Search results for author:"Grainne Conole"
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The Open University, UK
ReCALL Vol. 20, No. 2 (May 2008) pp. 124–140
What does learning in today's technology-enhanced environment mean? Is learning as an activity fundamentally changing as a result of the opportunities offered by new technologies and tools? How are the new communicative channels and increased social ...
Facilitating New Forms of Discourse for Learning and Teaching: Harnessing the Power of Web 2.0 Practices
Open Learning Vol. 25, No. 2 (June 2010) pp. 141–151
When asked what they would find most helpful to enable them to use technologies more in their teaching, most teachers say "give me examples, in my subject area" and "point me to relevant people I can discuss these issues with". Web 2.0 technologies--...
Educational Media International Vol. 50, No. 1 (2013) pp. 24–38
Most teachers' design practice is implicit and practice based, focusing primarily on discipline content. In recent years, a number of visual design representations have emerged that help guide teachers' design practice, enabling them to create...
Global Learn 2010 (May 17, 2010) pp. 3642–3644
The aim of this research programme is to explore the impact that an increasingly ‘open’ technologically mediated learning environment will have on learning in the future. In a world where content and expertise is often free and where services are...
Italian Journal of Educational Technology Vol. 22, No. 3 (Dec 31, 2014) pp. 173–182
Questo contributo descrive il fenomeno dei MOOC e ne definisce il concetto, tenendo in considerazione le numerose varianti nate negli ultimi anni nel panorama mondiale. L\u2019articolo guarda alle classificazioni e alle tassonomie proposte in...
Association for Learning Technology Journal Vol. 13, No. 1 (March 2005) pp. 17–31
Pressure for better measurement of stated learning outcomes has resulted in a demand for more frequent assessment. The resources available are seen to be static or dwindling, but Information and Communications Technology is seen to increase...
Australasian Journal of Educational Technology Vol. 25, No. 5 (2009) pp. 763–782
Can we apply the best of Web 2.0 principles to an educational context? More specifically can we use this as a means of shifting teaching practice to a culture of sharing learning ideas and designs? This paper describes a new social networking site, "...
Association for Learning Technology Journal Vol. 12, No. 2 (June 2004) pp. 113–124
The paper examines the notion that Information and Communication Technologies (ICT) have affordances that epitomize the features of our late modern age (Giddens, 1991) and explores whether these affordances (Salomon, 1993, p. 51) can be used to...
World Conference on Educational Media and Technology 2004 (2004) p. 2212
The DialogPlus project involves two English and two American universities in sharing learning activities based on digital resources. The subject domain of Geography can draw on a wide variety of digital resources such as maps, databases, web pages,...
Topics: Learning Management Systems
Journal of Interactive Media in Education Vol. 2008, No. 1 (2008)
The paper will argue that adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs). It will describe a learning design methodology, which is being developed and...
Frameworks for understanding the nature of interactions, networking, and community in a social networking site for academic practice
The International Review of Research in Open and Distributed Learning Vol. 12, No. 3 (Jan 11, 2011) pp. 119–138
This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social...
World Conference on Educational Media and Technology 2001 (2001) pp. 330–335
In this paper, a model is presented that uses educational dialogues to support the design process for learning support systems. This model assumes an iterative life cycle model of software design, in which dialogue can be both an input (in the form...
Topics: Research Methods
Association for Learning Technology Journal Vol. 10, No. 1 (2002) pp. 32–44
Discusses gender-related differences in performance and interaction styles in computer-supported learning (CSL) environments. Presents a summary of gender-related issues identified by international research and academic practice together with...
‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology
Computers & Education Vol. 50, No. 2 (February 2008) pp. 511–524
The paper describes the findings from a study of students’ use and experience of technologies. A series of in-depth case studies were carried out across four subject disciplines, with data collected via survey, audio logs and interviews. The...
Learning, Media and Technology Vol. 33, No. 1 (March 2008) pp. 21–33
Since the early years of the twenty-first century there has been an increasing interest in using Web 2.0 technologies to support learning in Higher Education. However, previous research suggests that the integration of blogging into courses can be...
Educational Media International Vol. 47, No. 4 (December 2010) pp. 277–292
This paper describes a participatory design approach to the development of inquiry-based learning supported through a technology toolkit. The work is part of an interdisciplinary project--Personal Inquiry (PI). The paper focuses on the approach we...
World Conference on Educational Media and Technology 2003 (2003) pp. 22–27
The development of a Virtual Orthopaedic University is underpinned by a pedagogical approach built on current education research in terms of learning being situated and authentic; with learners adopting an active and constructive approach. An aim of ...
Educational Technology & Society Vol. 9, No. 1 (2006) pp. 113–122
Tools to support teachers and learning technologists in the creation of effective learning designs are currently in their infancy. This paper describes a metadata model, devised to assist in the conception and design of new learning activities, that ...
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2008 (2008) pp. 187–196
Why do some social networking servicesi work and others fail? Can we apply the best of Web 2.0 principles to an educational context? More specifically can we use this as a means of shifting teaching practice to a culture of sharing learning ideas...
Managing Differences in Stakeholder Relationships and Organizational Cultures in E-Learning Development: Lessons from the UK eUniversity Experience
Studies in Continuing Education Vol. 28, No. 2 (July 2006) pp. 135–150
This paper presents some of the initial findings of a series of studies documenting the UK eUniversity (UKeU) approach to and experience of e-learning. It will focus on the experiences and lessons learned of members of the learning technology team...
Bieke Schreurs; Antoine Van den Beemt; Fleur Prinsen; Gabi Witthaus; Grainne Conole; Maarten de Laat
The International Review of Research in Open and Distributed Learning Vol. 15, No. 4 (Aug 15, 2014)
By investigating how educational practitioners participate in activities around open educational practices (OEP), this paper aims at contributing to an understanding of open practices and how these practitioners learn to use OEP. Our research is...
World Conference on Educational Media and Technology 2003 (2003) pp. 349–357
The World Wide Web offers access to a wealth of educational material; yet these are often weakly interlinked and fail to make explicit any real-world relationships. Ontological engineering support has been identified and stressed as one of the key...
Gary Wills; Arouna Woukeu; Christopher Bailey; ALS Ong; Les Carr; Grainne Conole; Wendy Hall; Simon Grange
World Conference on Educational Media and Technology 2004 (2004) pp. 217–222
The Virtual Orthopaedic University (VOU) provides an infrastructure for clinicians to manage the administrative, research and educational workload of the university within the digital domain. Using a toolkit approach, underpinned by the use of...
James Dalziel; Grainne Conole; Sandra Wills; Simon Walker; Sue Bennett; Eva Dobozy; Leanne Cameron; Emil Badilescu-Buga; Matt Bower
Journal of Interactive Media in Education Vol. 2016, No. 1 (2016)
The Larnaca Declaration on Learning Design arose from a 2012 meeting of experts in Larnaca, Cyprus who sought to provide a new theoretical foundation for the field of Learning Design, based on a synthesis of research and practice in the field to...
Donatella Persico; Francesca Pozzi; Stamatina Anastopoulou; Grainne Conole; Brock Craft; Yannis Dimitriadis; Davinia Hernandez-Leo; Yael Kali; Yishay Mor; Mar Perez-Sanagustin; Helen Walmsley
Research in Learning Technology Vol. 21 (2013)
This paper presents and compares a variety of approaches that have been developed to guide the decision-making process in learning design. Together with the companion Learning Design Rashomon II (Prieto "et al.," 2013), devoted to existing ...