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This article is part of a broader study which is exploring the panel-based peer and end-user review process for societal impact evaluation using the UK’s national research assessment exercise, the Research Excellence Framework (REF) 2014, as a case study. In particular, this article explores the different perceptions REF2014 evaluators had regarding societal impact, preceding their evaluation of this measure as part of REF2014. Data are drawn from 62 interviews with evaluators from the health-related Panel A and its subpanels, prior to the REF2014 exercise taking place. We show how going into the REF exercise, evaluators from Panel A had different perceptions about how to characterize impact and how to define impact realization in terms of research outcomes and the research process. We conclude by discussing the implications of our findings for future impact evaluation frameworks, as well as postulating a series of hypotheses about the ways in which evaluators’ different perceptions going into an impact assessment could potentially influence the evaluation of impact submissions. 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Hypothetic potentials: Theoretical

\n

Focus

\n

Blogging should not be understood as a isolated phenomena but part of a broad palette of cybercultural practices which provides us with new ways of thinking and doing. This means we should not built on existing and unchallenged pedagogical models. The idea is that a broader model associated with the blogosphere can add new aspects to the theories on learning. Moreover it is argued that blogging should be used across the curriculum and not in isolated parts of the education  (p. 5).

\n

The paper is aimed at understanding what a blog is. There are severel difinations.

\n

It states that there is often a gap between blogging rhetoric and blogging theory (p. 9).

\n

Academic Quality

\n

Refers to Blooms taxonomy. Here learnng is is seen a series of cumulative stages going from knowledge gathering, over synthesis to evaluation (p. 12).

\n

Uses Paperts theory Constructionism higlights the personalised production of \"knowledge artefacts\". Here learning is seen as building knowledge structures. Communicating ideas sharpens these ideas (p. 12).

\n

Challenges Marton and Saljos deeep/surface learning model arguing that blogging goes more than vertical (deep and surface) but also horisontal (links between different spaces) bringing a social and network thought into it (p. 14). The nodes in the network  has teh ability to send and recieve and accounts for teh given (contextual) and constructed aspect of learning.

\n

Relevance for project

\n

Make hypothesis on how blogging can be used in education and the effect of doing it but the empirical foundation is alsmost non existing.

\n

 

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Evaluative

\n

 

\n

Fokus

\n

Artiklen tilbyder et teoretisk rammeværk til at bygge online praksis fællesskaber (community of practice-CoP) ved at bruge web 2.0 værktøjer. I artiklen beskrives hvordan et læringsfællesskab går fra en given socio-kulturel kontekst, gennem diskurs, handling, refleksion, og reorganisering mod medieret metakognition. Wikien var én af værktøjerne der blev brugt og den fangede den intraktive natur af gruppers metakognitive monitorering og regulering.

\n

I artiklen defineres social networking som en praksis, hvor viden udvides ved at skabe forbindelser med individer med samme interesser som en selv. Derudover defineres web 2.0 kultur.

\n

Desuden redegøres der på forskellen mellem læring fra web 21.0 og 2.0

\n

Faglig Kvalitet

\n

Mellem kvalitet

\n

Nævner at Mason og Rennie der har sagt at web 2.0 har ændret læring på en måde så traditionelle teorier for læring såsom behaviorisme og konstruktivisme ikke længere er dækkende.

\n

Bygger på Wenger, Snyder og McDermontts CoP model til at forstå strukturen af social networking nemlig ud fra kategorierne: domæne, community og praksis. Nå disse fungerer i samspil kan CoP fungere som en 'vidensstruktur'. Dvs. at CoP kan relateres til læring. Der tages også en socio-kulturel og socio-konstruktivistisk tilgang til læring (Vygotsky).

\n

Relevans for projekt

\n

Der er gode definitioner som kan være anvendelige i en oversigtsartikel. Derudover kan teorierne også bruges til at forstå koblingen mellem læring og web 2.0. Men det er problematisk at de empiriske eksempler bygger på egen brug af teknologier.

\n

LNG

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Fokus;

\n

Denn artikel præsenterer et design (system design /prototype) der forsøger at indlempe de 11 aspekter de har fundet frem til er vigtige i understøttelsen af sociale netværk i forbindelse med samarbejdet omkring etableringen af en vidensbase.

\n

Knowledgesharing er keyword, og som platform har de brugt bl.a. wiki til udviklingen.

\n

11 requirements to support knowledge sharing:

\n
1. build a shared repository which achieves a common understanding and structure together with a means of finding out what projects or problems people are working on (providing opportunities for sharing and reuse);
\n

2. allow people to create content in their own way using their own terms and concepts;

\n

3. develop a top-down knowledge map in the form of an ontology or concept map to assist people to define and structure their own concepts within the bigger picture;

\n

4. allow the knowledge nuggets to emerge bottom-up, or top-down where appropriate, in an ad hoc, immediate and spontaneous manner.

\n

Additionally, we found the system needs to:

\n

5. support a range of expertise levels, views of the knowledge and access rights;

\n

6. provide a review process in which users can register their approval or disagreement;

\n

7. test and keep track of the consistency between all elements of the knowledge system and notify users when conflicts occur;

\n

8. be compatible with a wide range of existing systems and knowledge sources;

\n

9. provide an intuitive, simple and yet structured knowledge maintenance cycle;

\n

10. support primary ownership and management of the domain knowledge by domain users, not a third party such as a knowledge engineer.

\n

Finally, a collaborative knowledge management tool needs to:

\n

11. be configurable to each enterprise allowing changes to the ontology, the workflow/process of acquiring knowledge and the user interface over the life of the system [26].

\n
Vurdering:
Lav/Middel
Relevans for projektet:
Det er mest i relation til måske et praktisk eksempel på konkret udvikling eller brug af web 2.0 teknologi i forhold til videndeling
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Vurdering: Høj

\n

Grunden til at jeg giver artiklen den høje rating er pga af den grundighed og de perspektiver den indeholder. Den beskriver tidligere artiklers identifikation af brug af blogging i uddannelsesmæssige sammenhænge og på baggrund af dette bevæger forfatterne sig videre til at beskrive den indsamlede empiri, samt hvilke områder der er vigtige at tage i betragtning, når man ønsker at implementere blogs i ens didaktiske design. Det drejers sig altså ikke kun om, hvordan de studerende opfatter blogging, men i ligeså høj grad om, hvad man som underviser skal tage i betragtning.

\n

Alt i alt en rigtig god artikel, som indeholder en masse spændende perspektiver på educational blogging lige fra identifikation af blogging behaviours til pædagogiske overvejelser i forbindelse med blogging.

\n

The authors describes different kinds of blogging behaviou/ways of integrating blogging in educational settings and relate it to different sorts of learning and learning environments.

\n

På side 9 præsenteres the empirically grounded framework.

\n

The authors writes: An important message that has come from all the prior research and practice with both predigital and digital
media, is that students only make good use of a media/
tool, or engage in any learning activity, if these are well
embedded in the learning design.

\n

In our analysis of semistructured interviews with students, we identified six factors that influenced their blogging: perceptions of, and need for, an audience; perceptions of, and need for, community; the utility of, and need for comments; presentational style of the blog content; overarching factors related to the technological context; and the pedagogical context of the course.

\n

Students attitude towards blogging: Why would I want one? and Whats in it for me?

\n

Research q: What are the main motivations behind students’
blogging?
• What are the issues regarding writing and learning in a public space?
• How does course pedagogy impact on blogging?
• How do students differentiate their use of blogs from their use of other online communication and collaboration
tools provided on their course(s)?
• How can findings from our research be made available to students to guide course-related blogging?
• How can findings from our research best support educators in selecting when and where blogging can support learning tasks?

\n

Blogging posts as reflective narratives.

\n

 

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Hypothetical potentials: development of concept

\n

Fokus

\n

I artiklen introduceres et e-lærings toolkit ( ala wizards og word paperclip) som guider praktikere igennem processen at skabe pædagogisk læringsaktiviteter som bruger e-lærings værktøjer og ressourcer.

\n

I artiklen argumenteres der for at hjertet i et e-lærings design toolkit er læringsaktiviteter (LA) som består af tre elementer:

\n\n

desuden har læringsaktiviteterne et ønsket resultat. Baseret på en klassifikation af medie i de fem kategorier, lærings resultatet og strategier foreslår toolkittet passende medietyper og kombinationer som læreren kan bruge.

\n

Faglig Kvalitet

\n

Mellem. Praktisk tilgang. Laurillards fem medie former benyttes til at designe taxonomier for ressourcer og værktøjer. Gør det muligt for den der anvender toolkittet selv at vælge, hvilke læringsteorier der skal understøttes.

\n

Relevans i forhold til projektet:

\n

Releveant idet toolkittet kan bruges som inspirations til at udvikle vores egen metodologi.

\n

 

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More specifically,
transforming it from being an obligatory, isolated, and not intrinsically meaningful part of
life to a part which offers possibilities of authentic, motivating knowledge building in
collaboration with others and in interaction with the surrounding environment.

\n

 

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Discussion of VLE  vs PLE

\n

Focus

\n

The article discusses the potential of social software to move e-learning beyond learning mangement systems. It is argued that learning management systems does not support a social constructivist approach.

\n

A model for how to use technologies is made. Here there are three levels:

\n

1) using a management system for administrative purposes

\n

2) offering students personal tools to construct, present, reflect, collaborate etc.

\n

3) facilitate networks betwen students in teh same course

\n

4) facilitate networks between students and otehrs within the same field (p. 9)

\n

Uses Andersons defintion of web 2.0. from the paper \"Distance learning - social softwares killer app?\"

\n

 

\n

Academic Quality

\n

Social constructivism approach.

\n

Uses a model for designing a \"Constructivist Learning Environment\" by Jonassen (1999) (p. 5)

\n

 

\n

Relevance for project

\n

High since it takes an approach where web 2.0 technologies are combined with a management system but where learning is managed by the student her-self.

\n

Focuses on problem-solving activities which are important to problem-based learning.

\n

 

\n

LNG

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Focus

\n

The key-question is:

\n

- What are the social software processes, practices or literacies that are relevant to learning?

\n

- How can we adapt these for learnign in existing contexts?

\n

 

\n

Academic Quality

\n

High-provides an overview of severel other sources: Pachler & Daly, hemmi et. al. , and Kerawella. each of these provides a new take on the conection between web 2.0 and e-learning.

\n

 

\n

Relevance for project

\n

Relevant since it points out important questionas to be answered in relation to learning and web 2.0 and what future e-learning can learn from web 2.0.

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Evaluative

\n

Fokus:

\n

Studiet søger at besvare hvilke muligheder for handlen der er bygget ind i det web-baserede læringsmiljø Viten.no og hvordan disse muligheder for handlen bliver strukturerende ressourcer i den studerendes deltagelse i videnskabelige undersøgelser.

\n

Der argumenteres for at promps er mere effektive i forhold til at forstærke de studerendes opnåelse af undersøgelsesskills end videnskabelige viden.

\n

Der skelnes mellem situationer hvor der ikke promptes og situationer hvor der promptes. I situationer hvor der ikke promptes bruger eleverne tekst og billeder i Viten.no. Viten.no bliver her brught som en ressource til at reflektere og skabe mening med videnskabelige koncepter. I prompting situationen fokuserede eleven mere på, hvad der forventedes af ham/hende og hvordan svaret kunne tilpasses denne forventning.

\n

Studiet viser at det socio-kulturelle perspektiv kan forbedre vores forståelse for positive og negative effekter ved studerendes engagament med web-baserede læringsmiljøer.

\n

 

\n

Faglig Kvalitet:

\n

Høj kvalitet. Tager en socio-kulturel tilgang til emnet og benytter teorier fra Cole, Säljö, Chin & Malhotra, Wertsch, Furberg & Arnseth, Linell, Mercer.

\n

 

\n

Relevans i forhold til projektet:

\n

Mellem. Kan bruges til mere generelt at forstå, hvordan man kan skabe et web-baseret læringsmiljø. Nævner ikke selv web 2.0, men der fokuseres dog på samarbejde og konstruktion af viden ved hjælp af tjenesten Viten.no.

\n

Ikke direkte anvendeligt i forhold til at se på læringspotentialerne i web 2.0. Måske bedre til at forstå, hvordan man kan indsamle empiri i forhold til at forstå brugen af web-baserede læringsmiljøer.

\n

 

\n

 

\n

(LNG)

\n

 

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Evaluative of practice

\n

Focus

\n

The aim is to explore the conceptual implications of the new media environments when they are used in formal education. The focus is how the academy appropriate the technologies for pedagogical purposes ((p. 19)

\n

In relation to this two main themes where investigated:

\n

- How the students negotiated the presentation of identity and selfhood in the formalized web-log.

\n

- and the ways in which the themes of anonymity, etiquette and group responsibility were played out.

\n

 

\n

Academic Quality

\n

High. Empric founded.

\n

 

\n

Relevance for project

\n

High.

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The pedagogical potential lies within developing social networks in which students’ activities are visible to other students. The potential is to support transparency through a combination of personalization and socialization and through sharing personal information and tools within social networks (Dalsgaard 2006).

\n

 

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In order for these strategic initiatives to be implemented, employees need to acquire (public servants or private employees) the necessary skills for an EA to be successful. \n\nNowadays in Europe only a few universities have specialized courses for EA. On the other hand, a number of VET organizations provide EA courses but with significant enrolment fees. \n\nAt the same time, the competencies required from an Enterprise Architect still need clarification. Consequently the skills, knowledge and attitudes that university students and employees in both public and private organizations need to acquire must be identified.\n\nEA is mostly applicable to organizations that are segmental, usually to different cities or even countries. An organization needs to train employees in different segments and often to different aspects in order for EA to be effective. Clearly, there is a need for distance electronic learning and consequently all the above skills, knowledge, abilities need to be trainable through the use of ICT and more specific the Web which provides a cost-effective means to communicate. \n\nThe industry complains that graduating students, although technically adept, they are still lacking significant abilities required in real world situations. At the same time research in the science of learning has indicated that active, problem-based learning is one of the most important and essential components of the learning process. A variety of discipline-specific pedagogical strategies that require students' active engagement and that develop their innovation skills (i.e. problem solving ability, lateral thinking, creativity) in the context of technology-enabled learning environments should be standard .\n\nOur project’s aims are: \n•\tTo determine the required skills, knowledge and attitudes that university students and both public and private sector employees must learn. \n•\tTo identify new training and teaching methods based on Web 2.0 technologies and active, problem-based learning approaches. \n•\tTo develop a Web 2.0 platform and course models for university students and employees. The foreseen training material will be created in English and will be translated and adopted in German, Greek and Polish.\n•\tPilot trials for private sector employees, public servants and university students", "type": "", "date": "Nov 2008", "publisher": "European Commission, Lifelong Learning Programme", "place": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "archive": "", "archiveLocation": "", "shortTitle": "EATrain2", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-10-06T11:35:22Z", "dateModified": "2014-10-06T11:43:43Z" } }, { "key": "FT98Z2KM", "version": 5457, "library": { "type": "group", "id": 1891, "name": "EAtrain2", "links": { "alternate": { "href": "https://www.zotero.org/groups/eatrain2", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/1891/items/FT98Z2KM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/eatrain2/items/FT98Z2KM", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/1891/items/BQ3FUSGR", "type": "application/json" } }, "meta": { "createdByUser": { "id": 31028, "username": "lillian", "name": "Lillian Buus", "links": { "alternate": { "href": "https://www.zotero.org/lillian", "type": "text/html" } } } }, "data": { "key": "FT98Z2KM", "version": 5457, "parentItem": "BQ3FUSGR", "itemType": "attachment", "linkMode": "imported_file", "title": "EL_KA3_ICT_EATrain2_part1.doc", "accessDate": "", "url": "", "note": "", "contentType": "application/msword", "charset": "", "filename": "EL_KA3_ICT_EATrain2_part1.doc", "md5": "d2ac3f57d8fba0f13a5fbda0fe44ad13", "mtime": 1412595314000, "tags": [], "relations": {}, "dateAdded": "2014-10-06T11:35:14Z", "dateModified": "2014-10-06T11:35:22Z" } }, { "key": "QNR37SHW", "version": 5440, "library": { "type": "group", "id": 1891, "name": "EAtrain2", "links": { "alternate": { "href": "https://www.zotero.org/groups/eatrain2", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/1891/items/QNR37SHW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/eatrain2/items/QNR37SHW", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/1891/items/INA3PKV2", "type": "application/json" } }, "meta": { "createdByUser": { "id": 29554, "username": "ryberg", "name": "Thomas Ryberg", "links": { "alternate": { "href": "https://www.zotero.org/ryberg", "type": "text/html" } } } }, "data": { "key": "QNR37SHW", "version": 5440, "parentItem": "INA3PKV2", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2013-11-01T12:33:20Z", "url": "http://www.tandfonline.com/doi/abs/10.1080/01587910220124008", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "01587910220124008.html", "md5": null, "mtime": null, "tags": [], "relations": {}, "dateAdded": "2013-11-01T12:33:20Z", "dateModified": "2013-11-01T12:33:20Z" } }, { "key": "WQHEPG5H", "version": 5440, "library": { "type": "group", "id": 1891, "name": "EAtrain2", "links": { "alternate": { "href": "https://www.zotero.org/groups/eatrain2", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/1891/items/WQHEPG5H", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/eatrain2/items/WQHEPG5H", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/1891/items/INA3PKV2", "type": "application/json" } }, "meta": { "createdByUser": { "id": 29554, "username": "ryberg", "name": "Thomas Ryberg", "links": { "alternate": { "href": "https://www.zotero.org/ryberg", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "WQHEPG5H", "version": 5440, "parentItem": "INA3PKV2", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2013-11-01T12:32:59Z", "url": "http://www.tandfonline.com/doi/pdf/10.1080/01587910220124008", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Wertsch - 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Hypothetic potentials: prototype development

\n

Focus

\n

Personalization tecniques regarding learning context modelling, content organization and selection, recommendations and ranking, and personalized  multimedia presentations.

\n

In the article it is argud that it is important to:

\n\n

The location based learning system can be made by following an iterative process of personalization:

\n\n

Academic Quality

\n

Medium-low. Very practical. Does not explicitely mention learning theories (except for a short intro).

\n

Relevance for project

\n

Only relevant as one of the new possibilities in e-learning. Provides defintions of location -based learning and a how to in relation to designing the informations architecture of a location-based-learning system

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Evaluative.

\n

Ethnographic study.

\n

Discuss the motivations for blogging.

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Develop design recommendations

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Focus

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Focus on blogs written by ordinary people for a small audience. Examines blogging from the bloggers point of view through etnographic interviews (23 participants) and continued close readings of blog posts. the respondents were asked informations about their blog, blogging habits, thoughts on blogging, and use of other communication media (p. 223).

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Discuss social activity enacted through blogging. In teh interviews the bloggers are asked:

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- How and why they started their blog

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- Why they continued them

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- How their blogging habbit changed over time.

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It was found that:

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- blogs create the audience and vice versa:

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= Blogs are established as social activity, a form of social communication where bloggers and audience are intimately related through the writing and reading of blogs. (p. 224)

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The social nature lies in the fact that many bloggers started to write because of requests from friend (p. 224).

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Comes with design recommendations such as:

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Academic Quality

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Activity theory is used. This theory focus on what are teh objects motivating humana ctivity.

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Relevance for the project

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Comes with examples of use. This is however evaluated in relation to design.

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Artiklen er - som konference artikler oftest er - af middel faglig kvalitet, men relevans for projektområdet er til gengæld rigtig høj. (Jeg synes vi skal skelne mellem de to ting!). Artiklen foreslår en typologi som skelner mellem pædagogisk værktøjer til forskellige aktiviteter:

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Desuden rummer den en \"A global democratic pedagogical online learning architecture\" udviklet af Elsebeth Sorenson og Murchu - her er nogle af punkterne gode i forhold til Active Problem Based Learning (APBL):

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\"In the present context, we define empowerment as the development of knowledge, skills and abilities in the learner to enable them to control and develop their own learning.

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Derudover diskuterer artiklen: \"we will address and discuss how - and to what extent - the Web 2.0 technologies introduced above may work for learner empowerment through supporting dialogic and collaborative knowledge building, using this conceptual model.\"

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Dette gør den ifht til de 4 kategorier (dette bliver dog kort og ikke med mange eksempler)

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Fokus:

\n

Artikelen bygger på de fire læringsteoretiske tilgange:
Behavourism,
Cognitivise Learning Theories,
Contructivism,
Social Learning Theories

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Disse tilgange er baggrunden for en undersøgelse af SME's tilgang til e-læring og hvad disse ser af fordele og ulemper ved f.eks. cd-rom baseret læring vs. online læring i et VLE.

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Motivation nævnes bl.a. som en faktor der kan bruges i skelnen mellem den lærerstyrede tilgang og den mere deltagerstyrede tilgang.

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I forhold til brugen af cd-rom eller web-baserede værktøjer uden social interaktion nævnes:
Fordele: Fleksibilitet, Effektivitet
Ulemper: Manglende motivation, selv-diciplin, ingen kontakt med en underviser

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En blended læringmodel med accreditering i form af et diplom blev udviklet og har været en succes i forhold til uddannelse i SME.

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Konklusionen er at \"effective use of Learning Design can result in extremely useful and beneficial educational experience for those in the workplace\"

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Faglig Kvalitet:

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Middel

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Relevans i forhold til projektet:

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Vil evt. kunne bruges som en reference til dokumentation af forskellen mellem deltager-styret og lærer-styret læring samt de fordele og ulemper der følger med den læringsteoretiske vinkel der vælges i forbindelse med udviklingen af læringsmaterialerne.

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