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Presentation from my professorial public lecture, Learning and Technology: Evolution or Revolution?, November 2013

Presentation from my professorial public lecture, Learning and Technology: Evolution or Revolution?, November 2013

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  • 1. Learning and Technology: evolution or revolution? Inaugural Professorial Lecture Professor Linda Creanor Glasgow Caledonian University l.creanor@gcu.ac.uk, @lcreanor #creanor13
  • 2. Overview Reflection on learning technology developments The role of research & theory Impact on practice Planning ahead
  • 3. 1) everything that’s already in the world when you’re born is just normal; 2) anything that gets invented between then and before you turn thirty is incredibly exciting and creative and with any luck you can make a career out of it; 3) anything that gets invented after you’re thirty is against the natural order of things … until it’s been around for about ten years when it gradually turns out to be alright really. (http://www.douglasadams.com/dna/19990901-00-a.html) How to Stop Worrying and Learn to Love the Internet (Douglas Adams)
  • 4. From TILT project, University of Glasgow, 1993-95
  • 5. Clyde Virtual University, 1995 Strathclyde University (Lead), University of Glasgow, Glasgow Caledonian University Paisley University (now UWS), Glasgow School of Art
  • 6. http://www.intel.com/content/www/us/en/communications/internet-minute-infographic.html
  • 7. From Wikimedia Commons http://en.wikipedia.org/wiki/File:Wearcompevolution.jpg
  • 8. http://www.cnet.com/uk/pictures/o2-gets-into-wearable-tech-with-bags-that-talk/5/ http://www.flickr.com/photos/azugaldia/7457645618 Creative Commons Attribution 3.0 Unported license https://www.flickr.com/photos/114264438@N03/13736591024 Creative Commons Attribution 2.0 Generic license.
  • 9. By 2025, global demand for higher education will double to around 200m per year, mainly from emerging economies (NAFSA -Association of International Educators, 2010)
  • 10. http://www.theatlantic.com/busine ss/archive/2012/07/the-single- most-important-experiment-in- higher-education/259953/ http://www.economist.com/news/international/21568738- online-courses-are-transforming-higher-education- creating-new-opportunities-best Headlines and Hype
  • 11. cMOOCs xMOOCs SPOCs MOOCoWs Image by Giulia Forsyth, http://www.flickr.com/photos/gforsythe/8028605773, Licensed under Creative Commons
  • 12. ALT ocTEL – Open Course in Technology Enhanced Learning
  • 13. http://octel.alt.ac.uk/course-discussions/twitter-conversation-visualised/ Twitter Conversation (visualised) Martin Hawksey, 2013
  • 14. Understanding networks It is our contention that we need a detailed understanding of how social theories of learning are related to current practice. A thorough understanding of practice will rely on research into the actual use of computer networks to develop an understanding of the relationships that are possible between networks and learners. Networked learning is learning in which … technology is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources. (Jones & Steeples, 2002)
  • 15. ETUDE & Dialog On • Ten-Telecom & ESF funded (€1M +€3M) • Activities led by: – European Trade Union College – 13 EU trade union organisations, – 2 trade union confederations, – Glasgow Caledonian University – Evaluation by Leeds Metropolitan University • 32 online courses, training a total of 471 trade union officers and representatives along with 27 tutors and facilitators. • 8 online networks with a total of 320 participants (Creanor, 2003) • 9 professional development guides in 13 languages.
  • 16. Identified new learning-related roles specialist online tutors network ‘animateurs’ ‘bare-foot pedagogue’ the union learning representative … it does appear to confirm the pivotal role of the ‘proactive broker’ … “who has the experience and skills to build bridges across cultural and organisational divides in support of mutual knowledge sharing and learning”. (Chen et al, 2010; Creanor, 2010)
  • 17. The role of theory A theoretical understanding of the interplay of social, cultural, pedagogical and technological aspects of networked learning is essential. Tutors need - “a heightened awareness of the pedagogical options” “to encourage learning relationships through common understandings” (Creanor & Walker, 2011; Creanor & Walker, 2010; Walker & Creanor, 2009; Walker & Creanor, 2005; Creanor 2002) http://www.flickr.com/photos/adesigna/2940634261/
  • 18. Technological determinism Resistant to repeated pleas for evidence-informed pedagogy (Laurillard, 2009; Conole & Oliver, 2007) Often driven by political agendas and tactical funding opportunities (Conole, Smith & White, 2007) Widespread adoption of social media and Web 2.0 by educators in a ‘creative explosion of new ideas’ (Laurillard, 2009) ‘a crisis looming and a paradox emerging’ over issues of agency, ownership and control with regard to mobile devices (Traxler, 2009)
  • 19. Rapid technological and social changes are leading developments in education, often at the expense of pedagogy and theory http://tinyurl.com/c7tntva http://tinyurl.com/d55kv9q http://tinyurl.com/cnpuu8d
  • 20. LEX (Jisc funded) • We started from the premise that learners are experts on their own experiences • We adapted an Interpretative phenomenological analysis (IPA) approach • Interview Plus added • Interviews and focus groups were conducted with learners from HE, FE and work-based contexts across the UK. (Creanor & Trinder, 2010; Creanor et al 2008; Creanor L. 2008; Creanor L. et al 2006)
  • 21. Characterising effective e-learners Age NOT a key determinant Willing to engage & expect tutors to engage also Believe technology should enhance their learning Blurring of boundaries between formal learning & informal networks Choice and control = engagement A new ‘underworld’ of digital communication
  • 22. “I started a new course last year and was wondering how I was going to cope with it all... I suppose I hadn’t really given much thought to the technology, I hadn’t realised how much it could help.” http://www.gowerpublishing.com/isbn/9780566089305
  • 23. Learning with Online & Mobile Technologies Listening, reading & sense-making (coping with course content) Writing and presenting (preparing oral & written assignments) Communicating and community (communicating with a group) Searching and researching (searching, evaluating & using online resources) Technology
  • 24. http://commons.wikimedia.org/wiki/File:Neon_sign,_%22CHANGE%22.jpg?uselang=en-gb, Creative Commons Attribution 2.0 Generic
  • 25. Mobile devices 26 http://tinyurl.com/c7tntva http://tinyurl.com/d55kv9q Accesses to GCULearn from Mobile Devices (top 3) No. of visits Increase/ decrease from 2012 Apple iPhone 62,274 +187% Apple iPad 33,427 +352% Samsung GT-I9100 Galaxy S II 4,558 +171%
  • 26. Social learning environments Saltire Centre, Glasgow Caledonian University Photo ©Glasgow Caledonian University
  • 27. Social Learning & Flipped Teaching
  • 28. New ways of understanding learning Formal learning People, information, resources Informal learning Personal networks – close ties, loose ties “Knowledge is in the connections. Learning is the forming of connections” (Siemens, 2004) Technology as ‘connector’
  • 29. GCU Strategy for Learning 2013-2020 Design Principles Engaged learning Divergent thinking Personalised learning Inclusive, accessible learning Broader & deeper learning Flexible learning Global learning Real world Problem solving Entrepreneu r-ship Responsible Leadership & Professionalis m Digital Learning/ Technology Staff Digital Learning/ Technology Support Systems EnvironmentUniversity systems Student feedback/ evidence base Effective Partnership working Enablers Strategy for Learning 2013-20, Glasgow Caledonian University http://bit.ly/1jw5MCX
  • 30. GCU’s Blended Learning Roadmap 2013-15
  • 31. http://tinyurl.com/cmklr34
  • 32. 21st Century Education http://www.youtube.com/watch?v=O35n_tvOK74#t=20
  • 33. The digital revolution may not have arrived in higher education (yet) but flexibility and agility are key to ensuring that universities are ready for change in - • Understanding learning and social networks • Providing learning and teaching choices • Understanding and engaging students • Supporting and preparing staff Planning for a Digital Future
  • 34. http://tinyurl.com/nclxkg8 Creative Commons Attribution-Share Alike 3.0 Unported licence 3D Printing “But the change, though steadily and rapidly progressive, has nevertheless been gradual; and, like those who drift down the stream of a deep and smooth river, we are not aware of the progress we have made until we fix our eye on the now distant point from which we have been drifted.” Excerpt From: Scott, Walter. “Waverley.” iBooks.
  • 35. References Chen, FC., Chang HM., & Wang, T. (2010), Collective Brokering Practice4: a constellation of practices, in Dirckinck-Holmfeld L, Hodgson V, Jones C, de Laat M, McConnell D & Ryberg T (eds), Proceedings of the 7th International Conference onNetworked Learning Conole, G. & Oliver, M. (Eds) (2007) Contemporary perspectives in e-learning research: themes, methods and impact on practice, London: Routledge. Conole, G., Smith, J. and White, S. (2007) A critique of the impact of policy and funding, in Conole, G. & Oliver, M. (Eds) Contemporary perspectives in e-learning research: themes, methods and impact on practice, 38-54, London: Routledge Creanor L, Durndell H, Primrose C. (1996) Library and Study Skills using Hypertext: the TILT experience, The New Review of Hypermedia and Multimedia, Applications and Research, Vol 2, pp 121-147, Taylor Graham. London Creanor L. & Trinder, K (2010). Managing Study and Life with Technology, in R. Sharpe, H. Beetham & S. De Freitas (eds) Rethinking learning for a digital age: how learners are shaping their own experiences, 43-56, Routledge, New York Creanor L. & Walker S. (2005), Learning Architectures and Negotiation of Meaning in European Trade Unions, ALT-J: Research in Learning Technology, 13, 2, 109–123 Creanor L. & Walker, S. (2011). Interpreting Complexity: a case for the sociotechnical interaction framework as an analytical lens for networked learning research, in L. Dirckinck-Holmfeld, V. Hodgson, D. McConnell (Eds) ‘Exploring the Theory, Pedagogy and Practice of Networked Learning’, Springer, New York Creanor L. (2002) A Tale of Two Courses: a comparative study of tutoring online, Open Learning Vol 17, No 1, pp57-68, Taylor & Francis, London. Creanor L., Trinder K., Gowan, D., Howells C. (2008), Life, Learning and Technology: views from the learners, Journal for Learning and Teaching in Higher Education, 2, 26-41. Jones C. & Steeples C. (2002) Perspectives and Issues in Networked Learning, in Steeples, C. and Jones, C. (Eds.), Networked Learning: Perspectives and Issues, 1-12, London: Springer Verlag. Laurillard, D. (2009) The pedagogical challenges to collaborative technologies, in The International Journal of Computer-Supported Collaborative Learning, 4 (1), 5-20, London: Springer-Verlag Macdonald, J. & Creanor, L. (2010) Learning with Online and Mobile Technologies: a Student Guide, Gower, London. Traxler, J. (2009) Students and Mobile Devices: choosing which dream, in Davis, H. & Creanor, L. (Eds), ‘In dreams begins responsibility’ – choice, evidence and change, Proceedings of ALT-C, 8-10 September, Manchester, UK, 70-81 Walker S. & Creanor L. (2005), Crossing Complex Boundaries: transnational online education in European trade unions, Journal for Computer Assisted Learning. 21, 5 , 343-354 Walker S. and Creanor L. (2009), The STIN in the Tale: a socio-technical interaction perspective on networked learning, Journal for Educational Technology and Society, 12, (4), 305-316.