PLEs: Framing one future for lifelong learning, e-learning and universities,
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A presentation trying to outline some ideas about how a university might go about enabling the use of PLEs amongst staff and students. Based on a paper available here ...

A presentation trying to outline some ideas about how a university might go about enabling the use of PLEs amongst staff and students. Based on a paper available here http://cq-pan.cqu.edu.au/david-jones/Publications/Papers_and_Books/ples_FramingOneFuture.pdf

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PLEs: Framing one future for lifelong learning, e-learning and universities, PLEs: Framing one future for lifelong learning, e-learning and universities, Presentation Transcript

  • PLEs: Framing one future for lifelong learning and universities David Jones http://cddu.cqu.edu.au/ http://cq-pan.cqu.edu.au/david-jones/
  • http://flickr.com/photos/druclimb/282597447/ Summary Develop a set of enablers Initial steps towards a design theory To guide implementation of PLEs within a university
  • http://flickr.com/photos/druclimb/282597447/ Overview Context and why? What and how? Steps towards design theory
  • http://flickr.com/photos/druclimb/282597447/ Overview Context and why? What and how? Steps towards design theory
  • http://flickr.com/photos/tonivc/411231251/ History
  • http://flickr.com/photos/tonivc/411231251/ ICT has penetrated tertiary education, but has had more impact on administrative services (e.g. admissions, registration, fee payment, purchasing) than on the pedagogic fundamentals of the classroom." (OECD, 2005, p.15)
  • http://flickr.com/photos/tonivc/411231251/ Best practice implementations report no more than 55% staff adoption rates (Sausner, 2005)
  • http://flickr.com/photos/tonivc/411231251/
    • In 2006
    • 57% CQU courses had course sites,
    • Most with very limited usage
    (Sausner, 2005)
  • http://flickr.com/photos/rcstanley/30366555/
  • http://flickr.com/photos/fatmandy/267252461/
  • http://flickr.com/photos/fatmandy/267252461/ http://flickr.com/photos/duncan/450469336/
  • http://flickr.com/photos/sookie/31219031/ Today and tomorrow
  • http://flickr.com/photos/stabilo-boss/93136022/
  • http://flickr.com/photos/sookie/31219031/ Those institutions that can continually change, keeping up with the needs of the transforming economy they serve, will surive. Those that cannot or will not change will become irrelevant, (Klor de Alva, 2000, p. 40)
  • http://flickr.com/photos/pbo31/209504598/ What do we know?
  • http://flickr.com/photos/pbo31/209504598/ little or no theoretically grounded and rigorous research into the structures and processes required to encourage the adoption of e-learning and to facilitate disseminate knowledge at the organisational level (Alavi & Leidner, 2001)
  • More models, that demonstrate the transferability and scalability of e-learning, are required (Salmon, 2005) http://flickr.com/photos/niallkennedy/54591543/
  • Build it and they will NOT come
  • http://flickr.com/photos/druclimb/282597447/ Overview Context and why? What and how? Steps towards design theory
  • http://flickr.com/photos/dalem/296189944/ nothing is so practical as a good theory (Lewin, 1945)
  • http://flickr.com/photos/dalem/296189944/ (Gregor and Jones, 2007) Theories are practical because they allow knowledge to be accumulated in a systematic manner and this accumulated knowledge enlightens professional practice
  • http://flickr.com/photos/dalem/296189944/ (Gregor, 2006) Codd's theory of relational database design How to do it?
    • Design & Action
    Most traditional view of theory, General system theory, TAM What is, how, why and what will be?
    • Explanation & Prediction
    Org size predicting innovativeness, Moore's Law What will be?
    • Prediction
    Structurational model of technology (Orlikowski 1992) Taxonomies (e.g. Bloom's), frameworks Examples How & Why?
    • Explanation
    What is?
    • Analysis
    Question Type
  • http://flickr.com/photos/dalem/296189944/ What is theory? Of what is theory composed? How is theory expressed? What types of claims can be made? What types of questions are addressed? Ontological questions about theory
  • Empirical plane Theory plane Artifact Artifact Artifact Artifact Artifact Artifact Theory scope Principles of form/constructs Justificatory knowledge Principles of generation If X has property Z then Q If Y has property Y then P PLEs @ CQU Artifact mutability Artifact Artifact Artifact Artifact Artifact (Lyytinen, 2008) Testable hypotheses
  • http://flickr.com/photos/druclimb/282597447/ Overview Context and why? What and how? Steps towards design theory
  • Testable hypotheses Empirical plane Theory plane Artifact Artifact Artifact Artifact Artifact Artifact Theory scope If X has property Z then Q If Y has property Y then P PLEs @ CQU Artifact mutability Artifact Artifact Artifact Artifact Artifact (Lyytinen, 2008) Principles of form/constructs Justificatory knowledge Principles of generation Scope of this paper
  • Testable hypotheses Empirical plane Theory plane Artifact Artifact Artifact Artifact Artifact Artifact Theory scope If X has property Z then Q If Y has property Y then P PLEs @ CQU Artifact mutability Artifact Artifact Artifact Artifact Artifact (Lyytinen, 2008) WHAT Justificatory knowledge HOW Scope of this paper
  • Empirical plane Theory plane Artifact Artifact Artifact Artifact Artifact Artifact Theory scope PLEs @ CQU Artifact mutability Artifact Artifact Artifact Artifact Artifact (Lyytinen, 2008) WHAT Justificatory knowledge HOW Eventually If X has property Z then Q If Y has property Y then P Testable hypotheses
  • Empirical plane Theory plane PLEs @ CQU Artifact Artifact Artifact Artifact Artifact (Lyytinen, 2008) WHAT Justificatory knowledge HOW Eventually If X has property Z then Q If Y has property Y then P Artifact Artifact Artifact Theory scope Artifact Artifact Artifact Artifact mutability Testable hypotheses
  • PLEs @ CQU (Lyytinen, 2008) WHAT Justificatory knowledge HOW Eventually If X has property Z then Q If Y has property Y then P Artifact Artifact Artifact Theory scope Artifact Artifact Artifact Artifact mutability Theory plane Empirical plane Testable hypotheses
  • Testable hypotheses Empirical plane Theory plane Artifact Artifact Artifact Artifact Artifact Artifact Theory scope If X has property Z then Q If Y has property Y then P PLEs @ CQU Artifact mutability Artifact Artifact Artifact Artifact Artifact (Lyytinen, 2008) Principles of form/constructs Justificatory knowledge Principles of generation Scope of this paper
  • Theory plane Principles of form/constructs Justificatory knowledge Principles of generation Enablers WHAT HOW
  • Suggestions more than welcome Principles of form/constructs Justificatory knowledge Principles of generation Enablers WHAT HOW
  • http://flickr.com/photos/dalem/296189944/ Codd's theory of relational database design How to do it?
    • Design & Action
    Most traditional view of theory, General system theory, TAM What is, how, why and what will be?
    • Explanation & Prediction
    Org size predicting innovativeness, Moore's Law What will be?
    • Prediction
    Structurational model of technology (Orlikowski 1992) Taxonomies (e.g. Bloom's), frameworks Examples How & Why?
    • Explanation
    What is?
    • Analysis
    Question Type
  • http://slurl.com/secondlife/Teaching%204/206/151/25It
  • http://flickr.com/photos/joits/225824796/ The Ps Framework A decision making to aid understanding of institutional implementation of e-learning
  • Past experience People Place Product Process Purpose Pedagogy
  • Past experience
  • http://flickr.com/photos/lorispindler/2569895656/ Be aware of, informed by and build on the specific experience of the host institution
  • Place Organisational Social Technical Legal
  • http://flickr.com/photos/askpang/327577395/
    • Scarcity to abundance
    • Information
    • Information technology
    Student/teachers != consumer/producer Role of Universities
  • http://flickr.com/photos/bcnbits/468186933/ #3. Diffusion process that focuses on the unique problems of the host institution rather than best practice ideals Complexity theory (Snowden & Boone, 2007) #4. Active suport for disciplinary cultures (Harpe & Radloff, 2006)
  • Purpose
  • http://flickr.com/photos/sixsteps/244244045/ #8. No fixed purpose. Collaboratively, negotiated around needs and issues of local context and participants (Jones & Muldoon, 2007)
  • Pedagogy
  • http://flickr.com/photos/dquach/462387564/ #7. Focus on creating an environment to encourage pedagogical innovation rather then specify a pedagogy (Johnston, 1996; Mischra & Koehler, 2006; McMaster & Wastell, 2005; Surry & Farquhar, 1997)
  • People
  • http://flickr.com/photos/pug/5795673/ Create/encourage opportunities to "eat your own dog food"
  • http://flickr.com/photos/hungry_i/47938311/ Encourage reflection on conceptualisations of learning & teaching by staff
  • (Trigwell, 2001)
  • http://flickr.com/photos/biwook/390088839/ #6. Provide scaffolding to aid students/staff in the transition to using PLEs (technology and pedagogy) Involve students
  • http://flickr.com/photos/fullmetalgenesis/1403036441/ #2. Senior management support #3. Recognise need for safe-fail, not fail-safe (Snowden & Boone, 2007)
  • Product
  • http://flickr.com/photos/maisonbisson/170181701/ #1. Emphasis on enabling user choice of tools, not specifying which one Fulfill university requirements, with the tools already being used. Supplement, not replace existing products
  • Process
  • http://flickr.com/photos/airosan/2317720071/ Draw on diffusion theory (Rogers, 1995) to actively develop example applications that encourage adoption High on compatibility, ease of use, trialability, observability and relative advantage Low on complexity Technology Acceptance Model (Davis 1989)
  • http://flickr.com/photos/airosan/2317720071/ A recurrent message arising from the study of educational technologies, however, is that it is not the provision of features but their uptake and use that really determines their educational value. (Coates, James, and Baldwin 2005)
  • http://flickr.com/photos/bb_matt/306544780/ If a major project is truly innovative, you cannot possibly know its exact cost and its exact schedule at the beginning. And if in fact you do know the exact cost and the exact schedule, chances are that the technology is obsolete. -- Joseph Gavin Jr. http://flickr.com/photos/bb_matt/306544780/
  • References
    • Lyytinen K. (2008), Design: "Shaping in the wild", Keynote at DESRIST'2008
    • Snowden, D. & Boone M. (2007). A leader's framework for decision making. Harvard Business Review , 85(11), 68-76.