e-learning Reality Check: Keynote Durham University 2009

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  • e-learning Reality Check: Keynote Durham University 2009

    1. 1. Exploring whether e-Learning has lived up to the early promise e-learning: A Reality Check Durham University, January 2009 Andy Ramsden Head of e-Learning University of Bath http://go.bath.ac.uk/andyramsden eatbath-present andyramsden Link: download the presentation
    2. 2. expectations http://www.flickr.com/photos/bidryboo/300945382/
    3. 3. my aims & your role http://www.flickr.com/photos/pigpogm/13839044/
    4. 4. How long have you been involved in some capacity within e-learning? <ul><li>less than a year </li></ul><ul><li>one to three years </li></ul><ul><li>four to five years </li></ul><ul><li>six to eight years </li></ul><ul><li>nine years and above </li></ul><ul><li>I’m not </li></ul>
    5. 5. What would you like me to talk about next? <ul><li>Departmental use of the VLE </li></ul><ul><li>Uses of technology in face to face teaching </li></ul>
    6. 6. The reality: vle use
    7. 7. A framework for analysing VLE use <ul><li>Wiki </li></ul><ul><li>Journal/blog </li></ul><ul><li>Group Tools </li></ul><ul><li>Forums (admin, T&L) </li></ul><ul><li>Moodle Lesson </li></ul><ul><li>Moodle Quiz </li></ul><ul><li>Moodle Survey </li></ul><ul><li>Text Chat </li></ul><ul><li>Unit Handbook </li></ul><ul><li>Lecture material </li></ul><ul><li>Reading lists </li></ul><ul><li>Problem sets </li></ul><ul><li>Timetable </li></ul><ul><li>Web links </li></ul><ul><li>RSS infeeds </li></ul>Where most of the learning takes place via collaborative online activities and content is largely determined by the learners, either individually or as a group. Where there is a mixture of prepared content and online learning activities. The learning activities involve online discussion and collaborative activities. Where content is delivered in print or online and support is provided online. Content and support are not integral to one another. Online support is an optional extra Category 3: Integrated Model Category 2: Wrap around Model Category 1: Content & Support Model
    8. 8. VLE use at University of Bath 4 21 75 Group Average 30 (26) 1 15 84 F 70 (59) 3 24 73 E 54 (26) 5 25 70 D 185 (54) 2 19 79 C 82 (64) 3 15 82 B 40 (31) 12 27 61 A No of courses (as a percent of available units) Category 3 (integrated) Category 2 (Wrap around) Category 1 (Content & Support) Dept / School
    9. 9. So across to you <ul><li>Strongly Agree </li></ul><ul><li>Agree </li></ul><ul><li>Neutral </li></ul><ul><li>Disagree </li></ul><ul><li>Strongly Disagree </li></ul>To what extent do you agree with the following statement. “ I’d confidently predict a similar pattern of VLE use at my institution”
    10. 10. The reality: face to face teaching
    11. 11. The respondents Number of respondents: 69 30 14 Time in teaching (years) 15 29 Smallest Class Size (students) 150 115 Largest Class Size (students) Mode Average
    12. 12. What do they do with lecture notes? <ul><li>Do you consistently make your material (slides, links, multimedia) available on Moodle (or online) before the lecture? </li></ul><ul><ul><li>Yes: 48.3% </li></ul></ul><ul><ul><li>No: 51.7% </li></ul></ul><ul><li>If no to above, do you consistently make your material (slides, links, multimedia) available on Moodle (or online) after the lecture? </li></ul><ul><ul><li>Yes: 78.1% </li></ul></ul><ul><ul><li>No: 21.9% </li></ul></ul>
    13. 13. What technologies do they use? <ul><li>Which of the following electronic resources have you used in your lecture this term (you can select more than one) </li></ul><ul><li>OHPs </li></ul><ul><li>Web surveys </li></ul><ul><li>Twitter </li></ul><ul><li>Video conferencing </li></ul><ul><li>Simulations </li></ul><ul><li>Spreadsheets </li></ul>N=69 18 Other 34 A graphic (still image) 38 Accessing a web site 35 Video or animation 16 Audio recording 50 Powerpoint Number of responses
    14. 14. What is their lecture style? Could you summarise how you lecture, in particular, the style you adopt and the technologies that you use.
    15. 15. The reality: sharing stuff
    16. 16. Within your team (s) do you regularly share web resources? <ul><li>Yes </li></ul><ul><li>No </li></ul>
    17. 17. How do you share these resources? how do you share these resources? For instance, email, shared word document, wiki, blog, social bookmark software (diigo, delicious) or other 07624 804921
    18. 18. Word cloud
    19. 19. In your view, has e-learning lived up to it’s early promise? <ul><li>1 – oh, yes </li></ul><ul><li>2 </li></ul><ul><li>3 – no view </li></ul><ul><li>4 </li></ul><ul><li>5 – oh, no </li></ul>1 2 3 4 5
    20. 20. What might explain this reality?
    21. 21. Collis & Moonen 4 E’s Model <ul><li>I am very familiar with it </li></ul><ul><li>I’m familiar with it </li></ul><ul><li>I’ve heard of it </li></ul><ul><li>I’ve no idea </li></ul><ul><li>I don’t care </li></ul>
    22. 22. Collis and Moonen 4 E’s Model Educational effectiveness (perceived or actual) ease of use (personal) engagement environmental (institutional) factors Organisational influences Social-cultural influences Technological influences threshold “an individual’s likelihood of making use of a technological innovation for a learning related purpose is a function of for groups of factors”
    23. 23. Back to Bath … use of VLE for specific tasks 30 0 80 F 70 21 70 E 54 2 28 D 185 3 79 C 82 4 84 B 40 8 70 A No of courses Include an online formative or summative quiz (%) Include a copy of the course handbook (%) Dept / School
    24. 24. Pattern makes sense if you put yourself in the academics shoes 10 5 Effectiveness: Total Score High (3) Low (1) Better grades for students Medium (2) Low (1) Result in new learning experiences in institution Medium (2) Medium (2) Help me do routine tasks more quickly High (3) Low (1) Likely to solve a learning related problem 4 10 Environment: Total Score Low (1) Medium (2) Previous experiences Low (1) High (3) Adequacy of technical infrastructure Low (1) High (3) Level of day to day support Low (1) Medium (2) Actual level of use in the organisation Running an objective test Putting lecture notes online
    25. 25. High (3) Low (1) Improve my career prospects 6 10 Engagement: Total Score Low (1) High (3) My prior experiences of this task have been +ve Low (1) High (3) Self confident at using the software Low (1) High (3) Encourage others to follow 3 9 Ease of use: Total Score Low (1) High (3) Lets me do what I want / need for the task Low (1) High (3) Software is easy to learn Low (1) High (3) Network is adequate in speed and reliability Running an objective test Putting lecture notes online
    26. 26. The outcome (black: notes) Educ effectiveness ease of use Personal engagement environmental factors
    27. 27. How might we change the situation?
    28. 28. Implementing a new technology A QR Code is a matrix code (or two-dimensional bar code ) created by Japanese corporation Denso-Wave in 1994. The &quot;QR&quot; is derived from &quot;Quick Response&quot;, as the creator intended the code to allow its contents to be decoded at high speed. QR Codes are common in Japan where they are currently the most popular type of two dimensional codes. <ul><li>Common tasks that can be achieved using a qr code, include, </li></ul><ul><li>Link to web site </li></ul><ul><li>Send an sms to a phone </li></ul><ul><li>Transfer a phone number </li></ul><ul><li>Provide more text </li></ul>
    29. 29. Generating lots of different uses QR Codes only QR Codes with other tools e-Admin e-Learning Sign up for news alerts using QR codes Append to Moodle printouts Classroom evaluation Augmented Reality Gaming Access to further guidance Student (campus) induction Library catalogue
    30. 30. Students know about them … <ul><li>Do you know what a QR Code is? </li></ul><ul><ul><li>Yes: 13.8% </li></ul></ul><ul><ul><li>with 95% confidence interval, then 12.34% - 15.26% of total student population are aware of QR codes. </li></ul></ul>
    31. 31. Some students have accessed a QR Code <ul><li>Have you accessed a QR Code? </li></ul><ul><ul><li>Yes: 2.2% </li></ul></ul><ul><ul><li>with 95% confidence interval, then 1.58% - 2.82% of total student population have accessed a QR code. </li></ul></ul><ul><li>The most common action was </li></ul><ul><ul><li>Web site – 33 responses </li></ul></ul><ul><ul><li>Read more text – 28 responses </li></ul></ul><ul><ul><li>Phone a number – 19 responses </li></ul></ul><ul><ul><li>Send a pre-written SMS – 12 responses </li></ul></ul>
    32. 32. They have the technology in their pockets QR Code Readers: Kaywa, Quickmark, i-Nigma & SnapMaze
    33. 33. Back to Collis and Moonen 4 E’s Model Educ effectiveness ease of use Personal engagement environmental (institution) factors threshold Down with …. Central workshops, a large case study which takes a year to publish, one single specialist within the team
    34. 34. Back to Collis and Moonen 4 E’s Model Educ effectiveness ease of use Personal engagement environmental (institution) factors threshold Up with …. Dedicated project blog, attending uses and co-writing session reports, a project lead but all the team deliver, prioritise profiling at meetings (DoS, LTC, Innovations Week, eLPF), implement with other teams, focus regular deliverables on lit reviews, encourage academics to submit journal and conference papers, assist with evaluation and resource, ring fence LT development time, organise publicity events with external speakers, commit to the long term (3 year plan).
    35. 35. Back to Collis and Moonen 4 E’s Model Educ effectiveness ease of use Personal engagement environmental (institution) factors threshold
    36. 36. Why do you think e-learning has not lived up to it’s early promise?
    37. 37. What would others say? <ul><li>“ Much of the potential is only now becoming apparent as technological and pedagogical expertise builds up” </li></ul><ul><li>– Kukulska-Hulme and Traxler (2007) in “Rethinking Pedagogy for a Digital Age” </li></ul>
    38. 38. In response … <ul><li>The pedagogical expertise is taking a very long time to develop, and it is still a very narrow base … </li></ul><ul><li>back to themes of the conference - why it matters that </li></ul><ul><li>we practice what we preach, </li></ul><ul><li>why we need to disseminate this effectively and efficiently </li></ul><ul><li>roll these findings into our staff development programmes </li></ul>
    39. 39. thank you & questions Andy Ramsden [email_address] eatbath-present andyramsden

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