In recent years the advent of social networking has exploded across the Internet. Online communities such as LinkedIn.com and Facebook.com have captured the attention of millions. These environments allow individuals to connect, communicate, and discover new virtual experiences with other people. In the age of Web 2.0, Internet users are redefining the rules of social interaction by leveraging a range of new technologies to create and sustain virtual communities based upon common interests. Communications channels such as blogs and Wikis, amplified by collaborative technologies such as social networking, provide powerful tools for sharing information and sustaining relationships across geographic borders and common areas of learning. What is often referred to as ‘collective intelligence,’ the body of knowledge created by these social online gatherings of like minds, can easily produce a ‘sum of the parts is greater than the whole’ effect. The purpose of this research is twofold: first, to evaluate how social networking impacts collaboration and learning within the high tech sales industry and; second to determine if a need exists for the development of an online social networking environment to address the particular interests of the Information Technology (IT) sales professional.

Much has been written about the way in which e-learning has changed learning in higher education without transforming it to meet the changing needs and expectations of stakeholders in the sector. The beliefs and practices of teachers in the sector have remained largely unchanged despite the widespread adoption of e-learning tools. This study used a phenomenographic approach to identify the conceptual frameworks of practitioners. Among the indicators used to define these frameworks were practitioners’ levels of engagement with e-learning tools and the broader concept of technology-enhanced learning. The study identified limited evidence of the transformation of beliefs and practices in the sector to a more student-centred paradigm, despite the adoption of the language associated with such a change by the majority of practitioners interviewed. It showed how many e-learning initiatives had led to the internalization of such change with the adoption of exemplars and best practice. Examples of externalization (where exemplars were adapted to context and the modifications passed to others) were much more limited. Cases were identified where practitioners had used e-learning as a means of reinforcing the existing, teacher-centred paradigm. The majority of practitioners, however, were identified as being in a ‘transitionary’ state, adopting the language and some of the practices of a ‘transformed’ state. This study, therefore, considered factors influencing the adoption of a more student-centred paradigm through the use of e-learning. Using Activity Theory, the barriers to such change were explained and lessons for future approaches to professional development derived. Through an exploration of collaborative technology-enhanced learning initiatives, the nature of learning communities that should be at the heart of such transformation were identified. This study should, therefore, be of value to practitioners wishing to innovate, those who design and deliver the professional development programmes to support them and those managing such change in HE.

Collaborative action was undertaken in response to the continued criticisms of formal coach education. It is strongly felt that we can no longer merely criticise what is not happening in terms of coach learning, but a key requirement now is to demonstrate other options. In the UK up to 80% of coaches are volunteers who reach out to around eight million people involved in sport. This valuable workforce is largely forgotten and the bureaucratic structures which oversee formal coach education are merely concerned with quotas and income generation. A fundamental problem with formal coach education is the way in which learning is decontextualized and a knowledge deficit remains. Coaching is multifarious and complex and we need to consider better ways in terms of how we prepare people for this. The Coach Learning and Development (CLAD) programme was devised and implemented in October 2013 to May 2014 at a community rugby club in Wiltshire. Over this 8 month period a range of strategies for coach learning were integrated into CLAD to evidence methods which benefitted the transition of knowledge(s). The theoretical endeavours of Basil Bernstein are introduced to SCR for the first time, particularly the ‘pedagogical device’ to understand, theorise and develop insight into the type of educational contexts that can better support the learning of volunteer coaches. Findings suggest that CLAD as collaborative action learning was successful in transforming coaches to engage with more positive and contemporary forms of coaching pedagogy. Namely ‘game based pedagogies’ argued to be theoretically underpinned by the ‘constraints based approach’. Empirical insights are given in the hope that this can spur further methodological enquiries that move beyond the mere criticism of coach education. SCR needs research endeavours that shift beyond the ‘bricolage’ where knowledge is transferred into the real world to influence real change. Therefore, the findings also draw on the pivotal features of CLAD to not only support more value laden research commitments, but to inform policy developments and practice that can re-configure more successful outcomes for coach education and coaches.

The purpose of this study was to investigate the characteristics of a qualified e-learning instructor from e-learners&rsquo / perspectives by submitting a questionnaire to e-learners of &ldquo / CSIT444-Online Web Design&rdquo / course offered through the means of distance learning at the Eastern Mediterranean University. The study explored on-line instructor&rsquo / s administrative support, instructional competency, proficiency in applying the systems used in the course, in other words, technical knowledge and skills and on-line instructor&rsquo / s evaluation criteria of the on-line course. The study used the data obtained from 45 students, the instructor and an assistant of Eastern Mediterranean University. For this research, descriptive study was carried out and qualitative results were given at the end of the study. The results investigated students&rsquo / perceptions about the on-line course they were introduced prior to the application of the questionnaire. The results of the questionnaire demonstrated that the course was found effective, interesting and motivating for students with the animations, free lecture notes, forums, chat rooms, links to e-sources, chance for interaction and immediate feedback that enhance student creativity and self study. The findings included the recommendations for teachers in on-line learning environment. The study also provides the framework of the on-line instructors&rsquo / role by means of on-line learning environment. The results were demonstrated at the end of the study.

Dieser Beitrag befasst sich mit der Analyse eines CSCL-Scripts im Rahmen einer Video-Lernumgebung für die Hochschullehre. Teilnehmende der Experimentalgruppe beschäftigen sich in fünf Phasen mit der Peer Annotation von Videomaterial und mit Peer Assessment, denen im Vergleich zu einer Kontrollgruppe ein schrittweiser und zeitlich gesteuerter Ablauf zugrunde liegt. Der Beitrag verfolgt das Ziel, auf Basis von Analysen erhobener Logdaten aufzuzeigen, welchen Einfluss der Script-Einsatz auf die Effektivität der Interaktion und die Kollaboration zwischen Teilnehmenden hat sowie welche Auswirkungen das Script auf die Nutzungsintensivität und die Arbeitsverteilteilung innerhalb der Gruppen hat.

Dies ist ein kurzer Überblick über Python-Projekte abseits von Einsatzmöglichkeiten im Beruf.:1. Einleitung 2. Python unterrichten 3. Mit Python promovieren 4. Mit Python chatten lassen 4.1. Implementation 4.2. Literaturwissenschaftlicher Hintergrund 5. Mit Python leben 6. Mit Python basteln Literatur