The Ps Framework: Mapping the Educational Technology Landscape for the PLEs@CQUni Project

The Ps Framework Mapping the landscape for the PLEs@CQUni project http://cddu.cqu.edu.au/index.php/PLEs%40CQUni

http://flickr.com/photos/adc/2305180584/ The Argument Organisational implementation of educational technology is hard There is need for guidance The Ps Framework provides useful guidance

http://flickr.com/photos/donnagrayson/195244498/ I have a problem How can CQU make use of PLEs? How can this improve L&T @ CQUni? How do you avoid problems of the past?

http://flickr.com/photos/dalem/296189944/ Implementation of educational technology into an organisation is a decision making exercise How? What? Why?

http://flickr.com/photos/dalem/296189944/ Linkages (Jamieson and Hyland, 2006) Pre-implementation decisions Factors considered in decisions Project outcomes

http://flickr.com/photos/mathieustruck/114604639/ Pre-implementation decisions High volume of information High degree of complexity High degree of uncertainty (Jamieson and Hyland, 2006)

http://flickr.com/photos/broterham/47209266/ More complex the decision More likely decisions are based on instinct (Bannister and Remenyi, 1999)

Where is the evidence for e-learning? http://flickr.com/photos/pagedooley/2422430207/

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/

In 2006

57% CQUni courses had course sites,

Most with very limited usage

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

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

http://flickr.com/photos/boskizzi/3241710/ Even more surprising is the almost universal adoption of just two commercial LMSes, both now owned by the same company, by Australia's 39 universities, a sector which has traditionally aimed for diversity and innovation . Despite the complexities and risks, there appears to be something so seductive about an LMS that almost every university appears compelled to have one . (Coates, James and Baldwin, 2005)

Attention deferral and contextual insensitivity may appear to be unproblematic in the face of the overwhelming “proof” afforded by the larger community’s rush toward the innovation. (Swanson and Ramiller, 2004) http://flickr.com/photos/kt/31511354/

http://flickr.com/photos/quinnanya/2690100005/ Is there one?

little or no theoretically grounded and rigorous research into the structures and processes required to encourage the adoption of e-learning (Alavi & Leidner, 2001) http://flickr.com/photos/57402879@N00/279426190/

More models, that demonstrate the transferability and scalability of e-learning, are required (Salmon, 2005) http://flickr.com/photos/evapro/425230963/

A framework provides (Mischra and Koehler, 2006) http://flickr.com/photos/13533187@N00/2377250982/ New ways of looking at a phenomena Information on which to base sound, pragmatic decision making

http://flickr.com/photos/sukanto_debnath/519690623/ Frameworks and taxonomies are not new

http://flickr.com/photos/kjarrett/2562263662/ http://slurl.com/secondlife/Teaching%204/206/151/25It Bloom's taxonomy

ACTIONS Model A ccess C ost T eaching and Learning I nteractivity N ovelty S peed http://flickr.com/photos/hanspoldoja/465116796/ (Bates, 2000)

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

Past experience People Place Product Process Purpose Pedagogy (Mischra and Koehler, 2006) New ways of looking at a phenomena Information on which to base sound, pragmatic decision making A framework provides

http://flickr.com/photos/dunechaser/567753250/ Concepts that have proven useful in ordering things easily achieve such authority over us that we forget their earthly origins and accept them as unalterable givens.

Past experience People Place Product Process Purpose Pedagogy

Product

http://flickr.com/photos/maisonbisson/170181701/ What is a PLE - not ? A single tool Specified by Uni Owned by Uni Necessarily involve ICT An LMS Common

http://flickr.com/photos/angermann/327288144/ http://flickr.com/photos/cambodia4kidsorg/1896540633/ Probably involves social software

Not, how CQU provides the learning tools How CQU connects with the learner's tools The logic of education systems should be reversed so that the system conforms to the learner, rather than the learner to the system. (Green et al, 2005) http://flickr.com/photos/seandreilinger/116676896/

We are all learners http://flickr.com/photos/scuoladiatene/316730382/

People

(Trigwell, 2001) Teaching staff must be engaged in any attempt to improve L&T

As knowledge workers academics have considerable autonomy about how they perform tasks and often can and do resist the imposition of new technology and changes to routine (Jones, Gregor and Lynch, 2003) Knowledge workers own the means of production. It is the knowledge between their ears. And it is a totally portable and enormous capital asset. Peter Drucker The critical feature of a knowledge workforce is that its workers are not labor, they are capital. Peter Drucker http://flickr.com/photos/marklarson/2686836326/

http://flickr.com/photos/fullmetalgenesis/1403036441/ “ What people pressuring for management to ‘drive’ cultural change don’t understand is: a value is only a value when it is voluntarily chosen.” -- Bill O'Brien Top driven change…do(es) not reduce fear and distrust, nor unleash imagination and creativity, nor enhance the quality of thinking in the organization (Senge et al. 1999)

http://www.youtube.com/watch?v=3RVJMSdIYaQ

http://www.youtube.com/watch?v=3RVJMSdIYaQ Sustained inattentional blindness http://viscog.beckman.uiuc.edu/djs_lab/demos.html

(Snowden, 2003) Humans do not make rational logical decisions based on information input, instead they pattern match with either their own experience, or collective experience expressed as stories. It isn't even a best fit pattern match but a first fit pattern match.

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/digital_freak/183688774/

The adopter-based theories reject the assumption that superior products will automatically be attractive to potential adopters. They 'seek to understand the social context in which the innovation will be used and the social function the innovation will serve' (Jones and Lynch, 1999) http://flickr.com/photos/digital_freak/183688774/

(Dutton, Cheong et al. 2004) Expectations and values of students are as much a constraint on innovation as those of top administrators

http://flickr.com/photos/bootload/227128232/ Is it true? Are they different?

http://flickr.com/photos/bitzcelt/388979184/sizes/l/ Can they make the change? Do they want to? Learner-centered

http://flickr.com/photos/bitzcelt/388979184/ Do they want us in their space?

The user doesn't know what they want, until they see it. Then they want something different! http://flickr.com/photos/ntr23/730371240/

Process

Categories of Organisational Activity (Kelly, 2002) Projects with low levels of uncertainty and low organisational impact. Localised incremental change or continuous improvement Projects with low levels of uncertainty but wide organisational impact. Broad incremental change or continuous improvement Projects with high to very high levels of uncertainty but low organisational impact. Localised radical change or innovation Strategic Projects with high to very high levels of uncertainty and wide organisational impact. Broad radical change or innovation Descriptions Characteristics

Categories of Organisational Activity

The adoption of PLEs entails a radical shift in

how educational technology is used,

in organisational function, and

the ethos of education

(Atwell, 2007) A move towards lifelong learning represents a significant paradigm shift (Longworth, 2002) Projects with low levels of uncertainty and low organisational impact. Localised incremental change or continuous improvement Projects with low levels of uncertainty but wide organisational impact. Broad incremental change or continuous improvement Projects with high to very high levels of uncertainty but low organisational impact. Localised radical change or innovation Strategic Projects with high to very high levels of uncertainty and wide organisational impact. Broad radical change or innovation Descriptions Characteristics

Categories of Organisational Activity (Kelly, 2002) Projects with low levels of uncertainty and low organisational impact. Localised incremental change or continuous improvement Projects with low levels of uncertainty but wide organisational impact. Broad incremental change or continuous improvement Projects with high to very high levels of uncertainty but low organisational impact. Localised radical change or innovation Strategic Projects with high to very high levels of uncertainty and wide organisational impact. Broad radical change or innovation Descriptions Characteristics

Categories of Organisational Activity (Kelly, 2002) Projects which involve high degrees of uncertainty or change need to be structured and managed differently from those which involve more routine changes. Projects with low levels of uncertainty and low organisational impact. Localised incremental change or continuous improvement Projects with low levels of uncertainty but wide organisational impact. Broad incremental change or continuous improvement Projects with high to very high levels of uncertainty but low organisational impact. Localised radical change or innovation Strategic Projects with high to very high levels of uncertainty and wide organisational impact. Broad radical change or innovation Descriptions Characteristics

Categories of Organisational Activity (Kelly, 2002) Key success factors for radical change

many ideas need to be explored

encourage open communication and idea sharing

project aims are based on broad strategic goals

micro scheduling and planning is inappropirate

flexibility required to adapt to change

accountability must emphasise progress and learning

Projects with low levels of uncertainty and low organisational impact. Localised incremental change or continuous improvement Projects with low levels of uncertainty but wide organisational impact. Broad incremental change or continuous improvement Projects with high to very high levels of uncertainty but low organisational impact. Localised radical change or innovation Strategic Projects with high to very high levels of uncertainty and wide organisational impact. Broad radical change or innovation Descriptions Characteristics

Purpose

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

Categories of Organisational Activity (Kelly, 2002) Key success factors for radical change

many ideas need to be explored

encourage open communication and idea sharing

project aims are based on broad strategic goals

micro scheduling and planning is inappropirate

flexibility required to adapt to change

accountability must emphasise progress and learning

Projects with low levels of uncertainty and low organisational impact. Localised incremental change or continuous improvement Projects with low levels of uncertainty but wide organisational impact. Broad incremental change or continuous improvement Projects with high to very high levels of uncertainty but low organisational impact. Localised radical change or innovation Strategic Projects with high to very high levels of uncertainty and wide organisational impact. Broad radical change or innovation Descriptions Characteristics

CQUniversity interacts in a customised way to your individual requirements. Not all universities can say that and few can say it with confidence. We can. http://content.cqu.edu.au/FCWViewer/view.do?page=6588

Not, how CQU provides the learning tools How CQU connects with the learner's tools The logic of education systems should be reversed so that the system conforms to the learner, rather than the learner to the system. (Green et al, 2005) http://flickr.com/photos/seandreilinger/116676896/

Organisational Social Technical Legal Place

http://flickr.com/photos/bryanesque/1472305343/ Information and Information Technology Used to be scarce

Not now http://flickr.com/photos/stijnnieuwendijk/145678780/

Default disc space for email accounts

http://flickr.com/photos/askpang/327577395/ Student/teachers != consumer/producer Role of Universities Globalisation Commodification Learner-centered

best practice is composed of, and framed by, the varied perceptions and aspirations of the multiple stakeholders who constitute an organisation such as a university (Luck, Jones et al. 2004) differing viewpoints influence the priorities of those who hold them for the development and use of support mechanisms for teaching and learning,

http://flickr.com/photos/chrisjfry/323461344/ Diversity

Best practice implies:

There is a best way to do something

We can identify and codify what that thing is

We can get employees to follow best practice

And that it is desirable that they should do so

http://flickr.com/photos/fleep/485339631/ (Snowden, 2003)

(Snowden, 2003) Humans do not make rational logical decisions based on information input, instead they pattern match with either their own experience, or collective experience expressed as stories. It isn't even a best fit pattern match but a first fit pattern match.

http://flickr.com/photos/sea-turtle/295566974/ Not all systems are ordered in the sense of repeating and empirically verifiable relationships between cause and effect. (Snowden, 2003)

(Snowden, 2007) http://flickr.com/photos/mathemagenic/120780104/

Past experience People Place Product Process Purpose Pedagogy

Decisions need to be transparent better informed Ps Framework + Literature + Discussion helps http://flickr.com/photos/dianny/88887418/

http://flickr.com/photos/marcusramberg/185508448/

Jamieson, K & Hyland, P. (2006). Facotrs that influence Information Systems decisions and outcomes: A summary of key themes from four case studies . Paper presented at the 17th Australasian Conference on Information systems, Adelaide, Australia.

Bannister, F., & Remenyi, D. (1999). Value perception in IT investment decisions. Electronic Journal of Information Systems Evaluation , 2(2).

OECD. (2005). Education at a glance: OECD indicators 2005 . Paris: OECD.

Alavi, M., & Leidner, D.E. (2001). Research commentary: technology-mediated learning - a call for greater depth and breadth of research. Information Systems Research , 12(1), 1-10.

Swanson, E. B., Ramiller, N.C. (2004). Innovating mindfully with information technology. MIS Quarterly , 28(4), 553-583

Bates, A.W. (2000) Technology, open learning and distance education . New York: Routledge

Kenny, J. (2002) Managing innovation in educational institutions. Australian Journal of Educational Technology , 18(3), 359-376

Green, H. et al (2005) Personalisation and digital technologies, http://www.futurelab.org.uk/resources/publications_reports_articles/opening_education_reports/Opening_Education_Report201

Atwell, G. (2007). Personal learning environments - the future of eLearning? http://www.elearningpapers.eu/index.php?page=doc&vol=2&doc_id=8554&doclng=6