Gilly Salmon

Competences for Online Teaching: A Special Report.

During June 2000, practitioners and researchers from the United States, the United Kingdom, and other European countries participated in a workshop on competences for online teaching. The workshop was held in Bowness-on-Windermere in the United Kingdom and was cosponsored by the International Board of Standards for Training, Performance and Instruction (ibstpi), the Centre for Studies in Advanced Learning Technology (CSALT), Lancaster University, and the Joint Information Systems Committee of the UK universities funding councils. As a member of ibstpi, I wanted to document the workshop so that the issues discussed there could be shared with the wider Educational

Flying Not Flapping: A Strategic Framework for E-Learning and Pedagogical Innovation in Higher Education Institutions

E-learning is in a rather extraordinary position. It was born as a ‘tool’ and now finds itself in the guise of a somewhat wobbly arrow of change. In practice, changing the way thousands of teachers teach, learners learn, innovation is promoted and sustainable change in traditional institutions is achieved across hundreds of different disciplines is a demanding endeavour that will not be achieved by learning technologies alone. It involves art, craft and science as well as technology. This paper attempts to show how it might be possible to capture and model complex strategic processes that will help move the potential of e-learning in universities to a new stage of development. It offers the example of a four-quadrant model created as a framework for an e-learning strategy.

The future for (second) life and learning

This paper highlights the potential of three-dimensional multi-user environments such as Second Life (SL) from the perspective of future developments in the service of learning. It notes trends within the SL innovation to date, including the provision of realistic settings, the exploitation of pleasant simulated environments for groups and the links with other learning technologies. It also considers the creativity sparked by SL’s potential to offer the illusion of 3-D ‘spaces’ and buildings, and points to infinite imaginative educational possibilities. It explores aspects of the construction of virtual representations of learners and teachers as avatars, and reveals a wide range of intriguing issues yet to be researched.

Editorial: Out of this world

As guest editors, we have called this editorial Out of This World because, for many readers, that is what ‘3-D MUVEs’ may seem like! The awkward acronym does not help. Fortunately, Nick Rushby, esteemed editor of this Journal, is open to new ideas. He readily agreed to our proposal for a special issue on the use in higher education of three-dimensional multi-user virtual environments (3-D MUVEs), sometimes called immersive virtual worlds. We decided to write a longer guest editorial than is usual in the British Journal of Educational Technology (BJET) in order to provide an overview, given that 3-D MUVEs are new to many for educational purposes.

Building institutional capability in e-learning design

We detail the research, development and initial outcomes of an intervention process to promote capability building in designing for e-learning at a dual mode university in the UK. The process, called CARPE DIEM, was built on a pilot study and became a Higher Education Academy ‘Pathfinder’ project named ADELIE. We report on the model workshop, its deployment, research and development over a 12-month period with a variety of subject groups working in small teams with learning technologists, pedagogical facilitators and librarians. Outcomes include improved scores on an institutional e-learning benchmarking exercise and increased capability for designing for online activities for students in the Virtual Learning Environment (VLE). The model is stable enough to be tried in other institutions and continues to develop in scope. Keywords: e-learning design; capability; pathfinder; team working; CARPE DIEM model DOI: 10.1080/09687760802315978

Professional development for online university teaching

Almost every higher education institution is challenged to develop increasing numbers of staff to teach online or blended modes of learning. The process needs to be rapid, cost-effective and lead directly to practical outcomes. From our experience, we had little time, opportunity or the need to start from scratch, and we chose to adopt and adapt a course that was based on a well-rehearsed and respected pedagogical model. We offer our experience to date as a case study with some extracted principles for others to explore and follow. We discuss the value of contextualization, incremental innovation, and mentoring of online convenors. This article will be of interest to those seeking to provide effective professional development routes for large numbers of staff.

The tipping point

How delightful that Pam Moule (2007) has taken the trouble to challenge the fivestage model for e-learning! I would hate to think that the model has served to cut off any discourses about e-learning at a time of huge potential for the future of higher and professional education. No one benefits by any model being taken or used uncritically or out of context or culture. The challenges we face in providing exciting, worthwhile and effective learning through whatever medium grow daily. I would be so pleased if others could respond too, so that this model, first developed more than 12 years ago in a different era but since used extensively, could continue to be further examined for relevance and helpfulness. DOI: 10.1080/09687760701482275

Learning Innovation for the Twenty-First Century

This chapter combines the complex notion of incremental and radical innovations, especially associated with the exploitation and deployment of new technologies, with that of students’ learning experience in higher education. It cites the detailed “case study” of the learning innovation strategy at the University of Leicester in the United Kingdom. It provides a framework and model to assist in making choices and taking action for exploration and application.

Learning Innovation: A Framework for Transformation

Abstract Learning with and through technological enhancements operates in a landscape unrecognisable only a few years ago. Focussing on Higher Education, this article shows how to capture and model complex strategic processes that will move the potential of online and blended learning in universities to new stages of development. It offers the example of a four quadrant model created as a framework for an online and blended learning innovation strategy, and its successful implementation in practice.

The realm of learning innovation: A map for Emanators

The article discusses the realm of learning innovation. It says that the emergence and adoption of digital technologies has changed most sectors, businesses and industries worldwide. It adds that digital technology has been impactful, as it has made organizations to participate more efficiently with customers and clients, tap into fresh sources of revenue and alter their ways of thinking and working.