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PLEs: Framing one future for lifelong learning and universities David Jones http://cddu.cqu.edu.au/ http://cq-pan.cqu.edu....
http://flickr.com/photos/druclimb/282597447/ Summary Develop a set of enablers Initial steps towards a design theory To gu...
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 administrati...
http://flickr.com/photos/tonivc/411231251/ Best practice implementations report no  more than 55% staff adoption rates (Sa...
http://flickr.com/photos/tonivc/411231251/ <ul><li>In 2006 </li></ul><ul><li>57% CQU courses had course sites, </li></ul><...
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 th...
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 a...
More models, that  demonstrate the  transferability and  scalability of e-learning,  are required (Salmon, 2005) http://fl...
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...
http://flickr.com/photos/dalem/296189944/ (Gregor, 2006) Codd's theory of relational database design How to do it? <ul><li...
http://flickr.com/photos/dalem/296189944/ What is theory? Of what is theory composed? How is theory expressed? What types ...
Empirical plane Theory plane Artifact Artifact Artifact Artifact Artifact Artifact Theory scope Principles of form/constru...
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 h...
Testable hypotheses Empirical plane Theory plane Artifact Artifact Artifact Artifact Artifact Artifact Theory scope If X h...
Empirical plane Theory plane Artifact Artifact Artifact Artifact Artifact Artifact Theory scope PLEs @ CQU Artifact mutabi...
Empirical plane Theory plane PLEs @ CQU Artifact Artifact Artifact Artifact Artifact (Lyytinen, 2008) WHAT Justificatory k...
PLEs @ CQU (Lyytinen, 2008) WHAT Justificatory knowledge HOW Eventually If X has property Z then Q If Y has property Y the...
Testable hypotheses Empirical plane Theory plane Artifact Artifact Artifact Artifact Artifact Artifact Theory scope If X h...
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 WHA...
http://flickr.com/photos/dalem/296189944/ Codd's theory of relational database design How to do it? <ul><li>Design & Actio...
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 impleme...
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 ho...
Place Organisational Social Technical Legal
http://flickr.com/photos/askpang/327577395/ <ul><li>Scarcity to abundance </li></ul><ul><li>Information </li></ul><ul><li>...
http://flickr.com/photos/bcnbits/468186933/ #3. Diffusion process that focuses on the unique problems of the host institut...
Purpose
http://flickr.com/photos/sixsteps/244244045/ #8. No fixed purpose. Collaboratively,  negotiated around  needs and issues  ...
Pedagogy
http://flickr.com/photos/dquach/462387564/ #7. Focus on creating an environment to encourage pedagogical innovation rather...
People
http://flickr.com/photos/pug/5795673/ Create/encourage opportunities to &quot;eat your own dog food&quot;
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...
http://flickr.com/photos/fullmetalgenesis/1403036441/ #2. Senior management support #3. Recognise need for  safe-fail, not...
Product
http://flickr.com/photos/maisonbisson/170181701/ #1. Emphasis on enabling  user choice of tools, not  specifying which one...
Process
http://flickr.com/photos/airosan/2317720071/ Draw on diffusion theory (Rogers, 1995) to actively develop example applicati...
http://flickr.com/photos/airosan/2317720071/ A recurrent message arising from the  study of educational technologies, howe...
http://flickr.com/photos/bb_matt/306544780/ If a major project is truly innovative,  you cannot possibly know its exact co...
References <ul><li>Lyytinen K. (2008), Design: &quot;Shaping in the wild&quot;, Keynote at DESRIST'2008 </li></ul><ul><li>...
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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 http://cq-pan.cqu.edu.au/david-jones/Publications/Papers_and_Books/ples_FramingOneFuture.pdf

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

  1. 1. PLEs: Framing one future for lifelong learning and universities David Jones http://cddu.cqu.edu.au/ http://cq-pan.cqu.edu.au/david-jones/
  2. 2. 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
  3. 3. http://flickr.com/photos/druclimb/282597447/ Overview Context and why? What and how? Steps towards design theory
  4. 4. http://flickr.com/photos/druclimb/282597447/ Overview Context and why? What and how? Steps towards design theory
  5. 5. http://flickr.com/photos/tonivc/411231251/ History
  6. 6. 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.&quot; (OECD, 2005, p.15)
  7. 7. http://flickr.com/photos/tonivc/411231251/ Best practice implementations report no more than 55% staff adoption rates (Sausner, 2005)
  8. 8. http://flickr.com/photos/tonivc/411231251/ <ul><li>In 2006 </li></ul><ul><li>57% CQU courses had course sites, </li></ul><ul><li>Most with very limited usage </li></ul>(Sausner, 2005)
  9. 9. http://flickr.com/photos/rcstanley/30366555/
  10. 10. http://flickr.com/photos/fatmandy/267252461/
  11. 11. http://flickr.com/photos/fatmandy/267252461/ http://flickr.com/photos/duncan/450469336/
  12. 12. http://flickr.com/photos/sookie/31219031/ Today and tomorrow
  13. 13. http://flickr.com/photos/stabilo-boss/93136022/
  14. 14. 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)
  15. 15. http://flickr.com/photos/pbo31/209504598/ What do we know?
  16. 16. 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)
  17. 17. More models, that demonstrate the transferability and scalability of e-learning, are required (Salmon, 2005) http://flickr.com/photos/niallkennedy/54591543/
  18. 18. Build it and they will NOT come
  19. 19. http://flickr.com/photos/druclimb/282597447/ Overview Context and why? What and how? Steps towards design theory
  20. 20. http://flickr.com/photos/dalem/296189944/ nothing is so practical as a good theory (Lewin, 1945)
  21. 21. 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
  22. 22. http://flickr.com/photos/dalem/296189944/ (Gregor, 2006) Codd's theory of relational database design How to do it? <ul><li>Design & Action </li></ul>Most traditional view of theory, General system theory, TAM What is, how, why and what will be? <ul><li>Explanation & Prediction </li></ul>Org size predicting innovativeness, Moore's Law What will be? <ul><li>Prediction </li></ul>Structurational model of technology (Orlikowski 1992) Taxonomies (e.g. Bloom's), frameworks Examples How & Why? <ul><li>Explanation </li></ul>What is? <ul><li>Analysis </li></ul>Question Type
  23. 23. 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
  24. 24. 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
  25. 25. http://flickr.com/photos/druclimb/282597447/ Overview Context and why? What and how? Steps towards design theory
  26. 26. 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
  27. 27. 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
  28. 28. 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
  29. 29. 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
  30. 30. 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
  31. 31. 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
  32. 32. Theory plane Principles of form/constructs Justificatory knowledge Principles of generation Enablers WHAT HOW
  33. 33. Suggestions more than welcome Principles of form/constructs Justificatory knowledge Principles of generation Enablers WHAT HOW
  34. 34. http://flickr.com/photos/dalem/296189944/ Codd's theory of relational database design How to do it? <ul><li>Design & Action </li></ul>Most traditional view of theory, General system theory, TAM What is, how, why and what will be? <ul><li>Explanation & Prediction </li></ul>Org size predicting innovativeness, Moore's Law What will be? <ul><li>Prediction </li></ul>Structurational model of technology (Orlikowski 1992) Taxonomies (e.g. Bloom's), frameworks Examples How & Why? <ul><li>Explanation </li></ul>What is? <ul><li>Analysis </li></ul>Question Type
  35. 35. http://slurl.com/secondlife/Teaching%204/206/151/25It
  36. 36. http://flickr.com/photos/joits/225824796/ The Ps Framework A decision making to aid understanding of institutional implementation of e-learning
  37. 37. Past experience People Place Product Process Purpose Pedagogy
  38. 38. Past experience
  39. 39. http://flickr.com/photos/lorispindler/2569895656/ Be aware of, informed by and build on the specific experience of the host institution
  40. 40. Place Organisational Social Technical Legal
  41. 41. http://flickr.com/photos/askpang/327577395/ <ul><li>Scarcity to abundance </li></ul><ul><li>Information </li></ul><ul><li>Information technology </li></ul>Student/teachers != consumer/producer Role of Universities
  42. 42. 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)
  43. 43. Purpose
  44. 44. http://flickr.com/photos/sixsteps/244244045/ #8. No fixed purpose. Collaboratively, negotiated around needs and issues of local context and participants (Jones & Muldoon, 2007)
  45. 45. Pedagogy
  46. 46. 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)
  47. 47. People
  48. 48. http://flickr.com/photos/pug/5795673/ Create/encourage opportunities to &quot;eat your own dog food&quot;
  49. 49. http://flickr.com/photos/hungry_i/47938311/ Encourage reflection on conceptualisations of learning & teaching by staff
  50. 50. (Trigwell, 2001)
  51. 51. http://flickr.com/photos/biwook/390088839/ #6. Provide scaffolding to aid students/staff in the transition to using PLEs (technology and pedagogy) Involve students
  52. 52. http://flickr.com/photos/fullmetalgenesis/1403036441/ #2. Senior management support #3. Recognise need for safe-fail, not fail-safe (Snowden & Boone, 2007)
  53. 53. Product
  54. 54. 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
  55. 55. Process
  56. 56. 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)
  57. 57. 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)
  58. 58. 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/
  59. 59. References <ul><li>Lyytinen K. (2008), Design: &quot;Shaping in the wild&quot;, Keynote at DESRIST'2008 </li></ul><ul><li>Snowden, D. & Boone M. (2007). A leader's framework for decision making. Harvard Business Review , 85(11), 68-76. </li></ul>
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