Jameson, Jill ORCID: https://orcid.org/0000-0002-9545-8078 (2008) The eLIDA CAMEL: designed for learning by community. ALT-N Online [Association for Learning Technology: Online Newsletter], 1 (12). ISSN 1479-2222 (Print), 1748-3603 (Online)

PDF (Invited article in refereed online newsletter) Jameson_2008_Designed_for_Learning_by_Community_ALT_N.pdf - Published Version Available under License Creative Commons Attribution No Derivatives. Download (273kB)

Abstract

This article, invited by the ALT Editor for the international ALT-N newsletter, reports on the work of the eLIDA CAMEL JISC-funded Design for Learning (D4L) competitively selected e-learning project. A Design for Learning project that grows an intentional e-learning community of practice (CoP) in Higher and Further Education (HE and FE) can stimulate challenging, illuminative processes to foster shared understandings about learning technology innovations, promoting authentic dialogue between practitioners. Technological and social insights gradually emerge in a designed CoP, symbolised by camels riding across the desert to meet together in the oases of partner hosts. Honest peer-group exchanges, facilitated by a critical friend, improve professional e-learning practice.

Item Type:	Article
Additional Information:	[1] "Originally published in the ALT Online Newsletter issue 12 [May 2008]. Reproduced by permission of the Association for Learning Technology".
Uncontrolled Keywords:	Communities of practice; e-learning; community of practice; design for learning; CAMEL project; eLIDA CAMEL project
Subjects:	L Education > LB Theory and practice of education L Education > LC Special aspects of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Professional Workforce Development Faculty of Education, Health & Human Sciences > School of Education (EDU)
Related URLs:	Publisher Organisation Author
Last Modified:	17 Jan 2022 16:18
URI:	http://gala.gre.ac.uk/id/eprint/2900

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