1.1.3                             IWBL frequently host conferences, workshops. The work of the group will be presented thorugh one or more of these conferences.

1.1.4                             The work of the project will be logged and recorded through a project community site here:

http://intouch.emeraldinsight.com/[project_name]

The community will have its own blog, wiki, file store and RSS subscription capability so that anyone with an interest will be able to stay intouch and uptodate with the work of the group.

1.1.5                             A series of workshops, seminars – real and virtual – will be made to the facilitators and practitioners involved in the pilot programme. This will help to ensure the work of the group is known to as wide an audience as possible and that the greatest depth of understanding is achieved.

1.1.6                             The project group will record the workshops and seminars and make them available to the wider community through social tools like YouTube, Slideshare and the Emerald research communities site, InTouch.

Research and Development Manager (Emerald)

Paul, with over 13 years experience in software and training systems engineering, is currently Emerald’s Research and Development Manager. Paul has held this position since September 2006. He has a special interest and responsibility for developing e-learning and emerging technology propositions. Prior to joining Emerald Paul was the senior e-learning systems architect with ICT Consultancy firm LogicaCMG where he was responsible for the design, delivery and development of e-learning content and delivery systems. Past projects include the first Learndirect courses, award winning multimedia content for Hoffman La Roche and numerous consultancy and development roles for local and central government, the defence and intelligence agencies, financial institutions and utility companies.

In 2006 Paul was the lead designer and developer of the JISC funded ToCross project, successfully delivered to the JISC and subsequently rolled out by TALIS, Emerald and the University of Derby. Paul is also the nominal expert for Emerald’s involvement in the recently begun JISC TicToc project which includes a number of UK FEHE institutions.

Anthony ‘Skip’ Baisel

Professional and educational biography

Skip has been researching eLearning pedagogy, and teaching, since moving from the U.S. to England to pursue his graduate education in the mid-1990s. He is a certified online tutor for the University for Industry, has published his research internationally, and has been the keynote speaker at several international eLearning conferences. In 2004, Skip was awarded the title “eTutor of the Year” by the Higher Education Academy-UK.

Skip’s eLearning research has enabled him to work with trans-national partners in European higher education as well as private organizations, corporate trainers, and government agencies. A prime example is the British Council—CEDEFOP study, hosted by Middlesex University in 2004.

A former U.S. primary school teacher, Skip holds a BS in Education from Central Connecticut State University, as well as an MSc. and MPhil. in Computing Science from Middlesex University. He is finishing his Professional Doctorate in eLearning Pedagogy at MU.

Alan Durrant

Bio of Alan

The contact details for the principle project members are as follows:

• Anthony Baisel, Middlesex University
• Paul Coyne, Research and Development Manager, Emerald Group Publishing Limited tel: 01274 777700, e-mail: pcoyne@emeraldinsight.com
• Alan Durrant BA (Hons) MA PGCHE FHEA
  
  Coordinator for The Centre for Excellence in Work Based Learning
  in the School of Arts & Education
  
  Programme Leader for BA (Hons) Professional Practice
  Programme Leader for MA Professional Practice
  
  School of Arts & Education
  Middlesex University
  Cat Hill Campus
  East Barnet
  Herts EN4 8HT
  A.durrant@mdx.ac.uk
  
  
  

1.1                                Project [PROJECT NAME] Use Case

1.1.1                             About these uses cases

1.2                                Dprof. Network

1.2.1                             About this use case

1.3                                Authors

1.4                                Use Case Summary

1.5                                Narrative

1.6                                Primary Actor (and goal)

1.7                                Other Actors (and goals)

1.8                                Stakeholders and Interests

1.9                                Preconditions

1.10                            Main Success Scenario

1.11                            Extensions

1.1                                Stakeholder identity

1.1.1                             The personalisation of learning and the development of key skills in delivering lifelong learning oportunities to work placed learners is a strong element of the JISC strategy with respect to delivery of e-Framework objectives. Developing knowledge of the tools available to faciliators of Work Placed Learning is fundamental to the achievement of these objectives.

The main stakeholders in the project are

• the facilitators and teaching staff charged with supporting work placed and lifelong learning
• professional and mature learners enrolling in programmes of Continuing Professional Development and high level career development

1.2                                Learner Needs Analysis

1.2.1                             The project consortia have a long and deep understanding of the needs of their respective constituencies. Often our communties of learners and researchers are supported at distance and asynchronously…more about how this project aims to serve an identified need for the end users – feelings of support, reduced isolation, improved feedback and leading to reduced drop out rates, a grater sense of belong to a working, learning community of peers that can support the individual and help him her develop professionally and personally…

1.2.2                             Early trials of the platform to be used identified some key issues for users. See the Knotes/InTouch comparative report from Prof. hardaker.

1.3                              Use Cases

1.3.1         The project aims to learn how emergent web 2.0 tools can support learners in professional practice. Two studies will determine how these tools might be deployed to learners in similar but different contexts. 

The aims, objectives and methodology of each study is encapsulated in a Use Case document. The Use Cases can be found in Appendix D.

An additional Use Case, Faculty Development, reminds the Project members that a central tenet of the proposal is the development of skills and guidelines that will support teaching staff in UK FEHE in their deployment of personal learning platforms.                      

1.3.2                       Use Case : Dprof. Network. See Appendix D

1.3.3                       Use Case : Ma Arts and Professional Practice. See Appendix D

1.3.4                        Use Case : Faculty development. See Appendix D

1.1                                Use Case: BA (Hons) Professional Practice

1.1.1                             This Use Case will focus on a group of establishing practitioners in dance and musical theatre who are in work or professional practice, and who are seeking a top up from their professional diplomas of foundation degrees to BA (Hons) qualification. Because they can potentially be working anywhere in the world, there is a need to deliver the programme mainly by distance learning. Also, the purpose of the top up year is to help individuals to develop good practices in relation to establishing a CPD portfolio and in developing good prtofessional networtking skills. For these reasons, the development of professional networking tools is especially relevant to these communitites of practice.

1.2                                BA (Hons) Professional Practice

1.2.1                             Developing professional networking tools for establishing professional practitioners in creative fields of practice where practitioner communitites and good professional networking skills are of paramount importance.

1.3                                Authors

1.4                                Use Case Summary

1.5                                Narrative

BA (Hons) Professional Practice Student Tasks using InTouch Social Networking Profiles.

As part of their CPD portfolio, each student would be expected to create a profile on InTouch. This will enable them to define their specialist interests, which will enable others in the ‘Professional Practice’ community to search for other students with similar interests.

Specialist Interest Groups
Each student will be expected to create or join at least one special interest group by searching the ‘Professional Practice Community’ members profiles.

Blogging
Students will expected to blog within their specialist interest group (community) engaging in meaningful discussion.

Students will be encouraged to think whether each blog should be private for their own use or for use by the whole community (or part of). Students will be encouraged to use ‘Private’ Blogs to record their own reflections as an assigned task.

Students will be required to blog to interact with their community including interaction with some specific tasks (e.g. blog discussion on a video clip provided by the tutors).

Your resources Students will be expected to use this tool to draw down resources and access external sites.

Wiki
Students will be expected to contribute towards Wikis within specialist interest groups. The programme will set up some Wikis, and students will be encouraged to create their own.

Feedback from Students
Students will be expected to provide feedback on their use of InTouch and its value as a social networking system.

1.6                                Primary Actor (and goal)

1.7                                Other Actors (and goals)

1.8                                Stakeholders and Interests

1.9                                Preconditions

1.10                            Main Success Scenario

1.11                            Extensions

1.1                                Use Case: BA (Hons) Professional Practice

1.1.1                             This Use Case will focus on a group of establishing practitioners in dance and musical theatre who are in work or professional practice, and whoa re seeking a top up from their professional diplomas of foundationdegrees to BA (Hons) qualification. Because they can potentially be working anywhere in the world, there is a need to deliver the programme mainly by distance learning. Also, the purpose of the top up year is the help individuals to develop good practyices in relation to establishing a CPD portfolio and in developing good prtofessional networtking skills. For these reasons, the development of professional networking tools is especially relevant to these communitites of practice.

1.2                                BA (Hons) Professional Practice

1.2.1                             Developing professional networking tools for establishing professional practitioners in creative fields of practice where practitioner communitites and and good professional networking skills are of paramount importance.

1.3                                Authors

1.4                                Use Case Summary

1.5                                Narrative

BA (Hons) Professional Practice Student Tasks using InTouch Social Networking Profiles.

As part of their CPD portfolio, each student would be expected to create a profile on InTouch. This will enable them to define their specialist interests, which will enable others in the ‘Professional Practice’ community to search for other students with similar interests.

Specialist Interest Groups
Each student will be expected to create or join at least one special interest group by searching the ‘Professional Practice Community’ members profiles.

Blogging
Students will expected to blog within their specialist interest group (community) engaging in meaningful discussion.

Students will be encouraged to think whether each blog should be private for their own use or for use by the whole community (or part of). Students will be encouraged to use ‘Private’ Blogs to record their own reflections as an assigned task.

Students will be required to blog to interact with their community including interaction with some specific tasks (e.g. blog discussion on a video clip provided by the tutors).

Your resources Students will be expected to use this tool to draw down resources and access external sites.

Wiki
Students will be expected to contribute towards Wikis within specialist interest groups. The programme will set up some Wikis, and students will be encouraged to create their own.

Feedback from Students
Students will be expected to provide feedback on their use of InTouch and its value as a social networking system.

1.6                                Primary Actor (and goal)

1.7                                Other Actors (and goals)

1.8                                Stakeholders and Interests

1.9                                Preconditions

1.10                            Main Success Scenario

1.11                            Extensions

1.1                                Project [PROJECT NAME] Use Case

1.1.1                             About these uses cases

1.2                                Use Case Title goes here

1.2.1                             About this use case

1.3                                Authors

1.4                                Use Case Summary

1.5                                Narrative

BA (Hons) Professional Practice Student Tasks using InTouch Social Networking Profiles.

As part of their CPD portfolio, each student would be expected to create a profile on InTouch. This will enable them to define their specialist interests, which will enable others in the ‘Professional Practice’ community to search for other students with similar interests.

Specialist Interest Groups
Each student will be expected to create or join at least one special interest group by searching the ‘Professional Practice Community’ members profiles.

Blogging
Students will expected to blog within their specialist interest group (community) engaging in meaningful discussion.

Students will be encouraged to think whether each blog should be private for their own use or for use by the whole community (or part of). Students will be encouraged to use ‘Private’ Blogs to record their own reflections as an assigned task.

Students will be required to blog to interact with their community including interaction with some specific tasks (e.g. blog discussion on a video clip provided by the tutors).

Your resources Students will be expected to use this tool to draw down resources and access external sites.

Wiki
Students will be expected to contribute towards Wikis within specialist interest groups. The programme will set up some Wikis, and students will be encouraged to create their own.

Feedback from Students
Students will be expected to provide feedback on their use of InTouch and its value as a social networking system.

1.6                                Primary Actor (and goal)

1.7                                Other Actors (and goals)

1.8                                Stakeholders and Interests

1.9                                Preconditions

1.10                            Main Success Scenario

1.11                            Extensions