MESHGuides

A new pedagogical model  Active Blended Learning (ABL) has become the normal mode of delivery for learning and teaching at the University of Northampton based on the effective use of blended learning approaches, and on making strong, explicit links between on and offline activities.

Learner Generated Contexts: a framework to support the effective use of technology to support learning (Luckin et al., 2010)

This systematic review of 14 studies across educational sectors and eight countries examines the link between teachers’ pedagogical beliefs and their educational uses of technology. It is based on a recognition that successful technology integration is a complex process that is influenced by teachers’ pedagogical beliefs.

Online CoPs can provide a fertile ground for social learning. Social network tools such as blogs, Google communities, Facebook and Twitter allow learners to join a social community where interaction, cooperation, and social engagement continue to be part of the learning away from the classroom and where learning occurs naturally, arising out of social behaviour.

The use of the LearnDash plugin meant that the course had a clear structure with four weekly themes, each containing 7 units. The first 5 units began with an introductory video, followed by a case study, lesson plan and Padlet of examples.

From Lave and Wenger (1991) onwards, socialisation among members has been emphasised as an important and defining factor in the procedure of building a Community of Practice. Wenger et al.

New Model of Teacher Learning in an Online Network Trust, T.  (2016) Journal of Research on Technology in Education, Vol. 48, Issue 4, pp 290-305.

This systematic literature review of 26 studies considers the need for teachers to provide online learning opportunities for K-12 students. It uses the TPACK framework to aggregate the types of knowledge and skills required to teach online, and examines both the extent to which these elements are addressed in existing programs and are based on empirical research. The TPACK theory stands for Technological Pedagogical Content Knowledge.

Many researchers have recognised that technology can facilitate situated learning by providing an environment in which learners can interact and share ideas using collaborative technologies. Since Wenger’s original work on CoPs in 1991 there has been a widespread increase in online learning and in the adoption of social learning as an instructional method.

The team of 50 trainee teachers, teachers and lecturers met for 5 days in Norway to create the materials for the online course based upon their national and international collaborations during the year on five Technology Outdoors themes: Wild Writing, Art in the Environment, Creating Trails and Outdoor Science.