Mediating between Practitioner and Developer Communities: The Learning Activity Design in Education Experience

Isobel Falconer

Association for Learning Technology Journal Vol. 15, No. 2 (June 2007) pp. 155–170

The slow uptake by teachers in post-compulsory education of new technological tools and technology-enhanced teaching methods may be symptomatic of a general split in the e-learning community between development of tools, services and standards, and...

Designing for Blended Learning, Sharing and Reuse

Isobel Falconer; Allison Littlejohn

Journal of Further and Higher Education Vol. 31, No. 1 (February 2007) pp. 41–52

The concept of design for learning has arisen as education faces up to the implications of modern pedagogy, student diversity, and the affordances of information and communication technologies. This paper examines some of the benefits and issues for ...

Characterising effective eLearning resources

Allison Littlejohn; Isobel Falconer; Lou Mcgill

Computers & Education Vol. 50, No. 3 (April 2008) pp. 757–771

The widespread availability of digital learning resources in a variety of media formats offers the possibility to make a profound difference in education. This potential has not been fully realised for range of interrelated reasons. In this paper we ...

Language: English

Representing Practice: Practice Models, Patterns, Bundles

Isobel Falconer; Janet Finlay; Sally Fincher

Learning, Media and Technology Vol. 36, No. 2 (2011) pp. 101–127

This article critiques learning design as a representation for sharing and developing practice, based on synthesis of three projects. Starting with the findings of the Mod4L Models of Practice project, it argues that the technical origins of...

How and What Do Academics Learn through Their Personal Networks

Nino Pataraia; Anoush Margaryan; Isobel Falconer; Allison Littlejohn

Journal of Further and Higher Education Vol. 39, No. 3 (2015) pp. 336–357

This paper investigates the role of personal networks in academics' learning in relation to teaching. Drawing on in-depth interviews with 11 academics, this study examines, first, how and what academics learn through their personal networks;...

Motives and tensions in the release of open educational resources: The UKOER program

Isobel Falconer; Allison Littlejohn; Lou McGill; Helen Beetham

Australasian Journal of Educational Technology Vol. 32, No. 4 (Nov 07, 2016)

Open educational resources (OER) have been promoted as a path to universal education, supporting economic development and intercultural dialogue. However, to realise these benefits requires greater understanding of the factors that influence both...

Factors affecting the release of open educational resources

Allison Littlejohn; Helen Beetham; Lou McGill; Isobel Falconer

Italian Journal of Educational Technology Vol. 19, No. 2 (Aug 31, 2011) pp. 72–79

Questo lavoro esamina i fattori chiave che influenzano la creazione e la pubblicazione di Risorse Educative Aperte. I dati su cui si basa l\u2019analisi sono stati raccolti nell\u2019ambito del processo di valutazione di un piano nazionale inglese...

Goals, Motivation for, and Outcomes of Personal Learning through Networks: Results of a Tweetstorm

Rory L. L. Sie; Nino Pataraia; Eleni Boursinou; Kamakshi Rajagopal; Anoush Margaryan; Isobel Falconer; Marlies Bitter-Rijpkema; Allison Littlejohn; Peter B. Sloep

Educational Technology & Society Vol. 16, No. 3 (2013) pp. 59–75

Recent developments in the use of social media for learning have posed serious challenges for learners. The information overload that these online social tools create has changed the way learners learn and from whom they learn. An investigation of...