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PRACTITIONER-RESEARCHER  January 2009

PRACTITIONER-RESEARCHER January 2009

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Subject:

Re: Explaining our educational influences in learn...

From:

Jack Whitehead <[log in to unmask]>

Reply-To:

Practitioner-Researcher <[log in to unmask]>

Date:

Tue, 6 Jan 2009 14:53:41 +0000

Content-Type:

text/plain

Parts/Attachments:

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Here is an extract from a translation of Branko Bognar's Summary of his
doctoral thesis on 'The possibility of realising the role of teacher 
action researcher through electronic learning':

"In this dissertation results of the action research are represented, that
were directed at finding possibilities of enabling teachers to realise
action research enquiries by using electronic learning processes. The
project started in September 2005 after two years of preparatory activities.
We conducted this project through the following phases:

               the establishment of a system for electronic learning 
Moodle (http://www.e-lar.net/moodle);
               a mutual getting to know of project participants, and
discussions about initial values through the Moodle system;
               the determination of action research problems on the basis
of teaching analysis and creation , as well as the realisation of action
research plans;
               the creation, validation, publishing and presentation of
action research reports.

From 33 registered participants, from six primary and one secondary schools,
14 participants participated in the realisation of own their action research
enquiries. Twelve participants represented their action research results at
professional meetings, ten participants finished action research reports.
From thouse ten reports two were sent for publishing in Metodi&#269;ki ogledi  a
journal for the philosophy of education of a Croatian philosophical society
and two reports were finished in the form of MA dissertations. The project
was officially finished in January 2007.

In this case it appeared that electronic learning was not sufficient to help
teachers in taking over the role of action researcher. Because of that we
decided to utilize learning communities, professional meetings, face-to-face
mentorship and visits to by critical friends. Electronic learning, however,
was not able to help teachers in taking over the role of action researchers,
or enabling permanent learning and cooperation, that could only be obtained
by using face-to-face forms of professional development. Apart from that,
this research enabled communication of teachers who lived in five different
towns, who wouldn't otherwise have been able to cooperate and learn
together. Thus electronic learning made easier a realisation of professional
development primarily because of the fact that they were able to learn from
each others and not only from their mentors.
With regard to the advantages that web-based learning provided for project
participants was concluded fast access to information, a greater flow of
information, the possibility of using visual information, exchanging
experiences with people outside their professional contexts, access to
on-line resources and activities at times and in circumstances that were the
most appropriate for them. At the same time they noticed particular
disadvantages such as an initial disorientation in using the system for
electronic learning, which led to huge amounts of information in a short
period of time, the inaccessibility of adequate computer equipment, as well
as a lack of personal contact with other participants.

                                                 *********

For those interested in enhancing the use of inclusional language (see
Alan's last posting - our first for 2009) in our explanations of educational
influences in learning, the details of the first of the Monday evening
educational conversations of the New Year, in the Senior Common Room of the
University of Bath, can be accessed at:

http://www.bath.ac.uk/internal/scr/scr-news.html

Looking forward to continuing to share our ideas in 2009.

Love Jack

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