http://dspace1.isd.glam.ac.uk:80/dspace/handle/10265/124 2013-05-21T08:30:09Z http://dspace1.isd.glam.ac.uk:80/dspace/handle/10265/318 Title: Over the worst or at the eye of the storm? Authors: Jones, Norah; Chew, Esyin; Jones, Catherine; Lau, Alice Abstract: Using the analogy of e-learning as “the perfect storm”, the aim of this paper is to explore the disruptive nature of e-learning in Higher Education. Taking a Case Study of a University, the paper explores the movement from an e-intensive approach to e-learning into an on-campus blended learning approach. What are the lessons for higher education and how responsive are we to the new challenges. Is blended learning creating a new stability after change, or is it placing the University in the eye of the storm, a still small moment within an ongoing change process? This paper will present findings from the ECW project looking at the disruptive effect on such a learning organisation from student, staff and management perspectives. It will conclude by moving the focus from the e-intensive ECW project to focus on the developments during the first year of a blended learning project and the disruption endemic in such a development 2009-01-01T00:00:00Z http://dspace1.isd.glam.ac.uk:80/dspace/handle/10265/317 Title: Critical review of the blended learning models based on Maslow's and Vygotsky's educational theory Authors: Chew, Esyin; Jones, Norah; Turner, David Abstract: Blended learning involves the combination of two fields of concern: education and educational technology. To gain the scholarly recognition from educationists, it is necessary to revisit its models and educational theory underpinned. This paper respond to this issue by reviewing models related to blended learning based on two prominent educational theorists, Maslow’s and Vygotsky’s view. Four models were chosen due to their holistic ideas or vast citations related to blended learning: (1) E-Moderation Model emerging from Open University of UK; (2) Learning Ecology Model by Sun Microsoft System; (3) Blended Learning Continuum in University of Glamorgan; and (4) Inquirybased Framework by Garrison and Vaughan. The discussion of each model concerning pedagogical impact to learning and teaching are made. Critical review of the models in accordance to Maslow or Vygotsky is argued. Such review is concluded with several key principles for the design and practice in blended learning. 2008-07-31T23:00:00Z http://dspace1.isd.glam.ac.uk:80/dspace/handle/10265/316 Title: The marriage of Rousseau and blended learning: an investigation of three higher educational institutions' praxis Authors: Chew, Esyin; Jones, Norah; Turner, David Abstract: This paper sets out the central problem of current blended learning research that it does not have an appropriate focus on educational theory. The paper explains how the blended learning praxis in higher education can be understood in terms of Rousseau’s educational theory. The research methods for collecting qualitative data from 28 academics in 3 universities are explained concisely. The analysis and discussion of institutional practices are used to identify best practice for blended learning. The role of the educator and student on holistic learning are examined. Overall, the authors urge that the focal point of blended learning research should not merely focus on the innovative technology and instructional design issues; educational theories remain the fundamental foundation for any educationalist as well as for any educational technologist. 2007-07-31T23:00:00Z http://dspace1.isd.glam.ac.uk:80/dspace/handle/10265/315 Title: The Learning Coaches of Wales - executive summary document Authors: Saunders, Danny Abstract: Learning Coaches work with young people in schools, colleges, workplaces, careers centres and youth clubs. The coaches have diverse backgrounds including teaching, careers guidance, classroom support, and company training. Two key interests underpin their work: (i) helping 14-19 year olds develop appropriate study skills and (ii) facilitating choice between options made available by the Learning Networks in Wales. This is a summary of a more detailed research investigation1 involving the first cohort of Learning Coaches in Wales; it begins with the design and delivery of a national training programme and ends with a set of recommendations based on evidence drawn from surveys and case studies of coaches and their learners.; This document presents detailed research investigation involving the first cohort of the Learning Coaches in Wales. Learning Coaches work with young people in schools, colleges, workplaces, careers centres and youth clubs. The coaches have diverse backgrounds including teaching, careers guidance, classroom support, and company training. Two key interests underpin their work: helping 14-19 year olds develop appropriate study skills and; facilitating choice between options made available by the Learning Networks in Wales. Description: This summary document presents detailed research investigation involving the first cohort of the Learning Coaches in Wales. 2008-07-31T23:00:00Z