Networked Learning Conference 2004 |
NLC2004 /Proceedings / Symposia / Symposium 8/ Papers
Organised By: Carol Higgison
Educational institutions, both further and higher education, are becoming
places of almost endless change, and the growth of networked learning is only
one
of the many changes our institutions are adapting to, or embracing. The changes
include rapid growth in both student numbers and student diversity, decreased
government funding per student, institutions becoming involved in new markets
and new business ventures to increase income, and the growth of borderless
education (www.obhe.ac.uk). Educational Institutions are expected to embrace
the rapidly changing technologies that are potentially allowing for different
modes of teaching. The UK government recently published a new document – Towards
a Unified E-learning Strategy (www.dfes.gsi.gov.uk/consultations2/16/) and
Charles Clarke, secretary of state for education and skills exhorts HEIs to
engage in the challenge of making full use of new technologies (THES, 11th
July 2003). The government’s paper recognises that web-based instruction
has already been developed in higher education and that it is seen as increasingly
important by these institutions (Traxler, 2002). Most HE and FE institutions
are now engaging with the networked learning in some form or another.
Given this context of change can we identify how the move towards large scale
networked learning impacts on our educational institutions? How can we ensure
that this innovation is sustainable?
A number of case studies exploring the introduction of networked learning on
an institutional scale have been carried out (Beaty, et al 2002, Banks & Powell,
2002, Cornford & Pollock, 2003). Others have examined the implications
of large scale networked learning from a multi-institution viewpoint (e.g.
Inglis et al, 2002). Even so, the development of networked learning, especially
large scale networked learning, is still posing considerable challenges for
institutions and for the individuals within these institutions. As we become
more experienced in using technology to support networked learning the focus
of attention has moved from the technology itself, to the pedagogy and now
to the type of organisation(s) needed to implement effective learning (Moore,
personal communication, 2003).
This symposium will examine the interplay of factors that influence the extent
to which institutions are engaging in networked learning and the extent to
which such innovation is sustainable. The symposium will focus on three aspects
of sustainability: the impact of policy and strategy on practice; the effect
of staff attitudes; and the impact of innovation on lecturers teaching. Each
paper will present a view of sustainability – the institutional framework;
the effect of staff attitudes on the implementation of that policy; and the
impact of such policy on staff teaching practice. They will each highlight
what they see as the key relationships between these areas.
Participants at the symposium will be asked to debate with speakers and each
other, how we might use policy, strategy and practice to address the issue
of sustainable innovation, how policies affect what we can do and how the experience
of actually engaging in large scale innovation could feed back into policy,
strategy and practice.
REFERENCES
Banks, S. and Powell, A. (2002) Developing institutional readiness of networked
learning: University of Sheffield case study. Proceedings of the Third International
Conference on Networked Learning, Sheffield
Cornford, J. and Pollock, N. (2003) Putting the University Online: Information,
Technology, and Organisational Change. Buckingham, SRHE and Open University.
www.dfes.gsi.gov.uk/consultations2/16/ Towards a unified e-learning strategy.
Beaty, L., Cousin, G. and Deepwell, F. (2002) Introducing networked learning
via a community network: a teaching and learning strategy in action. Proceedings
of the Third International Conference on Networked Learning, Sheffield
Inglis A, Ling P, and Joosten V (2002) Delivering Digitally, Kogan Page, London
Traxler, J. (2002) Factors that influence take up of an institutional VLE by
individual lecturers – preliminary findings. Networked Learning 2002,
a research based conference on e-learning in Higher Education and Lifelong
Learning. Sheffield.
Closing the Gaps
in Institutional Development of Networked Learning: How Do Policy
and Strategy Inform Practice to Sustain Innovation?
Elisabet Weedon, Kerstin Jorna and Liz Broumley
Changing Belief
Systems: The Effect of Staff Attitudes on Innovation and Sustainability
Patricia Bricheno and Carol Higgison
Changing Pedagogy:
Does the Introduction of Networked Learning Have an Impact on Teaching?
Mary Thornton, Amanda Jefferies, Indra Jones, Jon Alltree and Eeva Leinonen