Networked Learning Conference 2004 |
Proceedings / Symposia / Symposium 5 / Papers
Organised by: Frances Deepwell
OVERVIEW OF SYMPOSIUM
The symposium aims to explore different dimensions of implementing e-learning
as revealed through narrative accounts from a diverse range of sources within
7 European universities. All papers are connected through the authors’ collaboration
in the EQUEL project, E-quality in E-learning funded by the EU Commssion
E-learning initiative. The EQUEL project has established a special interest
group with an interest in the implementation of e-learning from an institutional
perspective.
The special interest group comprises researchers and developers from the Institut
de Pédagogie universitaire et des Multimédias, University of
Louvain Belgium; Laboratoire de Soutien à l’Enseignement Télématique,
University of Liège, Belgium; Virtual Campus, E.M-Lyon, France; Centre
for Higher Education Development, Coventry University, UK; Centre for Academic
Practice, University of Warwick, UK; New Technologies for Education Centre,
Fribourg University, Switzerland, Institutionen för pedagogik och didaktik,
University of Goteborg, Sweden. Each one of these institutions has engaged
in e-learning implementation with a unique rationale, overall strategy and
set of technological and pedagogical tools at its disposal. The collaborative
activity of the research group has uncovered and built new shared understandings
about the factors influencing e-learning developments within and across our
individual cultural domains.
As well as gathering published guidelines, case studies and interviews on issues
relating to institutional implementation (Charlier, B. et al, 2002, Deepwell,
2002, IVETTE, 2002) the group has also generated a set of stories of e-learning
implementation that represent different organisational layers across a number
of institutions. The stories and interviews we have gathered are in many cases
informed by the appreciative inquiry mode of action research (Ludema, 2001)
where we have sought to celebrate the “power of the unconditional positive
question” as a break from deficit vocabulary and constructs.
The forms of the stories are varied (dialogues, short accounts, longer interviews,
reflective statements) and each story tells of an encounter with e-learning
from a personal or group perspective within a given institutional context.
The variation in the voice of the story-teller is intended to build a layered
approach to the research to incorporate policy, strategy and operation in higher
education: EU, national, institutional, departmental, teams, individual practitioners
and learners.
The papers of the symposium represent different analyses of this data from
varied perspectives and are intended to enable some cross-site generalisations
and to generate some further research questions, particularly in relation to
institutional strategies and “quality-building” through e-learning.
The spectrum covered includes issues of inclusion, resources, adoption patterns,
technical infrastructure, policy interventions, quality control as well as
contextual and cultural features.
This group is offering four papers to the symposium. The first, by Charlier
et al. offers an analysis of success factors in relation to a number of thematic
areas, including the development of a resource centre; policies of supporting
innovative projects; adoption of a single virtual learning environment; teacher
training; collaborations and communication processes. The second, by Courtney,
focuses on two developmental projects, similar in many ways and yet markedly
different in their potential for sustainability and institutional impact. Through
an analysis of the collected personal narratives and wider contextual differences
she explores reasons for the discrepancy. The third, by LeBrun, posits a model
for organisational development and innovation adoption through a learning model.
The fourth paper by Cousin et al proposes an analytic framework as an advance
toward a theory of implementation in a currently under-theorised area.
Each of the four papers will offer a 15-20 minute presentation, allowing a
short time after each paper for questions. There will be further opportunity
to engage with presenters during the EQUEL dissemination event at the conference.
REFERENCES
Bonamy, J., Charlier, B and Saunders, M. (2002) WP5 Issues in the organisational
and change context for case study courses in Recre@sup. Final report of the
Recre@sup project, available online at http://tecfa.unige.ch/proj/recreasup/rapport/rapport_final_recreasup.pdf.
Last accessed: 25.11.03
Deepwell, F (2002) ‘Towards capturing complexity: an interactive framework
for institutional evaluation’, Educational Technology and Society 5(3)
(http://ifets.gmd.de/periodical/vol_3_2002/deepwell.html)
IVETTE Thematic Network (2002) Implementation of virtual environments in training
and education. Final report. European Commission TSER programme. http://www.ub.es/euelearning/ivette/multimedia/IVETTE_final_report.pdf.
Last accessed 23.08.2002
Ludema, James D, Cooperrider, David L and Barrett, Frank J (2001) Appreciative
inquiry; the power of the unconditional positive question in Reason P and Bradbury ‘Handbook
of Action-Research: Participative Inquiry and Practice, Sage, London
Stories About Innovative
Processes In Higher Education: Some Success Factors
Bernadette Charlier, Hervé Platteaux, Thérése Bouvy, Liliane
Esnault, Marcel Lebrun, Ana Moura1, Sébastien Pirotte, Brigitte Denis
and NathalieVerday
Constellations of Collaboration:
the Hidden Foundations of a Successful e-Learning Project
Kathy Courtney
Theorising Implementation:
Variation And Commonality In European Approaches To E-Learning
Glynis Cousin, Frances Deepwell, Ray Land and Marisa Ponti
Quality Towards an Expected Harmony:
Pedagogy and Innovation Speaking Together About Technology
Marcel Lebrun