proceedings of Student Mobility and ICT: Can E-LEARNING

MyDundee and the different forms of networking methodologies using a range of communication
technologies. This implies a shift from paper-based and one-way lecture to a more student-centred
approach that is characterised collaborative learning, peer assessment and leadership and ownership of
learning. In this context, learning is seen as an active social process in which students actively construct
knowledge (Papastergiou, 2007, Vygotsky, 1978) and use the following processes to progress.
Practice-based enquiries: Student face real life situation where, for example, BEd student
undertake classroom activities in schools where they are projecting to work after studies. Another example
is MSc Nursing students have to organise teaching for trainee nursing assistants. Research across different
universities have revealed the importance of practice-based enquiries in promoting effective learning
(Mulholland, Scammell, Turnock et al., 2005).
Reflection and Critical thinking: Helping students relate educational theory to practice promote in
depth reflection and develop critical thinking. As described earlier, VLE-MyDundee has been designed,
especially for this purpose because student become independent learners as suggested by Harrison, Lawson
and Wortley (2005).
Peer learning and Peer formative assessment: When student are engaged socially with their peers
in learning and assessment activities as promoted by VLE-MyDundee, there is enhanced achievement,
progress, trust and socialisation (Topping, 2008).
Inter-Agency working: The postgraduate framework together with VLE-MyDundee has initiated
delivery of a common module to a cohort of students from different fields of study. As stated earlier the
module ‘Child Care’ is dispensed to MEd and MSc-Social Work students (SESWCE, 2008).
Leading teaching and learning: For student to lead their own learning and the module they are
taught, it is important that they possess organisational skills in order to participate in collaborative learning
tasks. We argue that if each student leads by setting example and undertake the four processes discussed
above, collaborative learning tasks will effectively promote progress and attainment.
Conclusion
Acknowledging the challenging nature of blended learning as highlighted by Stubbs, Martin and
Endlar (2006), the SESWCE has operationalised the postgraduate framework that is supported by a parallel
development of the university’s virtual learning environment (VLE-MyDundee). The aim is to support
masters’ programmes delivery and sustain students’ learning, progress and attainment. The postgraduate
framework is underpinned by the social constructivist approach to learning where collaborative learning
tasks, practice-based enquiries and leadership are promoted. Challenging circumstances are addressed
through online additional support and telephone tutorials to help the entire cohort of students from a
module to participate fully in their collaborative tasks. VLE-MyDundee is the online avenue where students
are encouraged and guided to make optimum use of by interacting, sharing e-portfolios, maintaining online
discussions and undertaking peer learning as well as peer assessment. Although this paper addresses the
implications of the postgraduate framework on students collaborative learning tasks, professional
development of tutors form an integral part of the entire process of leading teaching and learning through
VLE-MyDundee.
References
Harrison, J. K., Lawson, T. & Wortley, A. (2005) Mentoring the beginning teacher: developing
professional autonomy through critical reflection on practice. Reflective Practice, 6, 419 - 441
Papastergiou, M. (2007) Use of a Course Management System Based on Claroline to Support a Social
Constructivist Inspired Course: A Greek case study. Educational Media International, 44, 43 - 59
Mulholland, J., Scammell, J., Turnock, C. & Gregg, B. 2005 Making Practice-based learning work [online]
Accessed 12 October 2008 http://www.practicebasedlearning.org/report/docs/S5-FINAL.pdf
SESWCE:(2005) Position paper: Strategic vision 2006-2007. Dundee, School of Education, Social Work
and Community Education (SESWCE), University of Dundee.
Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 23