Conole Jisc Lxp

Slide 1: Please click on audio link on each slide to hear! Taking the student perspective What is their actual experience of the use of technology? Gráinne Conole JISC Online Conference 13th – 14th June 2007 http://www.jisc.ac.uk/media/documents/lxp_project_final_report_nov_06.pdf

Slide 2: Disruptive technologies or more of the same? The learner experience Connecting progression with the learner experience

Slide 3: The modern context Unpredictable, constantly changing world Culturally rich and complex society with changing norms and values Networked society Increasing impact of technology Unintended consequences and manufactured risks

Slide 4: Progression… in a complex changing environment What does it mean? Key words… Stakeholders Monitoring, recording, sharing , The student! aggregating, synthesising, Peers, tutors, course developers, evidencing, assessing, validation Senior managers, QA bodies, Professional bodies, employers Role of technology wrt progression?

Slide 5: From I to C in ICT Web 1.0: Personal/institutional Web sites, online resources Information focused, individual Web 2.0: Social software: Wikipedia, Flickr, Del.i.cious, Blogs and wikis Interactive, social, collective

Slide 6: Podcasting Blogs Create and upload audio Combine with RSS feeds Personal journal Expert filter Instant Wikis messenger Synchronous chat Collective web pages Presence indicator

Slide 7: Social software Collective media repositories Multiple sources of expertise New communities, collective build

Slide 8: Second life A whole new dimension to learning?

Slide 9: Learner Experiences Project Student experiences Online survey Subject Effective discipline LXP e-learning differences strategies Uses of Audio logs Interviews technologies M. de Laat - Exeter, T. Dillon – Bristol, J. Darby – Open University

Slide 10: Phase 1 – Phase 2 – in-depth case studies context Survey Audio logs Interviews Economics:    3 Economics:    2 Economics: 128 Languages:     47 Languages:     3 Languages: 92 Medicine:    16 Medicine:       5 Medicine: 31 Computing: 19 Computing: 4 Computing: 158 Other: 18 Total: 85 Total: 14 Total: 427

Slide 11: 0 5 10 15 20 25 30 35 40 45 50 Email Internet/Search Computer Word Instant Powerpoint Mobile phones Electronic VLE Mp3 player Spreadsheet Memory stick Graphical Skype Discussion Wiki PDA Technologies used most in percentages Mindmapping Chat Digital camera Modelling What four technologies do you use most? Weblog White board

Slide 12: Survey qualitative data The first thing i do when given any piece of word is type it into a search engine! this gives me the opportunity to see how different people interpret the title. from there i can focus on one main idea and use the electronic resources to support my initial findings or indeed rule them out. e-mail is always vital with communicating with different mediums. teachers for support I use email to communicate with everyone, especially lecturers; arranging meetings, asking questions about work and queries over assignments etc I write all my assignments using Word and to sort through the information I find, make notes of what I still need to do and spell check my emails that I'm sending to lecturers. Search engines are used to find news articles I use them [technologies] to find out information for assignments, and also to help me clarify my notes on each subject area that I study. IM is used to discuss issues with friends if a topic is not understood My PDA is useful for reading things when I'm on the move

Slide 13: Learner voices Fabio: an individual learner (Economics) Samir: a social learner Annmarie: an active technology user (Medicine) Gary: learning through practice (Medicine) Jack: social/interactive learner (Computer Science) Finbar: an active blogger (Computer Science) Dzel: aTurkish student (Languages) Peizhi: a Chinese student (Languages)

Slide 14: Today I used my mobile phone to contact a friend from the same course to ask them where I could get my cover sheet for my essay to hand in today. I had to do this basically because I searched the university web site and I couldn’t find one and I didn’t have one on my computer so I had to ring my friend because I knew he had printed one out for himself earlier in the day… Well basically the mobile phone, … if I didn’t have one I wouldn’t have been able to do this ….I was able to contact XX and ask him where I could find one… I found one on another student’s home page who’d put it up there conveniently so that a lot of people could get it so that was pretty handy and I’ll remember that in the future. Jack: social/interactive learner (Computer Science)

Slide 15: Audio logs Internet sites for meanings and glossary Mobile phone find out about course work MSM chat to send coursework to friends Mobile to text class mates to get exam hints Blogs for personal reflection Internet/search engines to verify concepts Voice recorder for collecting interview data USB stick to transfer data between home and uni Dictionary.com to check words Podcasts from English language sites Updating E-Portfolio from the hospital University VLE site to access lectures and check calendar Internet to research an essay Google using keywords/phrase Wikipedia and podcasts

Slide 16: Learner voices: Laura

Slide 17: Patterns of use Researching and retrieving information Google, Wikipedia, subject-specific sites Communication Multiple tools, peers/tutors… Assignments Generic tools: Word, Excel, Powerpoint Integrated learning Mixed views on VLEs, personalised learning

Slide 18: Content Changing nature of content (more available, lower intrinsic value, Communication higher interactivity and standards) Different tools for different things Cost and value Internet to access expert knowledge Materials and information “With anyone about anything anytime” freely available on the Internet Perceived worth of content Information Communication Presentation Collaboration Use of multimedia to improve New forms of collaboration presentation – smart tools and web2.0 Expectations of good quality content Distributed cognition Evaluation New skills for assessing content Skills to ensure work is authentic

Slide 19: Environment Media Changing media – increase of USB pens, ipods, mps players, integrated phones, better screen displays for reading Motivation Gaming generation, used to highly, engaging and entertaining environment Interactivity Evidence of a shift from passive to interactive interactions across all aspects of their learning Near ubiquitous Many now have their own PCs and wireless internet access – becoming accustomed to being able to access information or contact people on demand, anywhere

Slide 20: Perceptions Comfortable with technology, see it as integral Critically aware of the pros and cons Sophisticated and varied use of different communication tools for different purposes Access to up to date and relevant information and resources vital Don’t see technology as anything special – another tool to support their learning Mismatch between institutions perceptions of student use of technology and actual use

Slide 21: Shifting sands…. Pervasive and integrated Extensive use of tools for everything Personalised Social Adapted to personal needs Networked peer community Interactive Content not fixed Time The ‘now’ culture “Underworld” and mismatch Using tools in unintended ways

Slide 22: What does this mean? Technology Progression Education Society

Slide 23: PB-LXP: Practice-based learning E-assessment E-Portfolios Conferences Wikis & Title Blogs Cisco Networking √ √ Team Engineering √ √ Social Work Practice √ √ Applied Social Work Practice √ √ Extending Professional Practice √ √ √ Software Reqs for Bus Systems √ √ √ How students learn using tools across different boundaries? Strategies they use to manage the process Barriers/enablers, key critical moments Relationship between student practice and institutional policy

Slide 24: Further information • JISC learner experiences projects – www.jisc.ac.uk/elp_learneroutcomes.html • Conole, G. (forthcoming), ‘Describing learning activities: tools and resources to guide practice’ in Rethinking pedagogy for a digital age, H. Beetham and R. Sharpe (Eds), Oxford: RoutledgeFalmer. • Conole, G. and Dyke, M. (2004) ‘What are the affordances of Information and Communication Technologies?’, ALT-J, 12(2): 113-124. • Conole, G. and Fill, K. (2005) ‘A learning design toolkit to create pedagogically effective learning activities’, Journal of Interactive Multimedia Education, 8, http://www-jime.open.ac.uk/2005/08/ • Conole, G. and Oliver, M. (eds.) (2007) Contemporary Perspectives in e- Learning Research: Themes, Tensions and Impact on Practice, Oxford: RoutledgeFalmer. • Conole, G., Thorpe, M., Weller, M., Wilson, P., Nixon, S. and Grace, P. (2007), ‘Capturing practice and scaffolding learning design’ EDEN 2007, Naples. • Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies