Designing an effective organisational architecture for an undertaking can be considered essential to its success. The way an organisation is designed – or otherwise appears to its workers – will affect the extent to which those workers associated with it can be effective at their jobs. This chapter undertakes a case study into an organisation that is based around contingent working and inter-professionalism. Important things drawn from the study include the importance of the Cloud to distance working, such as teleworking; the identity of the organisation and how workers relate to it; as well as what factors assist on inhibit worker motivation. The study concludes that the organisational structure of the organisation investigated – where different firms perform different tasks, could be seen as best practice in supporting inter-professional environments.
This chapter explores how a learning organisation differs from a teaching organisation, such as that each person holds responsibility for their own learning, yet are supported and guided by those who wish to help them further their personal development. This chapter aims to develop a software project management methodology, based on existing approaches, which can accommodate all people, regardless of ability. The model developed, called the C2-Tech-S2 approach, is specifically designed for projects that use crowd-funding and agile development, particularly in environments based around the Cloud. A pilot study is carried out to demonstrate the ‘technology’ stage of this model for assessment using the ‘support’ stage. This finds that all stages of the model need to be applied in a project, because on their own the stages may not produce the most effective outcomes in terms of increased participation.
Coaching and mentoring have many commonalities, but can also be seen to be different. The aim of coaching is to help a person transform being where they are to where they want to go, which may be on a path that has not yet been trodden. Mentoring is a one-to-one communication between a mentor who has “been there and done that” and a mentee who wants ‘learn the ropes.’ This paper looks at how these practices can be enabled online – through Virtual Coaches – and the extent and limitations of the GROW model for online coaching and mentoring. It finds that the GROW model is limited in what it can do, and that it needs to be extended to consider factors beyond goals, realities, options and will. It is suggested that ‘engage’ and ‘routinize’ be added to create a new model called ‘GROWER.’ An extension of the M-MARS model making it M-REAMS (i.e. Methods, Rules, Enmities, Amities, Memes, Strategies) is proposed for an ethnomethodological approach to reflective learning. The paper concludes that Virtual Coaches can provide benefits in terms of enhanced mentoring and coaching relationships.
While the concept of Classroom 2.0 has been around for over a decade, the concept of electronic and distance learning as a mode to improve education outcomes has existed ever since the first broadcast of television programs carrying educational content. The governments in the United Kingdom have always sought to intervene in education, whether this has been allowing schools to opt-out of local authority control with grant-maintained schools under Margaret Thatcher, co-operative trusts under Tony Blair or free schools under David Cameron. Not all government interventions are as successful. Homogenized one-size-fits-all education based on catchment areas such as Comprehensive Schools, and State-run projects like the UK e-University have been shown to lack the return on investment of Specialist and Independent Schools and the Open University. This paper reviews some of the microeconomic models used by governments to intervene in the market for instructional services, including e-participation in education, namely Classroom 2.0. It also looks at some of the possibilities of Classroom 2.0 in education systems that have been affected by UK and respective devolved government’s education policy.
This chapter presents a case study of The Emotivate Project and the role it played in the didactic education of 11 school-age children from the former coalfields communities of Llantwit Fardre and Pontypridd in Wales in the United Kingdom through blended learning (bLearning) and blended twinning (bTwinning). The chapter shows how the Emotivate Projects provides evidence to show that UK Government’s Big Society policy depends, not on additional government intervention beyond finance, but partnerships on the basis of responsible capitalism and community co-operativism, involving all three market sectors – people, private and public. By using the capital and ‘payment in kind’ of responsible capitalist firms, in addition to charitable funding and government grants means partnerships across sectors can provide a significant degree of match funding for Big Society projects. The chapter recommends that the private sector get involved in increasing efficiency in Big Society run on a people sector basis, through taking advantage of outsourcing. This enabled them to fulfil their social or moral causes through didactic activism with better value for money due to efficiency savings in overhead costs.
The Classroom 2.0 initiative is one of the most fundamental reforms to the way education is performed across the European Union. Starting its life at the Digital Classroom of Tomorrow (DCOT) Project in Wales, the initiative has shown that concepts like electronic individual education programmes (eIEPs) and the electronic twinning of schools (eTwinning) can play an important role in enhancing learning outcomes for school age learners. This chapter presents a review of the impact of the original Classroom 2.0 Project – DCOT – and explores some of the technical issues essential to the project’s success across Europe.
Recently there has been a growing wave of local initiatives in support of their public schools. Teachers and communities together have been playing an active role in the innovative efforts towards new educational methods aimed at helping schools. These grass root experiments, though very effective, tend to go unnoticed in the wide scheme of the educational system. However, if the most useful and meaningful of these initiatives could be fostered and developed, they may have the possibility of transforming it. With a whole section based on the Classroom 2.0 initiative of which the DCOT Project is part, ‘Didactic Strategies and Technologies for Education: Incorporating Advancements’ aims to be a platform for the most significant educational achievements by teachers, school administrators, and local associations that have worked together in public institutions that range from primary school to the university level. This book aims to be useful for both scholars and the citizens that are involved in improving the educational system.
Internet trolling that takes the form of cyberbullying is emerging as a significant problem for any administrator of a networked computer environment. This is also the case in Classroom 2.0 classrooms where technologies like the circle of friends has not been implemented or otherwise where there is no current moderation or monitoring of activity of the school students using the system. The paper presents a system called Paix – The Persuasive and Assistive Interaction Extension (Paix) for assisting with this problem.
Full Text Citation Jonathan Bishop(2004). The potential of persuasive technology for educating heterogeneous user groups. Submission in Part fulfilment of the MSc in E-Learning. Pontypridd, GB: University of Glamorgan.
Social impairments materialise in a number of forms, from developmental disabilities such as autistic spectrum disorder, to psychiatric conditions such as social phobia. The individuals diagnosed with these problems find it difficult to deal with social situations through either the inability to perform in these situations or the fear of not being able to do so. The study investigated the social and practical implications of using Mobile Internet technology to deliver information relating to a social situation in real-time to participants with Autistic Spectrum Disorders (n = 10) and General Social Phobia (n = 3) diagnosed using DSM-IV. The participants used the agent on their mobile phone to convert phrases they found offensive or confusing into more concise and understandable definitions. Analysing their attitudes found that the technology enables socially impaired individuals to learn the meaning of emotions and understand more about how they communicate with their peers. However, the study concludes that governmental organisations, education providers and society as a whole need to adopt a cohesive approach to communication to ensure socially impaired individuals are fully included in society.