Encouraging the adoption of technology facilitated learning (TFL): Communities of Practice as a possible solution?

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The rationale for this workshop was drawn from the output of a project conducted in the Ulster University Business School (UUBS), 2013-2015, in relation to developing a Community of Practice (CoP) that could best support colleagues in the implementation of aspects of technology facilitated learning (TFL). The project team identified four areas of good practice (ePortfolios, Wimba voice authoring/email, Turnitin/Grademark and Turning Point), which key members of the project team had already been incorporating successfully into their own assessment and feedback practice. Based on pedagogic evidence the project team developed a series of best practice guides, case studies and wiki support pages to assist staff in their implementation.
LanguageEnglish
Title of host publicationUnknown Host Publication
Pages1-4
Number of pages4
Publication statusAccepted/In press - 10 Jan 2016
EventChartered Association of Business School's Annual Learning, Teaching and Stduent Experience Conference - Aston University, Birmingham
Duration: 10 Jan 2016 → …

Conference

ConferenceChartered Association of Business School's Annual Learning, Teaching and Stduent Experience Conference
Period10/01/16 → …

Fingerprint

learning
community
best practice
business school
pedagogics
staff
evidence

Keywords

  • Learning and Teachning
  • Digital Assessment and Feedback
  • Communities of Practice

Cite this

@inproceedings{e542b736401c4cbc89b79fbbc4aa8f16,
title = "Encouraging the adoption of technology facilitated learning (TFL): Communities of Practice as a possible solution?",
abstract = "The rationale for this workshop was drawn from the output of a project conducted in the Ulster University Business School (UUBS), 2013-2015, in relation to developing a Community of Practice (CoP) that could best support colleagues in the implementation of aspects of technology facilitated learning (TFL). The project team identified four areas of good practice (ePortfolios, Wimba voice authoring/email, Turnitin/Grademark and Turning Point), which key members of the project team had already been incorporating successfully into their own assessment and feedback practice. Based on pedagogic evidence the project team developed a series of best practice guides, case studies and wiki support pages to assist staff in their implementation.",
keywords = "Learning and Teachning, Digital Assessment and Feedback, Communities of Practice",
author = "Clare Carruthers and Christine Wightman and Heather Farley and Una McMahon-Beattie and Steve McPeake",
note = "Reference text: Anderson, A. (2014) A Digital Toolkit for our Classrooms. UKED Magazine. January 2014, 14-19. Bradley, G. and Russell, G. (1997) Computer experience, school support and computer anxieties, Educational Psychology, 17 (3), 267-284. Carruthers, C., McCarron, B., Bolan, P., Devin, A. and McMahon-Beattie, U. (2013) Listening and Learning: Reflections on the use of audio feedback: An Excellence in Teaching and Learning Note, Business and Management Education in HE: An International Journal, 1 (1), 1-8. Cox, M. D. and Sorensen, D. L. (1999) Student Collaboration in Faculty Development: Connecting directly to the learning revolution, To Improve the Academy, 18, 97-127. Cuban, L. (2001) Oversold and underused: Computers in the classroom. London: Harvard University Press. Ellwood, J. (2002) Creating communities of shared practice: the challenges of assessment use in learning and teaching. Assessment and Evaluation in Higher Education. 27 (3), 243-256. Hepplestone, S., Holden, G., Irwin, B. Parkin, H. J. and Thorpe, L. (2009) Technology, feedback, action!: the impact of learning technology upon students’ engagement with their feedback. Enhancing Learning through technology research project report 08/09, The Higher Education Academy, 1-21. Hepplestone, S., Holden, G., Irwin, B. Parkin, H. J. and Thorpe, L. (2011) Using technology to encourage student engagement with feedback: A literature review. Research in Learning Technology, 2, 115-125. Jones, A (2004) A review of the research literature on barriers to the uptake of ICT by teachers. British Educational Communications and Technology Agency (BECTA), 1-29. McDermott, R. (1999) Nurturing three dimensional communities of practice: How to get the most out of human networks. Knowledge Management Review. Fall Edition. McDermott, R. (2000) Knowing in community: Ten critical success factors in building communities of practice, available from: http://www.co-i-l.com/coil/iknowledge. Merry, S. and Orsmond, P. (2008) Students’ attitudes to and usage of academic feedback provided via audio files, Bioscience Education, 11 (3). Moore, B. (2008) Using technology to promote Communities of Practice (CoP) in social work education. Social Work Education: The International Journal. 27 (6), 592-600. Nortcliffe, A. and Middleton, A. (2007) Audio feedback for the iPod generation. International Conference on Engineering Education, Coimbra, Portugal. Nugent, J. S., Reardon, R. M., Smith, F. G., Rhodes, J. A., Zander, M. J. and Carter, T. J. (2008) Exploring faculty learning communities: Building connections among teaching, learning and technology. International Journal of Teaching and Learning in Higher Education. 20 (1), 51-58. Pajo, K. and Wallace, C. (2001) Barriers to the uptake of web based technology by university teachers. The Journal of Distance Education. 16 (1), 70-84. Parkin, H. J., Hepplestone, S., Holden, G., Irwin, B. and Thorpe, L. (2012) A role for technology in enhancing students’ engagement with feedback, Assessment and Evaluation in Higher Education, 37 (8), 963-973. Price, M. (2005) Assessment standards: the role of communities of practice and the scholarship of assessment. Assessment and Evaluation in Higher Education. 30 (3), 215-230. Puspitasari , I. and Numao, M. (2012) The framework of evolutionary community of practice. Knowledge Co-Creation. 2, no pages cited. Putz, P. and Arnold, P. (2001) Communities of practice: guidelines for the design of online seminars in higher education. Education, Communication and Information. 1 (2), 181-195. Rotheram, B. (2007) Using a MP3 recorder to give feedback on student assignments, Educational Developments, 8 (2), 7-10. Swan, J. Scarbrough, H. and Robertson, M. (2002) The construction of communities of practice in the management of innovation. Management Learning. 33 (4), 477-496. Treleaven, L. (2012) A dissemination methodology for learning and teaching developments through engaging and embedding. Studies in Higher Education, 37 (6), 747-767. Tremblay, D. (2007). Communities of Practice (CoP): Implementation challenges of e-working. The Journal of E-working. 1 (April), 69-82. Wenger, E. (2000) Communities of Practice and social learning systems. Organisation,7 (2), 225-246. Wenger, E. (2000) Communities of Practice: Learning, meaning and identity. Boston: Harvard Business School Press. Wenger, E. and Snyder, M. (2000) Communities of Practice – The organisational frontier. Harvard Business Review, 78 (10), 139-145. Wenger, E., McDermott, R. and Snyder, M. (2002) Cultivating communities of practice: a guide to managing knowledge. Boston: Harvard Business School Press.",
year = "2016",
month = "1",
day = "10",
language = "English",
pages = "1--4",
booktitle = "Unknown Host Publication",

}

Carruthers, C, Wightman, C, Farley, H, McMahon-Beattie, U & McPeake, S 2016, Encouraging the adoption of technology facilitated learning (TFL): Communities of Practice as a possible solution? in Unknown Host Publication. pp. 1-4, Chartered Association of Business School's Annual Learning, Teaching and Stduent Experience Conference, 10/01/16.

Encouraging the adoption of technology facilitated learning (TFL): Communities of Practice as a possible solution? / Carruthers, Clare; Wightman, Christine; Farley, Heather; McMahon-Beattie, Una; McPeake, Steve.

Unknown Host Publication. 2016. p. 1-4.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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AU - Carruthers, Clare

AU - Wightman, Christine

AU - Farley, Heather

AU - McMahon-Beattie, Una

AU - McPeake, Steve

N1 - Reference text: Anderson, A. (2014) A Digital Toolkit for our Classrooms. UKED Magazine. January 2014, 14-19. Bradley, G. and Russell, G. (1997) Computer experience, school support and computer anxieties, Educational Psychology, 17 (3), 267-284. Carruthers, C., McCarron, B., Bolan, P., Devin, A. and McMahon-Beattie, U. (2013) Listening and Learning: Reflections on the use of audio feedback: An Excellence in Teaching and Learning Note, Business and Management Education in HE: An International Journal, 1 (1), 1-8. Cox, M. D. and Sorensen, D. L. (1999) Student Collaboration in Faculty Development: Connecting directly to the learning revolution, To Improve the Academy, 18, 97-127. Cuban, L. (2001) Oversold and underused: Computers in the classroom. London: Harvard University Press. Ellwood, J. (2002) Creating communities of shared practice: the challenges of assessment use in learning and teaching. Assessment and Evaluation in Higher Education. 27 (3), 243-256. Hepplestone, S., Holden, G., Irwin, B. Parkin, H. J. and Thorpe, L. (2009) Technology, feedback, action!: the impact of learning technology upon students’ engagement with their feedback. Enhancing Learning through technology research project report 08/09, The Higher Education Academy, 1-21. Hepplestone, S., Holden, G., Irwin, B. Parkin, H. J. and Thorpe, L. (2011) Using technology to encourage student engagement with feedback: A literature review. Research in Learning Technology, 2, 115-125. Jones, A (2004) A review of the research literature on barriers to the uptake of ICT by teachers. British Educational Communications and Technology Agency (BECTA), 1-29. McDermott, R. (1999) Nurturing three dimensional communities of practice: How to get the most out of human networks. Knowledge Management Review. Fall Edition. McDermott, R. (2000) Knowing in community: Ten critical success factors in building communities of practice, available from: http://www.co-i-l.com/coil/iknowledge. Merry, S. and Orsmond, P. (2008) Students’ attitudes to and usage of academic feedback provided via audio files, Bioscience Education, 11 (3). Moore, B. (2008) Using technology to promote Communities of Practice (CoP) in social work education. Social Work Education: The International Journal. 27 (6), 592-600. Nortcliffe, A. and Middleton, A. (2007) Audio feedback for the iPod generation. International Conference on Engineering Education, Coimbra, Portugal. Nugent, J. S., Reardon, R. M., Smith, F. G., Rhodes, J. A., Zander, M. J. and Carter, T. J. (2008) Exploring faculty learning communities: Building connections among teaching, learning and technology. International Journal of Teaching and Learning in Higher Education. 20 (1), 51-58. Pajo, K. and Wallace, C. (2001) Barriers to the uptake of web based technology by university teachers. The Journal of Distance Education. 16 (1), 70-84. Parkin, H. J., Hepplestone, S., Holden, G., Irwin, B. and Thorpe, L. (2012) A role for technology in enhancing students’ engagement with feedback, Assessment and Evaluation in Higher Education, 37 (8), 963-973. Price, M. (2005) Assessment standards: the role of communities of practice and the scholarship of assessment. Assessment and Evaluation in Higher Education. 30 (3), 215-230. Puspitasari , I. and Numao, M. (2012) The framework of evolutionary community of practice. Knowledge Co-Creation. 2, no pages cited. Putz, P. and Arnold, P. (2001) Communities of practice: guidelines for the design of online seminars in higher education. Education, Communication and Information. 1 (2), 181-195. Rotheram, B. (2007) Using a MP3 recorder to give feedback on student assignments, Educational Developments, 8 (2), 7-10. Swan, J. Scarbrough, H. and Robertson, M. (2002) The construction of communities of practice in the management of innovation. Management Learning. 33 (4), 477-496. Treleaven, L. (2012) A dissemination methodology for learning and teaching developments through engaging and embedding. Studies in Higher Education, 37 (6), 747-767. Tremblay, D. (2007). Communities of Practice (CoP): Implementation challenges of e-working. The Journal of E-working. 1 (April), 69-82. Wenger, E. (2000) Communities of Practice and social learning systems. Organisation,7 (2), 225-246. Wenger, E. (2000) Communities of Practice: Learning, meaning and identity. Boston: Harvard Business School Press. Wenger, E. and Snyder, M. (2000) Communities of Practice – The organisational frontier. Harvard Business Review, 78 (10), 139-145. Wenger, E., McDermott, R. and Snyder, M. (2002) Cultivating communities of practice: a guide to managing knowledge. Boston: Harvard Business School Press.

PY - 2016/1/10

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N2 - The rationale for this workshop was drawn from the output of a project conducted in the Ulster University Business School (UUBS), 2013-2015, in relation to developing a Community of Practice (CoP) that could best support colleagues in the implementation of aspects of technology facilitated learning (TFL). The project team identified four areas of good practice (ePortfolios, Wimba voice authoring/email, Turnitin/Grademark and Turning Point), which key members of the project team had already been incorporating successfully into their own assessment and feedback practice. Based on pedagogic evidence the project team developed a series of best practice guides, case studies and wiki support pages to assist staff in their implementation.

AB - The rationale for this workshop was drawn from the output of a project conducted in the Ulster University Business School (UUBS), 2013-2015, in relation to developing a Community of Practice (CoP) that could best support colleagues in the implementation of aspects of technology facilitated learning (TFL). The project team identified four areas of good practice (ePortfolios, Wimba voice authoring/email, Turnitin/Grademark and Turning Point), which key members of the project team had already been incorporating successfully into their own assessment and feedback practice. Based on pedagogic evidence the project team developed a series of best practice guides, case studies and wiki support pages to assist staff in their implementation.

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BT - Unknown Host Publication

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