Activity 1: Teaching and learning with networked technology: theoretical perspectices and epistemologies
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108 (6), 1017–1054.
Derry, J. (2007). Epistemology and conceptual resources for the development of learning technologies. Journal of Computer Assisted Learning, 23 (6), 503-510.
Activity 2: Methodologies for researching TEL/networked learning
Learning Set i: Action Research
Kemmis, S. (2006). Participatory action research and the public sphere. Educational Action Research, 14 (4), 459-476.
Levy, P. (2003). A methodological framework for practice-based research in networked learning. Instructional Science, 31 (1-2), 87-109.
Learning Set ii: Case Study
Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussions: a case study of peer facilitation. Computers & Education, 51 (3), 1111–1124.
Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin and Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research(pp. 443-466). Thousand Oaks, CA: Sage Publications
Learning Set iii: Phenomenography
Jones, C., & Asensio, M. (2001). Experiences of assessment: using phenomenography for evaluation. Journal of Computer AssistedLearning, 17 (3), 314-321.
Richardson, J. T. (1999). The concepts and methods of phenomenographic research. Review of Educational Research, 69 (1), 53-82.
Henri, F. (1992). Computer conferencing and content analysis. In A. R. Kaye (Ed.), Collaborative Learning Through Computer Conferencing: Tha Najaden Papers, (pp. 117-136). London: Springer-Verlag.
Enriquez, J. G. (2009). Discontent with content analysis of online transcripts. ALT-J, 17 (2), 101 -113.
Activity 3: Assessment practices in technology enhanced learning
Lin, J.-W., & Lai, Y.-C. (2013). Harnessing Collaborative Annotations on Online Formative Assessments. Educational Technology & Society, 16 (1), 263–274.
Olofsson, A. D., Lindberg, J. O., & Hauge, T. E. (2011). Blogs and the design of reflective peer-to-peer technology-enhanced learning and formative assessment. Campus-Wide Information Systems, 28 (3), 183-194.
Activity 4: Substantive issues in technology enhanced learning/ networked learning
Learning Set i: Knowledge creation in learning communities
Arvaja, M., Salovaara, H., Häkkinen, P., & Järvela, S. (2007). Combining individual and group-level perspectives for studying collaborative knowledge construction in context. Learning and Instruction, 17, 448-459.
Zenios, M. (2011). Epistemic activities and collaborative learning: towards an analytical model for studying knowledge construction in networked learning settings. Journal of Computer-Assisted Learning, 27 (3), 259-268.
Learning Set ii: Networked learning, collaboration and networked identities
Jones C., Dirckinck-Holmfeld L., & Lindström B. (2006). A relational, indirect, meso-level approach to CSCL design in the next decade.International Journal of Computer-Supported Collaborative Learning, 1, 35–56.
Ryberg, T., & Larsen, M. C. (2008). Networked identities: understanding relationships between strong and weak ties in networked environments. Journal of Computer Assisted Learning, 24 (2), 103-115.
Learning Set iii: Evaluating technology enhanced learning initiatives
Saunders, M., Bonamy, J., & Charlier, B. (2005). Using evaluation to create provisional stabilities: bridging innovation in Higher Education change processes. Evaluation: the International Journal of Theory, Research and Practice, 11 (1), 37-54.
McCluskey, A. (2011). Evaluation as deep learning: a holistic perspective on evaluation in the PALETTE project. Chapter 12 In M. Saunders, P. Trowler and V. Bamber (Eds.), Reconceptualising Evaluative Practices in HE. Maidenhead: McGraw-Hill Education.