Abstract
In recent years the University of Central England in Birmingham has made considerable investments in developing computer networks. Developments have been technology-led, and the major use of the network has been for administration. The Computer-Supported Experiential Learning Project has been designed to refocus upon the curriculum, and to encourage academic staff to use the network technologies for teaching and learning. The broad aim of the project is to investigate and systematically evaluate the appropriate use of technology to improve the quality of learning.DOI:10.1080/0968776990070107
Highlights
In recent years the University of Central England in Birmingham has made considerable investments in developing computer networks
Based on the work of Schon (1987) on the reflective practitioner, this stage of the learning cycle acknowledges the complexity of professional working practices where each decision is made in relation to the individual's own repertoire of examples, values, commitments and knowledge
The active experimentation stage of the cycle is the point where the learner plans how to make the link between theory and action
Summary
Learning Methods Unit University of Central England in Birmingham, email: alan.staley@uce.ac.uk. The Computer-Supported Experiential Learning Project has been established to promote the use of communication and information technologiesfor teaching and learning within a vocational university. All academic staff were invited to take part by logging onto the university intranet, accessing information about teaching and learning, trying out ideas and emailing their online mentors with their plans and reflections. The participation of academic staff is reported; which staff registered as having visited the site, which staff actively used the information to experiment with their teaching, and which staff took part in public online discussions. Barriers which limited participation are reported The outcome of Phase 1 has been to encourage over 40 academic staff to embed the use of learning technologies in their own course modules in Phase 2 with continued support from the Learning Methods Unit
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