e-Learning in the Disciplines. John Cook Centre Manager Reusable Learning Objects CETL Helen Beetham Research Consultant JISC e-learning programme. Aims. Articulate the essential features of learning and teaching across different subject areas and educational approaches
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
John CookCentre ManagerReusable Learning Objects CETL
Helen BeethamResearch Consultant JISC e-learning programme
“Discipline differences appeared to be potential barrier to the building of new communities of practice around educational technology, and there was a need to know more about how disciplinary factors are influencing the early adopters who form the core of our new communities.”
Carol Russell (2005, p. 64)
based on Becher and Trowler (2001), taken from Russell’s ALT-C slides
Does this classification scheme help understand disciplinary differences?Are there better or different ways of expressing this?Do you agree that such differences are significant for the effective use of e-learning technologies and approaches?
Becher, T. and Trowler, P. R. (2001). Academic Tribes and Territories (2nd Ed.). Buckingham UK: Society for Research in Higher Education and Open University Press.
Pearce, L., Gulc, E., Grove, M., Lucas, B., and Whistlecroft, L. (2005). Different subjects/subject difference. Symposium 549. ALT-C 2005 Conference, September 6-8, 2006, Manchester, England, UK.
Russell, C. (2005). Disciplinary patterns in adoption of educational technologies. In J. Cook and D. Whitelock (Eds.), Exploring the frontiers of e-learning: Borders, outposts, and migration. Proceedings of the ALT-C 2005 Conference, September 6-8, 2006, Manchester, England, UK (pp. 64-76).
Trowler, P. and Cooper, A. (2002). Teaching and Learning Regimes: Implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programmes. Higher Education Research and Development, 21(3), 221-240.