H807 Week 15: My approach to teaching and learning

My most recent learning programme contains several elements that are typical of my approach.

From what I have read so far, I think I incorporate a bit of all three associationist, cognitive and situative elements in my work.

Maybe it's because my business clients have a clear objective in what they want their people to learn, but I always need clear objectives/outcomes for an event. Having set these out, I then plot out a very clear route through the material that people need to learn. I think these are both associationist characteristics.

A firm bias of mine is to ask delegates to carry out pre work, which gets them thinking about the subject before they attend the event proper. This pre-work begins the process of how the learning is going to apply to the real world. This connects with another bias, which is to bring real examples/situations from the workplace into the classroom; customer feedback, well known work issues, well known objections are all examples of this.

When it comes to how I get the message across, I like to create a variety of activities; some will be informative, for example a video case study, a model or organising framework, an input with stories and examples, a worksheet with relevant information; others will be activities/mini projects/problem solving etc. I like to be able to vary the learning styles that are called on for these activities - eg. music, drawing, discussions, fun, physical activities.

Where possible, I like to get delegates to teach each other, and draw on each others' experience. In my most recent programme, mixed groups put together a description of the highlights of the company's growth and development to date drawing on each others' experience, and some background information provided by us.

I also favour groups discussing topics and coming up with their own version of the truth. This lets organisers assess the extent to which the message is being picked up.

Finally, I have a belief that for people truly to take on board a new message, they have to put themselves (physically, if possible) into the subject, and get a feel for its real meaning. I usually set this up with a collaborative activity in small groups, which most often has a light hearted dimension to it - performance is usually an important element.

The balance between the three theories of learning in my approach varies from project to project, and client to client, but I definitely don't prefer the lecturing/input approach. Some of my colleagues (especially the American ones!) are much more comfortable with being the subject matter expert, but I am less so.

Ref:
Mayes, T. and de Freitas, S. (2004) ‘Review of e-learning theories, frameworks and models’ [online], Bristol, The Joint Information Systems Committee, http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models%20%28Version%201%29.pdf (Accessed 24^th May 2011).

FSW Distance Learning Second Programme May 2010

Having run the first consultants DL programme in October 2009, there are a number of improvements that I want to incorporate in the second version, which begins on 10th May 2010.

The overall purpose of the programme is to create an extra route to market for our consulting tool, the Excellence Audit. This means that our training programme has three important strands; firstly to introduce and explain the key features of our Future Shape of the Winner Model and Excellence Audit; then to help consultants to work out how the model connects with, and hopefully strengthens their existing consulting practice; finally to help them to identify the client situations in which the model can be of most use and to consider how they can promote its use to these prospects.

On the first programme, I was not clear enough in my own mind about these three different learning objectives.

In effect, this is a progression from articulating meaning right through to making new meaning. On our first programme, one consultant has most successfully made this transition, with another two who are making progress. We would like to improve that performance on the second programme.

In creating the learning plan for Programme number 2, I will encourage participants to create their own learning journal, hopefully on their own blog, and will set assignments that draw attention to these three different strands of the Programme.

It will be most interesting to see whether I can persuade this group of mature professionals to keep a blog record of their reflections, but of the seven participants, three already have their own blog, and two of these three are enthusiastic users of blogging. I am hoping that their example to the rest of the group will encourage others to join in. I have tried to replicate my H808 experience, where an e-portfolio was a required element of the ECA, by pointing out to participants that the blog can be evidence of learning which can be included in their submission for accreditation.

I also plan to use the Elluminate Web Platform for the first time on the Programme. This will be an improvement on the previous Webinar platform that we have used, as it has a number of useful educational features, such as a whiteboard, breakout rooms, a session planner, recording and polling. It also has an audio feature which allows group discussions during a session. The educational features offer us the change to shift from a largely transmission approach to include more interaction. An option we plan to experiment with on programme 2 is to provide some of the inputs in a podcast format, again freeing up web tutorial time for discussions and questions.

The use of this platform seems very 'lumpy' at the moment, but will doubtless get smoother as we become more familiar with the technology. In order to iron out any basic sound or technology issues, we have scheduled an introductory session for all participants to try out the web platform before our first full session.

I am very pleased that we maintained the discipline on Programme 1 of writing scripts for the four web tutorials. Although we will make changes to these, we can go back to a basic structure that has run smoothly. I see that the Elluminate platform has a Planner feature which enables you to set up your session including your script, slides and choreographed actions on the web platform. I plan to begin simply with mainly script, slides and audio discussions, but to experiment with the whiteboard and breakout rooms in later sessions, assuming all goes to plan;-)

Lots to think about, but it is most exciting to have the chance to go again with the benefit of H808 in the forefront of my thinking.

Notes from Video Arts Webinar: Put the Learning Back into E-Learning

Martin Addison, Martyn Sloman 7 years experience of e-learning

3 distinct waves in which e-learning has had an impact
1990s the huge availability of PC - promise of transforming training??? Stand alone cd roms did not have the promised impact
Next wave e-learning - incorporation of the internet (tom peters in ASTS Florida 2001) Very helpful
ASTD records what % is delivered through learning technology (10% plateau) progressively mover to 30% currently.
CIPD 2008 monitors progress of e-learning - latest 12% total training time delivered through e-learning. Roughly half of available e-learning is taken up.

Q e-learning = ? learning delivered or mediated through technology.

We are demanding something from the learner. It is about learning, not technology. Keep your eye on the skills that people need to learn.

Potential of e-learning is huge, but progress is patchy, a lot to learn.

Relevance drives out resistance. Good design engages the learner and embeds activity in the organisation. No good just providing product if it is not linked to what is going on in the organisation.

Good training managers will use good content (like video snippets) and incorporate into their own programmes.

"the second-generation of internet-based communities that encourage collaboration between users" Is this the killer app? I'm a sceptic.

Are learning preferences differences across the generations? Overwhelmingly the learning preferences are the same for all generations, but more comfortable sophistication with technology in younger gens.

Survey (Changing Skills at Work)
47% in the UK report computing is an essential part of their job. (three quarters of workforce use automated or computerised equipment)

What we have got now is that there are a whole series of different ways in which technology will affect learning at work; googlisation of learning, expert opinion, discussion threads, information repositiories, on-line assessment, electronic job aids, webinars, virtual worlds, online support.

EPSS (electronic performance support systems)
As people are using the pc at work, devices will pop up to help them to learn. This has not turned out to be popular (Moorfields Eye Hospital have a good example of this)

Learning is a self-directed work-based process, leading to increased adaptive processes.

We have to align organisational and individual needs.

There are lots of good practice examples.
Cable and Wireless; single portal for learners to access learning programmes. Partnered with Skill Soft. Not worried about how many people access the training - nuggets are available on demand. Search and Learn (iLearn). This assumes high degree of motivation and sophistication. Certain e-learning modules are compulsory (eg health and safety)
Learning technology interventions need to take account of the need for behaviour change.

CIPD website for more information about e-learning.

H808 Core Activity 7.1 Professional Values

Having reviewed the values statements of four very different professional associations (ALT, BRACP, AMED, RAE), some interesting differences in values and focus are evident.

All emphasize, to a greater or lesser extent, the importance of professional being a credit to their association by pushing themselves to be as knowledgeable and wise about their profession as they can be. In some cases this means that professionals have to meet stringent entry standards, and must be prepared to continue their professional development, and to share their knowledge and experience with others in the association.

Of the four, BRACP and RAE have a much stronger emphasis on the service aspects of their duties as professionals (counselling and psychotherapy on the one hand and engineering on the other).

Perhaps because of the intensely personal relationship that a client develops with a counsellor or therapist, there is a heavy focus on the professional relationship with the client and the quality of outcome that the client can expect. Alleviating personal distress and enhancing the quality of relationships between people are explicit examples of this bias. There is also a strong emphasis on a promoting the role and benefit the profession offers to society. Respecting human rights and dignity and striving for the fair and adequate provision of counselling and psychotherapy services are important enough values to be clearly articulated.

The Royal Academy of Engineering launches their statement of ethical principles with a description of the role of the engineer as being to "work to enhance the welfare, health and safety of all whilst paying due regard to the environment and the sustainability of resources." And whilst professionalism and professional development is clearly at the heart of their ethical principles, these qualities are described much more from the perspective of the value and service that these principles provide to society (Professional engineers have a duty to ensure that they acquire and use wisely and faithfully the knowledge and skills needed in their work in the service of others.)

The Association for Management Education and Development, a UK association which is open to anyone operating in the field of organisation development, places much greater emphasis on the context in which their work is operating. Their values identify important elements that undoubtedly have a significant impact on the effectiveness of OD initiatives; the relationships between people and the organisation, change as a key catalyst in development, the contribution of development to the changing world. The skills and knowledge of members is not mentioned, although openness to feedback is.

In the case of ALT values, particular focus is given to the integration of the two key areas of expertise - technology and learning, both of which play a part in the effectiveness of the ALT professional. ("Learning technology is the broad range of communication, information and related technologies that can be used to support learning, teaching and assessment")

That duality of competence may also account for the fact that learning from others outside of their background and specialism is seen as an important value. In the rapidly changing territory which technology inhabits, the emphasis on being up to date with developments and being open to inputs from other professionals seems essential if Learning Technology is to emerge as a viable and relevant profession.
1. A commitment to exploring and understanding the interplay between technology and learning

2. A commitment to keep up to date with new technologies

3. An empathy with and willingness to learn from colleagues from different backgrounds and specialisms

4. A commitment to communicate and disseminate effective practice

Since the profession of Learning Technologists is very embryonic in its evolution, its values and principles are likely to be at a similarly formative stage. However, the lack of client or learner focus in the current value statement would seem to be a significant oversight, as is the absence of any higher purpose in the application of the professionals' skills.

References:

Association for Learning Technology (2006) Documents (online). Available from: http://www.alt.ac.uk/documents.html  (Accessed 30th November 2009)

British Association for Counselling and Psychotherapy (n.d.) Ethical Framework (online). Available from: http://www.bacp.co.uk/prof_conduct/  (Accessed 3rd December 2009)

Royal Academy of Engineering (2007) Engineering Ethics. Available from: http://www.raeng.org.uk/societygov/engineeringethics/default.htm (Accessed 3rd December 2009)

The Association for Management Education and Development
http://www.amed.org.uk/ (accessed 3rd December 2009),

H808 Activity 6.2 Best Practice Examples: 2

Of the four case studies I looked at, the second most interesting was th Carnegie Academy for the Scholarship of Teaching and Learning, (CASTL) Higher Education Program, http://cms.carnegiefoundation.org/gallery_of_tl/supporting_the_process_of_building_and_sharing_knowledge.html
Creating and Nurturing Robust Intellectual Communities

The e-portfolio describes the learning environment in which Carnegie Academy for the Scholarship of Teaching and Learning scholars are able to document and share the progress of their research projects. They describe this workspace as scaffolding for a group of post graduate research students.

Some important principles that would seem to promote and support the learning of these students are:

The Collaborative Workspace serves as an excellent arena for students to showcase their learning. This would be a great example innovation in the design of learning environments.

Much emphasis seems to be given to the use of the snapshot tool. As I understand it, this is a tool which creates a pdf document of an original document or webpage? From the teaching point of view, this seems to be an example of an innovative use of technology to create presentations.

Students are required to give progress reports throughout their project, and this structure must encourage a reflective approach to learning. This could be given as an example of good teaching and learning support.

The fact that each progress report requires the student to respond to a template of open ended and searching questions is an example of an innovation in learning design, which will encourage individual learning and critical thought.

More generally, the posting of these progress reviews in the collaborative workspace creates an environment in which (formal or informal) peer review can thrive. This is an example of the teachers establishing an online community of learners in which learning from other students is potentially as important as learning from traditional academic sources.

Finally, the regular publishing of students research activities also provides the evidence for teachers to assess student progress, and to evaluate the effectiveness of the programme.

Whilst I would not necessarily see this as a stunning example of best e-learning practice, it does show how a period in which students are doing research can be elevated to a group learning experience and would be a neat device that could be added to many programmes, whether or not they were fully delivered online.

Madeleine

H808 Activity 6.2 Best Practice Examples:1

Elizabeth Barkley: From catastrophe to celebration - an analysis of a curricular transformation
This is a compelling case of an improvement in educational performance, that I would like to nominate it as an example of best practice; it is a general education music course in a community college in  Foothill College, Los Altos, California which was heading for disaster back in the mid 1990s. The course was seeing a progressive reduction in admissions which alarmed and discouraged the teaching staff.

The professor, Elizabeth Barkley set about a fundamental redesign of everything about the course; content, design, delivery, assessment and so on. Over a 6 year period, the changes that were introduced transformed participation levels; from a low point of around 45 enrollments per year registration levels increased by 1638% - from 45 enrollments to 782. Assessment of the extent to which deep learning is being achieved was also very positive. Word of mouth from happy students has contributed to the popularity of the course with new student enrollments, the course becoming one of the most popular on the campus.

I have identified best practice examples using several of the characteristics of excellent teaching from NTFS, referenced by Goodyear et al (2001). 

Innovation in Design and Delivery
The new course makes a priority of student engagement with the material. This was done by looking at the learning outcomes that an adult education general music course should achieve, and then linking that back to music genres that would engage the interest to the students. The solution was to focus on the music the five major ethnic groups resident in the USA. The tradition approach in music education of focusing on largely European, classical repertoire was abandoned.

Ability to organise and present material
Students allowed to choose f2f, electronic, or combinations of both for learning. There was immense flexibility in the combinations that students could choose.

Ability to stimulate independent learing and critical thought
Students are encouraged to take ownership of the creation of their own programme of music learning, taking advantage of the modular approach to delivering the curriculum.

Effective and Sympathetic Guidance of Advancement
The aim was for Authentic Assessment using what Barkley calls backward design. This identifies the deep learning outcomes that are required, and then positions a range of activities through which students can achieve this deep learning, and also demonstrate that they have done so for assessment purposes.

Recognised Commitment to Scholarship
The theoretical underpinning of the new course is documented, and a second e-portfolio continues to analyse the development of scholarly thinking around this innovative new course. Students are encouraged to participate in the compilation of this review portfolio. 

Finally, I found the the format and presentation of this portfolio most inspiring, and it has given me many ideas about how to create my own e-portfolio. A combination of video, audio, photographs and graphics surround the text based artefacts most tastefully.

Madeleine

References
Capturing Change A Tale of Two Portfolios             

Elizabeth Barkley

http://web.mac.com/elizabethbarkley/BarkleyPortfolioPortal/Welcome.html 

Goodyear, P., Salmon, G., Spector, J.M., Steeples, C., Tickner, S., (2001) Competences for Online Teaching: A Special Report, ETR&D, Vol 49. No 1. 2001. pp65-72 ISSN 1042-1629

Core Activity 5.5 LSN certification

Having reviewed the CMALT and LSN E-learning competency frameworks, it appears to me that each approaches the challenge from a different angle; the ALT approach focusing more on adding learning on to technology skills and the LSN focusing more on adding technology to learning skills. The LSN approach fits most closely to my own situation, where I am aiming to add an e-learning dimension to my learning portfolio. I have examined how my PDP outcomes might earn me credit under the LSN accreditation scheme.

Not surprisingly, since my learning goals are focused on a current live e-learning programme, the majority of my goals fit under the Practitioner section of the Framework, but since the programme is a pioneering one in my own company, there are also a few design, leadership and staff development angles that will emerge from this PDP.

1. Awareness of Students and their learning needs
My plans to increase my awareness of student knowledge and special needs and to incorporate the learning into future programmes sits under the following LSN competencies:
LSN Competencies:
Practitioner: induct and guide learners entering and e-learning programme.
Developer: Develop e-learning materials and content
Core:What systems, resources and support are required for implementation

2 Creating the right online atmosphere
My plan to monitor and respond to learner participation and interactions fits under the following LSN competencies:
LSN Competencies:
Practitioner: monitor utilization of e-learning and related technologies
Practitioner: Interact with e-learners online/monitor utilization of e-learning and related technologies

3 Generating stickability
The study on learner motivation will qualify under the following LSN competency:
LSN Competency:
Practitioner: monitor utilization of e-learning and related technologies

4 Ability to use IT appropriately
4a Understanding of online course design: how to write online teaching material, how to design online activities, how to transform teaching or training material for the online environment.
LSN Competencies:
Design and Planning: Design and plan programmes that incorporate an e-learning component.
Practitioner: Identify resources for e-learning interventions/establish an e-learning environment.

4b Experience of audio and visual facilities of the web; for example, Netmeeting, Skype, digital photos, webcasting, podcasting
 LSN Competency:
Practitioner: Use specific e-learning tools relating to one’s own work role

4c Understanding of the different text-based communication systems: computer conferencing, bulletin boards, listserves etc
LSN Competency:
Practitioner: Use specific e-learning tools relating to one’s own work role

4d Skill in developing online community: what works and what doesn’t; providing focus, animating online groups, developing collaborative activities
LSN Competency:
Practitioner: Monitor utilization of e-learning packages and assessing effectiveness

5 Student Assessment
5a&b Ability to mark to the department’s standards
LSN Competency:-leadership: Evaluate performance of e-learning systems, tools, policies and procedures.

5c Written feedback on assignments
LSN Competency:
Practitioner: Interact with e-learners online in…..assessment roles.

6a Steps taken to improve your teaching
LSN Competency:
Advisor: Support staff development in e-learning.

7 Organisation and record-keeping
I am not convinced that this objective is specific to an e-learning goal.

8 Collaboration with teaching colleagues
LSN Competency:
Design and planning: Support staff development in e-learning.

H808 Core Activity 5.4

I find myself agreeing with you, Eugene, on your conclusions about Learning Technologists.

Here is my picture of what has been going on in education. We have an established group of professionals, teachers/academics, who find themselves in situ when the biggest revolution of the modern era comes onto the scene - information technology, and its partner revolution, the internet/www.

What becomes obvious to pioneering distance educators such as the OU, is that this new medium (internet) and tools (IT) can transform the way learning is delivered. The potential of this medium is seized upon by management, but the implications of this new direction have to be delivered by the institution. Since teachers and academics are/were totally unqualified to operate in this new digital domain, someone needed to fill the gap - enter a brand new person, the learning technologist. I see this person (under 35, technologically qualified) as being the bridge between the teachers and the IT experts; someone who knows enough about IT AND enough about the specific learning situation to recommend/provide tools, platforms and support wisely.

Incidentally, this same digital transformation is going on in (every?) professional discipline today. Spreadsheets have transformed the job of accountants, CADCAM technology has transformed the job of design engineers, Enterprise Resource Planning systems have transformed the job of production planning engineers and purchasing professionals. So is education any different, or does every profession have its own equivalent of the learning technologist?

Others will have their own opinion about this, but I suspect that the individual focus of the learning process makes the job of the learning technologist much more specialised than that of an IT service provider to other professions. And, let's say that there is a separate and important professionalism called a learning technologist, is it simply a matter of time before the next generation (digital native) teachers and academics with a much more instintive feel for technology will gradually incorporate the role of learning technologist into their own role?

In my own practice, we use Tom Peters' (1999) model of Professional Service, one key element of which positions the job of a Professional Service as being one in which the Professional educates their client to be able to serve themselves. In the meantime, the Professional is developing themself to the next level, and is in a position to serve their client once again at the next level of competence.

This is a long winded way of saying that I think there will always be a role for learning technologists, but any professional accreditation that they establish must be about being the experts on what next, not what is.

Madeleine



Peters, T. (1999) Reinventing Work, the Professional Service Firm 50, Alfred A Knopf Inc, New York

The Professional Debate

Activity 5.2 encourages us to consider definitions of profession, e-learning, and e-learning professional. I've been trying to get my head around this whole subject, and why it is worth this consideration, and here are some random thoughts.

So just what is a profession? The obvious examples of a profession would be a doctor or a lawyer; probably amongst the longest established professions that exist today. What is characteristic of the status of being a doctor or a lawyer is that you are privvy to knowledge and expertise that has been developed through learning from masters and that this learning is not easily gained. Time, commitment and often sacrifice have been devoted to earning the right to be described as a doctor or a lawyer.

Warrior, in her article, refers to the struggle that has been going on in teaching to establish itself as a respected profession. Progressively over the 20th century, job roles which demand a level of knowledge and expertise that requires commitment and particular expertise have sought to have that status acknowledged. Professional Institutes of all kinds are emerging; IMechE, Institute of Marketing, Institute of Personnel and Development..... and so on. Membership of reputable Professional Institutes is a guarantee of quality: such institutes are therefore concerned with allowing only suitably qualified individuals to join, and to providing members with the wherewithall to keep their professional skillls honed and practiced. As new technology has come onto the scene, IT Professionals have followed the Institutional path; an example of such an institute is the ICCP.

So, the burning question I think we are being challenged to consider is - does a e-learning as a profession deserve a separate professional category? Or do we find ourselves at a point in time when learning professionals have yet to integrate the use of the electronic medium into their normal practice?

Take another professional category - the Purchasing Professional. Anyone wishing to operate in that field today must be familiar with IT systems that enable Supply Chain Management and Enterprise Resource Planning. An awareness of how to use such systems effectively and to incorporate their features and benefits into the Purchasing Function is essential. Is the status of IT in learning any different to that? Is the inherent nature of learning as a profession different to other professions that are incorporating electronic media into their modus operandi?

I wonder what anyone else thinks about this?

H808 Activity 5.2 Professions and Professional Values

My preliminary thoughts around definitions of Profession, E-learning, E-learning professional....

After what has felt like a most unproductive day of reading and digesting input, I return to yesterday's work on what I concluded were the main roles for e-learning professionals in my context:
* Learning Design
* Materials Design
* Learning Environment Design/Management
* Learning Technology
* Course Facilitation
* Coaching/mentoring
* Assessment of Student Learning and Evaluation of Programme Effectiveness
* Staff Development
* Learning Infrastructure Design/Maintenance

These roles are all relevant to a learning professional; someone who has subject matter expertise that is of value to students and who is able to create a context and has the skills and tools to engender effective student learning.

Arguably that definition applies equally to an e-learning professional, but that bald definition would overlook at least three important differences; the remoteness of the relationship between the e-learning professional and the student; the complexity of the electronic medium through which the learning is delivered; the opportunity that electronic media offers to create different relationships with students. Nonetheless, the outcome of e-learning professionalism ought to be the same as a learning professional - effective student learning. So is there a different professional definition? Hmmm.... to be continued;-)

H808 Activity 5.1 E-learning roles

The websites I have visited describe e-learning professionals from two different perspectives; those taking a national/international policy view (EIfEL (European Institute for E-Learning and New Zealand Ministry of Education ), and those taking an institutional or organisational view (Research Center for e-Learning Professional Competency and The Training Foundation). Unsurpringly the former focus much more on policy, infrastructure and management issues, whilst the latter focus on the skillset and competencies needed to deliver e-learning.

In both cases, the start point is assumed to be existing learning and development institutions and staff which require 'conversion' into the use/exploitation of information technology. This is very relevant to my own situation, where my business is keen to develop our existing face to face management training offering to be available in Distance Learning formats. To date, this learning is being provided by staff who have limited experience of operating as learning professionals in an e-learning context. They are, however, subject matter experts in their chosen areas of professionalism.

The e-learning professional roles (derived from the above research) that I believe apply in my own e-learning context are listed below. I have identified what I believe are the main developments that will be needed by the professionals in my context.

* Learning Design

E-learning design has a greater emphasis on constructivist principles and identification of the reflection required to enable deep learning. Designers must develop an understanding how technology/multi media can enable learning interactions to take place.

* Materials Design

Materials are a critical element of e-learning. Rather than just providing content input (which would be typical in the f2f setting), the emphasis should be to promote self directed learning, and prompt questions, connections and debates. Learner independence should be seen as a goal.
* Learning Environment Design/Management

The classroom context in e-learning is very different to f2f, and can only work if the learner chooses to engage actively. Creating the right online environment - building rapport - will be a priority.
* Learning Technology

Build up the team's understanding of the range of technology options (CMC, wikis, podcasting, blogs, e-portfolios, social networking etc) for delivering e-learning. This knowledge must be constantly updated.
* Course Facilitation

More hand's off than in a f2f practice. Encouraging of questions not just delivering content and supervising/debriefs. Less transmission, more discussion and expert 'responder'.
Coaching/mentoring

* The visibility of student reflections provided in the e-learning context enables us to offer much greater student support. Building the right bonds of trust and credibility are essential prerequisites for this relationship to thrive.
* Assessment of Student Learning and Evaluation of Programme Effectiveness

Exploit the opportunities to monitor student learning, such as e-portfolios and online discussions, that are offered in the e-learning context.
* Staff Development

Provide staff with the chance progressively to join in with e-learning delivery (legitimate peripheral participation, Lave and Wenger, 1991) and encourage them to create their own PDP in e-learning practice.
* Learning Infrastructure Design/Maintenance

The learning platforms we will use will be from 3rd party providers.

References:

http://cms.steo.govt.nz/eLearning/Projects/Tertiary+eLearning+Research+Fund.htm (accessed 5 November 2009)Research Center for e-Learning Professional Competency, http://elpco.a2en.aoyama.ac.jp/EN/index.cgi (accessed  6^th November 2009).
The Training Foundation, http://www.trainingfoundation.com/index.asp (accessed 6th November 2009).  

EIfEL (European Institute for E-Learning), http://www.eife-l.org/ (accessed 5 November 2009)
Lave, J. & Wenger, E. (1991), Situated Learning: Legitimate Peripheral Parcitipation, Cambridge University Press, Cambridge, UK.

New Zealand Ministry of Education (?) ‘Tertiary (e)Learning Research Fund’ (online). Available from: Available from: http://cms.steo.govt.nz/eLearning/Projects/Tertiary+eLearning+Research+Fund.htm (Accessed 5th November 2009)