Jill Jameson

Designing Learning for eLISA

Jill Jameson — Sat, 04 Oct 2008 13:41:45 PDT

Designing Learning for eLISA: Presentation at ALT-C 2006: Research Paper: Next generation learning Authors: Jameson, J., Walker, S ; Ryan, M., Masterman, E., Lee, S. , Noble, H. , Dastbaz, M. , Noakes, P. What issues are important for practitioners in designing learning in study skills in post-14 education using LAMS and Moodle sequences? This short paper on design for learning reports on a JISC-funded DeL (Distributed e-Learning) eLISA (e-Learning Independent Study Award) pilot project carried out in 2005-06. The eLISA project was led by the University of Greenwich with the Universities of Oxford and Kent. We focus on the nature of design for learning issues that emerged during the project, related to the use of study skills by teacher practitioners in London and South East education institutions. A key focus in the eLISA project was on the pedagogic implications of study skills/support for e-learning. A summary of evaluation results from work with 153 learners and 20 practitioner teachers across ten institutions are reported. The project team presents reflections from project evaluations that are of importance in the context of learning design in general. These include issues relating to setting up an Community of Practice for practitioners in learning design, the successes and difficulties we had with the use of e-learning study skills resources, lessons regarding the migration of study skills materials into new and innovative e-learning packages, recommendations on the use of a prototype personalised learning environment, and on practitioner and learner workshops in e-learning study materials. A framework of recommended resources for e-learning study support design for learning by practitioners is suggested. The eLISA built on the DfES/LSC-funded Greenwich eLISA funded in 2001-04 to deliver study skills for 14-19 year olds in innovative e-Learning applications for independent study support for both learners and teachers. Tracing the history of this project and the context of the JISC-funded work, we draw out a series of final recommendations on design for learning relevant to teachers implementing learning design tools in the classroom.

Metaphors of Leadership in Post-Compulsory Education

Jill Jameson — Tue, 18 Mar 2008 03:11:53 PDT

Understanding metaphor usage can reveal hidden assumptions tacitly influencing educational leaders, enabling also culture change in organisations. This paper reports on a model investigating UK metaphors of post-compulsory educational leadership, reporting on a number of case study interviews conducted with senior leaders in the UK learning and skills sector.

Student Hypermedia Composition

Jill Jameson — Tue, 18 Mar 2008 03:06:35 PDT

Provides an overview of the IFETS Student Hypermedia International Discussion Forum Moderation held in Nov/Dec 1999, noting that it is a challenge to the research community to take forward the development of well-designed student hypermedia authoring projects and "sufficiently valid and reliable" assessment methods for these. The use of hypermedia as a cognitive tool in realistic contexts enables students to learn with technology in a constructivist sense, so learners engage their own independent critical thinking skills as designers and authors of knowledge, learning more in this process than if they continue to be merely the passive consumers of the results of others' knowledge. These goals provide a challenge to researchers to engage students more systematically as designers of knowledge in authoring and critically evaluating their own works.

Editorial: Collaborative e-support for lifelong learning

Jill Jameson — Tue, 18 Mar 2008 02:55:30 PDT

de Freitas, S. & Jameson, J. (2006)Editorial: Collaborative e-support for lifelong learning , BJET, Vol. 37, 6: 817-824; introduces and discusses the articles selected by the Guest Editors for this special volume of BJET.

Editorial, with Professor Gráinne Conole, Alt-J Editor

Jill Jameson — Tue, 18 Mar 2008 02:50:57 PDT

Jameson, J. (2000) Editorial, Alt-J, 8, 2, with Prof. Gráinne Conole, Alt-J Editor. Introduces and discusses contributions within the special journal edition on ICT/ILT in further education.

Teaching New Media Composition Studies in a Lifelong Learning Context

Jill Jameson — Tue, 18 Mar 2008 02:47:22 PDT

Jameson, J., & Squires, D. (2000) Teaching New Media Composition Studies in a Lifelong Learning Context reports on case studies of women in a further education college engaged in hypermedia composition utilising concept mapping and design for learning. Abstract: Governmental proposals for lifelong learning, and the role of Information and Learning Technologies/Information Communication Technologies (ILT/ICT) in this, idealistically proclaim that ILT/ICT empowers learners. A number of important governmental funding initiatives have recently been extended to the development of ILT in further education, which provides a particularly appropriate environment for lifelong learning. Yet little emphasis is given to more problematic research findings that students may be 'disarmed' in the process of learning to use technology. In the current global shift towards new forms of multimedia literacy, it is important to recognize human diversity by carrying out research focusing on the actual problems students face in adapting to Web-based technology as a new authoring medium. A case study into multimedia creative composition carried out with FE students in 1996-9 found that students tend to experience a problematic but potentially useful period of 'creative mess' when authoring in multimedia, and that 'scaffolding' strategies can be useful in overcoming this. Such strategies can empower students to derive benefits from multimedia composition if close attention is given to the setting up of the learning environment: a teachers' model for supporting novice hypermedia authors in further education is proposed, to assist teachers to understand and support the learning processes students may undergo in dynamic composition using new media technology.

Building trust & shared knowledge in communities of e-learning practice: collaborative leadership in the JISC eLISA and CAMEL lifelong learning projects

Jill Jameson — Mon, 17 Mar 2008 16:47:22 PDT

Jameson, J., Ferrell, G., Kelly, J., Walker, S. and Ryan, M. (2006) - This paper reports on the JISC Design for Learning eLIDA CAMEL project [e-Learning Independent Design Activities (eLIDA) for Collaborative Approaches to the Management of e-Learning (CAMEL)], which created a community of practice in e-learning in higher and further education.

Managing Ragged-Trousered Philanthropy: The Part-time Staffing Dilemma in the Learning and Skills Sector

Jill Jameson — Mon, 17 Mar 2008 16:33:58 PDT

This research on part-time staff in the learning and skills sector was funded by the Learning and Skills Development Agency (LSDA). The report analyses the results of further education qualitative data, organising also interview questionnaires to be sent to a wide range of respondents.

Empowering Researchers in Further Education

Jill Jameson — Mon, 17 Mar 2008 16:26:24 PDT

Further education is not generally recognized for its research potential and, if researched at all, tends to be "researched on" rather than enabled to carry out research itself. Although the Learning and Skills Council's Further Education and post-16 sector encompasses around six million learners, four thousand providers and over #7 billion worth of provisions, little research in the sector uses the extensive data-rich client base it serves. Few, if any, in-house research findings inform its professional practice. This text constructs a new theoretical framework for specialist further education research culture, recognizing the unique contribution to research of FE practitioner-researchers. It identifies good practice in this field through a series of in-depth case studies linked to appropriate and innovative research methods.

Researching Post-Compulsory Education

Jill Jameson — Mon, 17 Mar 2008 16:22:17 PDT

Practitioners in the further education sector need to develop confidence in their own research practices and establish recognition of practitioner research in further education. This book should help staff in the lifelong learning sector to develop their professional practice through their research.

Leadership in Post-Compulsory Education: Inspiring Leaders of the Future

Jill Jameson — Mon, 17 Mar 2008 16:16:46 PDT

Based around ten case studies of current leaders in post-compulsory education, this book explores a number of leadership models and styles in order to provide inspiration and guidance for the next wave of potential leaders. Leaders were interviewed during 2004-05 in a series of semi-structured interviews.

The Ultimate Leadership and Management Handbook

Jill Jameson — Mon, 17 Mar 2008 16:10:23 PDT

"The Essential FE Toolkit" is Continuum's brand new series on further education (FE) for teachers and college leaders. The series boasts 24 specialist, fact-filled volumes written by FE experts with significant knowledge and experience in their individual fields. Competitively priced, compact and accessible, each book should prove essential reading for FE lecturers and managers. This wonderfully accessible guide will introduce senior and middle managers in FE to practical strategies to encourage successful, good quality leadership and management in further education institutions. It will introduce strategic and operational leadership and management theories underlying these strategies, their practical implementation in institutions, and place within further education in the UK. The book will help readers to understand important factors to take into consideration when planning for effective strategic and operational leadership and management of FE institutions. A 'how to' guide to some key tasks for leader-managers is outlined to ensure a clear focus is maintained on learners, staff, high quality provision and good standards in leadership and management, while meeting inspectorate and external audit requirements.

Nothing will prevent me from doing a good job’. The professionalisation of part-time teaching staff in further and adult education

Jill Jameson — Mon, 17 Mar 2008 15:56:45 PDT

Approximately 85,000 part-time teaching staff working in further education (FE) and adult and community learning (ACL) in the UK are often seen as ‘a problem’. The intrinsic ‘part-timeness’ of these staff tends to marginalise them: they remain under-recognised and largely unsupported. Yet this picture is over-simplified. This article examines how part-time staff make creative use of professional autonomy and agency to mitigate problematic ‘casual employment’ conditions, reporting on results from Learning and Skills Development Agency-sponsored research (2002–2006) with 700 part-time staff in the learning and skills sector. The question of agency was reported as a key factor in part-time employment. Change is necessary for the professional agency of part-timers to be harnessed as the sector responds to ambitious sectoral ‘improvement’ agendas following the Foster Report and FE White Paper. Enhanced professionalisation for part-time staff needs greater recognition and inclusion in change agendas.

The eLIDA CAMEL Project: JISC Design for Learning Start-Up Meeting

Jill Jameson — Mon, 17 Mar 2008 14:56:05 PDT

The JISC eLIDA CAMEL Project commenced in May, 2006, as one of the national UK Design for Learning projects funded by the Joint Information Systems Committee (JISC). The eLIDA CAMEL brought together the pedagogic e-learning practice of the eLISA study skills e-learning project and the work done by the CAMEL JISC infoNet and ALT communities of practice project funded by HEFCE's Leadership, Governance and Management Fund (LGMF).