Research Questions

  1. How do academics perceive online learning (ICTs)? (time required, suitability, skills, fear)
  2. What are perceived drivers for online learning (ICTs)? (money, management push, pedagogy)
  3. What skills do academics perceive they need to enable them to make greater use of ICTs?
  4. How do they satisfy these needs?
  5. What barriers are there to prevent needs being met? How can they be overcome?
  6. What are the (perceived) differences between design for classroom, blended and completely online learning?
  7. Are there differences due to discipline, institution, age, gender?
  8. Does information lead to action? If not, why? (knowledge à uptake)
  9. What actions lead to success? (measures in forums etc, perceptions)
  10. Reliable outcomes vs innovative practice (Tompsett. ALT-J 2007)
  11. How can Educational Technologists help?

Some new ideas Dec 11/Jan 12

Best practice eg Marek in JELIS 2009. What is it? Who decides and how? Interviews with SILS and EdTech experts
How do we ETs find out? (IB) Info seeking
How can ETs and librarians & ILS collaborate effectively to introduce best practice
How is this communicated to lecturers/faculty/academics
Bring in info literacy (see Fulton 2010 notes )

Practice work with LIS students UCD or elsewhere.
Action Research. What I teach?
Diane's Theory. Aishe paper.
CoP. CoI

Blended learning in a classroom community of practice (CoP) supports professional development through active engagement and collaborative learning while simultaneously exposing students to the skills in librarianship. information technology, and instructional design - Yukawa 2010

Data -> Info -> Knowledge. Understanding gained from info (Fulton, 2010, pg 7), imposing structure, creating meaning
Info literate - evaluate, collect, organise, merge and present info
Info literacy & Critical thinking (pg 13)
Know --> Access --> Evaluate --> Use --> Ethical & Legal

Diane - What was Salmon's problem? Need problem not theory
Littlejohn - Theories of Communication