Preface
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John O'Donoghue, University of Central Lancashire, UK
Introduction
Personalisation through Technology-Enhanced Learning
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Gráinne Conole, Open University, UK
Section I: Infrastructural and Cultural Issues
Chapter 2: Breaking the Hierarchy – Demococratising the Institutional Webspace
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Beth Granter, University of Sussex, UK
Chapter 3:
PLE: A Brick in The Construction of a Lifelong Learning Society
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Sabrina Leone, Università Politecnica delle Marche, Italy
Chapter 4:
Community@Brighton – The Development of an Institutional Shared Learning Environment
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Stan Stanier, University of Brighton, UK
Chapter 5:
ELearning: Institutional Provision and Student Expectations
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Barbara Newland, University of Bournemouth, UK
Maria-Christiana Papaefthimiou, University of Reading, UK
Chapter 6:
Personalising Teaching and Learning With Digital Resources: DiAL-e Framework Case Studies
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Kevin Burden, University of Hull, UK
Simon Atkinson, Massey University, New Zealand
Chapter 7:
Personalised eLearning in Further Education
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Elfneh Udessa Bariso, College of North East London, UK
Section II: Pedagogical Issues
Chapter 8:
The Impact of Interactive and Collaborative Learning Activities on the Personalised Learning of Adult Distance Learners
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Richard Hall, De Montfort University, UK
Steve Mackenzie, De Montfort University, UK
Melanie Hall, Staffordshire University, UK
Chapter 9:
Blogs and The E-Flective Practitioner: Professional Not Confessional
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Paul Lowe, University of the Arts London, UK
Margo Blythman, University of the Arts London, UK
Chapter 10:
Building Practitioner Skills in Personalised Elearning – Messages for Professional Development
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Ruth Pilkington, University of Central Lancashire, UK
Chapter 11:
Using Eportfolios in Higher Education to Encourage Learner Reflection and Support Personalised Learning
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Susi Peacock, Queen Margaret University, UK
Kate Morss, Queen Margaret University, UK
Alison Scott, Queen Margaret University, UK
Jane Hislop, Queen Margaret University, UK
Lindesay Irvine, Queen Margaret University, UK
Sue Murray, Queen Margaret University, UK
Simon T Girdler, Queen Margaret University, UK
Chapter 12:
Personalised Learning: A Case Study in Teaching Clinical Educators Instructional Design Skills
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Iain Doherty, University of Auckland, New Zealand
Adam Blake, University of Auckland, New Zealand
Chapter 13:
Research-Led Curriculum Redesign for Personalised Learning Environments: A Case Study in the Faculty of Information Technology
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Len Webster, Monash University, Australia
Patricie Mertova, Monash University, Australia
Kim Styles, Monash University, Australia
Lindsay Smith, Monash University, Australia
Chapter 14:
Video-Enriched Learning Experiences for Performing Arts Students: Two Exploratory Case Studies
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Alberto Ramirez Martinell, Lancaster University, UK
Julie-Ann Sime, Lancaster University, UK
Chapter 15:
Enabling Personalised Learning through Formative and Summative Assessment
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Neil Gordon, University of Hull, UK
Section III: Technological Issues
Chapter 16:
“You Can Take out of it What You Want” – How Learning Objects within Blended Learning Designs Encourage Personalised Learning
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Debbie Holley, London Metropolitan University Business School, UK
Lyn Greaves, Thames Valley University, UK
Claire Bradley, London Metropolitan University, UK
John Cook, London Metropolitan University, UK
Chapter 17:
Into the Great Wide Open: Responsive Learning Environments for Personalised Learning
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Dirk Thissen, IMC (UK) Learning, UK
Volker Zimmermannn, IMC AG, Germany
Tilman Küchler, (IMC AG), Germany
Chapter 18:
Personalisation and the Online Video Narrative Learning Tools V-ResORT and the ViP
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Gordon Joyes, University of Nottingham, UK
Chapter 19:
Shared Spaces and ‘Secret Gardens’: The Troublesome Journey From Undergraduate Students to Undergraduate Scholars Via Pebblepad
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Marina Orsini-Jones, University of Coventry, UK
Chapter 20:
Physical Metaphorical Modelling With LEGO as a Technology for Collaborative Personalised Learning
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Stuart Nolan, Hex Induction, UK
Chapter 21:
Using Eportfolios to Evidence Practice Learning for Social Work Students
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Samantha Osborne, University of Kent, UK
Ruben Martin, University of Kent, UK
Louise Frith, University of Kent, UK
Chapter 22:
Effective Assignment Feedback Through Timely and Personal Digital Audio Engagement
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Anne Nortcliffe, Sheffield Hallam University, UK
Andrew Middleton, Sheffield Hallam University, UK
Chapter 23:
Contemporary Music Students and Mobile Technology
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Thomas Cochrane, Centre for Teaching & Learning Innovation, UniTec, New Zealand
