Interactive Distance e-Learning for Isolated Communities: The Policy Footprint

Autor/inn/en	Crump, Stephen; Twyford, Kylie; Littler, Margaret
Titel	Interactive Distance e-Learning for Isolated Communities: The Policy Footprint
Quelle	In: Education in Rural Australia, 18 (2008) 2, S.39-52 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1036-0026
Schlagwörter	Electronic Learning; Distance Education; Educational Change; Foreign Countries; Leadership; Government Role; Private Sector; Public Sector; Networks; Expertise; Communities of Practice; Rural Areas; Rural Schools; Indigenous Populations; Video Technology; Australia + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Bildungsreform; Ausland; Führung; Führungsposition; Privater Sektor; Öffentlicher Sektor; Expert appraisal; Community; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; Sinti und Roma; Australien
Abstract	This paper provides information on the policy strand of an investigation into the Australian Research Council Linkage research project into "interactive distance e-learning" [IDeL] following the introduction in New South Wales and in the Northern Territory of Australia of satellite-supported two-way broad-band internet services for school-age and adult distance education. The "policy strand" context is the expansion and reform of educational services to these communities. One key conceptual development, explored on the basis of early data collection, is that of the shared nature of the IDL project, between governments and between public and private sectors. In particular, this is being explored within the concept of "knot-working"; that is, how the project has built up a distributed network of expertise. This aspect of the presentation draws upon the concept of communities of practice. The attraction of this approach is reinforced by the notion that leadership development is best facilitated in situated learning contexts and that participants desire development support from "fellow travellers" rather than designated experts. The concept of learning from "fellow travellers" is central to the notion of "communities of practice" (Wenger, 1998). (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913, Australia. Tel: +08-9264-5809; e-mail: admin@spera.asn.au; Web site: http://www.spera.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10