Search results for author:"Allison Littlejohn"
Total records matched: 31 Search took: 0.503 secs
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Unravelling the Web: The Accreditation of Web Based Teaching
Allison Littlejohn
EdMedia + Innovate Learning 1999 (1999) pp. 1885–1887
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Supporting the millennium teacher: faculty development in the use of information and communications technologies
Allison Littlejohn
World Conference on Educational Media and Technology 2000 (2000) pp. 1429–1430
The UK government has established an Institute for Learning and Teaching (ILT) and will soon require that all professional teaching staff in Higher education (HE) achieve membership through either a portfolio or upon the successful completion of...
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Improving Continuing Professional Development in the Use of ICT
Allison H. Littlejohn
Journal of Computer Assisted Learning Vol. 18, No. 2 (2002) pp. 166–74
Discusses the need for continuing professional development (CPD) for faculty in higher education to acquire the knowledge and skills needed to improve online course design. Highlights include key issues in online course design, including course...
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Sharing Resources in Educational Communities
Allison Littlejohn; Anoush Margarayn
International Journal of Emerging Technologies in Learning (iJET) Vol. 5, No. 2 (Jun 05, 2010) pp. 25–30
The paper explores the implications of mobility within educational communities for sharing and reuse of educational resources. The study begins by exploring individualsâ?? existing strategies for sharing and reusing educational resources within...
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How health professionals regulate their learning in massive open online courses
Colin Milligan; Allison Littlejohn
Internet and Higher Education Vol. 31, No. 1 (October 2016) pp. 113–121
Massive Open Online Courses (MOOCs) are typically designed around a self-guided format that assumes learners can regulate their own learning, rather than relying on tutor guidance. However, MOOCs attract a diverse spectrum of learners, who differ in ...
Language: English
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Communities at cross-purposes: Contradictions in the views of stakeholders of learning object repository systems
Anoush Margaryan; Allison Littlejohn
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2007 (2007) pp. 624–635
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Supporting Strategic Cultural Change: The Strathclyde Learning Technology Initiative as a Model
Allison Littlejohn; Shona Cameron
Association for Learning Technology Journal Vol. 7, No. 3 (1999) pp. 64–74
Describes strategies being developed at the University of Strathclyde in response to the Dearing Report of a learning society in which communication and information technology is central to students' learning. Topics include the future of higher...
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Why Study on a MOOC? The Motives of Students and Professionals
Colin Milligan; Allison Littlejohn
The International Review of Research in Open and Distributed Learning Vol. 18, No. 2 (Apr 04, 2017)
Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners to self-motivate. This study...
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Two approaches to enable the sharing and reuse of resources across instututions
Lorna Campbell; Allison Littlejohn
World Conference on Educational Media and Technology 2002 (2002) pp. 1144–1145
Over the past two years, the Scottish Higher Education Funding Council has funded a programme of pioneering projects examining staff development in the use of communication and information technology for faculty in Higher Education. This study...
Topics: Learning Objects, Educational Technology, Information Communication Technologies, Library, Virtual Environments
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Supporting professional learning in a massive open online course
Colin Milligan; Allison Littlejohn
International Review of Research in Open and Distance Learning Vol. 15, No. 5 (Oct 06, 2014)
Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory...
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Knowledge Typologies for Professional Learning: Educators' (Re)Generation of Knowledge When Learning Open Educational Practice
Nina Hood; Allison Littlejohn
Educational Technology Research and Development Vol. 65, No. 6 (2017) pp. 1583–1604
Open education resources (OER) and accompanying open education practices (OEP), are changing the education landscape. For educators to take full advantage of the opportunities OER offer they must engage in learning activities to facilitate the...
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Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon
Nina Hood; Allison Littlejohn
The International Review of Research in Open and Distributed Learning Vol. 19, No. 5 (Nov 27, 2018)
Editathons are a relatively new type of learning event, which enable participants to create or edit Wikipedia content on a particular topic. This paper explores the experiences of nine participants of an editathon at the University of Edinburgh on...
Language: English
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Collective Learning in the Workplace: Important Knowledge Sharing Behaviours
Allison Littlejohn; Anoush Margarayn
International Journal of Advanced Corporate Learning (iJAC) Vol. 4, No. 4 (Nov 10, 2011) pp. 26–31
In this paper we identify a set of learning practices adopted by knowledge workers as they learn at work. We examine how key knowledge sharing behaviours: consuming, connecting, creating and contributing knowledge, are associated with these learning ...
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Designing for Blended Learning, Sharing and Reuse
Isobel Falconer; Allison Littlejohn
Journal of Further and Higher Education Vol. 31, No. 1 (February 2007) pp. 41–52
The concept of design for learning has arisen as education faces up to the implications of modern pedagogy, student diversity, and the affordances of information and communication technologies. This paper examines some of the benefits and issues for ...
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Supporting Professional Learning in a Massive Open Online Course
Colin Milligan; Allison Littlejohn
The International Review of Research in Open and Distributed Learning Vol. 15, No. 5 (Oct 06, 2014) pp. 197–213
Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory...
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How educators build knowledge and expand their practice: The case of open education resources
Allison Littlejohn; Nina Hood
British Journal of Educational Technology Vol. 48, No. 2 (March 2017) pp. 499–510
The movement toward open education is requiring educators to expand and update their practice in order to keep up with the new demands being placed on them. This study explored how educators can engage in meaningful learning opportunities, which...
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Instructional quality of Massive Open Online Courses (MOOCs)
Anoush Margaryan; Manuela Bianco; Allison Littlejohn
Computers & Education Vol. 80, No. 1 (January 2015) pp. 77–83
We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey instrument. Two types of MOOCs ...
Language: English
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Preparing Graduates for Work in the Creative Industries: A Collaborative Learning Approach for Design Students
Morag Turnbull; Allison Littlejohn; Malcolm Allan
Industry and Higher Education Vol. 26, No. 4 (August 2012) pp. 291–300
Interest in the use of collaborative learning strategies in higher education is growing as educators seek better ways to prepare students for the workplace. In design education, teamwork and creativity are particularly valued; successful...
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Creativity in the design disciplines; learning from the practice of experts
Mo Turnbull; Allison Littlejohn; Malcolm Allan
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 1574–1578
Abstract: In design disciplines creativity is often described as the ability to generate new ideas and to combine existing ideas in new ways in order to find novel solutions to problems. Idea generation is enhanced by a free flow of knowledge and...
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Are digital natives a myth or reality? University students’ use of digital technologies
Anoush Margaryan; Allison Littlejohn; Gabrielle Vojt
Computers & Education Vol. 56, No. 2 (February 2011) pp. 429–440
This study investigated the extent and nature of university students’ use of digital technologies for learning and socialising. The findings show that students use a limited range of mainly established technologies. Use of collaborative knowledge...
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Does a Formal Wiki Event Contribute to the Formation of a Network of Practice? A Social Capital Perspective on the Potential for Informal Learning
Martin Rehm; Allison Littlejohn; Bart Rienties
Interactive Learning Environments Vol. 26, No. 3 (2018) pp. 308–319
Informal learning in blended and online settings plays an increasingly important role in the continuous professional development of individuals. Yet, how do individuals engage into these types of activities? We argue that social capital theory can...
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Context counts: How learners' contexts influence learning in a MOOC
Nina Hood; Allison Littlejohn; Colin Milligan
Computers & Education Vol. 91, No. 1 (2015) pp. 83–91
Massive Open Online Courses (MOOCs) require individual learners to self-regulate their own learning, determining when, how and with what content and activities they engage. However, MOOCs attract a diverse range of learners, from a variety of...
Language: English
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Exploring Students' Use of ICT and Expectations of Learning Methods
Allison Littlejohn; Anoush Margaryan; Gabriele Vojt
Electronic Journal of e-Learning Vol. 8, No. 1 (2010) pp. 13–20
This study investigates changing patterns in students' use of electronic tools over a four year period, mapping changes in social communications with expectations in formal learning. The data, collected from 2001 to 2004, reflect the views of 2215...
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Workplace Learning in Informal Networks
Colin Milligan; Allison Littlejohn; Anoush Margaryan
Journal of Interactive Media in Education Vol. 2014, No. 1 (2014)
Learning does not stop when an individual leaves formal education, but becomes increasingly informal, and deeply embedded within other activities such as work. This article describes the challenges of informal learning in knowledge intensive...
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Characterising effective eLearning resources
Allison Littlejohn; Isobel Falconer; Lou Mcgill
Computers & Education Vol. 50, No. 3 (April 2008) pp. 757–771
The widespread availability of digital learning resources in a variety of media formats offers the possibility to make a profound difference in education. This potential has not been fully realised for range of interrelated reasons. In this paper we ...
Language: English
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How and What Do Academics Learn through Their Personal Networks
Nino Pataraia; Anoush Margaryan; Isobel Falconer; Allison Littlejohn
Journal of Further and Higher Education Vol. 39, No. 3 (2015) pp. 336–357
This paper investigates the role of personal networks in academics' learning in relation to teaching. Drawing on in-depth interviews with 11 academics, this study examines, first, how and what academics learn through their personal networks;...
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Motives and tensions in the release of open educational resources: The UKOER program
Isobel Falconer; Allison Littlejohn; Lou McGill; Helen Beetham
Australasian Journal of Educational Technology Vol. 32, No. 4 (Nov 07, 2016)
Open educational resources (OER) have been promoted as a path to universal education, supporting economic development and intercultural dialogue. However, to realise these benefits requires greater understanding of the factors that influence both...
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Factors affecting the release of open educational resources
Allison Littlejohn; Helen Beetham; Lou McGill; Isobel Falconer
Italian Journal of Educational Technology Vol. 19, No. 2 (Aug 31, 2011) pp. 72–79
Questo lavoro esamina i fattori chiave che influenzano la creazione e la pubblicazione di Risorse Educative Aperte. I dati su cui si basa l\u2019analisi sono stati raccolti nell\u2019ambito del processo di valutazione di un piano nazionale inglese...
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Students’ use of technologies to support formal and informal learning
Anoush Margaryan; David Nicol; Allison Littlejohn; Kathryn Trinder
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 4257–4266
This paper outlines a study investigating the educational potential of emergent social technologies and current practices of students and academics of higher education institutions in using these technologies to support learning in both formal and...
Topics: Educational Technology, Social Studies, Students
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Learning in MOOCs: Motivations and self-regulated learning in MOOCs
Allison Littlejohn; Nina Hood; Colin Milligan; Paige Mustain
Internet and Higher Education Vol. 29, No. 1 (April 2016) pp. 40–48
Massive open online courses (MOOCs) require individual learners to be able to self-regulate their learning, determining when and how they engage. However, MOOCs attract a diverse range of learners, each with different motivations and prior...
Language: English
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Goals, Motivation for, and Outcomes of Personal Learning through Networks: Results of a Tweetstorm
Rory L. L. Sie; Nino Pataraia; Eleni Boursinou; Kamakshi Rajagopal; Anoush Margaryan; Isobel Falconer; Marlies Bitter-Rijpkema; Allison Littlejohn; Peter B. Sloep
Educational Technology & Society Vol. 16, No. 3 (2013) pp. 59–75
Recent developments in the use of social media for learning have posed serious challenges for learners. The information overload that these online social tools create has changed the way learners learn and from whom they learn. An investigation of...