Conole Zurich

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Conole Zurich

  1. 1. Changing Perspectives in E-learning Scrutinising the learner voice Gráinne Conole, The Open University 25th January 2008 11th Annual ELC-NET Conference E-Learning Campus Zurich
  2. 2. Learning connections
  3. 3. Learning connections Student experience
  4. 4. Learning connections Learning activities Outcomes Tasks Assessment Student experience
  5. 5. Learning connections Learning activities Outcomes Design Tasks Assessment Student experience
  6. 6. Learning connections Learning activities Outcomes Design Support Tasks Assessment Student experience
  7. 7. Learner voices JISC In their own words
  8. 8. Learner voices JISC In their own words
  9. 9. Learner voices Learning in the digital age Concerns Expectations Benefits Communication & networking JISC In their own words
  10. 10. JISC Learner experience programme
  11. 11. JISC Learner experience programme Phase One Review (Sharpe et al.) LEX (Creanor et al.) LXP (Conole et al.)
  12. 12. JISC Learner experience programme Phase One Review (Sharpe et al.) LEX (Creanor et al.) LXP (Conole et al.)
  13. 13. JISC Learner experience programme Phase One Review (Sharpe et al.) LEX (Creanor et al.) LXP (Conole et al.) Phase Two Longitudinal study - STROLL (Hertfordshire) Institutional studies - discipline differences, accessibility, practice- based learning, transition between sectors
  14. 14. The LXP and LEX Projects
  15. 15. The LXP and LEX Projects The LXP project - HE students Context In-depth case studies Survey Audio logs Interviews Economics: 128 Economics: 3 Economics: 2 Languages: 92 Languages: 47 Languages: 3 Medicine: 31 Medicine: 16 Medicine: 5 Computing: 158 Computing: 19 Computing: 4 Other: 18 Total: 427 Total: 85 Total: 14
  16. 16. The LXP and LEX Projects The LXP project - HE students Context In-depth case studies Survey Audio logs Interviews Economics: 128 Economics: 3 Economics: 2 Languages: 92 Languages: 47 Languages: 3 Medicine: 31 Medicine: 16 Medicine: 5 Computing: 158 Computing: 19 Computing: 4 Other: 18 Total: 427 Total: 85 Total: 14 The LEX project - formal and informal students Age No. % 16-24 24 43.6 25-34 6 10.9 35-54 20 36.4 55-64 2 3.6 65+ 2 3.6 Unstated 1 1.8
  17. 17. The LXP and LEX Projects The LXP project - HE students Context In-depth case studies Survey Audio logs Interviews Economics: 128 Economics: 3 Economics: 2 Languages: 92 Languages: 47 Languages: 3 Methods: Medicine: 31 Medicine: 16 Medicine: 5 Interviews, survey, Computing: 158 Computing: 19 Computing: 4 Other: 18 audio logs, videos Total: 427 Total: 85 Total: 14 The LEX project - formal and informal students Age No. % 16-24 24 43.6 25-34 6 10.9 35-54 20 36.4 55-64 2 3.6 65+ 2 3.6 Unstated 1 1.8
  18. 18. The LXP and LEX Projects The LXP project - HE students Context In-depth case studies Survey Audio logs Interviews Economics: 128 Economics: 3 Economics: 2 Languages: 92 Languages: 47 Languages: 3 Methods: Medicine: 31 Medicine: 16 Medicine: 5 Interviews, survey, Computing: 158 Computing: 19 Computing: 4 Other: 18 audio logs, videos Total: 427 Total: 85 Total: 14 The LEX project - formal and informal students Age No. % 16-24 24 43.6 25-34 6 10.9 35-54 20 36.4 55-64 2 3.6 65+ 2 3.6 Unstated 1 1.8
  19. 19. Changing relationships
  20. 20. Changing relationships 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
  21. 21. Changing relationships 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 I think the relationship between students and the university itself, is becoming very …technological … most services are provided online, and that saves a lot of time, meaning you don’t need to come to university... a lot of information about yourself... even your grades … its been much easier to interact with the university
  22. 22. Changing relationships 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 I think the relationship between students and the university itself, is becoming very …technological … most services are provided online, and that saves a lot of time, meaning you don’t need to come to university... a lot of information about yourself... even your grades … its been much easier to interact with the university It basically opens up a whole world of learning for everybody, you know. You can find, read up, on anything you like. In a university context, you can have all your notes and everything all on one machine. So anytime you have to look for something, you don’t have to flick through a big file, you can type, search your computer for what you’re looking for
  23. 23. Audio & Video clips Video Reflective summaries Audio In situ, emotive
  24. 24. Audio & Video clips Video Reflective summaries Audio In situ, emotive Laura: Technology immersed
  25. 25. Audio & Video clips Video Reflective summaries Audio In situ, emotive Laura: Technology immersed Emma and Jenny: Application to practice
  26. 26. Audio & Video clips Video Reflective summaries Audio In situ, emotive Laura: Technology immersed Emma and Jenny: Application to practice Paul, Simon and Beth: Work-based learning
  27. 27. Today’s learners Key themes
  28. 28. Today’s learners Core toolset Word, email, Web Key themes Information Communication Google first, peer Mix-mode, approval personalised
  29. 29. Today’s learners Core toolset Word, email, Web LXP framework Pervasive Integrated Key Time/space themes Learning patterns Information Communication Google first, peer Mix-mode, approval personalised
  30. 30. Today’s learners Core toolset Word, email, Web LXP framework Pervasive Personalised Adaptive Integrated Key Time/space themes Digitised Skills Learning patterns Information Communication Google first, peer Mix-mode, approval personalised
  31. 31. ECAR research studies and surveys
  32. 32. The JISC Learner Experience programme Kennedy et al., Oblinger et al., TALL Web 2.0 survey, JISC Ipsos MORI survey Educause ECAR study of U/G and IT 2007
  33. 33. Access: 73% broadband, 96% Mobile, 90% PC, 76% Digital camera, 69% MP3 player, 63% Laptop Activities: Email (94%), Creating documents (88%), Music (84%), Searching (83%), Chat (80%) Emerging: Blogs, file sharing, web conferencing, social networking The JISC Learner Experience programme Kennedy et al., Oblinger et al., Kennedy et al. 2006 TALL Web 2.0 survey, JISC Ipsos MORI survey Educause ECAR study of U/G and IT 2007
  34. 34. Access: 73% broadband, 96% Mobile, 90% PC, 76% Digital camera, 69% MP3 player, 63% Laptop Activities: Email (94%), Creating documents (88%), Music (84%), Searching (83%), Chat (80%) Emerging: Blogs, file sharing, web conferencing, social ECAR 2007 networking The JISC Learner Experience programme Kennedy et al., Oblinger et al., Kennedy et al. 2006 TALL Web 2.0 survey, JISC Ipsos MORI survey Educause ECAR study of U/G and IT 2007
  35. 35. Learning processes
  36. 36. Learning processes Task orientated Experiential Cumulative
  37. 37. Learning Attitudes & processes approaches Task orientated Experiential Cumulative
  38. 38. Learning Attitudes & processes approaches Task orientated Engaging & relevant Experiential Multi-faceted Cumulative Social aspects
  39. 39. A learning design toolbox
  40. 40. Resources & examples A learning design toolbox
  41. 41. Resources & examples A learning design toolbox Design tools
  42. 42. Resources & examples A learning design toolbox Design tools
  43. 43. Resources & examples A learning design toolbox Design tools
  44. 44. Resources & examples A learning design toolbox Design tools
  45. 45. The OU Learning Design project Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
  46. 46. The OU Learning Design project Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshops Tool and resource development Phase 1: Compendium, external resources Phase 2: CompendiumLD, LD toolbox Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
  47. 47. The OU Learning Design project 44 case 8 faculty studies Fact finding & user requirements workshops Phase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshops 15 design Tool and resource development interviews & in- Phase 1: Compendium, external resources Workshops & depth course Phase 2: CompendiumLD, LD toolbox focus groups evaluation Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
  48. 48. The OU Learning Design project 44 case 8 faculty studies Fact finding & user requirements workshops Phase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshops Tool Resource development: identification: tools, Compendium methods, case studies 15 design Tool and resource development interviews & in- Phase 1: Compendium, external resources Workshops & depth course Phase 2: CompendiumLD, LD toolbox focus groups evaluation Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
  49. 49. Examples &Case studies
  50. 50. Examples &Case studies
  51. 51. Examples &Case studies
  52. 52. Examples &Case studies
  53. 53. Examples &Case studies
  54. 54. Design tools
  55. 55. Design tools LAMS
  56. 56. Design tools London pedagogical planner Select Distribute Define Estimate Define Estimate Define ratio Teaching learner time maximum preparation reuse of presentation of cognitive Methods over TMs group size time materials time activities Select Teaching Methods for the Module Rollover to see definitions and links to examples Click on the Teaching Methods you want to use Lectures . . . . . . . . . . . . . . . . . . . . . . . . . Could be data analysis and Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . modelling, such as Workshops . . . . . . . . . . . . . . . . . . . . . . . spreadsheets, or simulations, Fieldwork . . . . . . . . . . . . . . . . . such as economic models… Study guides . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . ExamplesAudio-graphic systems Computer-based tools . . . . . . . . . . . . . . support online audio chat Web-based resources . . . . . . . . . . . . . . Online asynchronous conferencing . . . . with linked visual displays, Online synchronous audio conferencing . allowing tutors to see what Tutor-marked assignment . . . . . . . . . . . students do with a diagram, LAMS Computer-marked assignment . . . . . . . . Additional teaching methods Other?. . . . . picture, etc. Examples This selection will be carried through the Module Plan. You can return to make a new selection, or write in an additional method at any point.
  57. 57. Design tools London pedagogical planner Select Distribute Define Estimate Define Estimate Define ratio Teaching Methods learner time over TMs maximum group size preparation time reuse of materials presentation time of cognitive activities Phoebe wiki Select Teaching Methods for the Module Rollover to see definitions and links to examples Click on the Teaching Methods you want to use Lectures . . . . . . . . . . . . . . . . . . . . . . . . . Could be data analysis and Tutorials . . . . . . . . . . . . . . . . . . . . . . . . . Seminars . . . . . . . . . . . . . . . . . . . . . . . . modelling, such as Workshops . . . . . . . . . . . . . . . . . . . . . . . spreadsheets, or simulations, Fieldwork . . . . . . . . . . . . . . . . . such as economic models… Study guides . . . . . . . . . . . . . . . . . . . . . Set readings . . . . . . . . . . . . . . . . . . . . . ExamplesAudio-graphic systems Computer-based tools . . . . . . . . . . . . . . support online audio chat Web-based resources . . . . . . . . . . . . . . Online asynchronous conferencing . . . . with linked visual displays, Online synchronous audio conferencing . allowing tutors to see what Tutor-marked assignment . . . . . . . . . . . students do with a diagram, LAMS Computer-marked assignment . . . . . . . . Additional teaching methods Other?. . . . . picture, etc. Examples This selection will be carried through the Module Plan. You can return to make a new selection, or write in an additional method at any point.
  58. 58. Workspace
  59. 59. Standard Compendium icon set Workspace
  60. 60. Standard Compendium icon set Tailored icon set for learning design Workspace
  61. 61. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  62. 62. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  63. 63. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  64. 64. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  65. 65. Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff
  66. 66. Jury role play: multiple roles
  67. 67. Scaffolding & support
  68. 68. Scaffolding & support
  69. 69. Scaffolding & support
  70. 70. Scaffolding & support
  71. 71. Evaluation findings
  72. 72. Evaluation findings Design process creative, messy, iterative Informed by practice rather Serendipitous routes than theories to support Compendium easy to use Compendium helped make design more explicit Different aspects to design - focus and level of granularity No one perfect design tool or approach
  73. 73. Mapping at course level
  74. 74. Mapping at course level
  75. 75. Mapping at course level
  76. 76. Mapping at course level
  77. 77. Ways of Thinking differently
  78. 78. Ways of Thinking differently
  79. 79. Ways of Thinking differently
  80. 80. Ways of Thinking differently
  81. 81. Ways of Thinking differently
  82. 82. Ways of Thinking differently Mapping tools to pedagogy
  83. 83. Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
  84. 84. Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
  85. 85. Tools E-portofolio, blog, wiki, RSS feed, etc... Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
  86. 86. Tools E-portofolio, blog, wiki, RSS Tasks feed, etc... Search, discuss, collate, present, etc Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
  87. 87. Organisation Tools Creativity E-portofolio, blog, wiki, RSS Dialogue Tasks feed, etc... Search, discuss, Collaboration collate, present, Reflection etc Interaction Inquiry Authenticity Positives Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
  88. 88. Organisation Tools Time consuming Creativity E-portofolio, Support issues blog, wiki, RSS Dialogue Tasks Assessment issues feed, etc... Search, discuss, Collaboration Expensive collate, present, Reflection Lack of interaction etc Interaction Difficult to manage Inquiry New skills required Authenticity Uninspiring Positives Negatives Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
  89. 89. Organisation Tools Time consuming Creativity E-portofolio, Support issues blog, wiki, RSS Dialogue Tasks Assessment issues feed, etc... Search, discuss, Collaboration Expensive collate, present, Reflection Lack of interaction etc Interaction Difficult to manage Inquiry New skills required Authenticity Uninspiring Positives Negatives Assessment Blog by portofolio reflection on practice Group Group report in a resources via wiki RSS Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
  90. 90. Examples
  91. 91. Examples Templates
  92. 92. Examples Help Templates
  93. 93. Examples Help Templates
  94. 94. Examples Help Choices Templates
  95. 95. Examples Help Learning activity Choices Templates
  96. 96. Issues
  97. 97. Issues Adopting a Learning Design mindset Degree of control between tool and user Integration of help at the right time and level Forms of representation Sustainable user-generated and levels of granularity activities Roll out and support: research vs. practice
  98. 98. THE VLE IS DEAD!
  99. 99. THE VLE IS DEAD!
  100. 100. THE VLE IS DEAD! Martin Weller Niall Sclater Tony Hirst Brian Kelly
  101. 101. Tensions
  102. 102. Tensions Personalised Institutional tools tools
  103. 103. Tensions Loosely coupled Personalised Institutional tools tools Integrated systems
  104. 104. Tensions Loosely coupled Student “control” Personalised Institutional tools tools Institution “control” Integrated systems
  105. 105. Implications
  106. 106. Implications Changing learning & teaching paradigms
  107. 107. Implications Changing learning & teaching paradigms Staff & learner skills set
  108. 108. Implications Changing learning & teaching paradigms Staff & learner skills set Roles & structures
  109. 109. Implications Changing learning & teaching paradigms Strategy& Staff & learner policy skills set Roles & structures
  110. 110. G.C.CONOLE@OPEN.AC.UK Blog: www.e4innovation.com

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