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

Slide 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/

Slide 2: 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/

Slide 3: Overview Context and why? What and how? Steps towards design theory http://flickr.com/photos/druclimb/282597447/

Slide 5: History http://flickr.com/photos/tonivc/411231251/

Slide 6: 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/

Slide 7: Best practice implementations report no more than 55% staff adoption rates (Sausner, 2005) http://flickr.com/photos/tonivc/411231251/

Slide 8: In 2006 • 57% CQU courses had course sites, • Most with very limited usage (Sausner, 2005) http://flickr.com/photos/tonivc/411231251/

Slide 9: http://flickr.com/photos/rcstanley/30366555/

Slide 10: http://flickr.com/photos/fatmandy/267252461/

Slide 11: http://flickr.com/photos/duncan/450469336/ http://flickr.com/photos/fatmandy/267252461/

Slide 12: Today and tomorrow http://flickr.com/photos/sookie/31219031/

Slide 13: http://flickr.com/photos/stabilo-boss/93136022/

Slide 14: 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/sookie/31219031/

Slide 15: What do we know? http://flickr.com/photos/pbo31/209504598/

Slide 16: 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) http://flickr.com/photos/pbo31/209504598/

Slide 17: More models, that demonstrate the transferability and scalability of e-learning, are required (Salmon, 2005) http://flickr.com/photos/niallkennedy/54591543/

Slide 18: Build it and they will NOT come

Slide 20: nothing is so practical as a good theory (Lewin, 1945) http://flickr.com/photos/dalem/296189944/

Slide 21: Theories are practical because they allow knowledge to be accumulated in a systematic manner and this accumulated knowledge enlightens professional practice (Gregor and Jones, 2007) http://flickr.com/photos/dalem/296189944/

Slide 22: (Gregor, 2006) Type Question Examples I. Analysis What is? Taxonomies (e.g. Bloom's), frameworks I. Explanation How & Why? Structurational model of technology (Orlikowski 1992) I. Prediction What will be? Org size predicting innovativeness, Moore's Law I. Explanation & What is, how, why Most traditional view of theory, Prediction and what will be? General system theory, TAM I. Design & How to do it? Codd's theory of relational Action database design http://flickr.com/photos/dalem/296189944/

Slide 23: Ontological questions about theory 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? http://flickr.com/photos/dalem/296189944/

Slide 24: Artifact mutability Artifact Principles of form/constructs Artifact Artifact Principles of generation Justificatory knowledge Artifact Artifa Artifact Artif Artifact If X has property Z then Q Artif If Y has property Y then P Theory Testable hypotheses scope Artifact Artifact Theory plane Empirical plane PLEs @ CQU (Lyytinen, 2008)

Slide 26: Artifact mutability Artifact Principles of form/constructs Artifact Artifact Principles of generation Justificatory knowledge Artifact Artifa Artifact Artif Artifact If X has property Z then Q Artif If Y has property Y then P Theory Scope of this paper Testable hypotheses Artifact scope Artifact Theory plane Empirical plane PLEs @ CQU (Lyytinen, 2008)

Slide 27: Artifact mutability Artifact WHAT Artifact Artifact HOW Justificatory knowledge Artifact Artifa Artifact Artif Artifact If X has property Z then Q Artif If Y has property Y then P Theory Scope of this paper Testable hypotheses Artifact scope Artifact Theory plane Empirical plane PLEs @ CQU (Lyytinen, 2008)

Slide 28: Artifact mutability Artifact WHAT Artifact Artifact HOW Justificatory knowledge Artifact Artifa Artifact Artif Artifact If X has property Z then Q Artif If Y has property Y then P Theory Testable hypotheses scope Artifact Artifact Theory plane Empirical plane PLEs @ CQU Eventually (Lyytinen, 2008)

Slide 29: Artifact mutability Artifact WHAT Artifact Artifact HOW Justificatory knowledge Artifact Artifa Artifact Artif Artifact If X has property Z then Q Artif If Y has property Y then P Theory Testable hypotheses scope Artifact Artifact Theory plane Empirical plane PLEs @ CQU Eventually (Lyytinen, 2008)

Slide 30: Artifact mutability Artifact WHAT Artifact Artifact HOW Justificatory knowledge Artifact Artifact Artifact If X has property Z then Q If Y has property Y then P Theory Testable hypotheses scope Theory plane Empirical plane PLEs @ CQU Eventually (Lyytinen, 2008)

Slide 31: Artifact mutability Artifact Principles of form/constructs Artifact Artifact Principles of generation Justificatory knowledge Artifact Artifa Artifact Artif Artifact If X has property Z then Q Artif If Y has property Y then P Theory Scope of this paper Testable hypotheses Artifact scope Artifact Theory plane Empirical plane PLEs @ CQU (Lyytinen, 2008)

Slide 32: WHAT HOW Principles of Principles of form/constructs generation Enablers Justificatory knowledge Theory plane

Slide 33: WHAT HOW Principles of Principles of form/constructs generation Enablers Justificatory knowledge Suggestions more than welcome

Slide 34: Type Question Examples I. Analysis What is? Taxonomies (e.g. Bloom's), frameworks I. Explanation How & Why? Structurational model of technology (Orlikowski 1992) I. Prediction What will be? Org size predicting innovativeness, Moore's Law I. Explanation & What is, how, why Most traditional view of theory, Prediction and what will be? General system theory, TAM I. Design & How to do it? Codd's theory of relational Action database design http://flickr.com/photos/dalem/296189944/

Slide 35: http://slurl.com/secondlife/Teaching%204/206/151/25It

Slide 36: The Ps Framework A decision making to aid understanding of institutional implementation of e-learning http://flickr.com/photos/joits/225824796/

Slide 37: Past experience People Place Purpose Product Process Pedagogy

Slide 38: Past experience

Slide 39: Be aware of, informed by and build on the specific experience of the host institution http://flickr.com/photos/lorispindler/2569895656/

Slide 40: Organisational Technical Social Legal Place

Slide 41: Scarcity to abundance • Information • Information technology Role of Universities Student/teachers != consumer/producer http://flickr.com/photos/askpang/327577395/

Slide 42: #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) http://flickr.com/photos/bcnbits/468186933/

Slide 43: Purpose

Slide 44: #8. No fixed purpose. Collaboratively, negotiated around needs and issues of local context and participants (Jones & Muldoon, 2007) http://flickr.com/photos/sixsteps/244244045/

Slide 45: Pedagogy

Slide 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)

Slide 47: People

Slide 48: Create/encourage opportunities to "eat your own dog food" http://flickr.com/photos/pug/5795673/

Slide 49: Encourage reflection on conceptualisations of learning & teaching by staff http://flickr.com/photos/hungry_i/47938311/

Slide 50: (Trigwell, 2001)

Slide 51: #6. Provide scaffolding to aid students/staff in the transition to using PLEs (technology and pedagogy) Involve students http://flickr.com/photos/biwook/390088839/

Slide 52: http://flickr.com/photos/fullmetalgenesis/1403036441/ #2. Senior management support #3. Recognise need for safe-fail, not fail-safe (Snowden & Boone, 2007)

Slide 53: Product

Slide 54: #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 http://flickr.com/photos/maisonbisson/170181701/

Slide 55: Process

Slide 56: Draw on diffusion theory (Rogers, 1995) to actively develop example applications that encourage adoption High on compatibility, ease of use, trialability, observability Technology and relative advantage Acceptance Model (Davis 1989 Low on complexity http://flickr.com/photos/airosan/2317720071/

Slide 57: 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/airosan/2317720071/

Slide 58: 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/

Slide 59: 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.

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