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Article
Publication date: 15 May 2009

Belinda Tynan and Mark J.W. Lee

The purpose of this paper is to explore future consciousness, in particular the desire for adventure and change, in light of the literature and ideas around academic

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Abstract

Purpose

The purpose of this paper is to explore future consciousness, in particular the desire for adventure and change, in light of the literature and ideas around academic development in higher education teaching and learning, and with a particular focus on supporting staff in their engagement with technologies in new ways.

Design/methodology/approach

The article builds on and extends recent work by the authors Barnes and Tynan; and Tynan, Lee and Barnes, as well as that of other researchers and theorists. A case study approach is adopted, in which the narratives or “stories” of academics at an Australian university relating to issues surrounding learning technologies are analysed. The themes that emerge from the preliminary analysis are synthesised to draw out barriers and potential solutions from the participants' perspectives, especially with regard to their self‐identified future professional development needs, and particularly in relation to their adoption and sustainable use of educational technologies.

Findings

The authors believe that successfully engaging with the goals of innovation and sustainable futures in the age of Web 2.0, the networked society and the millennial learner depends on a concerted effort at all levels of the tertiary/higher education sector.

Research implications/implications

While the preliminary findings of the study may have limitations in terms of their generalisability to institutions and countries beyond the context of the case study, they will no doubt provide a starting point for further research.

Originality/value

It is hoped that the study will serve as a think piece for educational leaders interested in facilitating long‐term initiatives and strategies aimed at cultivating a desire for change and adventure among academic staff, to “reinforce proactive behavior, self‐efficacy, and internal locus of control” in encouraging them to engage with their own futures.

Details

On the Horizon, vol. 17 no. 2
Type: Research Article
ISSN: 1074-8121

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Article
Publication date: 27 September 2011

Trish Andrews, Belinda Tynan and Rosalind James

This paper aims to report on a recent study that investigated the distance learner's voice in relationship to their “lived experiences” of the use of information and

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2092

Abstract

Purpose

This paper aims to report on a recent study that investigated the distance learner's voice in relationship to their “lived experiences” of the use of information and communication technologies (ICTs), including new media, for teaching and learning. The study reported on here sought to understand how distance learners are using new technology for teaching and learning in a world that increasingly uses and relies on these technologies.

Design/methodology/approach

This qualitative study took a phenomenological approach to investigating the students' experiences with ICTs. Participants were purposively selected to represent a variety of undergraduate and graduate programs, as well as a diverse range of distance learning experiences. A number of strategies for collecting the student voice were utilised, including the Day Experience Method (DEM), Charting the Week's Activities (CWA) and focus group discussions.

Findings

The study found that learners vary widely in their use of new media. However, there is emerging evidence that distance learners of all ages are beginning to appropriate new media to support a more mobile and connected learning experience.

Originality/value

These findings suggest that students' learning preferences are changing. This study provides the basis for further studies in this area and the need for institutions to consider how these changing preferences might be considered in relation to policy and practice in the provision of education for distance learners.

Details

On the Horizon, vol. 19 no. 4
Type: Research Article
ISSN: 1074-8121

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Article
Publication date: 27 September 2011

Carina Bossu and Belinda Tynan

The main aims of this viewpoint essay are to raise awareness and to provoke discussion regarding important issues surrounding open educational resources (OERs) as a new

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927

Abstract

Purpose

The main aims of this viewpoint essay are to raise awareness and to provoke discussion regarding important issues surrounding open educational resources (OERs) as a new media for learning.

Design/methodology/approach

The issues discussed are based on the authors' critical analysis of a select review of the body of knowledge available.

Findings

The discussions here led to the conclusion that, despite the challenges brought by this recent movement, OER resources are here to stay. They have the potential, among other things, to further incorporate Web 2.0 applications in learning environments and to bridge the gap between non‐formal, informal and formal education.

Originality/value

The reflections of the challenges and benefits of OERs presented here can assist government bodies, educational institutions, decision makers and educators in general whether they are considering adopting this movement or not.

Details

On the Horizon, vol. 19 no. 4
Type: Research Article
ISSN: 1074-8121

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Book part
Publication date: 4 January 2013

Abstract

Details

Advanced Literacy Practices
Type: Book
ISBN: 978-1-78190-503-6

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Article
Publication date: 1 September 1963

WE are pleased to devote this Special Number of THE LIBRARY WORLD to a discussion of Irish libraries and librarianship. Our contributors are all distinguished members of…

Abstract

WE are pleased to devote this Special Number of THE LIBRARY WORLD to a discussion of Irish libraries and librarianship. Our contributors are all distinguished members of the profession in Ireland, none more so than Dermot Foley, to whom we are greatly indebted for having convened this issue.

Details

New Library World, vol. 65 no. 3
Type: Research Article
ISSN: 0307-4803

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