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Journal Issue
Volume 10 Issue 3, Special ECEL issue / Aug 2012  pp257‑379

Editor: Sue Greener, Asher Rospigliosi

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Editorial for the ECEL 2011 Special Issue of EJEL  pp257‑258

Sue Greener, Asher Rospigliosi

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Starting online: Exploring the use of a Social Networking Site to Facilitate transition into Higher Education  pp259‑263

John Knight, Rebecca Rochon

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Cognitive communication 2.0 in Higher Education: to tweet or not to tweet?  pp264‑276

António Andrade, Cornélia Castro, Sérgio André Ferreira

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A Case of Problem Based Learning for Cross‑Institutional Collaboration  pp277‑285

Chrissi Nerantzi

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Abstract

The idea of moving away from battery‑type Academic Development Activities and silo modules and programmes towards open cross‑institutional approaches in line with OEP are explored within this paper based on a recent small‑scale, fully‑online study. This b rought together academics and other professionals who support learning, from different disciplines and professional areas who are studying towards a Postgraduate Certificate (PgCert) in Teaching and Learning in HE/Academic Practice during a facilitated open Problem‑Based Learning (PBL) task around assessment and feedback using freely available social media. The study aimed to explore if and how online PBL can be used within PgCert provisions to provide opportunities to connect, communicate and collabo rate in a community of practice beyond institutional walls. The phenomenographic methodology underpinned this research. Participants experiences in this open Academic Development activity were captured through individual remote interviews, a series of qu estionnaires and reflective accounts. Findings indicate that open online PBL has the potential to enable learners and educators to break out of academic and virtual silos. It also widens collaborative learning within Academic Development in multi‑discipl inary and multi‑institutional groups. Recommendations are made to Academic Developers and other tutors on how to bring learners from different programmes, institutions and countries together online using social media to create the conditions and the envir onment for a meaningful, rich and fruitful exchange and enable collaborative formal and informal learning.  

 

Keywords: Open Educational Practice, Academic Development, social media, Problem-based learning, Phenomenography

 

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Research ethics in emerging forms of online learning: issues arising from a hypothetical study on a MOOC  pp286‑296

Antonella Esposito

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Comparing Childrens E‑safety Strategies with Guidelines Offered by Adults  pp297‑309

Birgy Lorenz, Kaido Kikkas, Mart Laanpere

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Mediating Diversity and Affection in Blended Learning: a Story With a Happy Ending  pp310‑319

Dina Soeiro, António Dias de Figueiredo, Joaquim Armando Gomes Ferreira

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Empathy and Dignity through technology: using lifeworld‑led multimedia to enhance learning about the head, heart and hand  pp320‑330

Andy Pulman, Kathleen Galvin, Maggie Hutchings, Les Todres, Anne Quinney, Caroline Ellis-Hill, Peter Atkins

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Getting the Message: supporting students’ transition from Higher National to degree level study and the role of mobile technologies  pp331‑341

Julia Fotheringham, Emily Alder

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Exploring a ‘middle ground’: engagement with students in a social learning environment.  pp342‑350

Anne MJ Smith, Sonya Campbell

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Fostering a web 2.0 ethos in a traditional e‑learning environment  pp351‑359

Marie Martin, Michaela Noakes

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Fostering a web 2.0 ethos in a traditional e‑learning environment  pp360‑368

Marie Martin, Michaela Noakes

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