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Welcome to my Professional Doctorate Digital Appendix Files. Please use the menu to the left to see the multimedia examples.
Three projects were conducted to generate data to validate the eLearning theories, models and pedagogical design principles[1] offered in the concluding chapter. Through this study the overall research question addressed is:
‘How can the learning process (a virtual learning environment event) be facilitated and supported through the research and development of web-based technology that is appropriately matched to eLearning pedagogy and online epistemology?’
 
The projects discussed are:
Ø       Project 1: Educational Web-based Video Conferencing -
This study aims to answer the question, ‘How can web-based video conferencing and related tool sets (white boards, shared desktop, text chat, recording utility, etc.) be pedagogically designed appropriately and applied to a virtual research environment (VRE) context to address the collaborative and support needs of trans-disciplinary (across subjects and levels) work based learning practitioner researchers?
Ø       Project 2: eLearning Teaching Templates –
This study will answer the research question, “How can eLearning model templates be used to promote the online teaching/learning process?”
Ø       Project 3: VLE Denouement Profile methodology and Toolkit -
The research question, ‘How can a common understanding of VLE design and implementation between the NCWBLP stakeholders be facilitated and supported?’ is addressed.
 
Research approaches and tools
The three-stage strategy of this study starts with the Web-based Video Conferencing Project. This study was funded for £5000 from Middlesex University’s Centre for Learning Development (formerly CLD). Data was collected through:
       Online survey,
       Interviews- by telephone and face-to-face (f2f),
       Research Blog – online learning diary,
       Multimedia case studies using Adobe Breeze.
 
Project 2: Teaching Activity Templates project-
This project was funded by the University of London through the Institute of Education (IoE) and the Centre for Distance Education (CDE) for £20,000. The main data collection techniques were:
       Online survey using www.surveyshare.com,
       Interviews- by telephone and face-to-face (f2f),
       Research Blog – online learning diary,
       Multimedia case studies using Adobe Breeze,
       Website toolkit with evaluation (see CD-ROM).
Work based learning case studies have contributed to and informed the formation of several teaching templates designs. In my capacity of NCWBLP Chair of Staff Development I intend to integrate these online pedagogic models into the VLE adoption system of the Centre when they have been refined. In this way the NCWBLP staff will have the opportunity to contribute to the project evolution.
 
The final study, Virtual Learning Environment Denouement Profiling, tied together the first two research strands in an innovative approach to promote a common understanding between the stakeholders of a VLE. Data collection techniques, listed below, were used to promote a common language or understanding to promote a shared perspective of the online learning system. It was funded for £2000 by the CEWBL Research Fund. The VLE denouement profile (VLED) project used:
       Online survey,
       Interviews- by telephone and face-to-face (f2f),
       Multimedia case studies using Adobe Breeze,
       Website toolkit with evaluation,
       VLED Profile technique & toolkit (see CD-ROM). Details of profiling are presented in the Conclusions and Denouement Chapter at the end of this report.
 
Concluding contributions - 
This report has shown my research as an example of ‘leading edge practice’ in several ways. First, epistemology (the way we view knowledge) was analysed and adapted to the context of online learning or ePedagogy. This provided a sound theoretical foundation to the study.
 
Next profiling, a research technique, was presented and critically reviewed. This innovation was also supported in Project 3 and illustrated by a software toolkit.
 
The Transitional Autonomy Model (TAM) was then offered as a contribution to the eLearning community as the synthesis of several learning theories and computer interface design principles. This resulted in a set of TAM pedagogic design principles to guide VLE stakeholders in the process of developing sound eLearning events.
 
Finally, these instances of online learning events were represented by the Spiral-web learning model (SLM). This graphic exemplar combined many of the elements of the projects and ePedagogy to provide a concise representation of the ‘transitional’ nature of eLearning.
 
CD-ROM exemplars
Attached to this report is a CD-ROM containing the associated software illustrations. You are encouraged to open the electronic exemplars as you read along to get first hand experience and see the theories and pedagogic design principles in action.