Conole research methods


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  • Thanks for this Grainne, scooped onto Mobilization of Learning.
    I am looking for examples of design-based research into truly mobile interactive learning resources for tablets. Specifically, research into learner preferences regarding the mix of connectivity, rich media, interactivity, and appetite for invisible analytics and reporting.
    Say hi to Mark for me.
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  • Conole research methods

    1. 1. National Teaching Fellow 2012Trajectories of e-learning: theory and methodology explore Gráinne Conole University of Leicester 18thApril 2013
    2. 2. Outline• The technological context• Research complex online interactions• Approaches – Social Network Analysis – Actor Network Theory• Learning design – Activity Theory – Design-Based Research – Community Indicator Framework
    3. 3. Multimedia resources 80s 93 The Internet and the Web 94 Learning objects Learning Management Systems 95 Mobile devices 98 Learning Design 99 Gaming technologies 00 E-Learning timeline 01 Open Educational Resources Social and participatory media 04 Virtual worlds 05 07 E-books and smart devices 08 Massive Open Online Courses
    4. 4. Technological trends• Mobiles and e-books• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Technology-Enhanced learning spaces• Learning analytics
    5. 5. The MATEL study• Productivity and creativity• Networked collaboration• Content creation• Visualisation and simulation• Learning Management Systems• Learning environment• Games• Devices, interfaces and connectivity
    6. 6. Game changers• Harnessing the power of new media• Need to rethink education• Key questions – How can we reach more learners, more effectively? – What is the impact of free resources, tools and expertise? – What new business models are emerging? – What new digital literacies are needed?
    7. 7. The e-learning landscape Emergent technologies and affordances Theory and methodology E-pedagogies, strategies and learning design Resources, OER and Pedagogical PatternsEvaluations Interventions
    8. 8. MOOCS Helen
    9. 9. From Web pages andforums to complex online interactionsWhat is needed in a world of new and proliferating e- learning practices areresearch approaches that are multiple and varied and thatrecognise their heterogeneity explicitly. (Friesen, 2009)
    10. 10. Themes• Complex, disruptive, evolving• More open practices• Distributed, networked
    11. 11. Social Network Analysis
    12. 12. OER communities• 7 in-depth case studies• Articulate the nature of the OER communities and the patterns of user behaviour• Using the LOOK SNA tool• Relationships between individuals and themes
    13. 13. Actor Network Theory (ANT)• Humans and tool equal• Good for describing networks
    14. 14. Learning design• Activity Theory• Design-Based Research• Community Indicators Framework
    15. 15. The Larnaca Declaration,Sept 2012
    16. 16. Socio-cultural perspectives Mediating Design Mediating Artefacts Concepts Artefacts (MA) Tools Dialogues Activities Creates Learning activity Teacher or Resource Has an Design inherentResearch questionsWhat Mediating Artefacts do teachers use? Other teachers and learnersWhat Mediating Artefacts can we create to can use or repurposeguide the design process? Vygotsky, Activity Theory
    17. 17. Analysis: Activity Theory Mediating Artefacts (MA) Creates Learning activity or Resource Teacher Division ofRules Community labourDesign and learning occur within a context
    18. 18. Design-Based ResearchA systematic, but flexible methodology aimed toimprove educational practice through iterativeanalysis, design, development and implementation,based on collaboration between researchers andpractitioners in real-world settings, and leading tocontextually-sensitive design principles and theories. Wang and Hannafin, 2005
    19. 19. • Means of dealing with real learning contexts• Iterative: design, implementation, evaluation, refine• Gives rich insights into complex dynamics
    20. 20. Benefits• Means of dealing with real learning contexts• Iterative: design, implementation, evaluation, refine• Gives rich insights into complex dynamics
    21. 21. Facets• Make assumptions and theoretical bases explicit• Collect multiple types of data• Conduct ongoing data analysis• Invite multiple voices to critique• Have multiple accountability structures• Engage in dialectic among theory, design and extant literature Barab, 2006
    22. 22. DBR and Learning Design• Builds on theory & prior • Builds on ID, OER, Ped Patterns research research etc.• Pragmatic • Practical tools & resources• Collaborative • Work with practitioners• Contextual • Real, authentic contexts• Integrative • Mixed-method approach• Iterative – problem, • Problem, implementation, solution, evaluation evaluation and refinement• Adaptive and flexible • Agile, based on practice• Generalisation • Coherent LD framework
    23. 23. Problem and solution• Teachers want – Help with design – Ways to represent designs• Solution – Design representations to guide and make design explicit
    24. 24. Problem and solution• Teachers want – Examples of good practice – Others to talk to• Solution – Social networking site – Best of web 2.0 – Iterative design and evaluation
    25. 25. Evolving: socio-technical co-evolution Content Event support, Open reviews, expert seeding flash debates consultation Socialinterventions Vision Evaluation Technicalinterventions Beta release RSS feeds, Events listing, voting, activity streams favourites, etc
    26. 26. Interactions and Communities• Interactions – Type – Time – Location• Communities
    27. 27.