This empirical study examines the experiences of academics and professional service staff in a la... more This empirical study examines the experiences of academics and professional service staff in a large UK university during first weeks of the transition to online teaching and working from home during the Covid-19 pandemic. The method draws on the work by Gourlay and Oliver (2018) to explore engagement with the digital university in everyday
This paper reports on the early adoption phase of Google Docs as a web-based collaborative tool a... more This paper reports on the early adoption phase of Google Docs as a web-based collaborative tool across six institutions in a concerted effort. The adoption approach was based on a custom framework in order to focus on users and their actual needs, and the adoption was driven by a small project team as opposed to institutional managers. This study therefore reports on suitability and value of the custom framework and on issues of innovation adoption originating from the institutional periphery.
Users were reporting a high satisfaction with the tool, and findings show that the use of the tool enhanced collaboration significantly, in turn improving the quality of student learning. The main concern of this paper, though, is the evaluation of the custom adoption framework. This framework is based on the idea of not overwhelming users, instead introducing small, gradual steps with a technological innovation that is appropriate for their needs. Based on a review of existing adoption models, we attempted to address common issues of individual-based adoption models in our given context.
Overall, the framework was successful but needs adaptation. Concepts such as technological gaps do not always align to user perceptions. With some suggested adaptations, though, this framework can be used in similar scenarios.
User interfaces are becoming more intuitive following the requirements of the individual learner ... more User interfaces are becoming more intuitive following the requirements of the individual learner and reinforcing the drive towards more personalised learning and greater learner autonomy. There are clearly a new set of challenges emerging for teaching practitioners that will have implications upon not just what is learned but importantly upon lesson planning. This paper explores these changes to teaching through a consideration of an exploratory learning model which allows practitioners to rethink how they teach in 3D and immersive spaces where learning sequences and experiences are choreographed to support peer interactions and exchanges. The ELM extends from Kolb’s experiential learning model to adapt the use of 3D applications, and provides examples from research and development projects to exemplify how the model works in practice. Teaching in these contexts provides less emphasis upon curriculum and more emphasis upon sequencing learning experiences, meta-reflection, peer assessment and group work.
Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time... more Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time communication and interaction using multiple media and modes. With an increasing institutional uptake of SAC, users require an understanding of the complex interrelations of multiple media in learning scenarios in order to support pedagogic-driven planning and effective use of the tool. This paper provides a review of recent literature that explores the pedagogic strategies used to underpin practical uses of SAC for the benefit of learners especially in non-standard contexts such as distance education. The paper reports on approaches from practitioner-oriented perspectives as well as approaches based on educational theory, notably the community of inquiry model, task design and multimodal models of cognition, meaning and interaction. The main features of these models were extracted to provide both a synthesis for future work on dedicated pedagogic models for SAC and a resource for practitioners wanting to link SAC with educational theory.
Foundations of Science Education is a core module in the Masters in Science Education course. The... more Foundations of Science Education is a core module in the Masters in Science Education course. The main purpose of this module is to promote critical reflection in the main aspects of science education incorporating teaching, learning, philosophy and policy. This paper reports on the purpose and development of a mixed-mode (blended) course in which online discussions and tasks complement and extend face to face teaching and discussions. It discusses how the re-structured module is designed to support the construction of knowledge and critical review of that knowledge through the dimensions of shared practice. Most of the course participants are science educators, mainly London-based but with some international students, and the course draws on their growing theoretical knowledge in combination with shared experiences. In this paper we discuss the possibilities and constraints of the course design.
This paper explores the use of ePortfolio tools to support teaching, learning and the personal an... more This paper explores the use of ePortfolio tools to support teaching, learning and the personal and professional development of postgraduate students at the Institute of Education, University of London (IOE). The needs of tutors and students are considered alongside the affordances and limitations of specific tools in relation to these needs.
The study involved five areas of postgraduate study at the IOE, one at PhD level, two at Masters level (MA in ICT in Education and MTeach) and two PGCE courses (PGCE in ICT and Post-Compulsory PGCE). Preliminary discussions with IOE staff revealed five common themes relating to the perceived purpose of an ePortfolio: model, ownership, collaboration, accessibility and support. The first theme relates to the definition of the ePortfolio, whilst the remaining themes address questions relating to ownership, control, use and user needs/development. In this paper, each of the themes and the questions raised within those areas are addressed in detail and a cross-comparative table of responses across each of five teaching scenarios is provided with levels of importance measured on a scale of 1 (low) to 4 (high).
Key issues arising at this stage of the study focussed on whether the ePortfolio should be student-owned and generated or institutionally-owned and controlled. Issues of access to, and sharing of data inside and outside of the institutional context ranged high in importance, as did identification of the ePortfolio with a particular course or community of practice and ways of implementing this. Levels of access related to Registry staff, external mentors, Course Tutors, Course Leaders, etc. In addition, perceptions of the purposes of an ePortfolio tool emerging at this stage suggested four key foci: assessment, content management, repository/reflexive, and professional development.
Following this preliminary stage, three test scenarios (PhD, MA in ICT in Education, and PGCE in ICT) were selected and evaluated using three alternative ePortfolio tools: the Blackboard internal ePortfolio, Mahara and the BLE Expo. These tools were selected as being tools which could be adapted by the institution and incorporated within existing learning environments. This is in contrast to, for example, commercially available professional development ePortfolio solutions such as BlueSky which are maintained externally to the institution and ostensibly “owned” by the user (although such ownership is usually facilitated by the host institution).
The evaluation and testing of the three ePortfolio tools confirmed the points of importance raised in preliminary discussions with staff, revealing a complex web of user needs and technical features which need to be considered if an effective and appropriate selection of ePortfolio tools which best fit user needs is to be made. Blackboard represented the easiest option to configure within courses, Mahara was 2aesthetically pleasing and easy to use but lacked extended functionality and was more suited to individual than institutional ownership. The BLE Expo tool, when used with pre-configured templates offered the highest level of functionality/flexibility for individual, group and institutional use.
Overall, the study revealed that use of these ePortfolio tools to support teaching, learning and professional development is complex and requires considered pedagogical planning and preparation if they are to be usefully appropriated as a support for postgraduate study and development.
On 21st March 2006 Diana Laurillard from the London Knowledge Lab (LKL) interacted with more than... more On 21st March 2006 Diana Laurillard from the London Knowledge Lab (LKL) interacted with more than 450 learners at 41 university campus locations in Australia and New Zealand via a multinational live webinar. The event used Synchronous Audiographic web Conferencing (SAC) to provide simultaneous communication and interaction opportunities using multiple media and modes. The event was produced by the University of Adelaide in cooperation with the LKL, as a Multiple Venue Production (MVP). This case study discusses the organisational and pedagogical opportunities and challenges experienced in planning and implementing this ‘mass collaboration’ event.
Researchers do not normally trouble themselves with ‘vision statements’. A vision for a field of ... more Researchers do not normally trouble themselves with ‘vision statements’. A vision for a field of research is more likely to be an evanescent and emergent property of its intellectual clashes, than something that can be represented as a joint communiqué. There was some debate within the Kaleidoscope Network over the wisdom of developing an agreed statement on where we believe our research is heading. There is too wide a range of ambitions, too many uncertainties about the intellectual foundations of the field, too little agreement about the most fruitful pathways to pursue.
Against that reluctance stood the sense that, nonetheless, there is something shared by the researchers in this field. Technology enhanced learning is expanding throughout the developed economies, and global education will extend this to the developing economies as well. Researchers believe that innovation in a system will be more effective if it is informed by a scientific approach to understanding that system, in this case: technology enhanced learning. If educational leaders and policy-makers are to envisage a future role for technology in education, then the research community should have something coherent to offer that helps to shape that vision.
The Kaleidoscope Network therefore embarked on the difficult process of agreeing a vision for our research. It was a highly collaborative and iterative process, conducted through face-to-face meetings and an online collaborative document development environment. The result is published here as our first expression of the ambitions of the research and the issues it raises. For researchers, sharing a common understanding of similarities and differences is an ongoing process. In Kaleidoscope we have now have reached the point where our vision statement is likely to be stable at a general level but within that researchers will continue to argue about what precisely ought to be done, with what priorities and how. Although the statement has aimed for stability in its broad outlines, it will evolve to its next versions by elaborating the detail that will contribute to the realization of our broad vision.
Interactive multimedia (IMM) has the potential to enhance learning. A critical factor is the leve... more Interactive multimedia (IMM) has the potential to enhance learning. A critical factor is the level of communication between the software and the learner. To enable effective communication, IMM must respond to individual characteristics of the learner. This paper examines learner characteristics and it presents the concept of adaptation as an approach towards student-centered navigation. The goal of this paper is to highlight a number of key characteristics that affect learning and navigation and to outline how these characteristics relate to practice. The paper attempts to serve the newcomers in the area of educational multimedia by providing a synthesis of a broad range of significant sources. It attempts to serve advanced developers of IMM by suggesting factors that should drive the development of student-centered multimedia. Finally, it attempts to serve the academic community by outlining areas for further research.
Many researchers argue that the real potential of interactive multi- and hypermedia to enhance in... more Many researchers argue that the real potential of interactive multi- and hypermedia to enhance individual learning lies in the responsiveness of the system, i.e. the capability to adjust itself to the needs and the characteristics of each individual user. Most existing web-based study materials, however, are static and suffer from an inability to be all things to all people.
Obviously, there are gaps between research idealism and real-world practice: many practitioners do not know that techniques such as adaptivity may enhance learning effectiveness, or they think that the development of dynamic and intelligent websites appears to be complex, daunting and expensive. This presentation will demonstrate that the addition of adaptive features to web-based study materials, in this case a tutorial on music theory, takes nothing more than basic programming skills and freely available resources.
This empirical study examines the experiences of academics and professional service staff in a la... more This empirical study examines the experiences of academics and professional service staff in a large UK university during first weeks of the transition to online teaching and working from home during the Covid-19 pandemic. The method draws on the work by Gourlay and Oliver (2018) to explore engagement with the digital university in everyday
This paper reports on the early adoption phase of Google Docs as a web-based collaborative tool a... more This paper reports on the early adoption phase of Google Docs as a web-based collaborative tool across six institutions in a concerted effort. The adoption approach was based on a custom framework in order to focus on users and their actual needs, and the adoption was driven by a small project team as opposed to institutional managers. This study therefore reports on suitability and value of the custom framework and on issues of innovation adoption originating from the institutional periphery.
Users were reporting a high satisfaction with the tool, and findings show that the use of the tool enhanced collaboration significantly, in turn improving the quality of student learning. The main concern of this paper, though, is the evaluation of the custom adoption framework. This framework is based on the idea of not overwhelming users, instead introducing small, gradual steps with a technological innovation that is appropriate for their needs. Based on a review of existing adoption models, we attempted to address common issues of individual-based adoption models in our given context.
Overall, the framework was successful but needs adaptation. Concepts such as technological gaps do not always align to user perceptions. With some suggested adaptations, though, this framework can be used in similar scenarios.
User interfaces are becoming more intuitive following the requirements of the individual learner ... more User interfaces are becoming more intuitive following the requirements of the individual learner and reinforcing the drive towards more personalised learning and greater learner autonomy. There are clearly a new set of challenges emerging for teaching practitioners that will have implications upon not just what is learned but importantly upon lesson planning. This paper explores these changes to teaching through a consideration of an exploratory learning model which allows practitioners to rethink how they teach in 3D and immersive spaces where learning sequences and experiences are choreographed to support peer interactions and exchanges. The ELM extends from Kolb’s experiential learning model to adapt the use of 3D applications, and provides examples from research and development projects to exemplify how the model works in practice. Teaching in these contexts provides less emphasis upon curriculum and more emphasis upon sequencing learning experiences, meta-reflection, peer assessment and group work.
Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time... more Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time communication and interaction using multiple media and modes. With an increasing institutional uptake of SAC, users require an understanding of the complex interrelations of multiple media in learning scenarios in order to support pedagogic-driven planning and effective use of the tool. This paper provides a review of recent literature that explores the pedagogic strategies used to underpin practical uses of SAC for the benefit of learners especially in non-standard contexts such as distance education. The paper reports on approaches from practitioner-oriented perspectives as well as approaches based on educational theory, notably the community of inquiry model, task design and multimodal models of cognition, meaning and interaction. The main features of these models were extracted to provide both a synthesis for future work on dedicated pedagogic models for SAC and a resource for practitioners wanting to link SAC with educational theory.
Foundations of Science Education is a core module in the Masters in Science Education course. The... more Foundations of Science Education is a core module in the Masters in Science Education course. The main purpose of this module is to promote critical reflection in the main aspects of science education incorporating teaching, learning, philosophy and policy. This paper reports on the purpose and development of a mixed-mode (blended) course in which online discussions and tasks complement and extend face to face teaching and discussions. It discusses how the re-structured module is designed to support the construction of knowledge and critical review of that knowledge through the dimensions of shared practice. Most of the course participants are science educators, mainly London-based but with some international students, and the course draws on their growing theoretical knowledge in combination with shared experiences. In this paper we discuss the possibilities and constraints of the course design.
This paper explores the use of ePortfolio tools to support teaching, learning and the personal an... more This paper explores the use of ePortfolio tools to support teaching, learning and the personal and professional development of postgraduate students at the Institute of Education, University of London (IOE). The needs of tutors and students are considered alongside the affordances and limitations of specific tools in relation to these needs.
The study involved five areas of postgraduate study at the IOE, one at PhD level, two at Masters level (MA in ICT in Education and MTeach) and two PGCE courses (PGCE in ICT and Post-Compulsory PGCE). Preliminary discussions with IOE staff revealed five common themes relating to the perceived purpose of an ePortfolio: model, ownership, collaboration, accessibility and support. The first theme relates to the definition of the ePortfolio, whilst the remaining themes address questions relating to ownership, control, use and user needs/development. In this paper, each of the themes and the questions raised within those areas are addressed in detail and a cross-comparative table of responses across each of five teaching scenarios is provided with levels of importance measured on a scale of 1 (low) to 4 (high).
Key issues arising at this stage of the study focussed on whether the ePortfolio should be student-owned and generated or institutionally-owned and controlled. Issues of access to, and sharing of data inside and outside of the institutional context ranged high in importance, as did identification of the ePortfolio with a particular course or community of practice and ways of implementing this. Levels of access related to Registry staff, external mentors, Course Tutors, Course Leaders, etc. In addition, perceptions of the purposes of an ePortfolio tool emerging at this stage suggested four key foci: assessment, content management, repository/reflexive, and professional development.
Following this preliminary stage, three test scenarios (PhD, MA in ICT in Education, and PGCE in ICT) were selected and evaluated using three alternative ePortfolio tools: the Blackboard internal ePortfolio, Mahara and the BLE Expo. These tools were selected as being tools which could be adapted by the institution and incorporated within existing learning environments. This is in contrast to, for example, commercially available professional development ePortfolio solutions such as BlueSky which are maintained externally to the institution and ostensibly “owned” by the user (although such ownership is usually facilitated by the host institution).
The evaluation and testing of the three ePortfolio tools confirmed the points of importance raised in preliminary discussions with staff, revealing a complex web of user needs and technical features which need to be considered if an effective and appropriate selection of ePortfolio tools which best fit user needs is to be made. Blackboard represented the easiest option to configure within courses, Mahara was 2aesthetically pleasing and easy to use but lacked extended functionality and was more suited to individual than institutional ownership. The BLE Expo tool, when used with pre-configured templates offered the highest level of functionality/flexibility for individual, group and institutional use.
Overall, the study revealed that use of these ePortfolio tools to support teaching, learning and professional development is complex and requires considered pedagogical planning and preparation if they are to be usefully appropriated as a support for postgraduate study and development.
On 21st March 2006 Diana Laurillard from the London Knowledge Lab (LKL) interacted with more than... more On 21st March 2006 Diana Laurillard from the London Knowledge Lab (LKL) interacted with more than 450 learners at 41 university campus locations in Australia and New Zealand via a multinational live webinar. The event used Synchronous Audiographic web Conferencing (SAC) to provide simultaneous communication and interaction opportunities using multiple media and modes. The event was produced by the University of Adelaide in cooperation with the LKL, as a Multiple Venue Production (MVP). This case study discusses the organisational and pedagogical opportunities and challenges experienced in planning and implementing this ‘mass collaboration’ event.
Researchers do not normally trouble themselves with ‘vision statements’. A vision for a field of ... more Researchers do not normally trouble themselves with ‘vision statements’. A vision for a field of research is more likely to be an evanescent and emergent property of its intellectual clashes, than something that can be represented as a joint communiqué. There was some debate within the Kaleidoscope Network over the wisdom of developing an agreed statement on where we believe our research is heading. There is too wide a range of ambitions, too many uncertainties about the intellectual foundations of the field, too little agreement about the most fruitful pathways to pursue.
Against that reluctance stood the sense that, nonetheless, there is something shared by the researchers in this field. Technology enhanced learning is expanding throughout the developed economies, and global education will extend this to the developing economies as well. Researchers believe that innovation in a system will be more effective if it is informed by a scientific approach to understanding that system, in this case: technology enhanced learning. If educational leaders and policy-makers are to envisage a future role for technology in education, then the research community should have something coherent to offer that helps to shape that vision.
The Kaleidoscope Network therefore embarked on the difficult process of agreeing a vision for our research. It was a highly collaborative and iterative process, conducted through face-to-face meetings and an online collaborative document development environment. The result is published here as our first expression of the ambitions of the research and the issues it raises. For researchers, sharing a common understanding of similarities and differences is an ongoing process. In Kaleidoscope we have now have reached the point where our vision statement is likely to be stable at a general level but within that researchers will continue to argue about what precisely ought to be done, with what priorities and how. Although the statement has aimed for stability in its broad outlines, it will evolve to its next versions by elaborating the detail that will contribute to the realization of our broad vision.
Interactive multimedia (IMM) has the potential to enhance learning. A critical factor is the leve... more Interactive multimedia (IMM) has the potential to enhance learning. A critical factor is the level of communication between the software and the learner. To enable effective communication, IMM must respond to individual characteristics of the learner. This paper examines learner characteristics and it presents the concept of adaptation as an approach towards student-centered navigation. The goal of this paper is to highlight a number of key characteristics that affect learning and navigation and to outline how these characteristics relate to practice. The paper attempts to serve the newcomers in the area of educational multimedia by providing a synthesis of a broad range of significant sources. It attempts to serve advanced developers of IMM by suggesting factors that should drive the development of student-centered multimedia. Finally, it attempts to serve the academic community by outlining areas for further research.
Many researchers argue that the real potential of interactive multi- and hypermedia to enhance in... more Many researchers argue that the real potential of interactive multi- and hypermedia to enhance individual learning lies in the responsiveness of the system, i.e. the capability to adjust itself to the needs and the characteristics of each individual user. Most existing web-based study materials, however, are static and suffer from an inability to be all things to all people.
Obviously, there are gaps between research idealism and real-world practice: many practitioners do not know that techniques such as adaptivity may enhance learning effectiveness, or they think that the development of dynamic and intelligent websites appears to be complex, daunting and expensive. This presentation will demonstrate that the addition of adaptive features to web-based study materials, in this case a tutorial on music theory, takes nothing more than basic programming skills and freely available resources.
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Papers by Tim Neumann
Users were reporting a high satisfaction with the tool, and findings show that the use of the tool enhanced collaboration significantly, in turn improving the quality of student learning. The main concern of this paper, though, is the evaluation of the custom adoption framework. This framework is based on the idea of not overwhelming users, instead introducing small, gradual steps with a technological innovation that is appropriate for their needs. Based on a review of existing adoption models, we attempted to address common issues of individual-based adoption models in our given context.
Overall, the framework was successful but needs adaptation. Concepts such as technological gaps do not always align to user perceptions. With some suggested adaptations, though, this framework can be used in similar scenarios.
Keywords: changing tools, collaboration, Web2.0, uptake, adoption, innovation spread
The study involved five areas of postgraduate study at the IOE, one at PhD level, two at Masters level (MA in ICT in Education and MTeach) and two PGCE courses (PGCE in ICT and Post-Compulsory PGCE). Preliminary discussions with IOE staff revealed five common themes relating to the perceived purpose of an ePortfolio: model, ownership, collaboration, accessibility and support. The first theme relates to the definition of the ePortfolio, whilst the remaining themes address questions relating to ownership, control, use and user needs/development. In this paper, each of the themes and the questions raised within those areas are addressed in detail and a cross-comparative table of responses across each of five teaching scenarios is provided with levels of importance measured on a scale of 1 (low) to 4 (high).
Key issues arising at this stage of the study focussed on whether the ePortfolio should be student-owned and generated or institutionally-owned and controlled. Issues of access to, and sharing of data inside and outside of the institutional context ranged high in importance, as did identification of the ePortfolio with a particular course or community of practice and ways of implementing this. Levels of access related to Registry staff, external mentors, Course Tutors, Course Leaders, etc. In addition, perceptions of the purposes of an ePortfolio tool emerging at this stage suggested four key foci: assessment, content management, repository/reflexive, and professional development.
Following this preliminary stage, three test scenarios (PhD, MA in ICT in Education, and PGCE in ICT) were selected and evaluated using three alternative ePortfolio tools: the Blackboard internal ePortfolio, Mahara and the BLE Expo. These tools were selected as being tools which could be adapted by the institution and incorporated within existing learning environments. This is in contrast to, for example, commercially available professional development ePortfolio solutions such as BlueSky which are maintained externally to the institution and ostensibly “owned” by the user (although such ownership is usually facilitated by the host institution).
The evaluation and testing of the three ePortfolio tools confirmed the points of importance raised in preliminary discussions with staff, revealing a complex web of user needs and technical features which need to be considered if an effective and appropriate selection of ePortfolio tools which best fit user needs is to be made. Blackboard represented the easiest option to configure within courses, Mahara was 2aesthetically pleasing and easy to use but lacked extended functionality and was more suited to individual than institutional ownership. The BLE Expo tool, when used with pre-configured templates offered the highest level of functionality/flexibility for individual, group and institutional use.
Overall, the study revealed that use of these ePortfolio tools to support teaching, learning and professional development is complex and requires considered pedagogical planning and preparation if they are to be usefully appropriated as a support for postgraduate study and development.
Against that reluctance stood the sense that, nonetheless, there is something shared by the researchers in this field. Technology enhanced learning is expanding throughout the developed economies, and global education will extend this to the developing economies as well. Researchers believe that innovation in a system will be more effective if it is informed by a scientific approach to understanding that system, in this case: technology enhanced learning. If educational leaders and policy-makers are to envisage a future role for technology in education, then the research community should have something coherent to offer that helps to shape that vision.
The Kaleidoscope Network therefore embarked on the difficult process of agreeing a vision for our research. It was a highly collaborative and iterative process, conducted through face-to-face meetings and an online collaborative document development environment. The result is published here as our first expression of the ambitions of the research and the issues it raises. For researchers, sharing a common understanding of similarities and differences is an ongoing process. In Kaleidoscope we have now have reached the point where our vision statement is likely to be stable at a general level but within that researchers will continue to argue about what precisely ought to be done, with what priorities and how. Although the statement has aimed for stability in its broad outlines, it will evolve to its next versions by elaborating the detail that will contribute to the realization of our broad vision.
Obviously, there are gaps between research idealism and real-world practice: many practitioners do not know that techniques such as adaptivity may enhance learning effectiveness, or they think that the development of dynamic and intelligent websites appears to be complex, daunting and expensive. This presentation will demonstrate that the addition of adaptive features to web-based study materials, in this case a tutorial on music theory, takes nothing more than basic programming skills and freely available resources.
Users were reporting a high satisfaction with the tool, and findings show that the use of the tool enhanced collaboration significantly, in turn improving the quality of student learning. The main concern of this paper, though, is the evaluation of the custom adoption framework. This framework is based on the idea of not overwhelming users, instead introducing small, gradual steps with a technological innovation that is appropriate for their needs. Based on a review of existing adoption models, we attempted to address common issues of individual-based adoption models in our given context.
Overall, the framework was successful but needs adaptation. Concepts such as technological gaps do not always align to user perceptions. With some suggested adaptations, though, this framework can be used in similar scenarios.
Keywords: changing tools, collaboration, Web2.0, uptake, adoption, innovation spread
The study involved five areas of postgraduate study at the IOE, one at PhD level, two at Masters level (MA in ICT in Education and MTeach) and two PGCE courses (PGCE in ICT and Post-Compulsory PGCE). Preliminary discussions with IOE staff revealed five common themes relating to the perceived purpose of an ePortfolio: model, ownership, collaboration, accessibility and support. The first theme relates to the definition of the ePortfolio, whilst the remaining themes address questions relating to ownership, control, use and user needs/development. In this paper, each of the themes and the questions raised within those areas are addressed in detail and a cross-comparative table of responses across each of five teaching scenarios is provided with levels of importance measured on a scale of 1 (low) to 4 (high).
Key issues arising at this stage of the study focussed on whether the ePortfolio should be student-owned and generated or institutionally-owned and controlled. Issues of access to, and sharing of data inside and outside of the institutional context ranged high in importance, as did identification of the ePortfolio with a particular course or community of practice and ways of implementing this. Levels of access related to Registry staff, external mentors, Course Tutors, Course Leaders, etc. In addition, perceptions of the purposes of an ePortfolio tool emerging at this stage suggested four key foci: assessment, content management, repository/reflexive, and professional development.
Following this preliminary stage, three test scenarios (PhD, MA in ICT in Education, and PGCE in ICT) were selected and evaluated using three alternative ePortfolio tools: the Blackboard internal ePortfolio, Mahara and the BLE Expo. These tools were selected as being tools which could be adapted by the institution and incorporated within existing learning environments. This is in contrast to, for example, commercially available professional development ePortfolio solutions such as BlueSky which are maintained externally to the institution and ostensibly “owned” by the user (although such ownership is usually facilitated by the host institution).
The evaluation and testing of the three ePortfolio tools confirmed the points of importance raised in preliminary discussions with staff, revealing a complex web of user needs and technical features which need to be considered if an effective and appropriate selection of ePortfolio tools which best fit user needs is to be made. Blackboard represented the easiest option to configure within courses, Mahara was 2aesthetically pleasing and easy to use but lacked extended functionality and was more suited to individual than institutional ownership. The BLE Expo tool, when used with pre-configured templates offered the highest level of functionality/flexibility for individual, group and institutional use.
Overall, the study revealed that use of these ePortfolio tools to support teaching, learning and professional development is complex and requires considered pedagogical planning and preparation if they are to be usefully appropriated as a support for postgraduate study and development.
Against that reluctance stood the sense that, nonetheless, there is something shared by the researchers in this field. Technology enhanced learning is expanding throughout the developed economies, and global education will extend this to the developing economies as well. Researchers believe that innovation in a system will be more effective if it is informed by a scientific approach to understanding that system, in this case: technology enhanced learning. If educational leaders and policy-makers are to envisage a future role for technology in education, then the research community should have something coherent to offer that helps to shape that vision.
The Kaleidoscope Network therefore embarked on the difficult process of agreeing a vision for our research. It was a highly collaborative and iterative process, conducted through face-to-face meetings and an online collaborative document development environment. The result is published here as our first expression of the ambitions of the research and the issues it raises. For researchers, sharing a common understanding of similarities and differences is an ongoing process. In Kaleidoscope we have now have reached the point where our vision statement is likely to be stable at a general level but within that researchers will continue to argue about what precisely ought to be done, with what priorities and how. Although the statement has aimed for stability in its broad outlines, it will evolve to its next versions by elaborating the detail that will contribute to the realization of our broad vision.
Obviously, there are gaps between research idealism and real-world practice: many practitioners do not know that techniques such as adaptivity may enhance learning effectiveness, or they think that the development of dynamic and intelligent websites appears to be complex, daunting and expensive. This presentation will demonstrate that the addition of adaptive features to web-based study materials, in this case a tutorial on music theory, takes nothing more than basic programming skills and freely available resources.