In my previous post I drew attention to the fact that the EU-funded Learning Layers (LL) project is preparing for the review of the Year 3. This has given rise to consider the development of the project and our activities as an evolution of the contextanddevelopmentof the actors and activities working in the context. In the first post I discussed the challenges of the early phase and the responses of the project. In the second post I will discuss the role of accompanying research in the construction pilot. I will also make some remarks on the role of research dialogue within the project and across the boundaries of the current LL project.
1. Interaction between theoretical work and co-design activities in construction pilot (Year 2 and Year 3)
In the beginning of the Year 2 the Learning Layers project agreed to organise a “Theory Camp” activity Continue reading →
Ten days ago I had an email from Alexander Mikroyannidis from the UK Open University. “Together with some colleagues from the EU project ROLE (http://www.role-project.eu)” he said, “I’m preparing a book to be published by Springer. It will be entitled “Personal Learning Environments in Practice” and it will present the results of applying PLEs in different test-beds in the project.
For each chapter, we have invited an external expert to provide a 2-page commentary that will also be published in the book. Would you be available to write such a commentary for the chapter that describes the vision of the project?”
How could I refuse? And here is my contribution:
Research and development in learning technologies is a fast moving field. Ideas and trends emerge, peak and die away as attention moves to the latest new thing. At the time of writing MOOCs dominate the discourse. Continue reading →