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Conole Inaugural Final
 

Conole Inaugural Final

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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.

Conole Inaugural Final Conole Inaugural Final Presentation Transcript

  • Designing for effective e-learning reviewing and reflecting on current e-learning research Professor Gráinne Conole University of Southampton Email: g.c.conole@soton.ac.uk Inaugural lecture, 28 th April 2005
  • Early years… In training for e-learning Conferences!
  • Life as a Chemist… What is a learning outcome? Shift from Chemistry to educational innovation Innovations Multimedia tutorials Portfolios Online evaluation Chemistry website Real blackboards!
  • Impact of e-learning Organisational level Tutor skills & changing roles Virtual learning environments Interactive & engaging materials Unintended consequences
  • Growth of e-learning tools Communication tools Email, discussion boards, chat Assessment tools TOIA, QuestionMark Integrated learning environments Blackboard, WebCT Online information tools Gateways and portals
  • Increasing impact of ICT ICT as mission critical Drivers National initiatives ICT catalysts - VLEs Funding drivers Organisational structures Roles, skills and practice Teaching, learning and assessment Impact
  • The holy grail of e-learning New forms of learning Pedagogical re-engineering A global connected society Learning anywhere anytime Rich multimedia representation Smart, adaptable, personalised To what extent is this true? What is the link between the pedagogy and the technology?
  • Negative aspects Patch use of communication tools Stilted collaborations VLEs for admin and as content repositories Information overload Not pedagogically informed -ve
  • Positive aspects Critical mass of mediating tools and resources Shift from individual to socially situated Learning in context or through problem solving New innovative uses of e-learning +ve
  • Pros and cons Access to wealth of resources Information overload , quality issues New forms of dialogue Literacy skills issues New forms of community Learner identity and confusion Speed of access, immediacy Lack of permanency, surface Virtual representations Lack of reality, real is fake
  • Research philosophy & impact Research consolidating Professional practice informing Practice improving Resources developing Theory enhancing Learning shaping Policy guiding Strategy building Networks
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  • Snapshots of current work Review of tools for effective practice Learning design
      • Lessons learnt
      • from UKeU!
    Methodological issues
      • Theoretical
      • frameworks
  • 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
  • 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
  • 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
  • Learning activity toolkit
    • 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
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  • Lessons learnt from UKeU Corporate/ academic clash Profit driven Little or no needs analysis or marketing
      • Unrealistic timeframe
      • /deadlines
      • Theoretical
      • frameworks
  • 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?
  • Methodological issues Feeder disciplines Wealth of methods No shared language Tension between quantitative & qualitative
      • Lack of rigour,
      • anecdotal & case based
    Methodological innovations
      • Theoretical
      • frameworks
  • 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
  • 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
  • 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
  • Theoretical frameworks Communities of Practice Activity theory Dialogue Systems thinking, modelling, metaphor Distributed cognition
  • Wenger’s Community of Practice Learning Community Practice Identity Meaning Learning as experiences Learning as doing Learning as becoming Learning as belonging Social theory of learning Learning as social participation Legitimate participation Rarification
  • Activity theory Mediating artefacts Literature Subject Me Object Central issues of activity theory Outcome Text Focus on individuals negates social aspects Idea of ‘activity’ as an object-orientated and culture formation that has its own structure Mediation by tools and signs
  • Mediating artefacts Relevant literature Conference material Subject Group of academics Object Central issues of activity theory Rules Conventions of conference Community Academics interested in activity theory Division of labour Compartments based on disciplines etc Outcome New intellectual tools and patterns of collaboration
  • Other 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, Beer, Morgan) Capturing organisational and cultural aspects Offer different perspectives
  • Future gazing…. New forms of media Increasingly mobile and ubiquitous More sophisticated tools and resources Increasingly global and interconnected
  • 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
  • Designing for effective e-learning reviewing and reflecting on current e-learning research Professor Gráinne Conole University of Southampton Email: g.c.conole@soton.ac.uk Inaugural lecture, 28 th April 2005
  • References
    • 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 , June 2004
    • Conole and Dyke, (2004), ‘What are the affordances of Information and Communication Technologies?’, ALT-J , 12.2
    • Conole and Fill, (Submitted), ‘Specification for a learning design activities toolkit’, draft paper
    • Conole (2004), ‘Report on the effectiveness of tools for e-learning’, report for the JISC commissioned ‘Research Study on the Effectiveness of Resources , Tools and Support Services used by Practitioners in Designing and Delivering E-Learning Activities
    • Conole and Warburton (2005), ‘ A review of computer-assisted assessment’, ALT-J, 13(2), 19-33