The Changing Nature of Instructional Design for Networked Learning

Ganesan, Radha; Edmonds, Gerald S.; Spector, J. Michael

doi:10.1007/978-1-4471-0181-9_6

Cited by 10 publications

(11 citation statements)

References 8 publications

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“…This is a legacy of systematic instructional design approaches from the 1980s and 90s (for example, Dick et al, 2001;Gagne, Briggs, & Wager, 1992), often applied in distance education, but also influential in online and networked forms of TEL (Ganesan, Edmonds, & Spector, 2002;Sims, 2006). In the recent meta-study comparing the quality of online, face-to-face and blended learning in the USA, a key variable in the quality of such programs was the extent to which courses had been purposefully and explicitly designed for a particular mode of delivery (Means, Toyama, Murphy, Bakia, & Jones, 2010).…”

Section: Discussionmentioning

confidence: 99%

Degrees of Change: Understanding Academics Experiences with a Shift to Flexible Technology-Enhanced Learning in Initial Teacher Education

Kehrwald

McCallum

2015

AJTE

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Technology-Enhanced Learning (TEL) refers to situations in which technology is used to enhance the learners' experiences. This includes online learning, blended learning and other situations in which technology is used to enrich or extend place-based (on campus) teaching and learning. Although TEL is not associated with a particular pedagogical approach, it is often associated with the use of (a) active approaches to learning which involve both creation and use of rich multimedia digital resources, (b) purposefully designed learning tasks which employ technology to promote cognitive engagement with program content, (c) collaborative learning situations in which communication is mediated by technology, (d) the personalisation of learning experiences afforded by the use of flexible learning technologies, (e) improving learners' access to authentic learning and practice contexts with networked technologies, and (f) connecting learners with knowledgeable teachers, coaches, mentors and peers who can support learning.For many academics, the implementation of technology-enhanced learning (TEL) in university degree programs is associated with change, particularly changes to academic work. The suggested change is based on two prevalent assumptions in higher education (HE): first, that the dominant teaching model in HE is direct instruction --didactic, teacher driven and limited with respect to consideration of the particular needs of individual learners; and, second, that by its very nature, TEL represents an improvement over historically established university teaching, based on an emerging track record of learner-centric pedagogies and practices which focus on learners, their experiences and the way technology creates opportunities to cater to a variety of learner needs (see Hannafin & Land, 1997). Thus, a contrast has been created which pits the 'old' (or status quo) and all of the problems that may be associated with current higher education systems against the 'new', in which technology is meant to not only disrupt the status quo, but provide a number of solutions to cure the ills of a 'broken' higher education system which may be slow to change. While this contrast is both an oversimplification and a generalisation, it reflects aspects of current teacher education in Australian Journal of Teacher Education Vol 40, 7, July 2015 44Australia, which is the context from which this formative evaluation is drawn. For reasons both historical and pragmatic, teacher education has tended to favour in-person, face-to-face teaching and learning as the preferred mode of delivery in initial teacher education. This makes the implementation of flexible TEL in the context of initial teacher education particularly interesting as a case for the study of the change associated with the implementation of TEL. This article examines the notion of change associated with the implementation of TEL in one teacher education program in Australia. In this article, the relationship between the implementation of TEL and particular changes in organi...

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Section: Discussionmentioning

confidence: 99%

Degrees of Change: Understanding Academics Experiences with a Shift to Flexible Technology-Enhanced Learning in Initial Teacher Education

Kehrwald

McCallum

2015

AJTE

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“…KMSs evolved from information management tools that integrated many aspects of computer-supported collaborative work environments (CSCW), which can directly apply to EMM systems through instructor/student interactions, with information and document management systems [7]. A KMS provides support for many information functions, such as acquiring and indexing, capturing and archiving; finding and accessing; creating and annotating; combining, collating and modifying; and tracking [5].…”

Section: Knowledge Management and Emmmentioning

confidence: 99%

Improving Educational Multimedia selection process using group decision support systems

Abdelhakim

Shirmohammadi

2008

IJAMC

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Educational Multimedia (EMM) is becoming a mature and integral part of teaching and learning systems, mainly due to its ability improve teaching and learning. However, EMM selection and evaluation for higher education is a complex and interdisciplinary problem characterised by uncertainty, dynamics, explicit and implicit knowledge and constraints, and involvement of different stakeholders. In this work, a domain-based web oriented Group Decision Support System (GDSS) is proposed for the selection and continuous evaluation of EMM for educational providers. The viability of developing and validating a web-based GDSS, integrated with knowledge management (KM) and instructional design as a support tool to overcome the difficulties in the selection and evaluation of EMM, is investigated. The proposed solution manages and supports the six phases of planning, intelligence, design, choice, implementation, and evaluation. In addition to design and implementation, performance evaluation is also presented using data collected from experts, instructors, and EMM producers. The results reveal that the proposed solution can successfully help educational consumers in selecting and evaluating EMM.

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“…-Forum: One of the main services of the EVE's Personal Desk, as well as of every virtual community [1], is a forum, which comprises a mean of asynchronous communication. Every registered member can post a topic to the forum with information that she/he thinks that is important.…”

Section: Personal Desk Servicesmentioning

confidence: 99%

“…In particular, the software applications, which could allow the on line communication among scattered users, have been expanded from e-mail and instant messaging to three dimensional (3D) multi-user spaces, where users have the ability to interact with each other, as it happens in real communities. These virtual communities, whether two or three dimensional, offer a wide variety of functionalities and are supported by technological tools that are proven to be efficient for educational and instructional goals [1]. In this paper such a technological tool, called EVE, is presented.…”

Section: Introductionmentioning

confidence: 99%

A platform for virtual collaboration spaces and educational communities: the case of EVE

et al. 2006

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This paper presents the design, implementation and evaluation of EVE Community Prototype, which is an educational virtual community aiming to meet the requirements of a Virtual Collaboration Space and to support e-learning services. Furthermore, this paper describes the design and implementation of an integrated platform for Networked Virtual Environments, called EVE Platform, which supports the afore-mentioned educational community. This platform supports stable event sharing and creation of multi-user three dimensional (3D) places, H.323-based voice over IP services integrated in 3D spaces as well as multiple concurrent virtual worlds.

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The Changing Nature of Instructional Design for Networked Learning

Cited by 10 publications

References 8 publications

Degrees of Change: Understanding Academics Experiences with a Shift to Flexible Technology-Enhanced Learning in Initial Teacher Education

Degrees of Change: Understanding Academics Experiences with a Shift to Flexible Technology-Enhanced Learning in Initial Teacher Education

Improving Educational Multimedia selection process using group decision support systems

A platform for virtual collaboration spaces and educational communities: the case of EVE

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