This case study investigates the effectiveness of t he application of the blended approach to tea... more This case study investigates the effectiveness of t he application of the blended approach to teaching a foreign language. The approach can be de fine as a combination of a face-to-face classroom component with online instruction (Graham 2003). In the present study the element that was blended within the face-to-face component was asynchronous computer mediated communication in the form of e-mail exchanges betwe n a native speaker of English and a Polish learner of English. The effectiveness of the approach was measured in terms of expanding vocabulary knowledge. The findings reveal ed that e-mail correspondence treated as an integral part of a language course helped the st uden to expand her vocabulary, eliminate the majority of spelling mistakes and influenced the co mplexity of her writing. INTRODUCTION In recent years the growing support for the integra tion of computers in language education can be observed. The degree of integration differs rom visiting a computer laboratory o...
Students’ satisfaction with feedback and assessment has historically been low. This is confirmed ... more Students’ satisfaction with feedback and assessment has historically been low. This is confirmed by the most recent National Student Survey where feedback and assessment still remain the area of least satisfaction. Such projects as Transforming the Experience of Students through Assessment (TESTA) attempt to tackle the issue by providing a channel of communication between staff and students at the programme level. This paper reports on the results of the University of Greenwich version of TESTA and identifies points of tension between staff perceptions of their practice, and students’ perceptions of their assessment experience. Using cross-institutional data we identify common themes where the discrepancies between accounts affecting satisfaction rates emerge, i.e. quantity and quality of feedback, assessment loading and clarity of goals and standards, and provide our impartial explanation of the sources of those discrepancies.
A thesis submitted to the University of Bedfordshire in partial fulfillment of the requirements f... more A thesis submitted to the University of Bedfordshire in partial fulfillment of the requirements for the degree of Doctor of Philosophy
The challenges for a modern university in the digital age are complex, fast-moving and driven by ... more The challenges for a modern university in the digital age are complex, fast-moving and driven by significant changes in both the institution and the learner. In 2012, the University of Greenwich instituted a strategic approach to learning innovation which we called ‘Greenwich Connect’ (http://blogs.gre.ac.uk/greenwichconnect/). This development is predicated on the notion that social interaction, connectivity and support of collaborative practices can significantly enhance learning (Downes, 2009b; Garrison & Anderson, 2003; Siemens & Weller, 2011; M. C. Taylor, 2010). The challenge for the modern university is to build this type of connectivity, crucial to the ability of the institution to flourish in a digital age, into its practices and strategic direction (Jenkins, 2009; McLoughlin & Lee, 2008; Tapscott & Williams, 2010). The implementation of Greenwich Connect identified a number of practical considerations for developing a connected approach to learning and teaching as well as ...
The University of Greenwich embarked on an innovative and ambitious strategic process to implemen... more The University of Greenwich embarked on an innovative and ambitious strategic process to implement an institution-wide vision for learning innovation. At the heart of this vision was an aspiration to enhance the connectedness of learners at a curricula and teaching and learning level. Critical to its success was the use of learner generated and produced content, shared openly through social media. This paper seeks to explore and understand the resistances and challenges of implementing the openness agenda of Greenwich Connect in the first year, and reflect more widely on the issues that impacted on the success of the initiative in achieving its goals. We argue that whilst many of the activities and projects that were part of the implementation of Greenwich Connect change were perceived as disruptors and destructors, the development of these digital age practices and skills resulted in transformative and constructive enhancements in teaching, learning and assessment. Keywords: Higher...
Recognising and responding to behaviours and patterns of resistance is critical to the successful... more Recognising and responding to behaviours and patterns of resistance is critical to the successful implementation of technology-enhanced learning strategies at higher education institutions. At institutional, academic and student levels, resistance manifests itself in a variety of forms, at best supporting a critical culture and at worst creating inertia and active disquiet. Through the lens of an institution-wide strategic learning innovation vision at the University of Greenwich, designed to enhance connectivity and collaboration, this paper will explore the modes and pathways of resistance that occurred in the process of implementing and embedding an openness agenda at a learning and teaching level. Through supporting experimentation and play with social media creation and sharing as a mechanism of curricula transformation, we identified a number of patterns of resistance to sharing and openness. Using an approach informed by grounded theory we have attempted to represent these patterns in the form of a model of institutional resistance to technology-led change.
The presence of technology in foreign education dates back to the 1960’s. After over 50 years of ... more The presence of technology in foreign education dates back to the 1960’s. After over 50 years of research and practice, we are now moving towards discussion of identifying the end goal of integration that became known as normalisation (Bax, 2003). The majority of Computer-Assisted Language Learning (CALL) approaches and normalisation research is conducted within the English as a Foreign Language (EFL) context. CALL, however, is not restricted to EFL and there is a lot of good practice observed in the mainstream language classroom. This paper explores the concept of normalisation of CALL, applying it to a new context of primary Modern Languages (ML). The research identifies factors that impede successful CALL, with a special focus on pedagogical practice and examines it closely in relation to specialist and non-specialist teachers.
Conference proceedings paper. Originally presented at OER14: Building Communities of Open practice, 28-29 Apr 2014, Newcastle, UK.
he notions and patterns of resistance are critical to the successful implementation of technology... more he notions and patterns of resistance are critical to the successful implementation of technology enhanced learning strategies at higher education institutions. At institutional, academic and student levels, resistance manifests itself in a variety of forms, at best supporting a critical culture and at worst creating inertia and active disquiet. Through the lens of an institutional wide strategic learning innovation vision at the University of Greenwich designed to enhance connectivity and collaboration, this paper will explore the modes and pathways of resistance extant in the process of implementing and embedding an openness agenda. Through supporting experimentation and play with social media creation and sharing as a mechanism of curricula transformation we identified a number of patterns of resistance to sharing and openness. Using a grounded theory informed approach we have attempted to represent these patterns in the form a model of institutional resistance to technology-led change.
This case study investigates the effectiveness of t he application of the blended approach to tea... more This case study investigates the effectiveness of t he application of the blended approach to teaching a foreign language. The approach can be de fine as a combination of a face-to-face classroom component with online instruction (Graham 2003). In the present study the element that was blended within the face-to-face component was asynchronous computer mediated communication in the form of e-mail exchanges betwe n a native speaker of English and a Polish learner of English. The effectiveness of the approach was measured in terms of expanding vocabulary knowledge. The findings reveal ed that e-mail correspondence treated as an integral part of a language course helped the st uden to expand her vocabulary, eliminate the majority of spelling mistakes and influenced the co mplexity of her writing. INTRODUCTION In recent years the growing support for the integra tion of computers in language education can be observed. The degree of integration differs rom visiting a computer laboratory o...
Students’ satisfaction with feedback and assessment has historically been low. This is confirmed ... more Students’ satisfaction with feedback and assessment has historically been low. This is confirmed by the most recent National Student Survey where feedback and assessment still remain the area of least satisfaction. Such projects as Transforming the Experience of Students through Assessment (TESTA) attempt to tackle the issue by providing a channel of communication between staff and students at the programme level. This paper reports on the results of the University of Greenwich version of TESTA and identifies points of tension between staff perceptions of their practice, and students’ perceptions of their assessment experience. Using cross-institutional data we identify common themes where the discrepancies between accounts affecting satisfaction rates emerge, i.e. quantity and quality of feedback, assessment loading and clarity of goals and standards, and provide our impartial explanation of the sources of those discrepancies.
A thesis submitted to the University of Bedfordshire in partial fulfillment of the requirements f... more A thesis submitted to the University of Bedfordshire in partial fulfillment of the requirements for the degree of Doctor of Philosophy
The challenges for a modern university in the digital age are complex, fast-moving and driven by ... more The challenges for a modern university in the digital age are complex, fast-moving and driven by significant changes in both the institution and the learner. In 2012, the University of Greenwich instituted a strategic approach to learning innovation which we called ‘Greenwich Connect’ (http://blogs.gre.ac.uk/greenwichconnect/). This development is predicated on the notion that social interaction, connectivity and support of collaborative practices can significantly enhance learning (Downes, 2009b; Garrison & Anderson, 2003; Siemens & Weller, 2011; M. C. Taylor, 2010). The challenge for the modern university is to build this type of connectivity, crucial to the ability of the institution to flourish in a digital age, into its practices and strategic direction (Jenkins, 2009; McLoughlin & Lee, 2008; Tapscott & Williams, 2010). The implementation of Greenwich Connect identified a number of practical considerations for developing a connected approach to learning and teaching as well as ...
The University of Greenwich embarked on an innovative and ambitious strategic process to implemen... more The University of Greenwich embarked on an innovative and ambitious strategic process to implement an institution-wide vision for learning innovation. At the heart of this vision was an aspiration to enhance the connectedness of learners at a curricula and teaching and learning level. Critical to its success was the use of learner generated and produced content, shared openly through social media. This paper seeks to explore and understand the resistances and challenges of implementing the openness agenda of Greenwich Connect in the first year, and reflect more widely on the issues that impacted on the success of the initiative in achieving its goals. We argue that whilst many of the activities and projects that were part of the implementation of Greenwich Connect change were perceived as disruptors and destructors, the development of these digital age practices and skills resulted in transformative and constructive enhancements in teaching, learning and assessment. Keywords: Higher...
Recognising and responding to behaviours and patterns of resistance is critical to the successful... more Recognising and responding to behaviours and patterns of resistance is critical to the successful implementation of technology-enhanced learning strategies at higher education institutions. At institutional, academic and student levels, resistance manifests itself in a variety of forms, at best supporting a critical culture and at worst creating inertia and active disquiet. Through the lens of an institution-wide strategic learning innovation vision at the University of Greenwich, designed to enhance connectivity and collaboration, this paper will explore the modes and pathways of resistance that occurred in the process of implementing and embedding an openness agenda at a learning and teaching level. Through supporting experimentation and play with social media creation and sharing as a mechanism of curricula transformation, we identified a number of patterns of resistance to sharing and openness. Using an approach informed by grounded theory we have attempted to represent these patterns in the form of a model of institutional resistance to technology-led change.
The presence of technology in foreign education dates back to the 1960’s. After over 50 years of ... more The presence of technology in foreign education dates back to the 1960’s. After over 50 years of research and practice, we are now moving towards discussion of identifying the end goal of integration that became known as normalisation (Bax, 2003). The majority of Computer-Assisted Language Learning (CALL) approaches and normalisation research is conducted within the English as a Foreign Language (EFL) context. CALL, however, is not restricted to EFL and there is a lot of good practice observed in the mainstream language classroom. This paper explores the concept of normalisation of CALL, applying it to a new context of primary Modern Languages (ML). The research identifies factors that impede successful CALL, with a special focus on pedagogical practice and examines it closely in relation to specialist and non-specialist teachers.
Conference proceedings paper. Originally presented at OER14: Building Communities of Open practice, 28-29 Apr 2014, Newcastle, UK.
he notions and patterns of resistance are critical to the successful implementation of technology... more he notions and patterns of resistance are critical to the successful implementation of technology enhanced learning strategies at higher education institutions. At institutional, academic and student levels, resistance manifests itself in a variety of forms, at best supporting a critical culture and at worst creating inertia and active disquiet. Through the lens of an institutional wide strategic learning innovation vision at the University of Greenwich designed to enhance connectivity and collaboration, this paper will explore the modes and pathways of resistance extant in the process of implementing and embedding an openness agenda. Through supporting experimentation and play with social media creation and sharing as a mechanism of curricula transformation we identified a number of patterns of resistance to sharing and openness. Using a grounded theory informed approach we have attempted to represent these patterns in the form a model of institutional resistance to technology-led change.
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Papers by Monika Pazio