Getting campus-based eLearning into the blender
This event took place on Thursday 07 July 2005 at 10:20
Dr Charles Crook Learning Sciences Research Institute at Nottingham University
Some ICT learning research initiatives are described which are argued to reflect worrying forms of influence on undergraduate study practices. The paper argues for more imaginative innovation along the route of "blended learning". Several case studies that might illustrate this route are described for discussion.
Charles Crook is Reader in ICT and Education. He is closely attached to the Learning Sciences Research Institute at Nottingham and is a developmental psychologist by background. After research at Cambridge, Brown and Strathclyde Universities, he lectured in Psychology at Durham University and was Reader in Psychology at Loughborough University. Current projects concern the resourcing of collaborative learning with particular interest in early education but also undergraduates. Much of this work implicates new technology. He was a founder member of the European Society for Developmental Psychology and is currently editor of the Journal of Computer Assisted Learning.
His research interests are:
How can insights from the psychology of child development be applied to the design of learning technologies? How can these designs then be best integrated with existing cultures of teaching and learning? In particular, how can computers create distinctive opportunities for more collaborative forms of learning? How do highlly networked educational environments re-configure the experience of teaching and learning? How can technology bridge the discontinuities between formal and informal settings for learning?
This seminar is the first in a new series of IET CALRG Research Seminars
This event took place on Thursday 07 July 2005 at 10:20
Some ICT learning research initiatives are described which are argued to reflect worrying forms of influence on undergraduate study practices. The paper argues for more imaginative innovation along the route of "blended learning". Several case studies that might illustrate this route are described for discussion.
Charles Crook is Reader in ICT and Education. He is closely attached to the Learning Sciences Research Institute at Nottingham and is a developmental psychologist by background. After research at Cambridge, Brown and Strathclyde Universities, he lectured in Psychology at Durham University and was Reader in Psychology at Loughborough University. Current projects concern the resourcing of collaborative learning with particular interest in early education but also undergraduates. Much of this work implicates new technology. He was a founder member of the European Society for Developmental Psychology and is currently editor of the Journal of Computer Assisted Learning.
His research interests are:
How can insights from the psychology of child development be applied to the design of learning technologies? How can these designs then be best integrated with existing cultures of teaching and learning? In particular, how can computers create distinctive opportunities for more collaborative forms of learning? How do highlly networked educational environments re-configure the experience of teaching and learning? How can technology bridge the discontinuities between formal and informal settings for learning?
This seminar is the first in a new series of IET CALRG Research Seminars
Future Internet
KnowledgeManagementMultimedia &
Information SystemsNarrative
HypermediaNew Media SystemsSemantic Web &
Knowledge ServicesSocial Software
Social Software is...
Interacting with other people not only forms the core of human social and psychological experience, but also lies at the centre of what makes the internet such a rich, powerful and exciting collection of knowledge media. We are especially interested in what happens when such interactions take place on a very large scale -- not only because we work regularly with tens of thousands of distance learners at the Open University, but also because it is evident that being part of a crowd in real life possesses a certain 'buzz' of its own, and poses a natural challenge. Different nuances emerge in different user contexts, so we choose to investigate the contexts of work, learning and play to better understand the trade-offs involved in designing effective large-scale social software for multiple purposes.
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