Changes between Version 13 and Version 14 of PractitionerInformants


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Timestamp:
06/09/06 13:51:17 (7 years ago)
Author:
mastermanl
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  • PractitionerInformants

    v13 v14  
    1212The following is a brief profile of the PIs, the sector(s) of post-compulsory learning in which they work, and the special contribution which we believe they can bring to the Phoebe project. For confidentiality, they are identified by codes rather than names. 
    1313 
    14 || '''ID''' || '''Sector''' || '''LD Tools project?''' || '''Contribution''' || '''Embedding partner?''' || 
    15 || PG || ACL || Q, W || Very experienced, works in highly managed environment producing structured plans; college is pro-active re e-learning. || ? ||  
    16 || SG || WBL, ACL || Q, W || Work-based learning; working in the commercial sector; excellent understanding of potential users in ACL sector || || 
    17 || JW || FE || N || Staff development responsibilities; strong e-learning implementation philosophy || ? || 
    18 || EL || FE || Q || Knowledge of special needs ||  || 
    19 || SM || HE || Q, W || IT Co-ordinator for university department with relatively low penetration of e-learning (apart from Website of resources) ||  || 
    20 || SW || HE || Q, W || ITT for teachers in FE || Y ||  
    21 || RF || HE || Q, W || Learning technologist: bridge between academics and technology || Y || 
    22 || SI || HE || N || Online course planning; works in university department with very low penetration of e-learning || || 
     14|| '''ID''' || '''Sector''' || '''LD Tools project?''' || '''Contribution''' || 
     15|| PG || ACL || Q, W || Very experienced, works in highly managed environment producing structured plans; college is pro-active re e-learning. || 
     16|| SG || WBL, ACL || Q, W || Work-based learning; working in the commercial sector; excellent understanding of potential users in ACL sector || 
     17|| JW || FE || N || Staff development responsibilities; strong e-learning implementation philosophy || 
     18|| EL || FE || Q || Knowledge of special needs || 
     19|| SM || HE || Q, W || IT Co-ordinator for university department with relatively low penetration of e-learning (apart from Website of resources) || 
     20|| SW || HE || Q, W || ITT for teachers in FE || 
     21|| RF || HE || Q, W || Learning technologist: bridge between academics and technology || 
     22|| SI || HE || N || Online course planning; works in university department with very low penetration of e-learning || 
     23|| RS || HE || N || Responsible for staff development; has experience of developing and maintaining an online resource centre for the university || 
    2324 
    2425LD Tools: Q = responded to questionnaire; W = attended workshop 
    2526 
    26 PIs who are not acting as embedding partners will take the role of 'critical friends' and be involved in (at least) the initial evaluation. We may also ask them to nominate colleagues to participate in the practitioner workshops. 
     27PIs will take the role of 'critical friends' and be involved in (at least) the initial evaluation. We may also ask them to nominate colleagues to participate in the practitioner workshops. 
    2728 
    2829[wiki:PractitionerInvolvement Back]    [wiki:PractitionerInformants Top] 
    … …  
    3031== July-August 2006: Initial Interviews == 
    3132 
    32 We conducted the initial interviews over a four-week period, during which time we were also actively working on Phoebe herself. So the questions we be ask were not consistent across all interviews, in part also because the informants represent different sectors and specialities. We also customised some interviews in the light of what we already knew about the PI, either from LD Tools or from professional acquaintance with them. 
     33We conducted the initial interviews over a four-week period, during which time we were also actively working on the design of Phoebe herself. So the questions we asked were not consistent across all interviews, in part also because the informants represent different sectors and specialities. We also customised some interviews in the light of what we already knew about the PI, either from LD Tools or from professional acquaintance with them. 
    3334 
    3435In all but three cases, the interviews were conducted in the PI's workplace (the other three were held in Liz's office for logistical reasons), with access to an Internet-linked computer.