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    Building trust and shared knowledge in communities of e-learning practice: collaborative leadership in the JISC eLISA and CAMEL lifelong learning projects

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    Trust and collective learning are useful features that are enabled by effective collaborative leadership of e-learning projects across higher and further education (HE/FE) institutions promoting lifelong learning. These features contribute effectively to the development of design for learning in communities of e-learning practice. For this, reflexivity, good leadership and the capacity to engage in innovation is crucial to team performance. This paper outlines a serendipitously useful combination of innovative models of collaboration emerging from two 200506 UK e-learning pilots: the Joint Information Systems Committee (JISC) e-Learning Independent Study Award (eLISA) and JISC infoNet Collaborative Approaches to the Management of e-Learning (CAMEL) projects. The JISC-funded eLISA Distributed e-Learning (DeL) project set up a collaborative partnership among teachers to try out LAMS and Moodle using study skills in e-learning. Simultaneously, the JISC infoNet CAMEL project developed a model of collaborative approaches to e-learning leadership and management across four UK HE/FE institutions. This paper proposes two new theoretical collaborative team leadership and operational models for e-learning projects, including indices of trust, reflexivity and shared procedural knowledge, recommending that these models are further developed in future communities of e-learning practice in institutions promoting lifelong learning.

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    Title : Building trust and shared knowledge in communities of e-learning practice: collaborative leadership in the JISC eLISA and CAMEL lifelong learning projects
    Author(s) : Jill Jameson, Gill Ferrell, Jacquie Kelly, Simon Walker, Malcolm Ryan
    Abstract : Trust and collective learning are useful features that are enabled by effective collaborative leadership of e-learning projects across higher and further education (HE/FE) institutions promoting lifelong learning. These features contribute effectively to the development of design for learning in communities of e-learning practice. For this, reflexivity, good leadership and the capacity to engage in innovation is crucial to team performance. This paper outlines a serendipitously useful combination of innovative models of collaboration emerging from two 200506 UK e-learning pilots: the Joint Information Systems Committee (JISC) e-Learning Independent Study Award (eLISA) and JISC infoNet Collaborative Approaches to the Management of e-Learning (CAMEL) projects. The JISC-funded eLISA Distributed e-Learning (DeL) project set up a collaborative partnership among teachers to try out LAMS and Moodle using study skills in e-learning. Simultaneously, the JISC infoNet CAMEL project developed a model of collaborative approaches to e-learning leadership and management across four UK HE/FE institutions. This paper proposes two new theoretical collaborative team leadership and operational models for e-learning projects, including indices of trust, reflexivity and shared procedural knowledge, recommending that these models are further developed in future communities of e-learning practice in institutions promoting lifelong learning.
    Keywords : lc5201 education extension. adult education. continuing education

    Subject : unspecified
    Area : Other
    Language : English
    Year : 2006

    Affiliations University of Greenwich
    Journal : British Journal of Educational Technology
    Volume : 37
    Issue : 6
    Publisher : Wiley-Blackwell
    Pages : 949 - 967
    Url : http://doi.wiley.com/10.1111/j.1467-8535.2006.00669.x
    Doi : 10.1111/j.1467-8535.2006.00669.x

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