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Journal Issue
Volume 10 Issue 1, ICEL 2011 / Mar 2012  pp1‑158

Editor: Philip Balcean

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Design and Evaluation of Student‑Focused eLearning  pp1‑12

Yongmei Bentley, Habte Selassie, Anjali Shegunshi

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Scaffolding Teachers Integrate Social Media Into a Problem‑Based Learning Approach?  pp13‑22

Lillian Buus

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Personal Devices in Public Settings: Lessons Learned From an iPod Touch / iPad Project  pp23‑31

Susan Crichton, Karen Pegler, Duncan White

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Using the Artistic Pedagogical Technology of Photovoice to Promote Interaction in the Online Post‑Secondary Classroom: The Students’ Perspective  pp32‑43

Margaret Edwards, Beth Perry, Katherine Janzen, Cynthia Menzies

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Implications of the Social Web Environment for User Story Education  pp44‑59

Terrill Fancott, Pankaj Kamthan, Nazlie Shahmir

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Collaboration Creation: Lessons Learned From Establishing an Online Professional Learning Community  pp60‑75

Colin Gray, Keith Smyth

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Abstract

This paper describes the design, implementation, evaluation and further refinement of an ELGG‑based social networking site to support professional development activity, project group and special interest groups, and the discussion and sharing of educational experiences and resources across Edinburgh Napier University in the United Kingdom. Beginning with a short overview of what online institutional communities might offer in sustaining good learning, teaching and assessment practice in‑house, this paper then describes the rationale for and development of Edinburgh Napier Education Exchange (ENEE). The subsequent evaluation undertaken employed a mixed method approach involving online questionnaires and individual interviews with users of ENEE, and took place between January and April 2011. The evaluation had a twin focus on use and perceptions of ENEE in general, and how ENEE was beginning to be used to provide additional support opportunities for a diverse group of educators studying on Edinburgh Napier’s online distance learning MSc Blended and Online Education (MSc BOE). Overall the evaluation highlighted a range of ways in which ENEE was proving effective particularly in helping users to ‘keep abreast’ of educational practice across the institution, as well as in supporting small groups dedicated to specific purposes and activities. On the less positive side, the evaluation highlighted a number of issues and challenges around ease of use, engaging in ‘multiple spaces’, and achieving ‘critical mass’ in meaningful use. These findings pointed towards a number of enhancements that were implemented over summer and autumn 2011, and the nature of these recent post‑evaluation changes to ENEE and the MSc BOE group space are detailed in this paper. 

 

Keywords: social networks, staff development, collaboration, social presence, lessons learned

 

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Correlating Questionnaire Data with Actual Usage Data in a Mobile Learning Study for High School Mathematics  pp76‑89

Vani Kalloo, Permanand Mohan

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The Global Classroom Project: Learning a Second Language in a Virtual Environment  pp90‑106

Brant Knutzen, David Kennedy

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Principled Assessment Strategy Design for Online Courses and Programs  pp107‑119

Janet McCracken, Sunah Cho, Afsaneh Sharif, Brian Wilson, Jeff Miller

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Acquiring Software Project Specifications in a Virtual World  pp120‑131

Vincent Ng, Zoe Tang

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Constructive Disruptions for Effective Collaborative Learning: Navigating the Affordances of Social Media for Meaningful Engagement  pp132‑146

Patient Rambe

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Can Online Peer Review Assignments Replace Essays in Third Year University Courses? And if so, What are the Challenges?  pp147‑158

Martin Smith

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