 |
Edited by
Dr. David J. Ayersman, Mary Washington College, and Dr. W.
Michael Reed,
New York University
Incoming editor:Dr. Lynne Schrum, University of Georgia
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| formerly Journal of Research on Computing in
Education |
Volume 35 Number 1
Fall 2002
BroadNet and Change at the University of Wolverhampton
John O’Donoghue
DELTA Institute, United Kingdom
Mark Childs
Centre for Learning and Teaching (CeLT) , United Kingdom
Steve Molyneux
DELTA Institute, United Kingdom
Abstract
Schools within the University of Wolverhampton are
contributing information technologybased study material to the BroadNet
project, a
technology-based network. This requires the schools to undergo
change, which is in some cases significant. Participants in the project
were
interviewed, and their comments on the change within their schools
were recorded. These observations were compared to the change models
developed by Havelock (1969) and Bennis, Benne, and Chin (1969),
which were found to accurately describe the change process being
experienced
within the affected areas of the university. Attitudes toward
change within the schools also may correspond to the progress made by
the
various schools in completing their study modules. A comparison is
made with the Sustaining Innovation and Structural Change Project at
Heriot-Watt, and the applicable strategies for change included
within this project are identified.
Contributors
John O’Donoghue’s background covers a wide range of educational
experiences. In his early career, he taught in a social priority area
school,
moving later to postgraduate lecturing, advising, and consultancy
for both initial teaching training and education departments and more
recently a position as the senior education officer within a large
education authority. For many years an advocate of the “global
classroom,”
John continues to write and publish extensively on the use and
exploitation of the information in information technology. In his
present post
as senior research fellow, he is responsible for the academic and
pedagogical aspects of networked learning technologies with special
emphasis
on the education and training sector. Mark Childs obtained a BSc
in astrophysics at the University of Birmingham in 1985; an MScEcon in
media
studies at the School of Journalism Studies at the University of
Wales, Cardiff, in 1992; and an MA in Practitioner Research and
Consultancy at
the University of Wolverhampton in 2000. He is currently working
at the University of Warwick, on the ANNIE project, which provides
access to
remote expertise for students of the performing arts and is soon
to start on the ARCHES project, creating a digital archive for theatre
history
resources. His current research interests include the use of
videoconferencing in learning and in performance and the implementation
of
technology within higher education institutions. Stephen Molyneux
currently is director of the Learning Lab, the National ICT Research
Centre,
and the DELTA Institute at the University of Wolverhampton where
he also holds the Microsoft Chair of Advanced Learning Technologies.
Download
the full article (PDF, 55 KB, PDF Instructions)
Contact
John O’Donoghue
DELTA Institute
University of Wolverhampton
Shropshire Campus
Telford, TF2 9NT
United Kingdom
j.odonoghue@wlv.ac.uk
Copyright © 2002, ISTE (International Society for Technology
in Education).
All rights reserved.
| attitudes toward change, change management, staff development, technology-supported learning |
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