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PREEL From Pedagogic Research to Embedded e-learning

PREEL From Pedagogic Research to Embedded e-learning. Launch Meeting 6 March 2007. Scoping study of Research. Goal: to identify approaches to e-learning practice based on our research, as well as the creation of guidelines for implementation Outcome: Report. Review strategy.

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PREEL From Pedagogic Research to Embedded e-learning

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  1. PREELFrom Pedagogic Research to Embedded e-learning Launch Meeting 6 March 2007

  2. Scoping study of Research Goal: to identify approaches to e-learning practice based on our research, as well as the creation of guidelines for implementation Outcome: Report

  3. Review strategy • Interviews with leading academics • London Knowledge Lab (LKL) • Centre for Excellence in Work-based Learning (WLE) • London Centre for Leadership in Learning (LCLL) • Centre for Distance Education (CDE) • + all schools • Review of information on the IoE (and associated) websites • Interviews with researchers identified • Reading of research reports and related journal articles 24 researchers 43 research projects

  4. Research projects by theme/topic

  5. Technologies covered by research • Virtual Learning Environments • Online/web resources (eg. Teachers TV, educational sites) • Weblogs • Mobile technologies (mobile phones, PDAs) • Webconferencing • Digital video – DVDs • Interactive Whiteboards • Games • 3D virtual worlds (eg. Second Life)

  6. Results/lessons clusters on… • Teachers’ approach to design • Designing with technology • Students experience • Staff development • Material development • Teaching with technology • Learning with technology

  7. One example… • Staff development • Teachers that have access to the technology for the longest period and have time to experiment are usually the ones who take the lead in using Interactive Whiteboards in the most innovative ways. (Jewitt)

  8. Another example… • Student experience • One dominant topic in student experience of e-learning is their move between work/life/learning contexts: possibilities and constraints of e-learning in the context of work/life demands. degrees of coherence and complementarity between the e-learning experience and the rest of their lives.

  9. Main outputs • Pedagogic Planner: tool for academics to plan their modules and sessions (Laurillard) • Model for embedding evaluation within a mixed-mode course (Daly) • Teaching templates for integrating ICT in distance or blended education (Pincas) • Peer-to-peer Reflection on Pedagogical Practice (PROPP) approach to staff development for online courses (Swinglehurst) • Pedagogical models of integrating e-learning (LTU) • IOE e-learning courses showcase (LTU)

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