Search

This chapter reviews a pilot e-learning project at Liverpool Hope University Col-lege. It will illustrate an approach to online learning aimed at students working inthe early years education and care sector and attempts to demonstrate the devel-opment of a “community of practice.” This chapter will discuss how the contextinformed the rationale for the approaches taken by the staff team and providescommentary from student evaluations highlighting their experiences.

This article presents substantial results from two projects that deal with teaching and learning with digital media in basic and higher education and offers a new perspective on the active role of technology in learning processes. The first case draws on the project “Roberta—girls conquer robotics,” which was launched by the Fraunhofer Institute (AIS) with the aim to help promote girls’ interest in sciences, mathematics and technology. It suggests a new pedagogical approach towards the use of robotics in education and discusses how didactics and technology (LegoMindstorms) interact and how the character of robotics itself plays an important role here, such as it already comes along as gendered material. The second case focuses on distance education teaching methods in childcare management. The space left for practitioners in Higher Education is either to embrace the new media or to watch its inevitable unfolding. We take a critical stance towards that perspective and suggest that the shape and learning effect of new media in higher education is contested and evolves in communities of practice. No technologies are neutral and it is more appropriate to speak of technological and societal features as interactively fostering e-learning processes through distributed actions (Rammert, 2002).

The cultural and technical history of e-learning scenarios can be traced back to traditional forms of distance studies, CD-Rom learning programmes, audio-programmes or educational TV. But other than these forerunners, two closely related myths often shape policy towards ICT and education: the irresistible power of globalisation and the determining effect of technology. Both views present the success of e-learning throughout the education system as inevitable. The space left for practitioners in higher education is either to embrace the new media or to watch its inevitable unfolding. In this paper we take a critical stance towards that perspective and suggest that the shape and learning effect of new media in higher education is contested and evolves in communities of practice. No technologies are neutral and it is more appropriate to speak of economic, technological and societal features as interactively fostering the importance of e-learning through distributed actions (Rammert, 2002). From such a perspective, e-learning is perceived as a co-product of didactically and technically situated features (Wiesner-Steiner, Wiesner, & Schelhowe, 2006) that foster and enable but don`t determine human learning through the use of digital technologies. Main characteristics are: • Interactive and multimedial design of content • Learning via digital networks • Netbased communication The EU-Leonardo-project “European Enhancement of Early Years Management Skills—EEEYMS” (http://www. eeeyms.org/) was intended to enhance employability of people employed in the Early Years Childcare management sector by providing access to a high level qualification in line with the emerging industry requirements. This was achieved by developing distance learning materials available via the World Wide Web and other forms of media including CDRom` s, specific to the employment area which is also aligned to a degree pathway, and will be available within Europe. It was further achieved by the creation of a European network association for childcare to ensure sustainability after the project is complete. EEEYMS provides an accredited route for the attainment of a relevant degree level qualification for careers and managers within the childcare sector, and assist in attracting suitable people into this employment sector to meet the childcare demand over the next 10 years. With ODL materials, the project enhances employment opportunities and career status for a still predominantly female workforce. Research suggests that the increased status and professionalisation obtained through the availability of a high level qualification will make the industry more attractive to male employees. EEEYMS thus provided higher level qualification to people disadvantaged in the labour market and those who faced discrimination in accessing training due to disability, geographical location or family commitments. The use of ICT systems was thus thought to enhance knowledge and learning experience and the employability factors, as the knowledge will be directly transferable to the work environment.

The aim of this chapter is to investigate ethical issues such as individual integrity and rights affecting online students who are Early Years Managers, leading a range of child care and education settings. This study has as its focus the student experience and explores student attitude from the perspective of participants who are transferring knowledge and skills on a day-to-day basis in an ethically and socially responsible Early Years sector via online learning. This type of learning has been characterised by distance and perceived reduced empathy. The research adopts a case study approach and proposes that Pelz’s (2004) “three principles of effective online pedagogy” perspective could be used to explore the tension and ethical issues experienced by online and distance learners. Questionnaires were used and semi structured interviews conducted to collect data. Analysis of the data found no significant ethical concerns in terms of individual integrity and rights perceived by the students. The contributions of an effective pedagogical approach and the students’ professional context to the positive findings are highlighted.

This paper explains the relevance of recent research projects to the work of the 'European Enhancement of Early Years Management Skills' project. The research explores and compares students' perspectives and experiences of face-to-face and online collaborative learning using a Problem Based Learning approach in undergraduate Management Education for Early Years Education and Care Managers. The first research collected data on perceptions of learning outcomes achieved and reflective individual evaluations at key assessment points via questionnaire, on students' views of the nature and delivery of the course through focus group discussions, on grades attained and on tutor reflections. While no differences were found in grades achieved or in self-reported attainment of course outcomes, collaborative learning was perceived more favourably by online learners than face-to-face learners and these online learners demonstrated a more rapid development of academic literacy. The follow-up research study confirmed the findings that the online students valued collaborative group work significantly higher than the face-to-face students.