Volume 15, Issue 4 - November 2011

Learning technology and organizations: transformational impact?

Martin Hall, University of Salford
Mike Keppell, Charles Sturt University
John Bourne, The Sloan Consortium

 This collection of papers contributes to a wide and ongoing strand of interest in alternative learning technologies: how are digitally-enabled ways of working transforming organizations? In ‘transformation’ we look for radical change, rather than just doing the same at a different scale. And in organizations we centre on educational institutions – across the full range of schooling, training, further and higher education – while recognizing that conventional boundaries are increasingly broken as different kinds of organizations invest in digitally-enabled learning.

Transforming distance education curricula through distributive leadership

Mike Keppell, Charles Sturt University
Carolyn O’Dwyer, Charles Sturt University
Betsy Lyon, Charles Sturt University
Merilyn Childs, Charles Sturt University

 This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centered on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organization. Distributive leadership was...

Change, technology and higher education: Are universities capable of organizational change?

Stephen Marshall, University Teaching Development Centre, Victoria University of Wellington

Technology and change are so closely related that the use of the word innovation seems synonymous with technology in many contexts, including that of higher education. This paper contends that university culture and existing capability constrain such innovation and to a large extent determine the nature and extent of organizational...

Enhancing online distance education in small rural US schools a hybrid, learner-centred model

Claire de la Varre, University of North Carolina at Chapel Hill
Julie Keane, University of North Carolina at Chapel Hill
Matthew J. Irvin, University of North Carolina at Chapel Hill

 Online distance education (ODE) has become pervasive and can potentially transform pedagogical practices across primary, secondary, and university-based educational systems. ODE is considered a flexible option for non-traditional students such as adult learners and home-schoolers, and a convenient way to deliver remedial courses. ODE is also a feasible and attractive...

The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools

Albert Sangrà, Universitat Oberta de Cataluny
Mercedes González-Sanmamed, Universidad de A Coruñ

The purpose of this study is to analyze what is happening at schools regarding the integration and use of information and communication technologies (ICT) and to examine teachers‘ perceptions about what teaching and learning processes can be improved through the use of ICT. A multiple-case-study research methodology was applied. From...

Beyond the Yellow Brick Road: Mobile Web 2.0 informing a new institutional e-learning strategy

Thomas D. Cochrane, Te Puna Ako, Unitec

 Mobile learning (m-learning) has moved beyond the realms of fantasy to become a viable platform for contextual learning that bridges formal and informal learning environments. This paper overviews how mobile Web 2.0 has been instrumental in facilitating pedagogical change and informing an institution‟s new e-learning strategy that focuses upon social...

Using Voice Boards: pedagogical design, technological implementation, evaluation and reflections

Elisabeth Yaneske, Teesside University
Briony Oates, Teesside University

 We present a case study to evaluate the use of a Wimba Voice Board to support asynchronous audio discussion. We discuss the learning strategy and pedagogic rationale when a Voice Board was implemented within an MA module for language learners, enabling students to create learning objects and facilitating peer-to-peer learning....

Web-based lecture technologies and learning and teaching: a study of change in four Australian universities

Maree Gosper, Macquarie University
Margot McNeill, Macquarie University
Karen Woo, Macquarie University
Rob Phillips, Murdoch University
Greg Preston, University of Newcastle
David Green, Flinders University

 The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning – freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture...