.Qualitative data claims were backed up by quantitative information obtained from a Cooperative Learning Questionnaire and the achievement test. An ANOVA questionnaire analysis showed that there were no significant differences in cooperation perception in both types of environments. This means that cooperation is perceived similarly regardless of the context in which it is used. Additionally, an ANCOVA analysis was conducted for test results which showed that even though the virtual group performed significantly better the second time, the face-to face group also improved its performance the second time. This means that a cooperative approach to learning had a positive significant impact on both types of environments.Based on the results of this study, the development of a framework to assist establishing cooperative group work in virtual environments is proposed. The framework combines Salmon's (2011) five-stage model, the elements that a structured cooperative group must comprehend (Gillies, 2007), Hannafin, Land andOliver (1983) and Roehler and Cantlon's (1997) scaffolding components. The proposed framework stands as a helpful element towards effectively implementing cooperative learning in virtual environments and making virtual environments even more effective when used in a learning experience.ii In summary, this study helped to explore Chilean pre-service English teachers' perceptions of the use of a cooperative approach to learn about Australia. It also contributed to create a holistic picture of the benefits that working under a cooperative approach entails, regardless of the context. Further, the use of a virtual world such as Second Life proved that cooperative learning can be fostered by the visu...

show abstract

Examining the five-stage e-moderating model: Designed and emergent practice in the learning technology profession

Cited by 21 publications

References 13 publications

Reusing Online Resources: A Sustainable Approach to eLearning

Reusing Online Resources: A Sustainable Approach to eLearning

Evaluating a virtual learning environment in the context of its community of practice

Pre-service teachers’ perceptions of cooperative learning in a face-to-face and 3D virtual environment: an exploratory study

Contact Info

Product

Resources

About