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  1. 1. Social Learning as Inclusive Learning: Using Video Conferencing in Distance Learning Rania Eleftheria Kosmidou
  2. 2. Inclusive Learning
  3. 3. My Question/Intervention:Is Interactive Videoconferencing as ateaching andlearning toolfeasible,effective?
  4. 4. Resources Interactive Video Conferencing toolsInterviews Literature
  5. 5. My Project and the UK PSF• How students learn• Develop effectivelearning environmentsand approaches tostudentsupport/guidance• Appropriate methods ofteaching and learning• Use and valueappropriate learning technologies• Promote participationand equality ofopportunities• Use evidence-informedapproaches and theoutcomes fromresearch, scholarshipand CPD
  6. 6. Distance Learning• Why is it important? • It is more inclusive learning • It can reach a wider student audience • It can meet the needs of those learners who are unable to attend on- campus classes • It can involve outside speakers who otherwise would be unavailable
  7. 7. Problems• Balance between costs (monetary and time) and motivators• Availability of feedback and teacher contact• Access to student support and services• Feelings of isolation and alienation• Lack of experience (in tertiary study and/or studying at a distance)• Lack of (technical) training Mark J.W. and Catherine McLoughlin (2010). Beyond distance and time constraints: applying social networking tools and web 2.0 approaches in distance education. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 61- 87: 64). Edmonton: AU Press, Athabasca University.
  8. 8. The Networked Teacher
  9. 9. Problems/Risks• Know what are the needs for the learner to participate=language or technical requirements. Should have a pre-class informal session to make sure that the learner knows how to use the technology, make sure that everything works, and learn how it works.• It has a cost (equipment/the lines- Internet).• Handwritten/copied materials presentations etc must be well prepared as there might be the risk that they might not be able to read them.• Preparation required: scheduling, confirming attendance.• How to ensure active participation, avoid destructions.
  10. 10. What now?
  11. 11. References• Bates, A. W. (2005). Technology, e-learning and distance education (2nd ed.). New York, NY: Routledge.• Greenhow, C., Robelia, B. & Hughes, J.E. (2009). Learning, teaching, and scholarship in a digital age web 2.0 and classroom research: what path should we take now? Educational Researcher, 38(4), pp.246–259.• Gunawardena, C. N., &McIsaac, M. S. (2004). Distance education. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 355–95). Mahwah, NJ: Lawrence Earlbaum Associates.• Laurillard, D., 2008. Digital technologies and their role in achieving our ambitions for education. Available at: [Accessed 24 October , 2012].• Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. New York: Routledge, pp. 187–209.
  12. 12. • Lee, M. J. W., &McLoughlin, C. (2007). Teaching and learning in the Web 2.0 era: Empowering students through learner-generated content. International Journal of Instructional Technology and Distance Learning, 4(10), 21–34.• May, H., & Bridger, K. (2010). Developing and embedding inclusive policy and practice in higher education. York: Higher Education Academy.• Sharpe, R., Beetham, H., &Freitas, de Sara (Eds.). (2010). Rethinking learning for a digital age: How learners are shaping their own experiences. New York: Routledge.• University of Idaho.Distance education at a glance. Retrieved 24 October 2012, from• Veletsianos, G. (2010). Emerging technologies in distance education. Edmonton: AU Press, Athabasca University• Wenger, E., White, N., Smith D., J. (2009). Digital habitats: stewarding technology for communities. Portland, OR: CPsquare.