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Armellini Future Research Questions elearning

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  • 1. Questions for future e-learningresearch: can we plug the gaps? Alejandro Armellini 11 June 2012
  • 2. E-learning ca. 2007• Knowledge, society & perspectives• Policy and practice• Technologies for learning• Organisational culture• Learning theories• Designing for learning• Learning resources• Managing educational resources• E-assessment• Literacies• Affective and social issues• Collaboration• Evaluation
  • 3. Recent research questions• Use of social & participatory media• Learning design & pedagogical patterns• Open Educational Resources &MOOCs• Virtual worlds, games & mobile learning• Collaboration &affective issues• E-pedagogies and digital literacies• Computer Supported Collaborative Learning• Learner experience research
  • 4. Student experienceThe learner voice(Lisa, Leicester student, 2011)I’m not impressed with lecture-free learning. I like Blackboard – it’s vital – but I don’t like not having lectures and having to find out everything myself. I am not motivated enough for that even if it does come up in the exam.I don’t believe we are getting enough feedback from the lecturers online - and some people are just reading everything we put up and not contributing anything of their own. And I can’t stand the way Anya responds to every posting in that patronising way! 4
  • 5. Student experienceThe tutor voice(Stuart, Leicester tutor, 2012)“Excellence in teaching is at the heart of our learners’experiences. But views on excellent teaching are as diverseas our students and staff: excellent to whom and againstwhat criteria?” 5
  • 6. UK context Technology needs to enhance student choice and meet or exceed learners’ expectations Institutions need to take a strategic approach to realign structures and processes in order to embed online learning Training and development should be realigned to enable the academic community to play a leading role in online learning Investment is needed for the development and exploitation of open educational resources to enhance efficiency and quality Source: Collaborate to Compete, OLTF, 2011 6
  • 7. US context 31% of all HE students take at least one online course 67% of academic leaders rate LOs in online education as the same or superior to those in f2f education Online learning is a critical part of the long-term strategies of 65% of HEIs Source: Going the Distance: Online Education in the United States, 2011 7
  • 8. Key strategies (1)1. Capacity and capability building in learning design and assessment practices2. Enabling innovation, adoption and evaluation: - Research to practice to research - A pipeline for innovation to mainstream - Avoid what is not scalable or ‘cascadable’3. Evidence-based integration of L&T and digital technologies 8
  • 9. 9
  • 10. Key strategies (2)4. External funding5. Horizon scanning6. CPD opportunities beyond the PGCert in Academic Practice, including MSc and PhD routes7. Dissemination and review 10
  • 11. Learning design principles Low cost, high value Sustainable: design once, deliver many times Forward-looking: alignment, assessment for learning, rapid feedback Connected with industry & community Celebration of individual differences and needs 11
  • 12. Organisational Observatory, research, development prototyping Future, potential Creative technologies for new applications of emergent learning existing tools to & learners target new markets Missions Innovation Markets contexts pipeline Well-established Established learning & teaching programmes andpresent + approaches University-owned & embracing new supported technological technologies opportunities present Technology new & Pedagogy 12
  • 13. Innovation processDiagnose IdentifyExploreproblem Build Find possibleAnalyse solutions Collate design DeployDefine Design principlescomponent responses Model & build Scaleparts Prototype & Normalise Pilot test Transfer Measure 13
  • 14. The Carpe Diem learning design model Plan + action review reality? prototype storyboard Armellini, A. &Aiyegbayo, O. (2010) Nie, M., Armellini, A., Randall, R., Harrington, S. blueprint &Barklamb, K. (2010) Armellini, A., Salmon, G., & Hawkridge, D. (2009) Armellini, A., & Jones, S. (2008) Salmon, G., Jones, S., & Armellini, A. (2008) www.le.ac.uk/carpediem 14
  • 15. Research to practice
  • 16. Themes for research Knowledge and learning as open, mobile, connected and scalable Models for effective learning design & capability building Assessment and feedback in technology-rich environments Learning innovation for social enterprise Learning for employability and to generate future employers 16
  • 17. Example: knowledge & learning as open (1) 17
  • 18. OER-enhanced curriculum Design Low-cost Strategic Enhancement EnhancementCurriculum Delivery Rapid Planned Enhancement Enhancement Used as is Repurposed (Just-in-time) (Structured) OER
  • 19. Example: knowledge & learning as open (2) How do academics’ practices map onto the ‘OER-enhanced curriculum’ grid? - Should institutions do more to support a shift to the top-right quadrant? 19
  • 20. Example: knowledge & learning as connected Do we build valuable networks by making clever use of, for example, LinkedIn and Twitter? - What does ‘valuable’ mean? - What does ‘clever use’ mean? - How do I and others benefit? - What are the risks? 20
  • 21. Example: knowledge & learning as scalable What is an efficient strategy to enable academic staff to benefit from good practice in learning design?For example:the ‘army of support staff’ approachvsthe capacity building approach 21
  • 22. Example: assessment & feedback intechnology-rich environmentsDespite huge investment and research, the UK National Student Survey still shows that students are dissatisfied with feedback. How can technology help us to address this dissatisfaction? 22
  • 23. Summary 7 strategic priorities 5 key learning design principles A model of how the above can work A pathway for innovation Broad themes for research, with examples 23
  • 24. Task! Likely contribution to Benefit to the UniversityTopic Who with knowledge and beyondKnowledge and 3 of my colleagues An evidence-based An opportunity tolearning as scalable model for promoting explore, adapt and student-centredness embed this model and collaboration 24
  • 25. Alejandro Armellini University of Leicester 11 June 2012 25Image by http://www.flickr.com/photos/wwworks/

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