Situated shared practice, curriculum design and academic development

Am currently reading Faegri et al (2010) as part of developing the justificatory knowledge for the final ISDT for e-learning that is meant to be the contribution of the thesis. The principle from the ISDT that this paper connects with is the idea of a “Multi-skilled, integrated development and support team” (the name is a

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Nobody likes a do-gooder – another reason for e-learning not mainstreaming?

Came across the article, “Nobody likes a do-gooder: Study confirms selfless behaviour is alienating” from the Daily Mail via Morgaine’s amplify. I’m wondering if there’s a connection between this and the chasm in the adoption of instructional technology identified by Geoghegan (1994) The chasm Back in 1994, Geoghegan draw on Moore’s Crossing the Chasm to

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University e-learning systems: the need for new product and process models and some examples

I’m in the midst of the horrible task of trying to abstract what I think I know about implementing e-learning information systems within universities into the formal “language” required of an information systems design theory and a PhD thesis. This post is a welcome break from that, but is still connected in that it builds

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Oil sheiks, Lucifer and university learning and teaching

The following arises from a combination of factors including: Mark Smithers blog post Selling solar panels to oil sheiks; Listening today to an episode of All in the Mind on When good people turn bad; and My own growing interest in distributed cognition and related issues as ways to improve learning and teaching within universities.

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Extracting case study research and multiple contexts?

The following is an attempt to consider and respond to a suggestion on my thesis from my esteemed supervisor. It’s essentially some thinking and questions arising from further refinement of the research method being used in my thesis. The suggestion was that perhaps my work is an example of van Aken’s (2004) extracting/ive case study

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