Search results for author:"Terrie Lynn Thompson"
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Even a virtual synchronous classroom has walls: There's more to collective meaning making than the technology
(2003) pp. 1–191
The parade of new technologies is relentless. Are newer learning paradigms, such as sociocultural perspectives, reflected in the design and delivery of e-learning experiences? Studying the triad of stakeholders involved in a workplace e-learning...
Studies in Continuing Education Vol. 34, No. 3 (2012) pp. 251–266
Actor network theory (ANT) is used to explore how work-learning is enacted in informal online communities and illustrates how researchers might use sociomaterial approaches to uncover complexities, uncertainties, and specificities of work-learning...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2166–2171
Organizations seeking improvements in the way they work and build knowledge reach for new learning paradigms. Sociocultural perspectives offer a way to envision how technology could shape more dynamic workplace learning. Studying the triad involved...
Assembly@required: Self@-employed workers' informal work@-learning in online communities (2010) pp. 1–176
It seems that for many people, spaces on the web are an integral part of their lives. This may include seeking out learning opportunities in online communities. There is plenty of buzz about these cyberspaces whether they are part of new social...
Learning, Media and Technology Vol. 41, No. 3 (2016) pp. 480–500
Workers are faced with wider networks of knowledge generation amplified by the scale, diffusion, and critical mass of digital artefacts and web technologies globally. In this study of mobilities of work-learning practices, I draw on sociomaterial...
Using e-Learning to Bridge the Global Digital Divide: Successes and Challenges from the International Field
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 989–993
Millions of dollars are invested globally to bridge the digital divide. However, lasting learning will only result when people apply technology for social and economic benefits. These circumstances create opportunities for unique learning programs...
Journal of Workplace Learning Vol. 22, No. 6 (2010) pp. 360–375
Purpose: In order to explore how informal pedagogical moments are being renegotiated by the technology woven into people's lives, this paper aims to focus on online communities as sites of learning; more specifically, the informal work-related...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 2269–2273
In this paper, we explore the inclusion of information and communication technologies (ICTs) as key research participants when investigating 21st century learning environments. We ask: how do we bring to inquiry the high-technology artefacts...
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 975–988
In this paper we used a credible model, the Demand-Driven Learning Model (DDLM), (MacDonald, Stodel, Farres, Breithaupt, & Gabriel, 2001) and its companion evaluation tool (MacDonald, Breithaupt, Stodel, Farres, & Gabriel, 2002) to design, delivery, ...
Community building, emergent design and expecting the unexpected: Creating a quality eLearning experience
Internet and Higher Education Vol. 8, No. 3 (2005) pp. 233–249
Given the extraordinary interest and growth in eLearning as a learning tool and as an industry, it is not surprising there is lively debate on quality. A research-based and tested eLearning model was used to design and evaluate an online M.Ed....
Internet and Higher Education Vol. 31, No. 1 (October 2016) pp. 43–51
This research examines masters-accredited online professional learning aimed at fostering criticality and a disposition to collective professional autonomy. Drawing on a model of online learning conceived as a nexus of cognitive, social and teaching ...