Escolar Documentos
Profissional Documentos
Cultura Documentos
Background
The popular discourse of learner-centredness in adult learning settings stresses the
need for exible approaches that can accommodate individual learner characteristics, preferences, motivations and goals. Online learning can be an attractive option
as it appears to oer individual exibility and choice, particularly in terms of
aording opportunities to learn where and when it suits an individual. It has tended
to attract students who value the freedom and independence of time and place
(Anderson, 2008, p. 52). The concept of exible learning, and particularly online
learning, therefore contains assumptions of independent learning.
Ausburn (2004), in a study of adult learners in the US, found that design
elements favoured by learners in blended online learning included personal
relevance in what they learn, participation in setting their learning outcomes based
on their real-world needs, self-direction of their learning resources and pathways,
and establishment of an active learning community (p. 335). The rst three of these
elements reect individual exibility and relate to well-established ideas about adult
learning which stress the importance of individual self-direction (e.g., Knowles, 1980;
Rogers, 2002). There is some tension, however, between this focus on individual
learning and the nal element identied by Ausburn, the desire for an active
382
S. Cornelius et al.
learning community. This acknowledges principles derived from social constructivism (Vygotsky, 1978) and models of social learning such as communities of practice
(Lave & Wenger, 1991), which emphasise the importance of interaction and social
participation in group learning. It has been shown (see for example, Bober &
Dennen, 2001; Gabriel, 2004; Hill, 2006) that a successful active learning
community in an online environment requires participants to take corporate
responsibility (Pachler & Daly, 2006, p. 64) for building and sustaining community
through participation and collaboration. The notion of corporate responsibility
implies that learners have an obligation to others and will modify their own
behaviour appropriately.
There appears, therefore, to be a paradox associated with exibility and
individuation and the need for social participation. Participation in a community of
learners almost inevitably places constraints on [. . .] independence (Anderson, 2008,
p. 52) and the higher and richer the form of communication the more restrictions it
places on independence (Anderson, 2008, p. 56).
In developing a exible programme of study for professionals we were conscious
of this tension between the personal and the social and sought to manage this in
dynamic ways which would be productive for group learning and for placing
individual learning in the context of professional practice. The model presented in
this article, therefore, combines an online element, in which freedom and selfdirection are encouraged, with collaborative assessment tasks which require that
individuals bring the products of their independent learning as a negotiated
contribution to a group product.
The ideas reported here are the outcome of a full year of design and development
work on the Teaching Qualication (Further Education) TQ(FE) by the
programme team at the University of Aberdeen, supported by representatives from
FE and invited experts. This was followed by 2 years of research to evaluate and
rene the model. Experiences from the application of the model to the TQ(FE) are
discussed and other implementations and further possibilities for development are
considered. Please note that the term programme has been used throughout this
article to refer to the whole of a study experience such as the TQ(FE). The TQ(FE)
programme at the University of Aberdeen is taken as an in-service programme by
over 100 lecturers from colleges across Scotland each year. It consists of four 15
credit courses at level 9 on the Scottish Credit and Qualication Framework. The
activity-focused model has been applied at course level, but some underpinning
elements are relevant across the whole programme of three taught courses.
Towards a exible activity-focused model: underpinning ideas
In this section, the key ideas which provide the foundations for the model
acknowledgment of learner diversity, constructivist learning, learning communities
and reective practice are outlined.
Adult learners on any programme of study are diverse. They bring dierent
educational, cultural, professional and personal stories and experiences to their
learning. They come with varying levels of self-esteem as learners and condence in
their own abilities. Participants may come from a range of vocational areas, each
with distinctive professional identities and practices. Acknowledging these dierences is one thing, responding to them as course designers is quite another. Despite
our best eorts, it is impossible to accommodate every learners needs and
383
384
S. Cornelius et al.
Wideman, Owston, and Sinitskaya (2007) have identied the factors critical for
success in transforming teacher practice. Amongst these are the development of a
cohesive and focused learning community built through the use of face-to-face
sessions; a user-friendly portal interface design; formative feedback and opportunities for teachers to experiment with new teaching practices in a context that
provides eective mentoring and collegial support. Another useful concept is that of
knowledge building. Scardamalia and Bereiter (2003) distinguish learning and
knowledge building. Learning is an individual, internal, unobservable process that
results in changed skills, beliefs or attitudes. Knowledge building, on the other hand,
results in the creation or modication of new shared, public knowledge.
Conceptualisation and design of the activity-focused model
The activity-focused model permits the exible delivery of content to learners. It
aims to:
provide exibility in study routes for individual learners to meet individual
needs and interests;
encourage autonomy and independent learning, by requiring decision making
and planning;
provide variety in the format and style of resources (e.g., audio, visual, text
based) to address diering learning styles and preferences and accommodate
inequalities in technological resource availability and
support collaborative enquiry into common professional problems.
To meet these aims a set of learning activities is provided as the core of each
course. They are tasks involving interactions with information to attain a specic
learning outcome (Littlejohn, Falconer, & McGill, 2008). They are generally small
chunks of learning, for example:
a research article with associated questions.
a quiz for which learners should compare and discuss their results.
discussion of a case study scenario and development of a strategy for dealing
with a situation.
collaborative development of a denition for a key term.
sourcing and sharing resources on a particular topic.
The only structure imposed on the activities is that they are grouped under a set
of key terms into a Learning Lexicon. Within the Learning Lexicon all activities
take a consistent format, which includes a title, short description of the task, any
resources required (or links to these) and a reection proforma. Learners are
encouraged to use the proforma to record and collate reections on issues such as the
application of their learning to practice for all activities completed. Discussion
is encouraged by explicit or implicit links to such spaces as online discussion
forums, which can be mandatory or voluntary depending on the preferences of
facilitators.
The model is summarised in Figure 1. In practice a learner would rst view a
Learning Lexicon and from this select a term of interest. A list of potential activities
would then be displayed from which a selection could be made (Figure 2).
Figure 1.
385
Figure 2. Examples of components of the activity-focused model. (a) a learning lexicon; (b) a
lexicon term; (c) a learning activity.
386
S. Cornelius et al.
Figure 3.
387
388
S. Cornelius et al.
389
390
S. Cornelius et al.
imposes a grid format). A presentation device which helps to reinforce the freedom
which learners have to visit the terms and the activities within them in any order
would be preferable. Although technical workarounds, including using graphical
devices to provide access to activities, might be possible, one of the aims of the model
has been to keep implementation within a VLE simple so that updating and editing is
possible by members of the course team without constant recourse to technical
experts.
A sophisticated search facility that would encourage exploration of the materials
using key terms relevant to learners interests and needs is another area requiring
attention. In none of the VLEs employed to date have the search tools available been
sophisticated enough to allow a search by key terms to reveal activities relevant to a
topic of interest.
The ease of updating of activities has been a major advantage of the activityfocused model. However, the more substantive benet has been the repurposing of
the model and activities for other programmes. In particular, elements of the model
have been adapted for a new short professional development course for FE lecturers
and a new TQ(FE) at postgraduate level. In the former, some elements of the model
have been changed. For example, in keeping with the style of the facilitators of this
course an order has been suggested for some of the activities to help generate an
appropriate narrative.
A postgraduate version of the TQ(FE) has also been implemented which uses the
same activities and the same Learning Lexicons. The learners on the undergraduate
and postgraduate programmes engage in the same face-to-face workshops and
undertake collaborative investigations together. The dierent academic requirements
of the two programmes are met by providing some additional activities to help
postgraduate students develop appropriate research and study skills and they engage
in separate assessment tasks. This feature, allowing the same Learning Lexicons to
be used towards dierent exit qualications, adds to the exibility of the model.
Some ideas have been taken forward as part of implementation of the model in
another programme, the Teaching Qualication in Adult Literacies (TQAL), and
include changes in presentation, development of online reection opportunities and
in the overall programme design. In TQAL a jigsaw metaphor has been employed,
with each lexicon term represented by a jigsaw piece. Learners are encouraged to
view the resources as an incomplete jigsaw in which the pieces can be tted together
in any pattern, and in which meaning is achieved when the pieces are inter-related. In
addition, learners bring their own pieces to the jigsaw. A Learning Lexicon is used
only for the rst course out of three in the TQAL programme. The focus at the start
of the programme is on developing a learning community through engagement with
the activities in the Learning Lexicon, and as time progresses the focus becomes
more on the development of a community of practice. Subsequent courses employ
dierent design approaches and technologies (e.g., blogs for discussion of action
inquiry projects and wikis for collaborative writing) to facilitate the professional
development journey of participants.
Future development
Other potential applications for the model could be in programmes which are
completely at a distance. In this instance, collaborative elements could be supported
through the use of social computing tools including collaborative writing, discussion
391
and chat tools. Induction and support may prove particularly challenging issues in
this context and will deserve attention. A completely online version of the TQ(FE) is
in the early stages of development at the time of writing and will allow opportunities
to explore some of the issues raised by this application of the model.
Alternative implementations could support blended learning with a greater
emphasis on face to face contact. An interesting area for further exploration would
be the development of a Learning Lexicon to support a campus-based programme.
This would allow the wider applicability of the model to be assessed and help to
identify possible limitations. Implementation with learners who are not adult
professionals would also be worthwhile to help assess the implications of the model
in a context where learners are less likely to have a well-developed awareness of their
own learning skills and strategies.
All the developments outlined are underpinned by the concepts of creativity in
learning and of the social nature of learning, and are seen to move in the direction of
higher levels of functional organisation in education (Scardamalia and Bereiter,
2005).
Conclusions
The activity-focused model outlined in this article oers exibility to learners and
tutors, addresses both personal and social elements of learning, and has proved
malleable enough to be implemented in a variety of blended programmes, albeit that
most to date are within the education domain and involve adult professionals.
Assessment of the wider applicability of the model requires further testing, in
particular to address dierent learning contexts, including courses delivered entirely
online and those in dierent subject areas.
Initial implementation of the model in the selection of contexts outlined above
has revealed some of the critical factors for success. Issues which need particular
attention in any context include induction and early support for learners to help
them develop their own narrative through the programme, the development of an
eective and supportive community of learners to work together on shared issues
and problems, and an appreciation of the dierent strategies adopted by learners.
Acknowledgements
The TQ(FE) tutors and students who responded to questionnaires and took part in reective
conversations and interviews are thanked for their contributions to this research. Do Coyle,
Chris Aldred and two anonymous referees provided helpful comments on earlier drafts of this
article. Some sections of this article are based on a conference presentation made at Ed-Media
2008.
Notes on contributors
Sarah Cornelius is a lecturer in the School of Education, University of Aberdeen and a tutor
on the Teaching Qualication (Further Education). She has a background in Geographical
Information Systems and online learning and has worked in the private and Higher Education
sectors. Her current research interests lie in the design, facilitation and evaluation of
technology-enhanced learning, particularly online and mobile role play and simulations. Sarah
is also an Associate Lecturer with the Open University, tutoring on the MA in Online and
Distance Learning.
Carole Gordon is a lecturer in the School of Education, University of Aberdeen and a tutor on
the Teaching Qualication (Further Education). She has worked in Further and Higher
392
S. Cornelius et al.
Education for over 20 years. She has interests in the promotion of quality systems, and current
research includes investigation into online environments for professional learning, particularly
using role play and simulations.
Aileen Ackland is a lecturer in the School of Education, University of Aberdeen and a tutor on
the Teaching Qualication (Further Education). She has a background in Adult and
Community Learning and is Curriculum Leader of the Scottish Consortium of HE and FE
partners, which was contracted by Scottish Government to develop and pilot the new
Teaching Qualication (Adult Literacies). She is currently undertaking a PhD on changing
theories of practice in Adult Literacies teaching and learning.
References
Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), Theory and
practice of online learning (2nd ed., pp. 4574). Edmonton, Canada: AU Press.
Ausburn, L. (2004). Course design elements most valued by adult learners in blended online
education environments: An American perspective. Educational Media International,
41(4), 327337.
Bober, M.J., & Dennen, V.P. (2001). Intersubjectivity: Facilitating knowledge construction in
online environments. Educational Media International, 38(4), 241250.
Brookeld, S. (1995). Becoming a critically reective teacher. San Francisco, CA: JosseyBass.
Cornelius, S., & Gordon, C. (2008a). Providing a exible learner-centred programme:
Challenges for educators. The Internet and Higher Education, 11(1), 3341.
Cornelius, S., & Gordon, C. (2008b, July). Universalists, butteries and changelings: Learners
roles and strategies for using exible online resources. Paper presented at the Ed-Media
conference, Vienna, Austria.
Fisher, M., Coleman, C., Sparks, P., & Plett, C. (2007). Designing community learning in webbased environments. In B. Khan (Ed.), Flexible learning in an information society (pp. 36
49). Hershey, PA: IGI Publishing.
Gabriel, M.A. (2004). Learning together: Exploring group interactions online. Journal of
Distance Education, 19(1), 5457.
Herrington, J., Oliver, R., & Herrington, A. (2007). Authentic learning on the web: Guidelines
for course design. In B. Khan (Ed.), Flexible learning in an information society (pp. 2635).
Hershey, PA: IGI Publishing.
Hill, J.R. (2006). Flexible learning environments: Leveraging the aordances of exible
delivery and exible learning. Innovative Higher Education, 31(3), 187197.
Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy.
New York: Association Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.
Cambridge, UK: Cambridge University Press.
Lipman, M. (1991). Thinking in education. New York: Cambridge University Press.
Littlejohn, A., Falconer, I., & Mcgill, L. (2008). Characterising eective eLearning resources.
Computers and Education, 50(3), 757771.
Moon, J. (2004). Reection in learning and professional development. London:
RoutledgeFalmer.
Orton-Johnson, K. (2009). Ive stuck to the path Im afraid: Exploring student non-use of
blended learning. British Journal of Educational Technology, 40(5), 837847.
Pachler, N., & Daly, C. (2006). Professional teacher learning in virtual environments.
E-Learning, 3(1), 6274.
Rogers, A. (2002). Teaching adults (3rd ed). Maidenhead, UK: Open University Press.
Sadler-Smith, E., & Smith, P.J. (2004). Strategies for accommodating individuals styles and
preferences in exible learning programmes. British Journal of Educational Technology,
35(4), 395412.
Scardamalia, M., & Bereiter, C. (2003). Knowledge building. Encyclopedia of education (2nd
ed., pp. 13701373). New York: Macmillan.
Scardamalia, M., & Bereiter, C. (2005). Does education for the knowledge age need a new
science? European Journal of School Psychology, 3(1), 2140.
Schon, D.A. (1987). Educating the reective practitioner. San Francisco, CA: Jossey Bass.
393
Scottish Executive (SE). (2006). Professional standards for lecturers in Scotlands colleges.
Retrieved September 26, 2007, from http://www.scotland.gov.uk/publications/2006/06/
13164029/0
Sims, R. (2008). Rethinking (e)learning: A manifesto for connected generations. Distance
Education, 29(2), 153164.
Sims, R., & Stork, E. (2007). Design for contextual learning: Web-based environments that
engage diverse learners. In J. Richardson & A. Ellis (Eds.), Proceedings of AusWeb07.
Lismore, NSW: Southern Cross University. Retrieved November 10, 2008, from http://
ausweb.scu.edu.au/aw07/papers/refereed/sims/
Thorpe, M., Kubiak, C., & Thorpe, C. (2003). Designing for reuse and versioning. In A.
Littlejohn (Ed.), Reusing online resources: A sustainable approach to e-learning. London:
Kogan Page.
Vygotsky, L.L. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.
Weatherley, C., Bonney, B., Kerr, J., & Morrison, J. (2003). Transforming teaching and
learning: Developing critical skills for living and working in the 21st Century. Staord, UK:
Network Educational Press.
Weller, M., Pegler, C.A., & Mason, R. (2003). Putting the pieces together: What working with
learning objects means to the educator. Paper presented at the eLearn International
Conference, Edinburgh.
Wenger, E., McDermott, R., & Snyder, W.M. (2002). Cultivating communities of practice: A
guide to managing knowledge. Boston, MA: Harvard Business School Press.
Wideman, H., Owston, R., & Sinitskaya, N. (2007). Transforming teacher practice through
blended professional development: Lessons learned from three initiatives. In C. Crawford,
et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education
International Conference 2007 (pp. 21482154). Chesapeake, VA: AACE.
Copyright of Interactive Learning Environments is the property of Routledge and its content may not be copied
or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission.
However, users may print, download, or email articles for individual use.