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.
During the last decades ranking has become one of the most controversial issues in higher education and research. It is widely recognized now that, although some of the current rankings can be severely criticized, they seem to be ...
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.
This document describes a project carried out to examine the use of web-based health information sites.
The project involved three diverse sites and groups, including patients and health-care professionals from a family health team and clinic in a large urban centre; community members from a social support agency in an urban centre; and community members and health providers from First Nations communities in Northern Ontario.
As well, different models of website access were explored. Patients from the family health team and clinic were prescribed “tailored” health information by their doctor or nurse, while community participants were directed to the appropriate tools and their access to the site was facilitated through a community researcher.
Researchers used surveys and interviews to determine users’ level of satisfaction with the web resources. Among the themes to emerge from the results were the critical importance of valid, reliable access to health information; the need for a website facilitator for community groups; and the importance of a learner-centred approach with regard to website design, technology, and content.
Going Virtual! 2010 is a follow-up report to the Going Virtual! Research series started in 2007. The purpose of the series is to describe current trends on the status of professional development for K-12 online teachers, as well as identify the unique needs and challenges faced by these instructors. In fall 2010, a national survey was conducted with 830 total respondents representing online teachers from virtual schools, supplemental online programs, and brick and mortar programs offering online courses. The investigators used an interpretive research design to continue identification of the unique needs and status of professional development for K-12 online teachers.
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)
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