Some posible futures of e-learning: Lessons and Enablers David Jones

Overview Context Current Practice Possible Futures Lessons Enablers

Context: Who am I Kiersey architect Ex-IS academic Head of E-Learning & Materials Development (aka CD&DU), DTLS Lot's of e-learning http://flickr.com/photos/aviatordave/7007033/

Kiersey architect

Ex-IS academic

Head of E-Learning & Materials Development (aka CD&DU), DTLS

Lot's of e-learning

Glass half empty http://flickr.com/photos/aviatordave/7007033/

Context: E-Learning? the use of information and communications technology to support and enhance learning and teaching in higher education institutions (HEIs) OECD (2005). E-Learning in Tertiary Education: Where do we stand? Paris, France, Centre for Educational Research and Innovation, Organisation for Economic Co-operation and Development. http://new.sourceoecd.org/education/9264009205

the use of information and communications technology to support and enhance learning and teaching in higher education institutions (HEIs)

Context: Benfits It can be demonstrated that the use of new technologies can provide benefits by improving the efficiency of existing practice (McCormack and Jones, 1997). However, Sproull and Kiesler (1991) argue that the most significant effects of new technologies come from enabling previously impossible practices . David Jones, Emergent Development and the Virtual University, Learning'2000, Roanoke, Virginia http://cq-pan.cqu.edu.au/david-jones/Publications/Papers_and_Books/Learning_2000/

It can be demonstrated that the use of new technologies can provide benefits by improving the efficiency of existing practice (McCormack and Jones, 1997). However, Sproull and Kiesler (1991) argue that the most significant effects of new technologies come from enabling previously impossible practices .

Context: Determinism #1 … the relationship between educational progress and technological innovation is one of mutual influence and implication , how it involves a range of other factors, and how technological "progress" can sometimes be stopped dead in its tracks … Norm Friesen, E-Learning Myth #2: Technology drives educational change http://learningspaces.org/myths/determinism.html

… the relationship between educational progress and technological innovation is one of mutual influence and implication , how it involves a range of other factors, and how technological "progress" can sometimes be stopped dead in its tracks …

Context: Determinism #2 For both research and practice, an appreciation of the complex and unpredictable dynamic between technology and education implies an openness to users' appropriation and rejection of technology, and a healthy skepticism towards bold technological predictions or visions. Norm Friesen, E-Learning Myth #2: Technology drives educational change http://learningspaces.org/myths/determinism.html

For both research and practice, an appreciation of the complex and unpredictable dynamic between technology and education implies an openness to users' appropriation and rejection of technology, and a healthy skepticism towards bold technological predictions or visions.

Overview Context Current Practice Possible Futures Lessons Enablers

Overview Context Current Practice Possible Futures Lessons Enablers

Overview Context Possible Futures Lessons Enablers Current Practice

Overview Context Lessons Enablers Current Practice Possible Futures

Context http://scottmcleod.typepad.com/dangerouslyirrelevant/2007/01/gone_fischin.html

How did I find this Blog post pointed me to

Which I tagged on del.icio.us

Which I re-found when preparing for this talk And found this remix

Which I re-found when preparing for this talk

And found this remix

Where I got the movie

Where I got the movie

And added the blog to my feeds

And added the blog to my feeds

Actually, that's a lie

Actually, that's a lie

Where are we? Context Possible Futures Lessons Enablers Current Practice

T2, 2006 - CQU On-line #1 427 online courses (71.2% of courses) 121 Webfuse 326 Blackboard Issues 8% had no student enrollments 11% effectively had no content Actually 56.7% courses had sites

427 online courses (71.2% of courses)

121 Webfuse

326 Blackboard

Issues

8% had no student enrollments

11% effectively had no content

Actually 56.7% courses had sites

T2, 2006 - CQU On-line #2 60% had discussion board 62% Bb, 59% Wf Avg: .93 posts/student 9% make it assessable Avg: 3.2 11.6% used quizzes 12.9% Bb, 10.7% Wf 27% some form of oline submission 19% Bb, 48% Wf 10% use ICT enabled group work 13% Bb, 2% Wf

60% had discussion board

62% Bb, 59% Wf Avg: .93 posts/student

9% make it assessable Avg: 3.2

11.6% used quizzes

12.9% Bb, 10.7% Wf

27% some form of oline submission

19% Bb, 48% Wf

10% use ICT enabled group work

13% Bb, 2% Wf

Elsewhere? Best practice implementations report no more than 55% staff adoption rates Sausner, R. (2005). Course Management: Ready for prime time? University Business . http://universitybusiness.com/page.cfm?p=791

Best practice implementations report no more than 55% staff adoption rates

Elsewhere? Allen, I.E. and J. Seaman (2005). Growing by Degrees: Online Education in the United States, 2005. Needham, MA, The Sloan Consortium 42.1% 28.8% Private, for-profit 20.6% 20.2% Private, non-profit 36.4% 34.2% Public 2005 2003 Institution

Elsewhere? Universities have not employed technology to the same degree or effect as the business community Piccoli, G., R. Ahmad, et al. (2000). "Knowledge management in academia: A proposed framework." Information Technology and Management 1: 229-245

Universities have not employed technology to the same degree or effect as the business community

Overview Context Current Practice Possible Futures Enablers Lessons

Lessons Universities as a business Misguided transplantation People are changing Perhaps Teleological and ateleological design Autism in IT and organisational practice There are many learning theories Challenging the cognitivist/constructivist orthodoxy

Universities as a business

Misguided transplantation

People are changing

Perhaps

Teleological and ateleological design

Autism in IT and organisational practice

There are many learning theories

Challenging the cognitivist/constructivist orthodoxy

University as a business Declining revenues and public support … coupled with increased competition, performance requirements, constituent accountability, globalization and changing political climates . All of this has forced a new reality for higher education … one that requires greater efficiency, effectiveness and business-like processes . David Dodd (2004) Decisions, data and the universities as a business. College Planning & Management http://www.allbusiness.com/management/148850-1.html

Declining revenues and public support … coupled with increased competition, performance requirements, constituent accountability, globalization and changing political climates . All of this has forced a new reality for higher education … one that requires greater efficiency, effectiveness and business-like processes .

But what type of business? http://flickr.com/photos/joelip/403947420/ http://flickr.com/photos/monceau/134884500/ http://flickr.com/photos/sherlock77/318280666/

What type of business? Two aspects…create the special management challenges of the professional service firm . First… a high degree of customization in their work … Second, … strong component of face-to-face interaction with the client David Maister. (1993). Managing the Professional Service Firm. The Free Press.

Two aspects…create the special management challenges of the professional service firm . First… a high degree of customization in their work … Second, … strong component of face-to-face interaction with the client

What type of business? Management principles and approaches from the industrial or mass-consumer sectors , based..on standardization, supervision, and marketing of repetitive tasks.. are not only inapplicable … but may be dangerously wrong . David Maister. (1993). Managing the Professional Service Firm. The Free Press.

Management principles and approaches from the industrial or mass-consumer sectors , based..on standardization, supervision, and marketing of repetitive tasks.. are not only inapplicable … but may be dangerously wrong .

Lessons Universities as a business Misguided transplantation People are changing Perhaps Teleological and ateleological design Autism in IT and organisational practice There are many learning theories Challenging the cognitivist/constructivist orthodoxy

Universities as a business

Misguided transplantation

People are changing

Perhaps

Teleological and ateleological design

Autism in IT and organisational practice

There are many learning theories

Challenging the cognitivist/constructivist orthodoxy

People are changing Our students have changed radically . Today’s students are no longer the people our educational system was designed to teach. Marc Prensky (2001). Digital Natives, Digital Immigrants . On the Horizon . 9(5) http://www.marcprensky.com/writing/

Our students have changed radically . Today’s students are no longer the people our educational system was designed to teach.

People are changing For the first time in history children are more comfortable, knowledgeable, and literate than their parents about an innovation central to their society. And it is through the use of the digital media that the N-Generation will develop and superimpose its culture on the rest of society” Don Tapscott (1997) Growing up Digital: The Rise of the Net Generation, McGraw-Hill

For the first time in history children are more comfortable, knowledgeable, and literate than their parents about an innovation central to their society. And it is through the use of the digital media that the N-Generation will develop and superimpose its culture on the rest of society”

Can you hear this? http://en.wikipedia.org/wiki/Teen_Buzz

http://www.educause.edu/content.asp?PAGE_ID=5989&bhcp=1

Some disagreement … young people..are.. claiming greater online self-efficacy and skills than…their parents (Livingstone, Bober & Helsper, 2005) . … do not take these claims at face value , and universalize them to youth in general. Instead.. the complex skills needed to effectively utilize the Internet are distributed not only by age, but also by “gender and socio-economic status” (Livingstone, Bober & Helsper, 2005) . Norm Friesen, E-Learning Myth #1: The "Net Gen" Myth http://ipseity.blogsome.com/2006/08/14/p36/ Sonia Livingstone, Magdalena Bober & Ellen Helsper (2005), Active participation or just more information? Information, Communication and Society 8(3): 287-314

… young people..are.. claiming greater online self-efficacy and skills than…their parents (Livingstone, Bober & Helsper, 2005) . … do not take these claims at face value , and universalize them to youth in general. Instead.. the complex skills needed to effectively utilize the Internet are distributed not only by age, but also by “gender and socio-economic status” (Livingstone, Bober & Helsper, 2005) .

More complex continuum Per tool brakedown Digital Voyeur Knowing Digital Immigrant Participating Digital Native Living Christopher Harris(2006). Knowing | Particpating | Living, http://schoolof.info/informancy/?p=159

Per tool brakedown

Digital Voyeur Knowing

Digital Immigrant Participating

Digital Native Living

Literacy Everyone Everyone Programmers Priests, wealthy, educated Specialised technicians Scribes Programming Writing

Literacy http://techrepublic.com.com/5100-10878_11-5053961.html Everyone Everyone Programmers Priests, wealthy, educated Specialised technicians Scribes Programming Writing

Lessons Universities as a business Misguided transplantation People are changing Perhaps Teleological and ateleological design Autism in IT and organisational practice There are many learning theories Challenging the cognitivist/constructivist orthodoxy

Universities as a business

Misguided transplantation

People are changing

Perhaps

Teleological and ateleological design

Autism in IT and organisational practice

There are many learning theories

Challenging the cognitivist/constructivist orthodoxy

How do you design? You have won a holiday to China and Russia You have 30 days All the money you need Your choice how to use both What do you do?

You have won a holiday to China and Russia

You have

30 days

All the money you need

Your choice how to use both

What do you do?

Design extremes Lucas Introna (1996). "Notes on ateleological information systems development." Information Technology & People 9(4): 20-39 Rules/regulators Master plan Control Decentralised Centralised Management Time Complexity/conflict Problems Local adaptation Problem solving Process Whole Part Scope Participant Explicit designer Designers Means/process Ends/results Design focus Homeostasis Effect/Efficiency Intermediate goals Harmony Goal/purpose Ultimate purpose Ateleological Teleological Attributes

Evolution of IT planning http://www.educause.edu/er/erm05/erm0522.asp?bhcp=1  Focus on sensing, not planning  Modular infrastructure  Rapid execution  Close bus. and IT cooperation Just-in-time 2000s Adaptive organisation  Set direction  Build infrastr.  Small components delivered quickly  Joint bus and IT planning Short-term 1990s Iterative planning  Set vision  Less specificity  Project-based execution  Alignment of IT/bus. planning Medium-term 1980s Strategic planning  Detailed plans  Large docs  Not much action  Separate bus. and IT planning Long-term 1970s Big planning Characteristics Focus When Planning style

Does teleological work? 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 `Fly Me to the Moon: An Interview with Joseph G. Gavin, Jr.'', Technology Review , 97:5, July, 1994, Page 62. http://www.youtube.com/watch?v=joVTR-nUoPg

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

Lessons Universities as a business Misguided transplantation People are changing Perhaps Teleological and ateleological design Autism in IT and organisational practice There are many learning theories Challenging the cognitivist/constructivist orthodoxy

Universities as a business

Misguided transplantation

People are changing

Perhaps

Teleological and ateleological design

Autism in IT and organisational practice

There are many learning theories

Challenging the cognitivist/constructivist orthodoxy

Learning "Orthodoxy" Behaviourist Cognitivist Constructivist

Behaviourist

Cognitivist

Constructivist

Connectivism At its heart, connectivism is the thesis that knowledge is distributed across a network of connections , and therefore that learning consists of the ability to construct and traverse those networks …. connectivism denies that knowledge is propositional . That is to say, these other theories are 'cognitivist', in the sense that they depict knowledge and learning as being grounded in language and logic. http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html http://www.elearnspace.org/media/SituatingConnectivism/player.html

At its heart, connectivism is the thesis that knowledge is distributed across a network of connections , and therefore that learning consists of the ability to construct and traverse those networks …. connectivism denies that knowledge is propositional . That is to say, these other theories are 'cognitivist', in the sense that they depict knowledge and learning as being grounded in language and logic.

Overview Context Current Practice Possible Futures Lessons Enablers

Enablers Web 2.0 - the read/write web Software as a service 3D worlds Everything is open

Web 2.0 - the read/write web

Software as a service

3D worlds

Everything is open

http://flickr.com/photos/kosmar/62381076/

Watch the video http://www.youtube.com/watch?v=nsa5ZTRJQ5w The boring version http://www.youtube.com/watch?v=6gmP4nk0EOE The "cultural" approach http://www.youtube.com/video_response_view_all?v=6gmP4nk0EOE Responses http://www.youtube.com/watch?v=EAVmB5dKZZ8 A nice response http://mojiti.com/kan/2024/3668 Let's annotate it

http://www.youtube.com/watch?v=nsa5ZTRJQ5w The boring version

http://www.youtube.com/watch?v=6gmP4nk0EOE

The "cultural" approach

http://www.youtube.com/video_response_view_all?v=6gmP4nk0EOE

Responses

http://www.youtube.com/watch?v=EAVmB5dKZZ8 A nice response

http://mojiti.com/kan/2024/3668 Let's annotate it

The Challenge Streaming of CQU 2007 T&L Showcase http://learning.cqu.edu.au/showcase2007/cqu_presentations.htm A Web 2.0 solution http://cq-pan.cqu.edu.au/david-jones/Publications/Presentations/missingPs/

Streaming of CQU 2007 T&L Showcase

http://learning.cqu.edu.au/showcase2007/cqu_presentations.htm

A Web 2.0 solution

http://cq-pan.cqu.edu.au/david-jones/Publications/Presentations/missingPs/

Enablers Web 2.0 - the read/write web Software as a service 3D worlds Everything is open

Web 2.0 - the read/write web

Software as a service

3D worlds

Everything is open

Up the abstraction layer

Enablers Web 2.0 - the read/write web Software as a service 3D worlds Everything is open

Web 2.0 - the read/write web

Software as a service

3D worlds

Everything is open

Second Life

Enablers Web 2.0 - the read/write web Software as a service 3D worlds Everything is open

Web 2.0 - the read/write web

Software as a service

3D worlds

Everything is open

Everything is open Three rules (Polese, 2004) : Nobody owns it Everybody uses it Anybody can improve it Current examples Open source Open content Social software - Wikis, Blogs http://creativecommons.org/

Three rules (Polese, 2004) :

Nobody owns it

Everybody uses it

Anybody can improve it

Current examples

Open source

Open content

Social software - Wikis, Blogs

CQU site #2

Produce/consumer

Students as co-producers Romantic Audience Project http://ssad.bowdoin.edu:9780/snipsnap/eng242-s05/space/start

Romantic Audience Project

http://ssad.bowdoin.edu:9780/snipsnap/eng242-s05/space/start

Scarcity and changes Lecture -- scarce books "action of reading, that which is read" Textbooks -- scarce media Face-to-face -- scarce time Web -- abundance Multiple points of entry Flexiblity through diverse sources http://www.h-net.org/teaching/essays/mcclymer.html

Lecture -- scarce books

"action of reading, that which is read"

Textbooks -- scarce media

Face-to-face -- scarce time

Web -- abundance

Multiple points of entry

Flexiblity through diverse sources

The long tail

CQU's Long Tail

Scarcity - enrolment IT and the network makes it possible to serve the long tail Though practices have to change Saul Fisher (2005) Long Tails in Higher Education http://www.insidehighered.com/views/2005/05/27/fisher

IT and the network makes it possible to serve the long tail

Though practices have to change

Overview Context Current Practice Lessons Enablers Possible Futures

Possible futures Greater use of SaaS Significantly greater ease-of-use Different pedagogy and practice Course sites go away Exploiting the "long tail"? All content is open Perpetual beta

Greater use of SaaS

Significantly

greater ease-of-use

Different pedagogy and practice

Course sites go away

Exploiting the "long tail"?

All content is open

Perpetual beta

What do you think?