The life and death of Webfuse: What's wrong with industrial e-learning and how to fix it

The following is a collection of presentation resources (i.e. the slides) for an ASCILITE’2012 of this paper. The paper and presentation are a summary of the outcomes my PhD work. The thesis goes into much more detail. Abstract Drawing on the 14-year life and death of an integrated online learning environment used by tens of

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Ateleological travels in a teleological world: Past and future journeys around ICTs in education

In my previous academic life, I never really saw the point of book chapters as a publication form. For a variety of reasons, however, my next phase in academia appears likely to involve an increasing number of book chapters. The need for the first such chapter has arisen this week and the first draft is

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Task corruption in teaching @ university – negative impact of Place?

Busy being a good boy working on the thesis, currently reading a collection of literature to flesh out Chapter 2 which is drawing on the Ps Framework to illustrate the current state of e-learning within Universities. As the last post illustrates, the most recent paper I’m reading is White (2006). In her concluding remarks, White

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Frameworks and representation – tidy versus messy

I’m a fan of frameworks and taxonomies. Also known as theories for understanding (Gregor, 2006). It’s the understanding part that I like. They provide, or at least good ones do, a leg up in understanding difficult concepts. As Mischra and Koehler (2006, p 1019) say Having a framework goes beyond merely identifying problems with current

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Barriers to innovation in organisations: teleological processes, organisational structures and stepwise refinement

This video speaks to me on so many levels. It summarises many of the problems I have faced and encountered trying to implement innovative approaches to e-learning at universities over the last 15 plus year. I’m sure I am not alone. Today, I’ve spent a lot of time not directly related to what I wanted

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One reason people don't take to new e-learning technology

In a recent post I started my collection of quotes on this blog. I also talked about the “mere exposure effect” and suggested it’s one reason behind the horseless carriage approach to using new technology. It’s also one reason why people resist new technology – especially e-learning/computer technology. In working on another post, one directly

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BAM – making e-learning technology more protean

In a post yesterday I talked about how most applications of e-learning within universities seems to actively prevent students and staff leveraging the protean nature of information technology. That is the nature of computer software to be flexible, malleable and customisable. The rise of “web 2.0” and related concepts has made it easier to put

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The protean nature of modern technology – another limitation of most views of e-learning

A part of my thinking around the Ps Framework I suggest that there are a number of dominant assumptions that underpin the current implementation of e-learning within institutions of higher education. I believe these dominant assumptions limit the quality, efficiency, effectiveness and innovativness of e-learning at Universities. In this post I am trying to identify

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