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Hayes, Sarah; Godsk, Mikkel; Andersen, Majbrit Vandso (2009)
Languages: English
Types: Unknown
What motivates a university lecturer to consider introducing a new e-learning approach to their educational practice? Accounts of e-learning practice can invite discussion and reflection on the approaches taken, reinforcement of a particular model, connection with the experience of others, vicarious learning opportunities and glimpses into tacit knowledge. If these examples provoke thinking, could they have the ‘sticky qualities’, the memorable inspiration and ideas that move us to action, when we observe the practice of others? (Szulanski, 2003) “Case studies have the capacity to inspire but also to provoke and to challenge.” (JISC, 2004) This paper will discuss a process followed for sharing best practices of e-learning. It will explain how good practices were identified and gathered by the EUNIS E-Learning Task Force collaboration, using a database and a weblog (EUNIC, 2008). It will examine the methods used for the developing and compiling of the practices and the communication of these. Actual examples of some of the case studies gathered will be included in an appendix. Suggestions of ways to develop this process further and the tangible benefits identified will be examined to ask if effective practice can also become embedded practice.
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    • Bell, V, Hayes S & Rothery, A (2007) e-Learning - using WebCT to support student-centred learning - a selection of tutor case studies from University of Worcester, retrieved 4 May 2009 from http://www.worc.ac.uk/elearning/files/TPF_master.pdf Bynum, D (1978) The Daemon in the Wood A Study of Oral Narrative Patterns (Publications of the Milman Parry Collection: Monograph series no. 1) Cambridge: Harvard University Press Cohen, L & Manion, L. (1986) Research Methods in Education, London, Croom Helm
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