Download - Conole Zurich
Changing Perspectives in E-learning
Scrutinising the learner voice
Gráinne Conole, The Open University25th January 2008
11th Annual ELC-NET ConferenceE-Learning Campus Zurich
Learning connections
Learning connections
Student experience
Learning connections
Student experience
Outcomes
Tasks Assessment
Learning activities
Learning connections
Design
Student experience
Outcomes
Tasks Assessment
Learning activities
Learning connections
Design Support
Student experience
Outcomes
Tasks Assessment
Learning activities
Learner voices
JISC In their own words
Learner voices
JISC In their own words
Learner voicesLearning in
the digital age
Communication & networking
ConcernsBenefits
Expectations
JISC In their own words
JISC Learner experience programme
Phase OneReview (Sharpe et al.)LEX (Creanor et al.)LXP (Conole et al.)
JISC Learner experience programme
Phase OneReview (Sharpe et al.)LEX (Creanor et al.)LXP (Conole et al.)
JISC Learner experience programme
Phase OneReview (Sharpe et al.)LEX (Creanor et al.)LXP (Conole et al.) Phase Two
Longitudinal study -STROLL (Hertfordshire)Institutional studies - discipline differences, accessibility, practice-based learning, transition between sectors
JISC Learner experience programme
The LXP and LEX Projects
The LXP and LEX ProjectsThe LXP project - HE students
Context In-depth case studies
Survey Audio logs InterviewsEconomics: 128Languages: 92Medicine: 31Computing: 158Other: 18Total: 427
Economics: 3 Languages: 47Medicine: 16Computing: 19
Total: 85
Economics: 2Languages: 3Medicine: 5Computing: 4
Total: 14
The LXP and LEX ProjectsThe LXP project - HE students
Context In-depth case studies
Survey Audio logs InterviewsEconomics: 128Languages: 92Medicine: 31Computing: 158Other: 18Total: 427
Economics: 3 Languages: 47Medicine: 16Computing: 19
Total: 85
Economics: 2Languages: 3Medicine: 5Computing: 4
Total: 14The LEX project - formal and informal students
Age No. %16-24 24 43.625-34 6 10.935-54 20 36.455-64 2 3.665+ 2 3.6
Unstated 1 1.8
The LXP and LEX ProjectsThe LXP project - HE students
Context In-depth case studies
Survey Audio logs InterviewsEconomics: 128Languages: 92Medicine: 31Computing: 158Other: 18Total: 427
Economics: 3 Languages: 47Medicine: 16Computing: 19
Total: 85
Economics: 2Languages: 3Medicine: 5Computing: 4
Total: 14The LEX project - formal and informal students
Age No. %16-24 24 43.625-34 6 10.935-54 20 36.455-64 2 3.665+ 2 3.6
Unstated 1 1.8
Methods:Interviews, survey, audio logs, videos
The LXP and LEX ProjectsThe LXP project - HE students
Context In-depth case studies
Survey Audio logs InterviewsEconomics: 128Languages: 92Medicine: 31Computing: 158Other: 18Total: 427
Economics: 3 Languages: 47Medicine: 16Computing: 19
Total: 85
Economics: 2Languages: 3Medicine: 5Computing: 4
Total: 14The LEX project - formal and informal students
Age No. %16-24 24 43.625-34 6 10.935-54 20 36.455-64 2 3.665+ 2 3.6
Unstated 1 1.8
Methods:Interviews, survey, audio logs, videos
PB-LXP project
Changing relationships
Changing relationships
I use email to communicate with everyone, especially lecturers; arranging meetings, asking questions about work and queries over assignments etc I write all my assignments using Word and to sort through the information I find, make notes of what I still need to do and spell check my emails that I'm sending to lecturers
Changing relationships
I think the relationship between students and the university itself, is becoming very …technological … most services are provided online, and that saves a lot of time, meaning you don’t need to come to university... a lot of information about yourself... even your grades … its been much easier to interact with the university
I use email to communicate with everyone, especially lecturers; arranging meetings, asking questions about work and queries over assignments etc I write all my assignments using Word and to sort through the information I find, make notes of what I still need to do and spell check my emails that I'm sending to lecturers
Changing relationships
I think the relationship between students and the university itself, is becoming very …technological … most services are provided online, and that saves a lot of time, meaning you don’t need to come to university... a lot of information about yourself... even your grades … its been much easier to interact with the university
It basically opens up a whole world of learning for everybody, you know. You can find, read up, on anything you like. In a university context, you can have all your notes and everything all on one machine. So anytime you have to look for something, you don’t have to flick through a big file, you can type, search your computer for what you’re looking for
I use email to communicate with everyone, especially lecturers; arranging meetings, asking questions about work and queries over assignments etc I write all my assignments using Word and to sort through the information I find, make notes of what I still need to do and spell check my emails that I'm sending to lecturers
Audio & Video clipsVideo
Reflective summaries Audio
In situ, emotive
Audio & Video clipsVideo
Reflective summaries Audio
In situ, emotive
Laura: Technology immersed
Audio & Video clipsVideo
Reflective summaries Audio
In situ, emotive
Laura: Technology immersed
Emma and Jenny: Application to practice
Audio & Video clipsVideo
Reflective summaries Audio
In situ, emotive
Laura: Technology immersed
Emma and Jenny: Application to practice
Paul, Simon and Beth:Work-based learning
Today’s learners
Key themes
Today’s learners
Core toolsetWord, email, Web
InformationGoogle first, peer
approval
CommunicationMix-mode,
personalised
Key themes
Today’s learners
Core toolsetWord, email, Web
InformationGoogle first, peer
approval
CommunicationMix-mode,
personalised
Key themes
Pervasive
Time/space
Learning patterns
Integrated
LXP framework
Today’s learners
Adaptive
SkillsDigitised
Personalised
Core toolsetWord, email, Web
InformationGoogle first, peer
approval
CommunicationMix-mode,
personalised
Key themes
Pervasive
Time/space
Learning patterns
Integrated
LXP framework
ECAR research
studies and surveys
The JISC Learner Experience programmeKennedy et al., Oblinger et al., TALL Web 2.0 survey, JISC Ipsos MORI surveyEducause ECAR study of U/G and IT 2007
The JISC Learner Experience programmeKennedy et al., Oblinger et al., TALL Web 2.0 survey, JISC Ipsos MORI surveyEducause ECAR study of U/G and IT 2007
Access: 73% broadband, 96% Mobile, 90% PC, 76%
Digital camera, 69% MP3 player, 63% Laptop
Activities: Email (94%), Creating
documents (88%), Music (84%), Searching (83%),
Chat (80%)
Emerging: Blogs, file sharing, web
conferencing, social networking
Kennedy et al. 2006
The JISC Learner Experience programmeKennedy et al., Oblinger et al., TALL Web 2.0 survey, JISC Ipsos MORI surveyEducause ECAR study of U/G and IT 2007
ECAR 2007
Access: 73% broadband, 96% Mobile, 90% PC, 76%
Digital camera, 69% MP3 player, 63% Laptop
Activities: Email (94%), Creating
documents (88%), Music (84%), Searching (83%),
Chat (80%)
Emerging: Blogs, file sharing, web
conferencing, social networking
Kennedy et al. 2006
Learning processes
Learning processes
Task orientated
Experiential
Cumulative
Learning processes
Attitudes & approaches
Task orientated
Experiential
Cumulative
Learning processes
Attitudes & approaches
Task orientated
Experiential
Cumulative Social aspectsMulti-faceted
Engaging & relevant
A learning design toolbox
Resources & examples
A learning design toolbox
Design tools
Resources & examples
A learning design toolbox
Design tools
Resources & examples
A learning design toolbox
Design tools
Resources & examples
A learning design toolbox
Design tools
Resources & examples
A learning design toolbox
The OU Learning Design project
Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops
Phase 2: Interviews, course evaluation, focus groups/workshops
Tool and resource developmentPhase 1: Compendium, external resources
Phase 2: CompendiumLD, LD toolbox
The OU Learning Design project
Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops
Phase 2: Interviews, course evaluation, focus groups/workshops
Tool and resource developmentPhase 1: Compendium, external resources
Phase 2: CompendiumLD, LD toolbox
The OU Learning Design project
44 case studies
8 faculty workshops
15 design interviews & in-
depth course evaluation
Workshops & focus groups
Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops
Phase 2: Interviews, course evaluation, focus groups/workshops
Tool and resource developmentPhase 1: Compendium, external resources
Phase 2: CompendiumLD, LD toolbox
The OU Learning Design project
Tool development: Compendium
Resource identification: tools,
methods, case studies
44 case studies
8 faculty workshops
15 design interviews & in-
depth course evaluation
Workshops & focus groups
Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
Examples &Case studies
Examples &Case studies
Examples &Case studies
Examples &Case studies
Examples &Case studies
Design tools
Design tools
LAMS
Design tools
LAMS
Select Teaching Methods for the ModuleRollover to see definitions and links to examplesClick on the Teaching Methods you want to use
Lectures . . . . . . . . . . . . . . . . . . . . . . . . .Tutorials . . . . . . . . . . . . . . . . . . . . . . . . .Seminars . . . . . . . . . . . . . . . . . . . . . . . .Workshops . . . . . . . . . . . . . . . . . . . . . . .Fieldwork . . . . . . . . . . . . . . . . .Study guides . . . . . . . . . . . . . . . . . . . . .Set readings . . . . . . . . . . . . . . . . . . . . .Computer-based tools . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . .Online asynchronous conferencing . . . .Online synchronous audio conferencing .Tutor-marked assignment . . . . . . . . . . .Computer-marked assignment . . . . . . . .
Additional teaching methods
Other?. . . . .
Could be data analysis andmodelling, such asspreadsheets, or simulations,such as economic models…Examples
This selection will be carried through the Module Plan.You can return to make a new selection, or write in anadditional method at any point.
SelectTeachingMethods
Definemaximumgroup size
Estimatepreparationtime
Definereuse ofmaterials
Estimatepresentationtime
Distributelearner timeover TMs
Define ratioof cognitiveactivities
Audio-graphic systemssupport online audio chatwith linked visual displays,allowing tutors to see whatstudents do with a diagram,picture, etc.Examples
London pedagogical planner
Design tools
LAMS
Select Teaching Methods for the ModuleRollover to see definitions and links to examplesClick on the Teaching Methods you want to use
Lectures . . . . . . . . . . . . . . . . . . . . . . . . .Tutorials . . . . . . . . . . . . . . . . . . . . . . . . .Seminars . . . . . . . . . . . . . . . . . . . . . . . .Workshops . . . . . . . . . . . . . . . . . . . . . . .Fieldwork . . . . . . . . . . . . . . . . .Study guides . . . . . . . . . . . . . . . . . . . . .Set readings . . . . . . . . . . . . . . . . . . . . .Computer-based tools . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . .Online asynchronous conferencing . . . .Online synchronous audio conferencing .Tutor-marked assignment . . . . . . . . . . .Computer-marked assignment . . . . . . . .
Additional teaching methods
Other?. . . . .
Could be data analysis andmodelling, such asspreadsheets, or simulations,such as economic models…Examples
This selection will be carried through the Module Plan.You can return to make a new selection, or write in anadditional method at any point.
SelectTeachingMethods
Definemaximumgroup size
Estimatepreparationtime
Definereuse ofmaterials
Estimatepresentationtime
Distributelearner timeover TMs
Define ratioof cognitiveactivities
Audio-graphic systemssupport online audio chatwith linked visual displays,allowing tutors to see whatstudents do with a diagram,picture, etc.Examples
London pedagogical planner
Phoebe wiki
Workspace
Standard Compendium
icon set
Workspace
Standard Compendium
icon set
Tailored icon set for learning
design
Workspace
Collaborative wiki activity - analysis of a pop song
Bernd Rüshchoff
Collaborative wiki activity - analysis of a pop song
Bernd Rüshchoff
Collaborative wiki activity - analysis of a pop song
Bernd Rüshchoff
Collaborative wiki activity - analysis of a pop song
Bernd Rüshchoff
Collaborative wiki activity - analysis of a pop song
Bernd Rüshchoff
Jury role play: multiple roles
Scaffolding & support
Scaffolding & support
Scaffolding & support
Scaffolding & support
Evaluation findings
Evaluation findingsDesign process creative,
messy, iterative
Informed by practice rather than theories Serendipitous routes
to supportCompendium easy to use
Compendium helped make design more explicit
Different aspects to design - focus and level of granularity
No one perfect design tool or approach
Mapping at course level
Mapping at course level
Mapping at course level
Mapping at course level
Ways of Thinking differently
Ways of Thinking differently
Ways of Thinking differently
Ways of Thinking differently
Ways of Thinking differently
Mapping tools to pedagogy
Ways of Thinking differently
Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
ToolsE-portofolio,
blog, wiki, RSS feed, etc...
Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
ToolsE-portofolio,
blog, wiki, RSS feed, etc...
TasksSearch, discuss, collate, present,
etc
Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
OrganisationCreativityDialogue
CollaborationReflectionInteraction
InquiryAuthenticity
Positives
ToolsE-portofolio,
blog, wiki, RSS feed, etc...
TasksSearch, discuss, collate, present,
etc
Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
OrganisationCreativityDialogue
CollaborationReflectionInteraction
InquiryAuthenticity
Positives
Time consumingSupport issues
Assessment issuesExpensive
Lack of interactionDifficult to manageNew skills required
Uninspiring
Negatives
ToolsE-portofolio,
blog, wiki, RSS feed, etc...
TasksSearch, discuss, collate, present,
etc
Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
OrganisationCreativityDialogue
CollaborationReflectionInteraction
InquiryAuthenticity
Positives
Time consumingSupport issues
Assessment issuesExpensive
Lack of interactionDifficult to manageNew skills required
Uninspiring
Negatives
ToolsE-portofolio,
blog, wiki, RSS feed, etc...
TasksSearch, discuss, collate, present,
etc
Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
Assessment by portofolio
Group report in a
wiki
Blog reflection on practice
Group resources via
RSS
Examples
Examples
Templates
Examples
Help
Templates
Examples
Help
Templates
Examples
Help
TemplatesChoices
Examples
Help
Templates
Learning activity
Choices
Issues
Issues
Adopting a Learning Design mindset
Degree of control between tool and user
Integration of help at the right time and level
Forms of representation and levels of granularitySustainable user-generated
activitiesRoll out and support:research vs. practice
THE VLE IS DEAD!
THE VLE IS DEAD!
THE VLE IS DEAD!Martin WellerNiall SclaterTony Hirst Brian Kelly
Tensions
Tensions
Personalised tools
Institutional tools
TensionsLoosely coupled
Integrated systems
Personalised tools
Institutional tools
TensionsLoosely coupled
Integrated systems
Personalised tools
Institutional tools
Student “control”
Institution “control”
Implications
ImplicationsChanging learning
& teaching paradigms
ImplicationsChanging learning
& teaching paradigms
Staff & learner skills set
Implications
Roles & structures
Changing learning & teaching paradigms
Staff & learner skills set
Implications
Strategy& policy
Roles & structures
Changing learning & teaching paradigms
Staff & learner skills set
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