Alternatives for the institutional implementation of e-learning: Lessons from 12 years of Webfuse

Alternatives for the institutional implementation of e-learning: Lessons from 12 years of Webfuse
David Joneshttp://tr.im/E9JE

Overview
The argument
Ps Framework
Mythic e-learning
The context
An alternative
Reflections and conclusions
http://www.flickr.com/photos/sookie/100608625/

Culture always pays a price
Always winners and losers
Every tech. has a philosophy
It’s ecological, not additive
Media tends to become mythic
5 things to know about technological change
http://tr.im/E9KW
http://www.flickr.com/photos/tom1231/261029677/

its capacity for good or evilrests entirely on human awarenessof what it does for us and to us
(Postman, 1998)
http://www.flickr.com/photos/lenore-m/2599969114/

(Postman, 1998)
When a technology becomesmythic, it is always dangerous
because
it is then accepted as it is
and is there not easily susceptible to modification or control
http://www.flickr.com/photos/atoach/3543601334/

almost every university is
planning to make use of an LMS
(Salmon, 2005)
(Feldstein, 2006)
the mindset in recent times has focused on the adoption of the one-size-fits-all LMS
http://www.flickr.com/photos/riverap1/3875718119/

Awareness raising
http://www.flickr.com/photos/purpleslog/2881603057/

http://www.civil.usyd.edu.au/current/undergraduate/learning.shtml

Common sense is nothing more than
a deposit of prejudices laid down by
the mind before you reach eighteen.
Albert Einstein
http://flickr.com/photos/skoop/207145876/

(Papert, 1995)
The structure of School is so deeply rooted that one reacts to deviations from it as one would to a grammatically deviant utterance:
Both feel wrong on a level deeperthan one’s ability to formulate reasons
http://www.flickr.com/photos/mccloud/145800121/

There is no silver bullet
http://www.flickr.com/photos/gregoryjameswalsh/408773662/

Awareness raising

As you solve the problemyou learn more about it
Wicked problems
(Rittel & Webber, 1973)
Solutions are neitherright nor wrong
Every one isessentiallyunique
There is no ultimate test of a solution
The problem can be described in many ways
You can’t identifyall potential solns.
There is no stopping rule
http://www.flickr.com/photos/wxmom/2052715752/

http://www.flickr.com/photos/cleopold73/3677296594/

Overview
The argument
Ps Framework
Mythic e-learning
The context
An alternative

Nothing is so practical as a good theory
(Lewin, 1945)
http://www.flickr.com/photos/themadlolscientist/2543882652/

Theories are practical because they allow knowledgeto be accumulated in a systematic manner and thisaccumulated knowledge enlightens professional practice
(Gregor & Jones, 2007)
http://flickr.com/photos/dalem/296189944/

Raising awareness

The Ps Framework
Past experience
People
Frameworks offer new ways of looking at phenomena and provide information on which to base sound, pragmatic decisions
Place
Purpose
(Mishra & Koehler, 2006)
Product
Process
Pedagogy
http://flickr.com/photos/joits/225824796/

The Ps Framework
PastExperience
People
Product
Purpose
Process
Place
Pedagogy
(Jones, Vallack, et al, 2008)

Raising awareness

The Mythic Technology
Product
Process

Context
PastExperience
People
Purpose
Place
Pedagogy

The alternative
Product
Process

Overview
The argument
Ps Framework
Mythic e-learning
The context
An alternative

Product
Process

Process

Big up front design (BUFD)
(Truex, Baskerville and Klein, 1999)
Analysis & Design
Replacement
Cost
Maintenance
Time
http://www.flickr.com/photos/mauricedb/2706292588/

Herding cats
Identify the goal
Make sure we have the right herders and herding equipment
Get the cats to the goal (and keep them there)
http://www.flickr.com/photos/australianshepherds/3593274951/

Alternatives
http://www.flickr.com/photos/australianshepherds/3593274951/

Limitations
(Introna, 1996)
System behaviour is relatively stable and predictable
Designer is able to manipulate system behaviour
Designer able to accurately determine goals or criteria for success
http://www.flickr.com/photos/mwichary/2188958154/

Product

LMS is academic equivalent to ERP
(Morgan, 2003)
Reflects a …. move to standardisation
Will impose its own logic on a company’s strategy, structureand culture…push towards..generic structures
(Davenport, 1998)
Best practice..implement vanilla
(Robey, Ross et al, 2002; Pozzebon, Titah et al, 2006; Wagner, Scott et al, 2006)
http://flickr.com/photos/remedix/260741805/

Identifying efficient procurement strategies
(Saarinen & Vepsalainen, 1994)
Internal
Development
SoftwareContracting
PackageAcquisition
http://www.flickr.com/photos/yourdon/3030229649/

Type of Information System
Routine
Standard
Speculative
HighCost
Internal
Development
Innovator
Type of Developer
SoftwareContracting
Analyst
PackageAcquisition
Implementor
HighRisk

Specificity of Design
Specific/Contingent
Common
Risky/Complex
HighCost
SpeculativeInvestment
Uncertainty of requirements
StandardApplication
RoutineSystem
Certain/Simple
HighRisk

http://www.flickr.com/photos/tom1231/275402356/

Overview
The argument
Ps Framework
Mythic e-learning
The context
An alternative

Context
PastExperience
People
Purpose
Place
Pedagogy

Limitations
(Introna, 1996)

Specificity of Design
Specific/Contingent
Common
Risky/Complex
HighCost
E-learningContext
SpeculativeInvestment
Uncertainty of requirements
StandardApplication
LMSProduct
RoutineSystem
Certain/Simple
HighRisk

Context
PastExperience

Quality and Quantity e-learning
Fairly unsophisticated use of the tools
Substitutes for existingmedia and retainsexisting pedagogy
(Benson and Palaskas, 2006)
(Salmon, 2005)
Formal use of technology…bestdescribed as sporadic, unevenand often low-level
(Selwyn, 2007)
http://www.flickr.com/photos/dok1/3921218578/

Level 1: Most used
Level 2: Moderately used
Level 3: Rarely used
More than 50% of courses
(much) less than 20% of courses
CreatingClassInteractions
EvaluatingStudents
TransmittingContent
Chat
Discussion forum
Email
Quizzes
Drop box
Content/files
Announcements
Gradebook
ComputerBasedInstruction
Evaluatingcourse and instructors
Some quizzes
Adaptive release
Surveys
Move to features in unexplored categories, until each category is considered for different learning needs
(Malikowski, 2007)

Technology-mediated learning
(Pressy, 1926)
Audio-visual instruction
Teaching machines
(Skinner, 1958)
CBL/CML
CMC
Multimedia
Lone-ranger
Cottage industry
Industrial
Post-industrial
http://www.flickr.com/photos/extraketchup/459020985/

Technology-mediated learning
(Pressy, 1926)
Teaching machines
(Skinner, 1956)
CBL/CML
CMC
Multimedia
Lone-ranger
Cottage industry
Industrial
Post-industrial

Technology spark
Motion pictures
Radio
Stereo-graphs, photos, motionpictures, radio, television
(Pressy, 1926)
Teaching machines
(Skinner, 1956)
CBL/CML
CMC
Multimedia
Lone-ranger
Cottage industry
Industrial
Post-industrial

Technology spark
Motion pictures
Radio
(Pressy, 1926)
Industrial revolution,mechanical machines
Teaching machines
(Skinner, 1956)
CBL/CML
CMC
Multimedia
Lone-ranger
Cottage industry
Industrial
Post-industrial

Technology spark
Motion pictures
Radio
(Pressy, 1926)
Teaching machines
(Skinner, 1956)
Computers
CBL/CML
CMC
Multimedia
Lone-ranger
Cottage industry
Industrial
Post-industrial

Technology spark
Motion pictures
Radio
(Pressy, 1926)
Teaching machines
(Skinner, 1956)
Computers
Networks
CBL/CML
CMC
Multimedia
Lone-ranger
Cottage industry
Industrial
Post-industrial

Technology spark
Motion pictures
Radio
(Pressy, 1926)
Teaching machines
(Skinner, 1956)
Computers
Networks
CBL/CML
CMC
Personal computers
Multimedia
Lone-ranger
Cottage industry
Industrial
Post-industrial

Technology spark
Motion pictures
Radio
(Pressy, 1926)
Teaching machines
(Skinner, 1956)
Computers
Networks
CBL/CML
CMC
Personal computers
Multimedia
Multimedia personal computers
Lone-ranger
Cottage industry
Industrial
Post-industrial

Technology spark
Motion pictures
Radio
(Pressy, 1926)
Teaching machines
(Skinner, 1956)
Computers
Networks
CBL/CML
CMC
Personal computers
Internet
Multimedia
Lone-ranger
Cottage industry
Industrial
Post-industrial

Technology spark
Motion pictures
Radio
(Pressy, 1926)
Teaching machines
(Skinner, 1956)
Computers
Networks
CBL/CML
CMC
Personal computers
Internet
Multimedia
Lone-ranger
WWW
Cottage industry
Industrial
Post-industrial

Technology spark
Motion pictures
Radio
(Pressy, 1926)
Teaching machines
(Skinner, 1956)
Computers
Networks
CBL/CML
CMC
Personal computers
Internet
Multimedia
Lone-ranger
WWW
Cottage industry
ERPs
Industrial
Post-industrial

Technology spark
Motion pictures
Radio
(Pressy, 1926)
Teaching machines
(Skinner, 1956)
Computers
Networks
CBL/CML
CMC
Personal computers
Internet
Multimedia
Lone-ranger
WWW
Cottage industry
ERPs
Industrial
Web 2.0
Post-industrial

Limitations
?
(Introna, 1996)

Fad cycle
1. Technological spark
4. Resolution of dissonance
2. Growing revolution
3. Minimial impact
http://www.flickr.com/photos/moriza/308483890/

Context
Place

Institutions that cannot continually change to keep up with the needs of the transforming economy will become irrelevant
(Klor de Alva, 2000)
(Agee, Yang et al, 2009)
The trend toward augmenting instruction with technology creates opportunities and substantial challenges for those who must respond to increasingly diverse and fluid instructional environments
http://www.flickr.com/photos/joshua/1154118/

Limitations
?
?
(Introna, 1996)

Assumption of Newtonian physics
Order
the great narrative of science shares with the great religious narratives the idea that there is order to the universe
(Postman, 1995)
Dominant ideology in organizationsand management science
(Snowden, 2005)
http://www.flickr.com/photos/r-z/1573332373/

Cynefin Framework
(Snowden and Boone, 2007)
System and agents co-evolve
Knowable
Cause and effect separated over time and space
Analytical/Reductionist
Scenarios planning
Systems thinking
Sense-Analyse-Respond
Complex
- Cause and effect are only coherent in retrospect and do not repeat
Pattern management
Perspective filters
Complex adaptive systems
Probe-Sense-Respond
System constrains agents
- No cause and effect relationships perceivable
Stability-focused intervention
Enactment tools
Crisis management
Act-Sense-Respond
Cause and effect relationships repeatable, perceivable and predictable
Legitimate best practice
Standard operating procedures
Process reengineering
Sense-Categorise-Respond
Chaos
Known
No constraints
http://www.flickr.com/photos/nov03/3663469686/

Limitations
?
?
(Introna, 1996)
?
?

Context
People

(Moore, 2002)
http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png
http://www.flickr.com/photos/nicmcphee/345850764/

Barriers to bridging the chasm
(Geoghegan, 1994)
arguments
1. Ignorance of the gap
modes of support
Homogeneity
Incentives

(Geoghegan, 1994)
arguments
modes of support
Homogeneity
Incentives
2. The technologists alliance
Early adopters
IT Staff
Vendors

(Geoghegan, 1994)
arguments
modes of support
Homogeneity
Incentives
Early adopters
IT Staff
Vendors
3. Alienation of the mainstream

(Geoghegan, 1994)
arguments
modes of support
Homogeneity
Incentives
Early adopters
IT Staff
Vendors
An application…that offers value substantiallyin excess of the costs of adoption
3. Alienation of the mainstream
4. Lack of a compelling reason to adopt

More time teaching is a negative influence on academic pay
The trend is worsening most rapidlyin institutions whose central missionfocuses on teaching and learning
(Fairweather, 2005)
http://www.flickr.com/photos/sylvar/1138341328/

experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new technologies and processes that these systems force
(Katz, 2003)

http://www.flickr.com/photos/knezovjb/2822498715/

http://www.flickr.com/photos/kennymiller/796971032/

Limitations
?
?
(Introna, 1996)
?
?
?

People aren’t rational
Bounded rationality
(Simon, 1991)
Reliance on intuition, instinctsand simply heuristics
37 cognitive biases
(Arnott, 2006)
(Jamieson & Hyland, 2006)
Systematic biases influence judgment
(Tversky and Kahneman, 1974
Inherent limits in organisational substantive rationality
Innovation and change within universitiescan never be mere rational processes
(Cecez-Kecmanovic, et al, 2002)
(Jones and O’Shea, 2004)
http://www.flickr.com/photos/joelogon/3132985694/

Limitations
?
?
(Introna, 1996)
?
?
?
?

Context
Pedagogy

Application of webto teaching andlearning is stillevolving
(Bates, 2004)
Research into how people learnonline is in its infancy
(Herrington et al, 2005)

Limitations
?
?
(Introna, 1996)
?
?
?
?
?

http://www.tpack.org/
there is no single technological solution that applies for every teacher, every course, or every view of teaching
(Mischra & Koehler, 2006)
Productive technology integration in teaching needs to consider all three issues not in isolation, but rather within the complex relationships in thesystem defined by the three key elements

Limitations
?
?
?
(Introna, 1996)
?
?
?
?
?

http://www.gse.harvard.edu/~dedech/

Limitations
?
?
?
?
(Introna, 1996)
?
?
?
?
?
?
?

Context
Purpose

Purpose of universities
(Martin and Etzkowitz, 2000)
Immaculate
Utilitarian
(Shaul, 1972)
Education either functions as
becomes the ‘practice of freedom’, the means by which men and women deal critically with reality and discover how to participate in the transformation of their world.
an instrument which isused to facilitate the integration of generations into the logic of the present system and bring about conformity
http://www.flickr.com/photos/kylemackenzie/3576131493/

Drivers for e-learning
(Coates et al, 2005)
Efficiency
Enriched student learning
New student expectations
Control
Competitive pressure
Responding to massification
http://www.flickr.com/photos/kylemackenzie/3576131493/

Limitations
?
?
?
?
?
(Introna, 1996)
?
?
?
?
?
?
?
?

Overview
The argument
Ps Framework
Mythic e-learning
The context
An alternative

The alternative
Product
Process

CQUniversity
1997-2010
2900+ Course sites
47000+ students
2500+ staff
90+% staff adoption
Web
http://www.flickr.com/photos/tonythemisfit/2718279207/

The alternative
Principles
Product
Practice
Process

The alternative
Principles
Product
Practice

Best of breed
Adoption of different packages from different vendors or sources
http://www.flickr.com/photos/lyon_photography/3886352249/

Skeleton + data = course site

Different skeletons, different structure, different look

Each page can be edited

PageType
Edit
Content

PageType
OtherServices
Content
Style

Other services
External
Internal
Discussion forums
Student records system
Chat rooms
Online assignment submission
Social media
…..
Timetable system
…..
750+ classes
Web apps

(Light, Holland and Wills, 2001)

PortalWeb Interface
Ancillary services
e.g. virtual union& library
LMS(Blackboard)
LMS(Webfuse)
Simulations &other teaching environments
Shared education services
Monitoring performance & usage
Class & CourseManagement
Content management
Student profile& history
Assessment
Calendar
Timetable
Assignment tracking
Plagiarism detection
University wide services
Security authorisations
Student administration
axapta
Course administration
Single sign-on
Library management
Digital rights management
Digital repositories
Student profiles
Staff database
Finance database
Course profiles
Digital library &eReserve
Student Database
Learning content database
Library catalogue
Communication networks &distribution infrastructure

PortalWeb Interface
Ancillary services
e.g. virtual union& library
LMS(Blackboard)
LMS(Webfuse)
Simulations &other teaching environments
Shared education services
Monitoring performance & usage
Class & CourseManagement
Content management
Student profile& history
Assessment
Calendar
Timetable
Assignment tracking
Plagiarism detection
University wide services
Security authorisations
Student administration
axapta
Course administration
Single sign-on
Library management
Digital rights management
Digital repositories
Student profiles
Staff database
Finance database
Course profiles
Digital library &eReserve
Student Database
Learning content database
Library catalogue
Review of grade
Gradebook
Plagiarism Tracking System
Faculty websites
ESOS compliance

E-learning
Academics
Current practice
Current practice
Current practice
http://www.flickr.com/photos/cthe/2402577463/

Academics
E-learning
Webfuse
Current practice
Current practice
Current practice
http://www.flickr.com/photos/cthe/2402577463/

we should change people's behaviourbecause information technology systems are difficult to change..
(Sturgess and Nouwens, 2004)
most commercial systems require the institution to modify its existing practices to accommodate the system
(Dodds, 2007)

Some folk unhappy with mailing lists
Some happy
Both/and NOT either/or

Staff choose which one they use

What’s the biggest discussion forum market?
A) Blackboard
B)Moodle
C) Sakai
D) Web/open source
http://www.flickr.com/photos/mckaysavage/3059483658/

27 March, 2009

30 October 2009

Web 2.0 course site
http://webfuse.cqu.edu.au/Courses/EDED11448/

Wordpress blog

Wetpaint wiki

http://redbubble.com.au

http://del.icio.us
http://del.icio.us +http://feedburner.com

45 groups
6 discussion forums per group
270 forums

Apache
Perl
MySQL

People
http://www.flickr.com/photos/sreejithk2000/2385193167/

Learning and teaching
Not a technology problem
http://www.flickr.com/photos/wwworks/2970929574/

The alternative
Principles
Practice
Process

Alternatives

(Introna, 1996)
(Jones, Danaher et al, 2005; Jones & Muldoon, 2007)
http://www.flickr.com/photos/spursfan_ace/2328879637/

Big up front design (BUFD)
(Truex, Baskerville and Klein, 1999)
Analysis & Design
Replacement
Cost
Maintenance
Time

experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new technologies and processes that these systems force
(Katz, 2003)

Cost
Time

Both/and NOT either/or
Mailing lists
Discussion forums

Staff choose which one they use

Committee
Developers
IT Director
ManagerDevelopers
ManagerHelpdesk
Dean
HoS
Helpdesk
Academics
http://www.flickr.com/photos/wetsun/53648963/

Committee
Developers
IT Director
ManagerDevelopers
Business Analyst
ManagerHelpdesk
Dean
HoS
Helpdesk
Academics
http://www.flickr.com/photos/wetsun/53648963/

Committee
Developers
Academics
“Helpdesk”
http://www.flickr.com/photos/bribri/126039806/

A university is defined by thequality of its academic conversations,not by the technologies that service them.
(Laurillard, 2002)
http://www.flickr.com/photos/ktylerconk/3045268759/

PEBKAC
C1234567x
Q12345678
S0123456
http://www.flickr.com/photos/tea610/3995308486/

it is not the provision of features but
their uptake and use that really determines their educational value.
(Coates, 2005)

3 levels of improving L&T
What management does.
What the teacher is.
What the teacher does.
http://www.flickr.com/photos/http2007/2788610963/

Change agent effort
InnovationDecision
Rate ofAdoption
PerceivedAttributes
SocialSystem
CommsChannels
(Jones, Jamieson & Clark, 2003)
http://www.flickr.com/photos/airosan/2318527358/

If we want to create passionate users, we have to help them get better.
Nobody’s passionate about things they suck at.
Kathy Sierra
http://www.youtube.com/watch?v=Str2K98JnMc
http://www.flickr.com/photos/pressthebuttononthetop/277470840/

http://www.thefuntheory.com
http://www.youtube.com/watch?v=2lXh2n0aPyw

Overview
The argument
Ps Framework
Mythic e-learning
The context
An alternative

http://www.flickr.com/photos/14696088@N04/1606128341/
47000+ students
2500+ staff
Differentiation
Dead next year

http://www.flickr.com/photos/neubie/2273635564/

..the precedent of other IT systems…suggests that it would be extremelyuser friendly for people with very limited competence/confidence

The key to easy use of OASIS isthat it is not a off the shelf productthat is soooo generic that it has lostits way as a course delivery tool

Level 1: Most used
Level 2: Moderately used
Level 3: Rarely used
(much) less than 20% of courses
CreatingClassInteractions
EvaluatingStudents
TransmittingContent
Chat
Discussion forum
Email
Quizzes
Drop box
Content/files
Announcements
Gradebook
ComputerBasedInstruction
Evaluatingcourse and instructors
Some quizzes
Adaptive release
Surveys
Move to features in unexplored categories, until each category is considered for different learning needs
(Malikowski, et al, 2007)

http://indicatorsproject.wordpress.com
Enabling comparisons of LMS usageacross institutions, platforms and time
(Beer, Jones & Clark, 2009)

As you solve the problemyou learn more about it
Wicked problems
(Rittel & Webber, 1973)
Solutions are neitherright nor wrong
Every one isessentiallyunique
There is no ultimate test of a solution
The problem can be described in many ways
You can’t identifyall potential solns.
There is no stopping rule
http://www.flickr.com/photos/wxmom/2052715752/

The Ps Framework
PastExperience
People
Product
Purpose
Process
Place
Pedagogy

http://www.flickr.com/photos/cleopold73/3677296594/

There is nothing so useless as doing efficiently that which should not be done at all.
Peter Drucker
http://www.flickr.com/photos/joeshlabotnik/483769089/

http://tr.im/E9JE
http://www.flickr.com/photos/eleaf/2536358399/

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Alternatives for the institutional implementation of e-learning: Lessons from 12 years of Webfuse

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Alternatives for the institutional implementation of e-learning: Lessons from 12 years of Webfuse — Presentation Transcript