The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Integrating Distributed Learning with just‑in‑context Knowledge Management  pp45-50

Roy. Williams

© Nov 1999 Volume 1 Issue 1, Editor: Roy Williams, pp1 - 50

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Abstract

This paper addresses some key design issues in e‑learning, and its integration with knowledge management. The underlying premise is that the purpose of e‑learning is useful knowledge, and that the design of e‑learning should therefore be integrated with the design of related knowledge management — particularly personal knowledge management. e‑learning will be explored using the notion of "distributed learning". Knowledge management will be explored using the notion of "just‑in‑context knowledge", emphasising both the contextual underpinning of knowledge, and its strategic value — that is to say its applied value, and its embeddedness in decision making processes. The potential for distributed learning to optimise shared resources is also explored.

 

Keywords: Distributed learning, e-learning, knowledge management, just-in-context knowledge management, digital learning, blended learning

 

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Journal Article

Realizing Wisdom Theory in Complex Learning Networks  pp54-61

Ayse Kok

© May 2009 Volume 7 Issue 1, Editor: Shirley Williams, pp1 - 85

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Abstract

The word "wisdom" is rarely seen in contemporary technology and learning discourse. This conceptual paper aims to provide some clear principles that answer the question: How can we establish wisdom in complex learning networks? By considering the nature of contemporary calls for wisdom the paper provides a metatheoretial framework to evaluate the appropriateness of the characteristics of learning technologies in the postmodern context. By taking into account the complexities of paradox and uncertainty in contemporary life, the paper also indicates where future research would be best directed and considers how wisdom might practically be applied via use of learning technologies.

 

Keywords: wisdom, learning networks, e-learning, digital learning technologies, knowledge

 

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Journal Article

The need for a strategic foundation for digital learning and knowledge management solutions  pp32-43

Mehdi Asgarkhani

© Jan 2004 Volume 2 Issue 1, Special Issue for ECEL 2003, Editor: Roy Williams, pp1 - 239

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Abstract

 

Keywords: Digital learning, knowledge management, e-Learning, strategic foundation, digital divide

 

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Journal Article

Evaluation as a Powerful Practices in Digital Learning Processes  pp290-300

Birgitte Holm Sørensen, Karin Tweddell Levinsen

© Apr 2015 Volume 13 Issue 4, ECEL 2014, Editor: Kim Long, pp205 - 315

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Abstract

Abstract: The present paper is based on two empirical research studies. The Netbook 1:1 project (2009⠍2012), funded by the municipality of Gentofte and Microsoft Denmark, is complete, while Students⠒ digital production and students as learning desig ners (2013⠍2015), funded by the Danish Ministry of Education, is ongoing. Both projects concern primary and lower secondary school and focus on learning design frameworks that involve students⠒ agency and participation regarding digital production i n different subjects and cross‑disciplinary projects. Within these teacher‑designed frameworks, the students perform as learning designers of learning objects aimed at other students. Netbook 1:1 has shown that digital and multimodal production especially facilitates student‑learning processes and qualifies student‑learning results when executed within a teacher‑designed framework, which provides space for and empowers students⠒ agency as learning designers. Moreover, the positive impact increases when students as learning designers participate in formative evaluation practices. Traditionally, the Danish school has worked hard to teach students to verbalise their own academic competencies. However, as our everyday environment becomes increasingly comple x with digital and multimodal technologies, formative evaluation as a learning practice becomes central, requiring the students to develop a digital and multimodal literacy beyond the traditional, language‑centred type. In order to clarify these practices , we address the various understandings of evaluation and assessment that may blur our arguments. Students⠒ digital production and students as learning designers is a large‑scale project that follows up on the findings of Netbook 1:1. It experiments fur ther with various evaluation practices in a digitalised learning environment that focuses on different phases of the learning processes and includes feed‑forward and feedback processes. Evaluation as a learning practice in a digitalised learning context f ocuses on students as actors, addressing their s

 

Keywords: Keywords: Assessment, evaluation, formative evaluation, summative evaluation, self-evaluation, peer evaluation, teacher evaluation, digital learning processes, multimodality, evaluation design, agency, empowerment, reflection, construction of meaning

 

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Journal Issue

Volume 1 Issue 1 / Feb 2003  pp1‑50

Editor: Roy Williams

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Editorial

To paraphrase the old adage about the relationship between the US and the UK: when the dot‑com’s sneeze, e‑learning catches a cold. The shake out from the ICT dot‑coms crashes, exacerbated by 9‑11 and the US corporate governance scandals put a temporary damper on developments in the ICT and e‑learning sector. But a more realistic attitude to investment in the “knowledge/networked/ learning society” is surely a good thing.

This is a good time to step back and see where we are in e‑learning. So in November 2002 the European Conference on e‑learning was held at Brunel University in London. More than 40 academics and practitioners from the private and public sectors met to exchange ideas, from the Middle East, North America, and all parts of Europe. It was decided to launch an e‑journal to continue this discussion, to publish papers from the conference as well as from other contributors. This first edition of the Electronic Journal of e‑Learning (EJEL) includes a selection of papers presented at the conference. These papers reflect the challenging nature of designing, developing, managing and above all, evaluating e‑learning.

One of the benefits of the recent shakeout in ICT is that most people are now talking of blended learning – quite simply: using the media that are available, and no longer trying to squeeze everything through a not‑very‑broad‑band Internet, for instance. So, WebCD’s are OK, paper has its role, face to face training and learning is valuable, and the trick is to get the “blend” right. And there is still plenty that digitalisation will bring – in mobile/wireless technologies and broadband particularly. All of this is most welcome, and very healthy for the IT sector as well as for learning.

Research in e‑learning is now starting to provide a systematic critique of what might be called the first phase in the development of e‑learning. Up to now, much of the activity has been to get it up and running, to establish the three or four VLE platforms, at least one Open Source VLE – Bodington Common – (http://bodington.org/index.html) and to deliver the goods. That has been done. The second phase will be to develop the next generation of platforms, and provide more user‑friendly environments for learning, as opposed to just ensuring the delivery of courses.

But in order to do that, particularly in the current financial climate, we need to know what works, what fields e‑learning can be applied to, what other modes of communication and learning it fits best alongside – in a blended approach, and of course what it cannot do. We also need to know what it costs. It is crucial to realise that most e‑learning is just a new form of distance education, and that in all good distance education, the up‑front costs are considerable – it is front‑loaded as far as investment is concerned. And that investment is not just financial. The crucial element is to train and support staff and students who are making the substantial transition from face‑to‑face teaching and learning to e‑learning. As Tracy Kent writes in her paper, quoting from the JISC guidelines:

""the implementation of a VLE [Virtual Learning Environment] without significant investment in developing staff will almost certainly not produce good results"".

We welcome papers from anyone who has interesting empirical, theoretical or critical work that they would like to publish. We are also pleased to have case studies, reports on action research was well as reports on work‑in‑progress. All papers will be double blind refereed.

 

Keywords: e-learning, organisational learning, online learning, virtual learning, distance learning, knowledge, WEBCT, interactive, interactivity, distributed learning, blended learning, digital learning, knowledge management

 

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Journal Issue

Volume 4 Issue 1 / Mar 2006  pp1‑111

Editor: Shirley Williams

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Editorial

This conference edition of the EJEL contains a selection of the papers which were presented at the fourth European Conference on e‑Learning (ECEL) conference held in Amsterdam during November 2005. The papers selected for publication reflect the diversity of the conference.

E‑learning is a rapidly developing subject; within the last decade it has developed from a subject that was of little interest to academics in either their research or teaching, to a subject that produces high quality research and is used by many institutions. However there are still detractors from the e‑learning, who remain sceptical that is of any real value.

Throughout the conference the theme of presentations reflected the presenters' passion for e‑learning and the strong belief that e‑learners deserve high quality material and the impact of using e‑learning needs to be evaluated. It is with real empirical measurements alongside the passion of exponents that those who doubt the worth of e‑learning will be convinced.

 

Keywords: e-learning, organisational learning, online learning, virtual learning, distance learning, knowledge, WEBCT, interactive, interactivity, distributed learning, blended learning, digital learning, knowledge management

 

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Journal Issue

Volume 4 Issue 2 / Jan 2006  pp111‑148

Editor: Shirley Williams

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Editorial

In this issue of the European Journal of e‑Learning there are a number of case studies relating to online communities and how they learn. The case studies relate to different areas: serving teachers (Evans and Bellet), students in healthcare (Moule) and psychology (Graff). The experiences reported here will be valuable to any readers who are trying to develop their own learning communities.

Learning communities need to be able to access and develop learning resources, the papers by Silva et al, and Alsutanny address issues related to presenting and representing learning objects.

 

Keywords: e-learning, organisational learning, online learning, virtual learning, distance learning, knowledge, WEBCT, interactive, interactivity, distributed learning, blended learning, digital learning, knowledge management

 

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Journal Issue

Volume 5 Issue 1, ECEL 2006 / Feb 2007  pp1‑86

Editor: Shirley Williams

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Keywords: e-learning, organisational learning, online learning, virtual learning, distance learning, knowledge, WEBCT, interactive, interactivity, distributed learning, blended learning, digital learning, knowledge management

 

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