Sarah Jones - Academia.edu (original) (raw)

Papers by Sarah Jones

The aim of this Paper is to explore the key concepts in the conceptual landscape of Online Learni... more The aim of this Paper is to explore the key concepts in the conceptual landscape of Online Learning Communities. At ULTRALAB, a research and development unit of Anglia Polytechnic University, we have a wide experience in this field, having been involved in it for over 15 years. Our major recent projects have included: Talking Heads, an online community for 12,000+ head teachers; Virtual Heads, an online community programme for professional development - mandatory for aspiring head teachers; Strategic Leadership in ICT (SLICT), an online community development programme for head teachers; ULTRALAB Learning, a professional development online community for 100+ educationalists; Ultraversity, an online community of 400+ undergraduate work place degree learners and ULTRALAB itself, a working environment for 80+ colleagues, three-quarters of whom are remotely located.

I will combine our findings from these research projects with a look at the broad literature in this area, identifying the Key Concepts in so doing. Finally I will look at the inter-relationship between these concepts and note the emerging themes.

This paper aims to explore the practicalities of integrating Blended Learning into faculties whe-... more This paper aims to explore the practicalities of integrating Blended Learning into faculties whe-re more traditional style delivery methods have been the norm. Beginning with a brief look at the various definitions of ‘Blended Learning’ the authors identify key themes from already exi-sting literature about the nature of implementation, before defining the key processes that need to be in place to enable successful implementation and delivery in HEIs. They will draw on the experiences of implementing Blended Learning across five faculties at Anglia Ruskin University.

This paper presents and discusses the initial findings of an Action Inquiry into the new learning... more This paper presents and discusses the initial findings of an Action Inquiry into the new learning approaches and pedagogical principles enabling collaboration and learning in the EuroLink - Virtual International School. In 1996, a small group of schools in a variety of countries across Western Europe began to see the potential of the internet in terms of progressing educational experiences. Together they tested out the new wave of emerging technologies, from teleconferencing to collaboration on enterprise projects. In 2009 the schools came together once more, to refine their thinking and find a new purpose in their collaborative endeavours. The result was the European Union funded ‘EuroLink - Virtual International School’ otherwise known as ELvis. The ELvis partnership of 7 schools (from Italy, Germany, Netherlands, UK & Belgium) is researching new approaches to teaching, learning and assessment in the context of a Virtual International School. The aim of this paper is to share reflections from the first 2 years of the collaboration, articulating the impact and lessons learned during a preliminary investigation into the collaborative approach to education across national boundaries. The work follows a grounded theory approach (after Glaser & Strauss, 1967). The initial findings have demonstrated the need for a framework of guiding principles, around which programmes of study can be designed. This framework has now been created, shared with ELvis staff and is currently being implemented in a selection of programmes of study. Although ELvis may be considered unique in some sense, the lessons learned from this initial study will benefit others who are embarking on a similar path of international collaboration and co-operation

In July 2003, ULTRALAB - an innovation and technology research unit at Anglia Ruskin University, ... more In July 2003, ULTRALAB - an innovation and technology research unit at Anglia Ruskin University, set up a radically new undergraduate degree course to enable those who had missed the opportunity for study at Higher Education level and were now in the workplace, to learn whilst they worked through online learning communities of inquiry, in order to gain degree status which benefited both the individual and the place of work. The aim of this paper is to explore the implications of this innovative online degree, on the future of degree delivery worldwide. In a time of continual organisational and technological change, the paper sets out to demonstrate how the ‘Ultraversity Degree Model’ can create opportunities for the learners and the workplace to progress in unison through process tools acquisition in inquiry based online learning communities. This reflective account draws upon a variety of literature associated with online learning, workplace learning and learning processes. It demonstrates the key facets, which make this degree innovative and discusses how the lessons learnt from running such a degree can have important implications on the delivery of other degree courses, especially where geographical barriers are insurmountable and participants cannot leave the security of employment.