Peer support for technology-enhanced learning: developing a community of learners

2.50
Hdl Handle:
http://hdl.handle.net/10547/335953
Title:
Peer support for technology-enhanced learning: developing a community of learners
Authors:
Cousins, Sarah; Dunne, Ulrike
Abstract:
This paper sets out the aims, stages and outcomes of a Peer Support for Technology-Enhanced Learning project. It suggests that the process of adapting to change is significantly eased with the support of other people. As Sharpe and Oliver (2007) suggest, there are no simple solutions to match the full complexity of the task in hand. They emphasise the importance of 'peer processes' (p.124) that allow people to talk through, share and test out new approaches with each other. This project grew out of peer support arrangements between two colleagues, and expanded to incorporate a group of self-identified colleagues ready to engage in peer support activities and move their practice forwards, together.
Affiliation:
University of Bedfordshire
Citation:
Cousins, S. & Dunne, U. (2013) 'Peer support for technology-enhanced learning: developing a community of learners', Journal of Pedagogic Development, 3 (3), pp.47-54.
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Nov-2013
URI:
http://hdl.handle.net/10547/335953
Additional Links:
http://www.beds.ac.uk/jpd/volume-3-issue-3/peer-support-for-technology-enhanced-learning-developing-a-community-of-learners
Type:
Article
Language:
en
Series/Report no.:
Volume 3; Issue 3
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorCousins, Sarahen
dc.contributor.authorDunne, Ulrikeen
dc.date.accessioned2014-11-21T13:28:15Z-
dc.date.available2014-11-21T13:28:15Z-
dc.date.issued2013-11-
dc.identifier.citationCousins, S. & Dunne, U. (2013) 'Peer support for technology-enhanced learning: developing a community of learners', Journal of Pedagogic Development, 3 (3), pp.47-54.en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/335953-
dc.description.abstractThis paper sets out the aims, stages and outcomes of a Peer Support for Technology-Enhanced Learning project. It suggests that the process of adapting to change is significantly eased with the support of other people. As Sharpe and Oliver (2007) suggest, there are no simple solutions to match the full complexity of the task in hand. They emphasise the importance of 'peer processes' (p.124) that allow people to talk through, share and test out new approaches with each other. This project grew out of peer support arrangements between two colleagues, and expanded to incorporate a group of self-identified colleagues ready to engage in peer support activities and move their practice forwards, together.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 3en
dc.relation.ispartofseriesIssue 3en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-3-issue-3/peer-support-for-technology-enhanced-learning-developing-a-community-of-learnersen
dc.subjectpeer supporten
dc.subjecttechnology-enhanced learningen
dc.subjectcommunityen
dc.subjectcomputer assisted learningen
dc.subjectchangeen
dc.subjectchange managementen
dc.titlePeer support for technology-enhanced learning: developing a community of learnersen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of pedagogic developmenten
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