Developing technology-enhanced work-focussed learning - a pattern language approach

Powell, Stephen and Millwood, Richard and Tindal, Ian (2008) Developing technology-enhanced work-focussed learning - a pattern language approach. In: roceedings of Special Track on Technology Support for Self-Organized Learners (TSSOL 2008), 26th May, Salzburg, Austria.

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Official URL: http://ceur-ws.org/Vol-349/powell.pdf

Abstract

This paper identifies issues in developing a three-year duration, work-focussed undergraduate degree programme with a model of inquiry-based learning supported through online communities of inquiry. On the course, students examine their current work-practice to identify issues and then plan, implement and evaluate an improvement strategy. Negotiated learning activities and facilitated networking environmentsare key to providing students with a highly personalised and relevant learning experience. Students were surveyed and interviewed through questionnaire, telephone and face-to-face meeting. Staff were asked to produce accounts identifying major issues within their particular role, describing and evaluating steps taken to mitigate them. In both cases, transcripts were examined using interpretive phenomenological analysis and this grounded approach was used to identify key issues. The findings show that challenges for the improvement of the learning experience included a range of issues unified by concerns regarding diversity of approach and complexity. It is proposed that this was partly due to knowledge held tacitly but unarticulated. To improve practice, a Pattern Language approach is proposed. In order to articulate values and ideas, a Pattern Language category of Online Community of Inquiry is outlined. These patterns are framed as instructions to inform an approach to new working practices, technologies and systems local to the context in which they were found. It is suggested that this approach helps teaching staff, developers, administrators, and students working together to understand and overcome problems in their own contexts, by adapting these and other patterns.

Item Type: Conference or Workshop Item (Paper)
Faculty: Faculty of Health and Social Care (for research published prior to September 2011)
Depositing User: Repository Admin
Date Deposited: 10 May 2011 10:36
Last Modified: 14 Dec 2017 10:11
URI: http://arro.anglia.ac.uk/id/eprint/129313

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