The promotion of e-learning in policies internationally has led to questions about how best to em... more The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners' own representations of their practice is absent.
Journal of Computer Assisted Learning, Jan 1, 2008
The promotion of e-learning in policies internationally has led to questions about how best to em... more The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners' own representations of their practice is absent. The study described here involved asking practitioners to model their own practice, and to compare these with a model developed by a government organization. Practitioners were adept at using existing models and repurposing them to suit their own context. Our research provided evidence of broad acceptance of the existing model with practitioners, but indicated that practitioners would take this tool and remodel it for their own contexts of learning to make it meaningful, relevant and useful to them.
The rise in UK government funding for information and communications technologies (ICTs) since 19... more The rise in UK government funding for information and communications technologies (ICTs) since 1997 has created a large capital infrastructure, which schools are required to support with their own funds. Simultaneously, both nationally and internationally, the model of self-managing schools gathers momentum. In the UK, the government supports the key principle of local management of schools, which points towards the leadership team and governors as the body best placed to make decisions on how funding will support school improvement. The complexity of policy formation with respect to e-learning funding in schools is further compounded by the requirement to address the needs of a range of stakeholders in the state and commercial sectors.This goal of this paper was to explore this potential paradox between centralised funding of school ICTs and local planning and decision-making. Five possible funding policy models were suggested and discussed, and key questions in relation to policy formation were identified.
Abstract The promotion of e-learning in policies internationally has led to questions about how ... more Abstract The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners' own representations of their practice is absent. The study described here involved asking practitioners to model their own practice, and to compare these with a model developed by a government organization. Practitioners were adept at using existing models and repurposing them to suit their own context. Our research provided evidence of broad acceptance of the existing model with practitioners, but indicated that practitioners would take this tool and remodel it for their own contexts of learning to make it meaningful, relevant and useful to them.
Given the rapidly changing skills needs of 'post-industrial economies', lifelong learning forms a... more Given the rapidly changing skills needs of 'post-industrial economies', lifelong learning forms an integral part of government policy within the UK and abroad. However, like the UK, most economies are faced with the problem of how to reach those sections of the community that have traditionally not embraced learning and educational opportunities. In this paper, the development and evaluation of a system designed to address this problem is described. The Lifelong Learning in London for All (L4All) project has investigated the concept of 'trails' as a way of organising lifelong learning opportunities. The L4All pilot system combines a set of web services to provide the functionality needed to support this central idea. The development process was outlined, and the findings of an empirical study were used to confirm proof of concept.
Abstract Boundaries between formal and informal learning settings are shaped by influences beyon... more Abstract Boundaries between formal and informal learning settings are shaped by influences beyond learners' control. This can lead to the proscription of some familiar technologies that learners may like to use from some learning settings. This contested demarcation is not well documented. In this paper, we introduce the term ‘digital dissonance’ to describe this tension with respect to learners' appropriation of Web 2.0 technologies in formal contexts. We present the results of a study that explores learners' in- and out-of-school use of Web 2.0 and related technologies. The study comprises two data sources: a questionnaire and a mapping activity. The contexts within which learners felt their technologies were appropriate or able to be used are also explored. Results of the study show that a sense of ‘digital dissonance’ occurs around learners' experience of Web 2.0 activity in and out of school. Many learners routinely cross institutionally demarcated boundaries, but the implications of this activity are not well understood by institutions or indeed by learners themselves. More needs to be understood about the transferability of Web 2.0 skill sets and ways in which these can be used to support formal learning.
L4All is a system that records and shares learning trails through educational offerings with the ... more L4All is a system that records and shares learning trails through educational offerings with the aim of facilitating progression of lifelong learners from Secondary Education, through to Further Education and on to Higher Education (HE). The focus is on helping those post-16 learners who have traditionally not participated in HE. L4All allows learners to access information and resources registered with the system by their providers, to plan their own learning, and to maintain a record of their learning. Tutors are able to register recommended learning pathways through courses and modules, thereby encouraging progression into HE. The system allows learners to share their learning plans and experiences with other learners (if they wish) in order to encourage collaborative formulation of future learning goals and aspirations.
The promotion of e-learning in policies internationally has led to questions about how best to em... more The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners' own representations of their practice is absent.
Journal of Computer Assisted Learning, Jan 1, 2008
The promotion of e-learning in policies internationally has led to questions about how best to em... more The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners' own representations of their practice is absent. The study described here involved asking practitioners to model their own practice, and to compare these with a model developed by a government organization. Practitioners were adept at using existing models and repurposing them to suit their own context. Our research provided evidence of broad acceptance of the existing model with practitioners, but indicated that practitioners would take this tool and remodel it for their own contexts of learning to make it meaningful, relevant and useful to them.
The rise in UK government funding for information and communications technologies (ICTs) since 19... more The rise in UK government funding for information and communications technologies (ICTs) since 1997 has created a large capital infrastructure, which schools are required to support with their own funds. Simultaneously, both nationally and internationally, the model of self-managing schools gathers momentum. In the UK, the government supports the key principle of local management of schools, which points towards the leadership team and governors as the body best placed to make decisions on how funding will support school improvement. The complexity of policy formation with respect to e-learning funding in schools is further compounded by the requirement to address the needs of a range of stakeholders in the state and commercial sectors.This goal of this paper was to explore this potential paradox between centralised funding of school ICTs and local planning and decision-making. Five possible funding policy models were suggested and discussed, and key questions in relation to policy formation were identified.
Abstract The promotion of e-learning in policies internationally has led to questions about how ... more Abstract The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners' own representations of their practice is absent. The study described here involved asking practitioners to model their own practice, and to compare these with a model developed by a government organization. Practitioners were adept at using existing models and repurposing them to suit their own context. Our research provided evidence of broad acceptance of the existing model with practitioners, but indicated that practitioners would take this tool and remodel it for their own contexts of learning to make it meaningful, relevant and useful to them.
Given the rapidly changing skills needs of 'post-industrial economies', lifelong learning forms a... more Given the rapidly changing skills needs of 'post-industrial economies', lifelong learning forms an integral part of government policy within the UK and abroad. However, like the UK, most economies are faced with the problem of how to reach those sections of the community that have traditionally not embraced learning and educational opportunities. In this paper, the development and evaluation of a system designed to address this problem is described. The Lifelong Learning in London for All (L4All) project has investigated the concept of 'trails' as a way of organising lifelong learning opportunities. The L4All pilot system combines a set of web services to provide the functionality needed to support this central idea. The development process was outlined, and the findings of an empirical study were used to confirm proof of concept.
Abstract Boundaries between formal and informal learning settings are shaped by influences beyon... more Abstract Boundaries between formal and informal learning settings are shaped by influences beyond learners' control. This can lead to the proscription of some familiar technologies that learners may like to use from some learning settings. This contested demarcation is not well documented. In this paper, we introduce the term ‘digital dissonance’ to describe this tension with respect to learners' appropriation of Web 2.0 technologies in formal contexts. We present the results of a study that explores learners' in- and out-of-school use of Web 2.0 and related technologies. The study comprises two data sources: a questionnaire and a mapping activity. The contexts within which learners felt their technologies were appropriate or able to be used are also explored. Results of the study show that a sense of ‘digital dissonance’ occurs around learners' experience of Web 2.0 activity in and out of school. Many learners routinely cross institutionally demarcated boundaries, but the implications of this activity are not well understood by institutions or indeed by learners themselves. More needs to be understood about the transferability of Web 2.0 skill sets and ways in which these can be used to support formal learning.
L4All is a system that records and shares learning trails through educational offerings with the ... more L4All is a system that records and shares learning trails through educational offerings with the aim of facilitating progression of lifelong learners from Secondary Education, through to Further Education and on to Higher Education (HE). The focus is on helping those post-16 learners who have traditionally not participated in HE. L4All allows learners to access information and resources registered with the system by their providers, to plan their own learning, and to maintain a record of their learning. Tutors are able to register recommended learning pathways through courses and modules, thereby encouraging progression into HE. The system allows learners to share their learning plans and experiences with other learners (if they wish) in order to encourage collaborative formulation of future learning goals and aspirations.
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Papers by Adrian Mee