Writing in LAMs with Moodle for eLISA PDS: An e-Learning Partnership in Greenwich, Oxford and Kent PROCEEDINGS
Jill Jameson, Simon Walker, The University of Greenwich, United Kingdom
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Is the potential for 'knowledge-transforming' writing in study skills, enhanced, or not, using e-learning in LAMS (Learner Activity Management systems) and Moodle Course Management system? In 2005, the Universities of Greenwich, Oxford and Kent piloted learning design evaluation workshops for the JISC-funded e-Learning Independent Study Award (eLISA) project, building on a University/Local Education Authority partnership tackling low attainment. The pilot aims to transform study materials into reusable open source e-learning resources for learners and teachers. Influenced by government research findings that study skills improve achievement, the team was keen to discover if e-learning can augment this effect. Scaffolding techniques supporting learning through 'knowledge transforming' activities were amongst social constructivist research concepts underpinning our analysis of initial evaluation workshops. This paper reflects on Phase 1 results from workshops with learners and teachers using LAMS with Moodle, exploring whether e-learning can stimulate knowledge transformation through 'separate' and 'connected' writing activities.
Jameson, J. & Walker, S. (2005). Writing in LAMs with Moodle for eLISA PDS: An e-Learning Partnership in Greenwich, Oxford and Kent. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 342-352). Chesapeake, VA: AACE.
© 2005 AACE