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Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
Bridging the gap: e-learning research
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Bridging the gap: e-learning research

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  • It’s a rather a daunting proposition having to do an inaugural as it is difficult to know how to pitch it and it feels as if you are leaving your research philosophy very much bear. Also should one describe some in depth research or a broad overview? I have decided to opt for the latter. What I hope to do in this talk is three things. Firstly, I hope I can share with you my passion for this area of research and show you why I think it is such an exciting area to be working in. Secondly, I hope to be able to demonstrate why this is an important area, highlighting ways in which it is impacting on policy and practice. Thirdly, I would like to give you a snapshot of some of my current research interests.
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    • 1. Bridging the gap a review of e-learning research at Southampton Gráinne Conole University of Southampton Email: g.c.conole@soton.ac.uk ELRC conference, 2 st November 2005
    • 2.  
    • 3.  
    • 4.  
    • 5.  
    • 6. Snapshots of current work Review of tools for effective practice Learning design
        • Lessons learnt
        • from UKeU!
      Methodological issues
        • Theoretical
        • frameworks
    • 7. Types of tools and their uses Manipulating data Word, Excel Presentation The Web, PowerPoint Finding information Search engines, portals Managing Databases, Project Manager Personal management Diaries, calendars
    • 8. Types of tools and their uses Communication Email, discussion forums Visualisation Mindmaps, visual tools Guidance and support Wizards, tutorials Evaluation CAA tools, Web tracking Analysis SPSS, NVIVO
    • 9. Word - use and impact Sharing Creating and sharing resources Presentations Generating ideas Changing roles Used ubiquitously Distributed cognition Collaborative working Changing the way we create knowledge
        • Quality
        • vs content
    • 10. Potential versus reality
      • Gap between the
      • potential of the technologies
      • (confusion over how they can be used)
      • and
      • application of good pedagogical principles
        • (confusion over which models to use)
      Plethora of tools and resources Enormous potential but underused Wealth of knowledge about learning Didactic/behaviourists models predominate
    • 11. Mediating artefacts for learning design Context Tasks Pedagogy Learning activity Mediating artefacts
    • 12. Mediating artefacts
      • Narratives
      • Case studies
      • Peer dialogue
      • Expert guidance
      • Knowledge building
      • Networked communication
      • Lesson plan
      • Tips and tricks
      • Demonstration
      • Answer gardens
      • FAQs
      • Schema
      • Toolkits
      • Models
    • 13. Mediating artefacts
      • Mediate between user and learning activity
      • Help inform decision making
      • Support re: context , pedagogy or tasks or a combination
      • Contextually rich to more abstract
      • Range of formats – textual, dialogic, visual, structural
    • 14. MA affordances
      • A ccessibility – ease of retrieval, simplicity
      • Speed of change - adaptability
      • Diversity - tailored to individual needs
      • C ommunication and collaboration - ‘peer dialogue’ MA better than a ‘lesson plan’ MA
      • Reflection – toolkits designed to encourage the user to revisit and adapt
    • 15. MA affordances
      • Immediacy - degree of contextualisation
      • Multimodality – navigational routes, toolkits more multimodal than lesson plans
      • Risk - a more tightly MA has less unintended consequences
      • Monopolisation - ‘one-size-fits-all’ cf bespoke, contextually located MAs
      • S urveillance - in-built tracking and recording mechanisms
    • 16.  
    • 17.  
    • 18.  
    • 19. Lessons learnt from UKeU Corporate/ academic clash Profit driven Little or no needs analysis or marketing
        • Unrealistic timeframe
        • /deadlines
        • Theoretical
        • frameworks
    • 20. Perceived benefits? Student centred and flexible Built on concept of learning objects Made HEIs critique & reflect on existing provision
        • Constructivist
        • learning activities
        • An idea ahead
        • of its time?
    • 21. Methodological issues Feeder disciplines Wealth of methods No shared language Tension between quantitative & qualitative
        • Lack of rigour,
        • anecdotal & case based
      Methodological innovations
        • Theoretical
        • frameworks
    • 22. Impact on research Bibliographic tools Endnote New discourses Chat, Wikis, access grid Data collection Online, multiple sites Data analysis New powerful tools Publishing JIME, e-Prints
    • 23. Research opportunities Communication Email, discussion forums, Chat, video conferencing Interactivity Wikis, Web logs Collaboration Grid-technologies, sharing tools Data analysis SPSS, NVIVO Data mining Portals, databases
    • 24. Discussion forums
      • Current focus
      • Shift from analysis of content to
        • multimodal approach
        • Richer interpretation
        • Use of grounded theory,
        • critical recall events etc.
      Early research Initially focused on analysis of content Analysis mainly via pre-defined codes
        • Problem
        • Didn’t capture the complexity of the event
        • Lack of contextualisation
        • Codings too rigid
    • 25. Theoretical perspectives Distributed cognition and Person-Plus (Salomon, Pea, Perkins) Intelligence distributed between mind and surroundings ‘ Effects with’ and ‘effects of’ technology Dialogue (Vygotsky, Mercer, Laurillard ) Language as a tool, Joint construction of knowledge “ Inter-thinking”, Conversational framework Systems thinking, metaphors modelling (Senge, Morgan) Capturing organisational and cultural aspects Activity Theory (Engestrom, Wertsh, Scollon) Mediating artefacts, mediated discourse
    • 26. Thanks! Researchers Chris Bailey Annamaria Carusi Jonathan Darby Maarten de Laat Karen Fill Ann Jeffrey PhD students Patrick Fullick Zhen Li Julie Price Cathy Richard George Roberts Bill Warburton Colleagues Education ECS Geography Neonatology Nursing Externally
    • 27. References
      • Conole, Darby, Carusi, De Laat, Wilcox (Submitted), Lessons learnt from the UKeU experience, Continuing Education Studies
      • Conole, G. (2005), Mediating artefacts, CALRG presentation , OU
      • Conole (2002), ‘The evolving landscape of learning technology research’, ALT-J , 10(3), 4-18
      • Conole (2003), ‘Understanding your organisation’ in the ‘Creating a Managed Learning Environment (or MLE) infoKit’, available online at http://www.jiscinfonet.ac.uk
      • Conole, Dyke, Oliver, and Seale, (2004), ‘Mapping pedagogy and tools for effective learning design’, Computers and Education ,
      • Conole and Dyke, (2004), ‘What are the affordances of Information and Communication Technologies?’, ALT-J , 12.2
      • Conole and Fill, (2005), ‘Specification for a learning design activities toolkit’, JIME special issue on learning design
      • Conole (2004), ‘Report on the effectiveness of tools for e-learning’, report for the JISC commissioned ‘Research Study on the Effectiveness of Resources
    • 28. Bridging the gap a review of e-learning research at Southampton Gráinne Conole University of Southampton Email: g.c.conole@soton.ac.uk ELRC conference, 2 st November 2005

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