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SOLSTICE 2007 Conference, Edge Hill University 1
Integrating E-Learning and E-Research
Gordon Joyes
1
and Sheena Banks
2
1
University of Nottingham,Gordon.Joyes@nottingham.ac.ukand
2
University of Sheffield,s.b.banks@sheffield.ac.uk ABSTRACT
This paper addresses research questions about developing innovative and engagingpractices that are appropriate to the ways in which researchers (in particular newresearchers) wish or need to develop their skills, knowledge and practice in diverseacademic and professional settings.In particular, the paper explores how technology can be effectively used in the teachingand learning of research methods and how technology and pedagogy can be integratedto achieve a successful e-learning design. These issues are explored through a casestudy of the V-ResORT Project (Virtual Resources for Online Research Training). V-ResORT has developed innovative flexible learning materials that provide videonarratives of researchers exploring key questions connected with their work. Theseonline resources employ cutting edge technologies to make the content accessible toboth research students and their lectures. In the paper we discuss our action researchapproach in the project for an effective theoretical framework that underpins theproduction of effective video narratives and high quality learning and teaching, as wellas embedding reusability to extend the use of the materials across institutions.
KEYWORDS
Research methods, e-learning, video narratives, flexible learning. reusability.
INTRODUCTION
This paper describes the outcomes of the three year V-ResORT (Virtual Resources forOnline Research Training)
 
project involving action research into the design of a re-usable website that incorporates an ‘invented everywhere’ principle. The process hasinvolved a user needs analysis, expert panels, literature review of transferability issuesrelated to the re-use of resources, rapid prototyping and use of local mentors as part ofongoing dissemination and evaluation.This work has been funded by the Higher Education Funding Council for England(HEFCE) through the Fund for the Development of Teaching and Learning (FDTL5)over a 3 year period from 2004-2007. It initially involved a University of Nottingham ledconsortium of four UK Universities, including the University of Sheffield, Bath and
 
SOLSTICE 2007 Conference, Edge Hill University 2
Canterbury Christ Church, yet it set out with the ambition of changing pedagogy inrelation to research training much more widely. The aim of this project was to addressthe need to build capacity in UK research and to develop research skills training thatacknowledges educational research as a complex, dynamic and diverse process. It isaiming to help universities in their support of research students through flexible learningapproaches. The project incorporates a multimedia online framework for the teaching ofresearch methods at Masters and Doctoral level in Educational Studies through the useof online video narratives, where researchers explore key methodology questionsconnected with their work. These narratives are displayed using the MS Producer videostreaming software as a series of short 3 to 5 minute clips in high resolution alongsidePowerPoint slides and a transcript ( see Figure 1). This enables the user to easilynavigate through the complete narrative and provides them with support with the oftencomplex language used within research methodology.
Figure 1: A research narrative
 
SOLSTICE 2007 Conference, Edge Hill University 3
 THE ACTION RESEARCH CHALLENGES
The action research cycles within the project have extended the use of the projectmaterials beyond the four project partner institutions and across the social sciences andas part of the process, case studies to support re-use, have been captured. Thefollowing outlines the action research approach taken to develop these online resourcesand video narratives that capture effective practice as case studies of use. It describesboth the opportunities and challenges faced in implementation, the approach toevaluation of the materials and the strategy for transferability and sustainability.The key challenges faced in designing for re-use of these resources were:
Pedagogic 
:
 
linking the content to a conceptual framework and a context of use.
Learning design: 
 
bringing the pedagogy and the technology together to achieverequired learning outcomes suited to a wide range of learning and teaching contexts.
Technical 
:
choosing a technology that would achieve high visual impact andinteractivity.
Production 
:
developing a production process and protocol that effectively employedavailable production resources and led to the pedagogic outcomes we required.
Reuse and repurposing: 
 
understanding how to customise the resources for reuse andrepurposing to the requirements of individual institutions and courses.
Take-up and use of resources: 
 
encouraging take-up and re-use of the resources withinresearch methods teaching in partner institutions and wider.
Staff development: 
 
organising staff development opportunities to enable academic staffto understand and develop their expertise in using online video narratives andresources in their teaching.
Sustainability: 
 
ensuring the use of the resources and their continued developmentbeyond the timescale of the project.An action research approach was taken to address these challenges and the followingdiscusses the rationale for this approach by considering our theoretical framework,some principles for effective project design, for designing for re-usable e-learning andthe relationship between these.
DEVELOPING A THEORETICAL FRAMEWORK
 
Our pedagogic approach to the development of the video narratives has beeninfluenced by the work of Land & Hannafin (2000) who, in describing their principles ofgrounded design in e-learning, emphasise the need for a clear alignment of adefensible theoretical framework, assumptions and methods, need for generalisabilityand an iterative approach to learning design where the theoretical framework can betested and adapted. This process began for us as a result of earlier projects during2002-4 – feedback from an ESCALATE-funded project at the University of Nottinghamon the use of learning technologies in the teaching of research methods and evaluation
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02 / 11 / 2011This doucment made it onto the Rising List!
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