Developments in Collaborative e-Learning Models for a New Centre for Excellence in Teaching and Training in e-Learning in Greenwich and Oxford
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Jameson, J., Walker, S., Ryan, M. & Noble, H. (2004). Developments in Collaborative e-Learning Models for a New Centre for Excellence in Teaching and Training in e-Learning in Greenwich and Oxford. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 4989-4994). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/12887.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2004
Lorenzo Cantoni & Catherine McLoughlin
More Information on EDMEDIA
Table of Contents
In 2003-04, The Universities of Greenwich and Oxford agreed collaboratively to develop a new Centre for Excellence in Teaching and Training in e-Learning (CeTTeL). Led by the University of Greenwich, the bid was supported by Oxford University Learning Technologies Group and Educational Studies Department. Joint discussions enabled iterative design for new models of e-practitioner research, e-learning pedagogy and dissemination. Greenwich focused on scholarship in learning and teaching and practitioner research. Oxford focused on the interactivity between pedagogy, research, and technological development. The resulting models specified a new dialogue between scholarship, research, practitioner-focused student-centred pedagogy and technological advancement, initiating a process for overcoming a key national issue: UK learning technologies research and development rarely connects with teacher-practitioner technology usage. This paper outlines joint work in progress on the emerging models.
- How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.
- Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers
- Perspectives on Blended Learning in Higher Education
- Transforming teacher practice through blended professional development: Lessons learned from three initiatives
- Strategic Blending: A Conceptual Framework to Improve Learning and Performance
- Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
- Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
- Exploring Course Content in Moodle to Determine Learning Environment Efficacy over Face-to-Face Constraints
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Connecting Theory to Practice – Using technology to support situated learning in vocational education
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