Charalambos Vrasidas and Michalinos Zembylas
This paper discusses the lessons learned from applying a theoretical framework for the professional development of teachers. This framework draws three interrelated theoretical…
Abstract
This paper discusses the lessons learned from applying a theoretical framework for the professional development of teachers. This framework draws three interrelated theoretical areas: constructivism, situated and distributed cognition, and communities of practice. We first present the theoretical ideas on which this framework is based and discuss two projects that were developed following the framework. We then discuss the lessons learned and present the implications for the design of online professional development. The values of commitment, innovation, assessment, evaluation, communication, and interaction that underpins successful online professional development projects are highlighted. It is argued that using technology by itself does not support professional development; however, using technology in ways that are consistent with constructivist learning, and recognizing that online professional communities of practice can contribute to professional growth is something worthwhile to explore.
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Suzie Moon, David Birchall, Sadie Williams and Charalambos Vrasidas
This paper reports on the development of a workplace‐based e‐learning programme for small and medium enterprise (SME) managers in five European countries. The course is designed…
Abstract
Purpose
This paper reports on the development of a workplace‐based e‐learning programme for small and medium enterprise (SME) managers in five European countries. The course is designed to address the specific needs of SME managers who, it has been noted, represent a significant proportion of the EU workforce but often experience difficulty in finding time or resources to undertake relevant training. The aim of this paper is to present the design principles developed to underpin the programme. These principles were developed specifically to address the need for greater pedagogic structure in the design of e‐learning courses.
Design/methodology/approach
The course design was informed by a literature review of e‐learning and management learning and by a set of focus groups conducted to identify the specific concerns of SMEs with regard to accelerating their learning in the workplace. The course structure was further refined through trial workshops in all five partner countries.
Findings
The paper presents a pedagogic framework and a structured set of design features, both of which were built into the course as a result of the research undertaken. It also provides reflections on the efficacy of the design process that resulted in the formation of the design principles, and also the prospects for e‐learning programmes in supporting accelerated learning in the workplace.
Practical implications
The design process and reflections may usefully be extracted to inform other cross‐national or SME‐focused e‐learning programmes.
Originality/value
The paper draws on theory and research data to demonstrate the importance of thorough research in e‐learning course development.