Leading Change - John Kotter

John Kotter (who teaches Leadership at Harvard Business School) has made it his business to study both success and failure in change initiatives in business. "The most general lesson to be learned from the more successful cases is that the change process goes through a series of phases that, in total, usually require a considerable length of time. Skipping steps creates only the illusion of speed and never produces satisfactory results" and "making critical mistakes in any of the phases can have a devastating impact, slowing momentum and negating hard-won gains". Kotter summarizes the eight phases as follows



http://1to1schools.net/2009/10/1-to-1-schools-define-change-in-education.html

What is change?

What is change?

JISCInfoNet

Journals

British Educational Research


Educational Research

Journal of Interactive Learning Research

JSTOR (TESOL)

Plagiarism and academic fraud

http://www.bmartin.cc/pubs/plagiarismfraud.html

bloom's taxonomy to write learning outcomes

http://imuelearning.blogspot.com/2010/03/use-blooms-taxonomy-wheel-for-writing.html

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

http://hubpages.com/hub/Blooms-Taxonomy-Project

http://writing2.richmond.edu/writing/wweb/bloom.html

Assessment Theory and Practice

http://golddust.bdplearning.com/assessment_for_learning/assessment_theory_and_practice.php
Assessment for learning should be part of effective planning of teaching and learning.


“A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned.”

(taken from the 10 Principles: Assessment for learning, QCA 2007.

http://www.qca.org.uk/qca_4334.aspx )

Analysis of the use of Wiki-based collaborations in enhancing student learning

"Wiki" is an extension of a standard web-site that allows anyone to add new and edit existing content. The most famous example of the wiki usage is the “wikipedia” - the increasingly popular on-line encyclopaedia (www.wikipedia.com). Any malicious or accidental updates are safe-guarded against by an inherit version control system. Since their introduction in mid 90s (“WikiWikiWeb” developed by Ward Cunningham) wikis have been used as a tool to assist businesses (Leuf&Cunningham, 2001; Cortese, 2003; Goodnoe, 2005) as well as e-learning environments in schools and higher education (Leuf&Cunningham, 2001; Bruns & Humphreys, 2005; Richardson 2006), by providing new and simple ways for a web-based collaboration and authoring.


The main aim of this paper is to identify and assess the ways in which wiki technology can enhance students learning experience in a blended-learning environment. In the analysis we will focus on learning and teaching issues raised in the scenarios developed during the Semester B trial in the UH Business School, with a target group of 20 MSc students studying “E-business interactions” module. The module wiki is still available and can be accessed by UH account holders at: http://logos.herts.ac.uk/wiki_bs/index.php/Main_Page

The wiki way of learning

This paper presents the argument that the use of wikis in a learning environment involves a different way of thinking, learning and knowing than perhaps many practitioners are familiar with. In particular, wikis foster collaborative, egalitarian learning that is designed to foster group interaction instead of just individual performance. Moreover, wiki based learning involves community ideals and challenging modes of interaction for both learners and instructors. The paper begins by summarising the wiki way of learning. It presents a recent study conducted in a classroom environment into how students conceptualised wiki use and uses a case study of a course in mobile workforce technologies to present the basis for a wiki pedagogy. The paper concludes with a discussion on the both the practical and theoretical implications of using wikis in a tertiary education environment.