Developing a Community of

Practice in Blended Learning at

the University of Winchester

Dr Bex Lewis

Assignment submitted for “PE4078: Using the LN

to Support Innovation in Learning”

August 2010

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Abstract

[Write abstract here, 200 words?]

Appendices

Appendix 1: Twitter for Students? Survey May-June 2010

Appendix 2: Blended Learning Survey May-June 2010

Appendix 3: E-Toolkit (in development since November 2009)

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Changes within the Higher Education (HE) sector have been accelerated by the

financial crisis. We expect increasing numbers of students who are living at

home, part-time, mature, or from overseas. Students will expect better access to

online courses, and a more flexible approach to learning, with ‘pick-and-mix’

degrees and opportunities to gain vocational experience through university-

private-sector partnerships.1 Academics need to be prepared for change, but as

Cross indicates “people do not know what they like; they like what they know”.2

In November 2009, I was appointed as ‘Blended Learning Fellow’ at the

University of Winchester,3 a fractional post that had been inaugurated by Dr

David Rush in 2006. The creation of the post was a recognition by the University

that it was valuable to have someone promoting Blended Learning, but what

does that mean? The term ‘Blended Learning’ is a contested term, but most

commonly associated with the introduction of online media into a course

or `programme, whilst at the same time recognising that there is merit in

retaining face-to-face contact and other traditional approaches to

supporting students.4

Cross questions whether the term “blended learning” has any value, unless “the

‘blend’ to be considered can include any mix and may not include any face-to-

face at all”.5 Macdonald recognises that blended learning may not be the most

helpful term, but it is widely used in the HE sector,6 and as more flexibility is

1
BBC News (20/03/10), ‘Universities Look Into the Future’
http://news.bbc.co.uk/1/hi/education/8577272.stm, accessed 20/03/10. A look at any number of
Times Higher Education over the past few months will demonstrate similar debates.
2
Cross, J. (2007) Informal Learning p171
3
Lewis, B., (2009), ‘The Potential Impact of Blended Learning on the Learning and Teaching
Experience of Staff and Students at the University of Winchester’,
http://www.slideshare.net/drbexl/university-of-winchester-blended-learning
4
Macdonald, J. (2008) Blended Learning and Online Tutoring: Planning Learning Support and
Activity Design, p2
5
Cross, J. (2007) Informal Learning pp.170-1
6
Macdonald, J. (2008) Blended Learning and Online Tutoring: Planning Learning Support and
Activity Design p1

3 |Page
required from students,7 we need to find the right tools to meet that need, and it

is those needs that need to be identified. White argues that far too much

attention is paid to the technology itself, “it’s like talking about the internal

combustion engine, rather than stepping back about where we’re trying to

head”. The phone, which is now culturally normalised, is now “the conversations

we have on it, rather than the phone”.8

In the modern world, information is so abundant, that the job market is

demanding “information literacy, numeracy, adaptability, problem solving and

communication, rather than acquiring a stable body of knowledge”. 9 Digital

literacy is also required.10 As workplaces demand Continual Professional

Development (CPD), and learners demand more flexibility, educational

institutions are being networked into a grid of learning. As campuses run out of

physical space, and the government imposes limits on recruitment, universities

are looking for other ways to increase capacity, particularly through the use of

virtual technologies.11 Machines may be able to store and process information,

but it is people that transform and add value to it: ‘Tutors, mentors and online

facilitators are now seen as the asset that makes all the difference to student

retention, motivation and acceptance of e-learning.’ 12 We need both staff and

students to be active learners, developing technological literacy, to have an

‘openness to new technologies and the willingness to try out new software and

new communications opportunities are more important than expertise with a

wide range of software.’13

7
JISC, (2007) ‘In Their Own Words’,
http://www.jisc.ac.uk/publications/programmerelated/2007/intheirownwords.aspx accessed
23/08/10
8
Lewis, B., quoting White, D., http://digital-fingerprint.co.uk/2010/04/dave-white-keynote-pelc10/,
accessed 08/04/10
9
Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age p5
10
Lewis, B., quoting Fraser, J. ‘Keynote, #Pelc10’, http://digital-fingerprint.co.uk/2010/04/josie-
fraser-keynote-pelc10/, accessed 07/04/10
11
Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age p5
12
Mason, R. & Rennie, F. (2004) The Connecticon: Learning for the Connected Generation p6
13
Mason, R. & Rennie, F. (2004) The Connecticon: Learning for the Connected Generation p8

4 |Page
In recent years the internet has moved from an information tool, to a relationship

tool, built upon relationships of trust,14 with increasing numbers using peer-to-

peer services.15 In 2001, Prensky coined the term ‘Digital Natives’,16 which many

believe applies to all young students, who are seen as technologically savvy. At

the JISC E-Learning Fair ‘digital natives’ were identified as those whose

expectations were global, responsive, and flexible but with a tendency towards

the facile.17 Reports such as the CLEX report18 and Childwise Monitor Report 19

have identified that the use of Web 2.0 as ubiquitous from the age of 12. White,

however, challenges this with a less age-dependent definition, identifying ‘digital

visitors’, who see the web as a collection of useful tools, and ‘digital residents’

who see the web as a ‘place to live’.20 Arguably, whatever the definition, tech-

savviness is strong amongst many students, but, despite a strong drive from

management, there is much resistance amongst staff. CLEX identified that staff

time and support issues are critical; not just familiarity with the technology, but

where they fit strategically.21 Staff need to understand that many students don’t

use online tools well, lacking critical skills, and have developed shallow research

habits. Teachers must respond to this.22

In the role of ‘Blended Learning Fellow’ my students,

therefore, become University staff, particularly

14
Jarvis, J. (2009) What Would Google Do? p86
15
TechCrunch ‘Wired Declares The Web Is Dead—Don’t Pull Out The Coffin Just Yet’
http://techcrunch.com/2010/08/17/wired-web-dead/, accessed 17/08/10
16
Prensky, M. (2001) ‘Digital Natives, Digital Immigrants’, On the Horizon, Vol, 9, No 5,
(http://bit.ly/prenskydignat, accessed 17/08/10)
17
JISC, ‘E-Learning Fair’, November 2009
18
Melville, D., (March 2009), ‘Higher Education in a Web 2.0 World’
http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf (formerly at
http://www.clex.org.uk/), accessed 29/11/09
19
Childwise (2010) The Monitor Report 2009-10
20
White, D., (July 2008) ‘Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents’,
http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-
visitors-residents/, accessed 17/08/10
21
Melville, D., (March 2009), ‘Higher Education in a Web 2.0 World’
http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf (formerly at
http://www.clex.org.uk/), accessed 29/11/09
22
Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age p5

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academics, but also administrative staff, as we seek to encourage an

institutional culture where experimentation and confidence in technology is

encouraged through the development of a Community of Practice (CoP) around

Blended Learning. The concept of ‘Communities of Practice’, first developed by

Lave and Wenger in 1991, is ‘one of the most articulated and developed

concepts within broad theories of social learning.’23 Wenger popularised the

term, using the term practice to indicate professional practice and the term

community as “a group of shared interests and standards”.24 A CoP provides a

common sense of identity with which members of the community can associate
25
themselves.’ Cross likens an effective CoP to a beehive: “It organises itself,

buzzes with activity, and produces honey for the markets”, whilst “newcomers

learn the ropes from working alongside veterans.” 26 “In a community of practice,

peers learn from one another” rather than thinking that knowledge has to be

trickled from the top down,27 and people can’t be forced to join them. 28 At

#iblc10, Solent discussed their efforts to create a Blended Learning CoP. They

had developed lots of relationships with individuals, which wasn’t efficient, but

people liked it, and thus good will was developed.29 Salmon identifies the

importance of socialisation, including technological socialisation, in the

development of a CoP. 30 White echoes this, indicating that it is key to ‘recreate

those conversations that you can best have down the pub’. The best institutions

have a centralised person, dragging people out of their Faculties and into cross-

subject discussions, but often we have to recognise that the innovations come
23
Barton, D. & Tusting, K. (eds) (2005) Beyond Communities of Practice: Language, Power and
Social Context p1
24
Wenger. E. (2006) Communities of Practice: a brief introduction,
http://www.ewenger.com/theory/index.htm, accessed 30/07/10
25
Mason, R. & Rennie, F. (2006) Elearning: The Key Concepts pp24-28
26
Cross, J. (2007) Informal Learning pp.151 -2
27
Cross, J. (2007) Informal Learning p153
28
Lewis, B., quoting Fraser, J. ‘Keynote, #Pelc10’, http://digital-fingerprint.co.uk/2010/04/josie-
fraser-keynote-pelc10/, accessed 07/04/10
29
Lewis, B., quoting Lee, B. & Moxon, D., http://digital-fingerprint.co.uk/2010/06/creating-a-
community-in-blended-learning-using-the-talents-of-all-iblc10/, accessed 17/06/10
30
Salmon, G. (2004) EModerating: The Key to Teaching and Learning Online, p34

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from grass roots. There is a recognition that e-learning strategies shouldn’t be

developed around the technology but about the communications strategies,

which can be a difficult and delicate job. Cakes are essential to this process.31

Key to the development of a Blended Learning CoP at the University of

Winchester have been a number of events, including a Collaborative

Enhancement of Teaching (CET) lunch,32 a number of visits to Faculty,33 and

individual meetings which have provided spaces for discussion. For 2010/11, a

series of workshops has been prepared to engender confidence in using both the

online tools that the students would be using, and the Wimba package to enable

more flexible learning.34 The workshops are intentionally ‘optimally unprepared’

for workshops, with a strong basic schedule, but allowing time for flexibility,

allowing space for “exploring, experiencing and learning”.35

The material that feeds into these meetings has been collected not only from

texts and online materials, but also from developing an external CoP amongst

the global Blended Learning community, in listening to and presenting

conference papers,36 and making connections upon Twitter including Steve

Wheeler,37 James Clay,38 Josie Fraser,39 Christian Payne,40 Sarah Knight (JISC),41

31
Lewis, B., quoting White, D., http://digital-fingerprint.co.uk/2010/04/dave-white-keynote-pelc10/,
accessed 08/04/10
32
Lewis, B. (2010) ‘The 21st Century Learner: Blended Learning Tools and the Use of Social
Networks’, http://www.slideshare.net/drbexl/the-21st-century-learner-blended-learning-tools-and-
the-use-of-social-networks
33
Lewis, B. (2010), ‘Department of English and Creative Writing’,
http://www.slideshare.net/drbexl/blended-learning-forenglishcreativewritingfeburary2010, ‘Faculty
of Education, Health and Social Care’, http://www.slideshare.net/drbexl/blended-learning-for-
education-event-april-2010, ‘Faculty of Humanities and Social Sciences’,
http://www.slideshare.net/drbexl/blended-learning-for-fac-hss-april-2010-edit.
34
Lewis, B., (2010) ‘Workshops 2010/11’, http://wblb.wordpress.com/workshops/, accessed
15/08/10
35
Chambers, R. (2002) Participatory Workshops, p.xvi
36
Add information on conferences attended “Floods? Snow? Swine Flu? Terrorist Threats?
“Keep Calm and Carry On”: Internal Collaboration” April 2010; “Good CoP? Bad CoP? Twitter for
Communities of Practice” June 2010
37
Wheeler, S. ‘Learning with ‘e’s’ http://steve-wheeler.blogspot.com/ accessed 16/08/10
38
Clay, J., ‘Elearning Stuff’ http://elearningstuff.wordpress.com/ accessed 16/08/10
39
Fraser, J. ‘SocialTech’ http://fraser.typepad.com/socialtech/ accessed 16/08/10
40
Payne, C. ‘Our Man Inside’ http://ourmaninside.com/ accessed 16/08/10
41
Knight, S., ‘Twitter Feed’ http://twitter.com/sarahknight accessed 16/08/10

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David Hopkins,42 ProfHacker,43 and Jane Hart.44 I also sit upon a number of

committees, including the Learning and Teaching Committee, the Wimba

Working Group and the Learning Network Working group. For Wimba, a specific

strategy was defined,45 and the participation in the project ‘Bringing

Organisational Development Guidance into IT’,46 funded by JISC, has provided

both theoretical and practical perspectives on undertaking change management

projects. [Identify the conversations have had with people, and the surveys

undertaken – to start to change the kind of resources that will be using (e.g.

planning to circulate some paper based information now there’s a solid structure

for the BL blog). In many ways uptake in the Community is slow, but this is not

unexpected : “learning of practices as processes of participation in which

beginners are initially relatively peripheral in the activities of a community and

as they learn the practices their participation becomes more central.”47 There

are a large number (148) of people signed up the ‘Blended Learning Network’,48

but not all are engaging with the associated offline activities.

A Becta report from 2004 indicated that the key internal barriers for teachers

were: ‘lack of confidence, resistance to change and negative attitudes, and no

perception of the benefits’. Added to that were the external barriers: ‘lack of

access to resources; lack of time; lack of effective training; technical problems’.

49
John & Wheeler identify four types of teacher response to new technologies:

42
Hopkins, D., ‘Don’t Waste Your Time’ http://www.dontwasteyourtime.co.uk/ accessed 16/08/10
43
Chronicle of Higher Education ‘Profhacker’ http://chronicle.com/blog/ProfHacker/27 accessed
16/08/10
44
Hart, J., ‘Centre for Learning and Performance Technologies’, http://www.c4lpt.co.uk/ accessed
17/08/10
45
Lewis, B., Stuart, E., and El-Hakim, Y. , (2009) ‘Wimba Strategy’,
http://learn.winchester.ac.uk/mod/resource/view.php?id=50013,
46
http://www.work-with-it.org.uk/EmbeddingWorkwithIT/WinchesterODG.aspx
47
Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age p19
48
http://learn.winchester.ac.uk/user/index.php?contextid=32327
49
John, P.D. and Wheeler, S. (2008) The Digital Classroom: Harnessing Technology for the Future
p2 1

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 First are the enthusiasts. They see the enormous potential in digital

technology and try to master its complexities. They also see its use as a

professional and pedagogic challenge and an opportunity. Second are the

pragmatists. They support the appropriate and alternative uses of

information and communication technology (ICT), are mildly critical of

some of its excesses but see its potential to improve aspects of learning.

Third are traditionalists who prefer to resist the advance of new

technologies in schools to preserve a more esoteric order of learning

based on human interaction and long-established pedagogy. Finally, there

are the ‘New Luddites’ who are so critical of new technology that they

seek to undermine its potential and use at every turn by seeking to

undermine the profession’s dependence on it.50

We need to involve people in “discovering the potential of e-learning for

themselves”,51 with the responsibility shifting onto the individual learner, who is

offered a climate supporting effective and appropriate learning.52 As the

University of Canterbury demonstrates in its DEBUT model, staff are offered the

opportunity to build up confidence in a range of e-tools, rather than directives

towards specific tools. The package is particularly focused on the less-confident

learners, and this all counted towards CPD: Awareness, Confidence, Evaluation,

Reflection, Adaptability.53

The Internet has introduced to all educational settings a ‘wealth of new materials

and ideas previously unobtainable.’ Some teachers viewed technology as a

Trojan Horse, designed to deprofessionalise their roles, whilst others simply view

50
John, P.D. and Wheeler, S. (2008) The Digital Classroom: Harnessing Technology for the Future
p2
51
Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design,
application and assessment, p.42
52
Sloman, M. (2003) Training in the Age of the Learner, p.xiii
53
Lewis, B., quoting Westerman, S. ‘DEBUT #iblc10’ http://digital-fingerprint.co.uk/2010/06/debut-
iblc10/ accessed 16/06/10

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ICT as another ‘costly, time-consuming and problematic addition to a profession

already replete with challenges’.54 For many there is scepticism as the benefits,

or fear of using e-tools, so the role of the Blended Learning Fellow is to sell the

benefits and present case studies.55 With the emphasis on ‘impact’ there’s a

need for scholars to have their work known in a wider field, as I did with my

research on ‘Keep Calm and Carry On’.56 If we agreed with the term ‘digital

natives’ students are already familiar with the Web 2.0 world, which is:

is fast, fluid and personal, and the number of people it can reach is

breathtaking. Blogs, podcasts, and social networking sites such as

YouTube and Twitter are the new marketplace or the dissemination of

news and ideas. What drives all media is the story, reporting information

that is new and has relevance to their audiences.’ 57

Staff therefore need to engage with this also. Some refuse to engage, and say

that ‘e-learning is not for them’, but this is akin to saying that “they wanted to

learn but they didn’t like reading books” … something no employer would

expect.58 We need to encourage staff to share the knowledge, through the e-

learning blog I have created,59 contribute to the Wiki that I plan to build on the

Learning Network, and come out from the silos to provide information that I can

share.

54
John, P.D. and Wheeler, S. (2008) The Digital Classroom: Harnessing Technology for the Future
pp15-24
55
Workshops are a good place to do this, see: http://prezi.com/8tpmp_ulevnd/twitter-for-the-
university-of-winchester/, http://prezi.com/gld20g5qrwtk/facebook-groups/,
http://prezi.com/dok9yjzrvhjt/introduction-to-blogging-software-wordpress/, and
http://prezi.com/j_iiee86hbqr/blogging-strategically/, which allow staff to gain confidence in
frequently used tools online. The development of a new course for 2010/11, which relies heavily
upon social media is also significant: http://manipulating-media.co.uk/
56
http://ww2poster.co.uk/publications/
57
Tyson, W. (2010) Pitch Perfect: Communicating with Traditional and Social Media for Scholars,
Researcher, and Academic Leaders, p16
58
Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design,
application and assessment, pp.11-12
59
LTDU, ‘Winchester’s Blended Learning Blog’ http://wblb.wordpress.com, accessed 16/08/10

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Part of the rationale for visiting Faculties was that Beetham and Sharpe indicate

that

Attempts to create communities of e-learning practitioners and/or to share

their knowledge have been notoriously difficult. Rather than creating a

new community, it is likely that for the time being, there will be a

substantial role for developers in working across already established

communities. By acting as boundary-crossing agents they can represent

other people’s practices to each community in a way tailored to prompt

60
reflection and development.

There are benefits to working with existing communities and networks with

which practitioners are already affiliated. Practitioners experience a feeling that

there’s a genuine sharing of their concerns, and are then within a group of
61
people with whom they can identify. The fact that I remain an active lecturer

has been helpful in belonging to a community of practitioners in teaching and

learning, and also offers the opportunity to use appropriate tools in my own

teaching.62 As Wenger et al indicate:

Technology stewards are people with enough experience of the workings

of a community to understand its technology needs, and enough

experience with or interest in technology to take leadership in addressing

those needs. Stewarding typically includes selecting and configuring

technology, as well as supporting its use in the practice of the

community.63

60
Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age p122
61
Beetham H., & Sharpe, R. (eds) (2007) Rethinking Pedagogy for a Digital Age p123
62
Lewis, B. ‘Clickers – Taught Session for Media Studies’
http://wblb.wordpress.com/2010/04/07/clickers-taught-session-for-media-studies/, accessed
07/04/10
63
Wenger, E., White, N., Smith, J.D., (2009) Digital Habitats: Stewarding Technology for
Communities, p.25

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Achieving an understanding of how a community functions “will require a

combination of direct involvement, observations, and conversations with

community members.” 64 With roles at the University of Winchester since 1994,

from student, research student, to staff, I have a good understanding of the

institution, and its needs from a range of perspectives. As Fee indicates, the e-

learning advocate will need to enact a change management plan: “ It will not be

a single great act, but an accumulation of lots of events, activities and

discussions over a period of time. Implementing this change management plan

will not be quick or easy, but in most organisations, winning support from senior

management, and making the plan explicit, should help accelerate the process.

“65

As was outlined at #iblc10, it’s important to know your stakeholders, understand

their needs and the key messages that need to be communicated to them.

Through a series of case studies, you then need to plan how you are going to get

the message across.66 Albert Einstein said “Setting an example is not the main

means of influencing another, it is the only means”.67 Salmon offers the example

of a tutor experimenting with using an eforum within teaching for the first time.

No one wanted to be the first to post, so the students were forced to with specific

questions and a deadline. Once students started they really enjoyed it and

interacted well. It’s like standing on the side of a pool waiting to be the first to

jump in – do you ‘be in the water and do the coaxing’ or ‘get behind them and do

the shoving’.68 I tend to be in the water, and am developing a resource bank of

materials that are easily accessible across the disciplinary areas. For example,
64
Wenger, E., White, N., Smith, J.D., (2009) Digital Habitats: Stewarding Technology for
Communities, pp.26-7
65
Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design,
application and assessment, p.40
66
Lewis, B. ‘Plenary, #iblc10’, http://digital-fingerprint.co.uk/2010/06/plenary-iblc10/, accessed
17/06/10
67
Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design,
application and assessment, p.41
68
Salmon, G. (2004) EModerating: The Key to Teaching and Learning Online, p31

12 | P a g e
within the Wimba working group, we have emphasised that those on the

Committee at the very least need to be using the technology. I am looking to

bring people into the fold, rather than being confrontational. I seek to recognise

and respect others point of view, accommodate where possible, and try to

understand what motivates them. I enjoy experimenting with the technology,

and this conveys an infectious enthusiasm, and I am looking to embed these as

practice spaces within the University: “Too often vendors, selfishly, sell products

rather than solutions”.69

Some members of the University community experience a sense of overwhelm

when faced with so many tools and options,70 and as other institutions have

done, and as confidence is gained in a wider range of tools and software, the

expectation is that the role of Blended Learning Fellow becomes one more of

consultancy, and encouraging a encourage general confidence in using the tools.

Salmon mentioned that the “[m]otivation to take part, and continue to take part,

occurs as a balance between regular and frequent opportunities to contribute,

and the capacity of learners to respond to the invitations.” What is a positive

challenge to one, may be a block to another, so we need to identify opportunities

to provide individual support, for instance with ‘Familiarisation’ sessions for

Wimba (not labelled ‘play’ sessions, as ‘play’ will be sidelined when timetables

fill up). As a personal online identity is stabilised, and group dynamics kick in, it

becomes easier for participants.71 Building trust and networking are key to

creating a strong community of practice, allowing flexible forms of collective

action.72

69
Fee, K. Delivering E-Learning (2009) Delivering E-Learning: A complete strategy for design,
application and assessment, p.41
70
Wenger, E., White, N., Smith, J.D., (2009) Digital Habitats: Stewarding Technology for
Communities, p.171
71
Salmon, G. (2004) EModerating: The Key to Teaching and Learning Online, p32
72
Mason, R. & Rennie, F. (2006) Elearning: The Key Concepts pp24-28

13 | P a g e
Identifying whether the resource is of benefit can be difficult to establish, but a

number of factors indicate that it is. The expansion of the role from 0.2 to 0.4

from August 2010 indicates there’s a recognition of the value of the work being

done, and that there is more that can be done. The number of people involved in

the Blended Learning section of the Learning Network is high (148, in an

institution with only 200 academics), the number of people requesting to meet

with me, and coming along to the CET lunch (around 20, a high number at short

notice. When messages are posted on the portal with reference to the blog, the

number of click-throughs is very high. The material is designed either to be

standalone or encourage people to come to sessions, and the efficacy of that

can’t really be determined until the semester starts again, but even over the

summer, there have been a number of attendees at workshops.

Wenger identified a number of factors that would define a successful Community

of Practice,73 and we are not there yet, but there are plenty of plans for the

future, including ways to reach those who still aren’t interested. As with Solent,

where the Emerging Technology User Group meet once a quarter (sharing

practice in what people have been doing), we tend to be preaching to the

converted.74 Johnson & Johnson in 2004 indicated that educators need to use the

tools that are common in the social context of their day, because they are

determining the way that people learn, and therefore a key part of the role is to

consider open-source materials and their repurposing with an educational

context.75

In 2007 Anderson (editor of Wired magazine) made three predictions that he

believed would affect academics and academies. With the growing use of crowd-
73
Wenger, E., White, N., Smith, J.D., (2009) Digital Habitats: Stewarding Technology for
Communities, [Part 1, Chapter 5]
74
Lewis, B., quoting Lee, B. & Moxon, D., http://digital-fingerprint.co.uk/2010/06/creating-a-
community-in-blended-learning-using-the-talents-of-all-iblc10/, accessed 17/06/10
75
Mason, R. & Rennie, F. (2008) E-Learning and Social Networking Handbook: Resources for Higher
Education p13

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sourcing, there is a threat to universities as the traditional repositories of wisdom

and knowledge creation, as it draws upon the wisdom of the crowd, rather than

the wisdom of the expert. The growth of an amateur culture also challenges the

academy as the elite repository of knowledge. Intellectual Property (IP) debates

over the huge amount of data on the internet, and the use of tools for

aggregating and processing it76 is echoed by Steve Wheeler in a recent post.77

Academics need to be prepared for change, and the resources are now available

for them to be aware of at least some of the technological changes.

Word Count: 4024 (should be around 3000!)

76
Mason, R. & Rennie, F. (2008) E-Learning and Social Networking Handbook: Resources for Higher
Education p177
77
Wheeler, S., (2010) ‘The ivory towers are crumbling’, http://steve-
wheeler.blogspot.com/2010/08/ivory-towers-are-crumbling.html, accessed 23/08/10

15 | P a g e
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19 | P a g e
 Appendix 1

Twitter for Students? Survey

May-June 2010, University of Winchester
 Appendix 2

Blended Learning Survey

May-June 2010, University of Winchester
 Appendix 3

E-Toolkit
 Learning Network

 Twitter Feed

 Facebook Group

 Blog
http://learn.winchester.ac*.uk/course/view.php?id=1203
http://www.twitter.com/blwinch
http://www.facebook.com/group.php?gid=106375376072443&ref=ts
http://ltinpractice.blogspot.com/
http://wblb.wordpress.com/