The research GRoup of Interaction And e-Learning (GRIAL) is a Recognised Research Group of the University of Salamanca and a Recognised Group of Excellence by the Regional Council of Castille and León. The group is formed by a large number of researchers from different fields of knowledge (see "Miembros del grupo"). Most members have a technical or a pedagogical profile, but there are also members with expertise in e-Learning project management, Humanities, Sciences, etc. The research activity of the group in these last few years has ranged from purely technical and computing projects to the development of pedagogical methodologies and models of reference in the field of online learning which have gained international recognition and awards.
Academics from a dozen universities will be required to explain to industry experts the economic and social value of hundreds of research projects from the past 20 years, under guidelines for a trial designed…...
Editorial: Relationships with technology Rhona Sharpe
Learning technologists and educational technology researchers will be familiar with scenarios where technologies are not taken up and used in the ways we expect them to be. From telephones to texting, to the web itself, there are ample examples from history of technology being appropriated in unexpected ways. This is one of the reasons why Cook and Noss (2010), in their foreword to a review of the evidence for technology enhanced learning, start out by stating that ‘it really is somewhat fruitless to ask what is the impact of technology-in-general’ (p. 4). Rather what we should be asking is how can we design technologies and the contexts into which they are inserted? Previously, design has been conceptualized as a process of understanding the media properties or affordances of technologies and the act of placing them appropriately within contexts where they could be used to facilitate particular interactions or educational practices (Conole & Dyke, 2004; Laurillard, 2002). As the papers in this journal seem to be increasingly concerned with the people and processes involved in educational technology, it seems insufficient to think of design without a consideration of the relationships between people and technology. (Published: 25 April 2012)
Abstract Learning Technology Professionals (LTPs) use social media as a networked learning environment (ecology) for their own professional learning. This is done through reading and contributing to blogs, wikis, Twitter, Facebook, social bookmarking, etc. The various elements of social media and the connections (people, information, resources) that link them together make up the networked learning ecology. Specifically, this research draws from the literature on learning ecologies (Barron, 2004, Brown, 2002, Frielick, 2004, Nardi and O'Day, 2000, Siemens, 2008b), networked learning (Banks et al., 2004, Goodyear et al., 2004, Jones et al., 2008, Steeples and Jones, 2002, Wasson et al., 2003), and on the growing amount of literature on social media in education. The individual concepts (social media, networked learning, learning ecology) of a SMNLE have been researched in the context of elementary and higher education, but there seems to be much less research in how these concepts individually apply to professional development and learning. Furthermore, the joint concept of a SMNLE has not been researched. In addition, there seems to be little if any research in the conception held by LTPs of the relationships, connections and links that exist in their SMNLE. By researching the conceptions of connections that LTPs hold, this research aims to add to the current body of research and provide insight into the experiences of those that are pushing the envelope about social media technologies involved in connecting with learning. The phenomenon I plan to research is that of the relationships within the networked learning ecology of LTPs. The phenomenon will be researched by looking at the variation in conception and perception of these connections by LTPs. In order to investigate the variation of meaning and ways of understanding the connections in their social media based learning ecologies, a phenomenographic approach for this research is being used. This allows for a description of the range of the perceiving and experiencing the phenomenon of learning ecology connections that LTPs experience. By using a phenomenographic approach, the research will be able to show how learning technology professionals conceive and perceive of the connections within a networked learning ecology. Keywords Phenomenography, networked learning, social media, networked learning ecology SMNLE framework
En nuestra economía global, el reto será asegurar que grupos completos de estudiantes no estén limitados en el grado al cual ellos están expuestos a niveles altos de aprendizaje de las matemáticas. Una de las implicaciones será la necesidad de que todos los estudiantes estén expuestos a un número balanceado de situaciones problemáticas y tareas que requieran que ellos trabajen las matemáticas a través del espectro completo de “demanda cognitiva” de las matemáticas, una vez que esta se haya considerado apropiada.
There are hundreds of solid pieces of evidence about digital learning and that's all rear view mirror evaluation. The potential of personalized learning technology suggests the potential going forward is much greater that what we’ve seen to date.
Conclusions In conclusion, the strong ﬁrst-mover advantage predicted by theories of the scientiﬁc citation process seems to be quantitatively substantiated by empirical citation data, at least in some areas. The cynical observer would, it appears, have some justiﬁcation in concluding that if you want to be well cited you are better oﬀ writing the ﬁrst paper in such an area than writing the best. Other areas, by contrast, show no ﬁrst-mover eﬀect, which may be an indication that those areas do not constitute selfcontained research ﬁelds as assumed by the theory. And even in cases where the ﬁrst-mover eﬀect is strong, a small number of later papers do seem buck the trend and attract signiﬁcant attention in deﬁance of predictions. We tentatively suggest that the reader looking for true breakthroughs could do worse than keep an eye out for papers such as these.
(2009). Facebook, social integration and informal learning at university: ‘It is more for socialising and talking to friends about work than for actually doing work’. Learning, Media and Technology: Vol.
Abstract This article looks into professional networks and their evolution into their current state as blended networks. The eTwinning network, a network of European schools, is described as an example of such a professional network for teachers, where studies from the TellNet project show that many teachers in the online network are isolated. As the eTwinning network wants to evolve into supporting more continuous professional development activities, the current disengagement of members needs to be resolved. Several potential underlying causes for the disengagement are described, as well as an approach to technical support that aims to engage the members in gaining the most from their participation in the network.
Keywords Learning Networks, personal learning networks, eTwinning, TellNet.
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