Michael Barbour recently put out the call for submissions for a themed issue for the Journal of Open, Flexible and Distance Learning – to be published in April 2013 on the theme:

Primary and Secondary Distance Education: Expanding the knowledge base in the schools sector.

Focus of the themed issue:

Despite a history of over 90 years, to date there has been little published research on the use of distance education in the primary and secondary environment in New Zealand or other countries in Australasia. Barbour (2011a) examined 262 articles from the main distance education journals for Australia, Canada, New Zealand, and the United States (including the Journal of Flexible, Open, and Distance Learning) from 2006 to 2010 and found only 1 of the 262 articles related to distance education in the schools sector in New Zealand. Further, during this five-year period only three of the 21 articles published by the Journal of Flexible, Open, and Distance Learningrelated to primary and secondary distance education in any country.

Read more here>>>

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About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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