Title of Project : Virtually Teachers: Using a Virtual Learning Environment to support learning on a PGCE Geography Course
Project Description :
As Course Director of the Geography PGCE course at the University of Ulster (UU), I have been piloting the use of Virtual Learning Environments (VLEs) to support the learning of student teachers for the past 4-5 years, in preparation for the arrival of the new province-wide Learning NI VLE in 2005. The face-to-face course is supplemented by virtual elements (ePGCE) to create a blended course. The ePGCE components were initially developed with the primary aims of fostering ICT skills, providing a venue for reflective practice and reducing the sense of isolation often felt by students when they are on TP (Teaching Practice) for two 12-week blocks during the 36 weeks of the course. I have been involved in the development of Elearning in the NI education community from the outset and have published research papers based around specific components of online learning. It is timely, indeed, professionally imperative, that I explore the ePGCE in a more formal and holistic way.
This action research case study seeks to support evidence-informed practice by evaluating student teachers’ experience of the ePGCE. The study aims to examine the extent to which the use of the VLE can support both planned and emergent social learning within an online community of practice. It is hoped that the evidence gathered will contribute to the development of an appropriate pedagogical model for ePGCE.
Evidence will be collected both periodically (at the end of each Stage, please see Figure 1) using questionnaires (both paper-based and electronic), and focus groups and on an ongoing basis, from the course content and electronic tracking data. Two cohorts of students (2004-’05, using the Blackboard VLE and 2005-’06 using Learning NI) on the UU PGCE Geography (c.13-15 students each year) are the focus of the study. To date all data has been gathered for first iteration during academic year 2004-’05 and data collection for the second iteration (academic year 2005-’06) has begun with the Phase 1 Questionnaire completed by all students.
Ongoing technical problems with Learning NI have necessitated extra data gathering from students and tutors. My involvement with the ESRC-funded Values-based Approach to Teacher Education Project has allowed me to include questions about the use of VLEs in PGCE Courses within the interviews with UU PGCE Tutors which were conducted as part of this project. These views will help to triangulate the other data. During the remainder of Academic year 2005-06 data collection for second iteration will continue as will work on literature and on data processing. Academic Year 2006-08 will be used to complete the thesis. The anticipated completion date is October 2008. The anticipated structure may be summarised as: introduction, methodology, literature review, analysis of data and conclusion.
Other Information :
Journal Articles
Abbott, L. Clarke, L. Austin, R (2005) Student Teachers’ use of laptops in Schools in Irish Educational Studies, Volume 24, No. 1 pp103-116.
Clarke, L. (2002) Putting the 'C' in ICT: using computer conferencing to foster a community of practice among student teachers. Journal of Information Technology in Teacher Education, 11, 2, pp 157-173.
Clarke, L (2005) A single transferable Geography? Teaching and learning geography in a contested landscape, accepted for publication in International Research in Geographical and Environmental Education Vol 11. (involves use of online conference)
Clarke, L. & Heaney, P. (2003) Author On-Line: Using asynchronous computer conferencing to support literacy. British Journal of Education Technology, 34, 1, pp 57-66. (this was included in the US-based In: John Hirschbuhl, Eds, E: Computers in Education 04/05, Eleventh Edition. University Of Akron. ISBN: 0-07-284715-8)
Clarke, L. Roulston, S. (2002) Opening a Portal for Geographers Teaching Geography Vol. 27, No. 2 pp. 92-93.
Lambe, J. & Clarke, L. (2003) Initial Teacher Education on-line: Factors Influencing the Use of Computer Conferencing by Student Teachers European. European Journal of Teacher Education, 26, 3, pp 351-363.
Roulston, S. Clarke, L. (2003) A-Level Geography Decision-Making Exercises in a Virtual Learning Environment. Geography, 88, 2, pp 141-148.
Book Chapter
Clarke, L. (2004) Virtual Learning Environments as a Support for Geography Teachers in Kent, W.A. Rawling, E. and Robinson, A. (Eds) Geographical Education: Expanding Horizons in a Shrinking World. International Geographical Union, Commission on Geographical Education and Scottish Association of Geography Teachers.
Conferences
Austin, R. Abbott, L., L. Clarke* (2003) Laptop Integration into Teacher Education, CAL ’03 Conference, April, Queen’s University Belfast.
Hannigan,C. Clarke, L. (2003) Collaborative Learning Online: An Evaluation - Qui docet discit (Who teaches learns), WebCT Impact ConferenceJuly San Diego.
Clarke, L. (2004) Virtually teachers: Use of a VLE to support student teachers on a PGCE Geography Course, Research Seminar IGU British Subcommittee on Geographical Education, September, Institute of Education, University of London.
Clarke, L. (2005) Virtual Learning Environments (VLEs) in Initial Teacher Education – no more value than a quill pen? September, BERA Annual Conference, University of Glamorgan.
If you would like to learn more about how we can help further your studies and career opportunities, please contact us.
Project Description :
As Course Director of the Geography PGCE course at the University of Ulster (UU), I have been piloting the use of Virtual Learning Environments (VLEs) to support the learning of student teachers for the past 4-5 years, in preparation for the arrival of the new province-wide Learning NI VLE in 2005. The face-to-face course is supplemented by virtual elements (ePGCE) to create a blended course. The ePGCE components were initially developed with the primary aims of fostering ICT skills, providing a venue for reflective practice and reducing the sense of isolation often felt by students when they are on TP (Teaching Practice) for two 12-week blocks during the 36 weeks of the course. I have been involved in the development of Elearning in the NI education community from the outset and have published research papers based around specific components of online learning. It is timely, indeed, professionally imperative, that I explore the ePGCE in a more formal and holistic way.
This action research case study seeks to support evidence-informed practice by evaluating student teachers’ experience of the ePGCE. The study aims to examine the extent to which the use of the VLE can support both planned and emergent social learning within an online community of practice. It is hoped that the evidence gathered will contribute to the development of an appropriate pedagogical model for ePGCE.
Evidence will be collected both periodically (at the end of each Stage, please see Figure 1) using questionnaires (both paper-based and electronic), and focus groups and on an ongoing basis, from the course content and electronic tracking data. Two cohorts of students (2004-’05, using the Blackboard VLE and 2005-’06 using Learning NI) on the UU PGCE Geography (c.13-15 students each year) are the focus of the study. To date all data has been gathered for first iteration during academic year 2004-’05 and data collection for the second iteration (academic year 2005-’06) has begun with the Phase 1 Questionnaire completed by all students.
Ongoing technical problems with Learning NI have necessitated extra data gathering from students and tutors. My involvement with the ESRC-funded Values-based Approach to Teacher Education Project has allowed me to include questions about the use of VLEs in PGCE Courses within the interviews with UU PGCE Tutors which were conducted as part of this project. These views will help to triangulate the other data. During the remainder of Academic year 2005-06 data collection for second iteration will continue as will work on literature and on data processing. Academic Year 2006-08 will be used to complete the thesis. The anticipated completion date is October 2008. The anticipated structure may be summarised as: introduction, methodology, literature review, analysis of data and conclusion.
Other Information :
Journal Articles
Abbott, L. Clarke, L. Austin, R (2005) Student Teachers’ use of laptops in Schools in Irish Educational Studies, Volume 24, No. 1 pp103-116.
Clarke, L. (2002) Putting the 'C' in ICT: using computer conferencing to foster a community of practice among student teachers. Journal of Information Technology in Teacher Education, 11, 2, pp 157-173.
Clarke, L (2005) A single transferable Geography? Teaching and learning geography in a contested landscape, accepted for publication in International Research in Geographical and Environmental Education Vol 11. (involves use of online conference)
Clarke, L. & Heaney, P. (2003) Author On-Line: Using asynchronous computer conferencing to support literacy. British Journal of Education Technology, 34, 1, pp 57-66. (this was included in the US-based In: John Hirschbuhl, Eds, E: Computers in Education 04/05, Eleventh Edition. University Of Akron. ISBN: 0-07-284715-8)
Clarke, L. Roulston, S. (2002) Opening a Portal for Geographers Teaching Geography Vol. 27, No. 2 pp. 92-93.
Lambe, J. & Clarke, L. (2003) Initial Teacher Education on-line: Factors Influencing the Use of Computer Conferencing by Student Teachers European. European Journal of Teacher Education, 26, 3, pp 351-363.
Roulston, S. Clarke, L. (2003) A-Level Geography Decision-Making Exercises in a Virtual Learning Environment. Geography, 88, 2, pp 141-148.
Book Chapter
Clarke, L. (2004) Virtual Learning Environments as a Support for Geography Teachers in Kent, W.A. Rawling, E. and Robinson, A. (Eds) Geographical Education: Expanding Horizons in a Shrinking World. International Geographical Union, Commission on Geographical Education and Scottish Association of Geography Teachers.
Conferences
Austin, R. Abbott, L., L. Clarke* (2003) Laptop Integration into Teacher Education, CAL ’03 Conference, April, Queen’s University Belfast.
Hannigan,C. Clarke, L. (2003) Collaborative Learning Online: An Evaluation - Qui docet discit (Who teaches learns), WebCT Impact ConferenceJuly San Diego.
Clarke, L. (2004) Virtually teachers: Use of a VLE to support student teachers on a PGCE Geography Course, Research Seminar IGU British Subcommittee on Geographical Education, September, Institute of Education, University of London.
Clarke, L. (2005) Virtual Learning Environments (VLEs) in Initial Teacher Education – no more value than a quill pen? September, BERA Annual Conference, University of Glamorgan.
If you would like to learn more about how we can help further your studies and career opportunities, please contact us.