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Implementing learning platforms into schools: an architecture for wider involvement in learning

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Implementing learning platforms into schools: an architecture for wider involvement in learning. / Passey, Don.
In: Learning, Media and Technology , Vol. 36, No. 4, 2011, p. 367-397.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Passey, D 2011, 'Implementing learning platforms into schools: an architecture for wider involvement in learning', Learning, Media and Technology , vol. 36, no. 4, pp. 367-397. https://doi.org/10.1080/17439884.2011.592496

APA

Passey, D. (2011). Implementing learning platforms into schools: an architecture for wider involvement in learning. Learning, Media and Technology , 36(4), 367-397. https://doi.org/10.1080/17439884.2011.592496

Vancouver

Passey D. Implementing learning platforms into schools: an architecture for wider involvement in learning. Learning, Media and Technology . 2011;36(4):367-397. Epub 2011 Jul 15. doi: 10.1080/17439884.2011.592496

Author

Passey, Don. / Implementing learning platforms into schools : an architecture for wider involvement in learning. In: Learning, Media and Technology . 2011 ; Vol. 36, No. 4. pp. 367-397.

Bibtex

@article{d10aa34d8feb4758a7bb80de4c976884,
title = "Implementing learning platforms into schools: an architecture for wider involvement in learning",
abstract = "A government department directive in England required all schools to implement facilities to support important aspects of learning, and such facilities were deemed to require inclusion of a learning platform (LP). Looking at the implementation of a single LP across schools in one local authority, it is clear that schools face challenges when implementing uses of a LP, but that there are, at the same time, important learning (as well as management and teaching) benefits that can be gained, for pupils in all age ranges. This paper, using evidence from a two-year study, explores examples of learning practice from a range of schools and shows that particular aspects of activity and learning are being encouraged, and that practices are beginning to emerge that could lead to future forms of enhanced involvement and engagement in learning activities for parents as well as pupils and teachers. This paper shows that a LP has the potential to provide an architecture that will allow parents to have more access to artefacts and scaffolding to support learning and suggests what the future potential of integrated parental access and support might hold.",
keywords = "learning platforms, technology implementation, teaching uses, learning outcomes, parental involvement",
author = "Don Passey",
year = "2011",
doi = "10.1080/17439884.2011.592496",
language = "English",
volume = "36",
pages = "367--397",
journal = "Learning, Media and Technology ",
issn = "1743-9884",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Implementing learning platforms into schools

T2 - an architecture for wider involvement in learning

AU - Passey, Don

PY - 2011

Y1 - 2011

N2 - A government department directive in England required all schools to implement facilities to support important aspects of learning, and such facilities were deemed to require inclusion of a learning platform (LP). Looking at the implementation of a single LP across schools in one local authority, it is clear that schools face challenges when implementing uses of a LP, but that there are, at the same time, important learning (as well as management and teaching) benefits that can be gained, for pupils in all age ranges. This paper, using evidence from a two-year study, explores examples of learning practice from a range of schools and shows that particular aspects of activity and learning are being encouraged, and that practices are beginning to emerge that could lead to future forms of enhanced involvement and engagement in learning activities for parents as well as pupils and teachers. This paper shows that a LP has the potential to provide an architecture that will allow parents to have more access to artefacts and scaffolding to support learning and suggests what the future potential of integrated parental access and support might hold.

AB - A government department directive in England required all schools to implement facilities to support important aspects of learning, and such facilities were deemed to require inclusion of a learning platform (LP). Looking at the implementation of a single LP across schools in one local authority, it is clear that schools face challenges when implementing uses of a LP, but that there are, at the same time, important learning (as well as management and teaching) benefits that can be gained, for pupils in all age ranges. This paper, using evidence from a two-year study, explores examples of learning practice from a range of schools and shows that particular aspects of activity and learning are being encouraged, and that practices are beginning to emerge that could lead to future forms of enhanced involvement and engagement in learning activities for parents as well as pupils and teachers. This paper shows that a LP has the potential to provide an architecture that will allow parents to have more access to artefacts and scaffolding to support learning and suggests what the future potential of integrated parental access and support might hold.

KW - learning platforms

KW - technology implementation

KW - teaching uses

KW - learning outcomes

KW - parental involvement

U2 - 10.1080/17439884.2011.592496

DO - 10.1080/17439884.2011.592496

M3 - Journal article

VL - 36

SP - 367

EP - 397

JO - Learning, Media and Technology

JF - Learning, Media and Technology

SN - 1743-9884

IS - 4

ER -