The Fickle and Fad of eLearning

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A presentation given at WITT Professional Development Conference, New Plymouth, NZ

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  • A real hallmark of my research is the critical lens I bring to elearning from a broad perspective. Although it’s slogan, ‘the light comes through the cracks’. This saying defines my academic work as in the words of Socrates, the unexamined life is not worth living.
  • The Fickle and Fad of eLearning

    1. 1. The Fickle and Fad of eLearning: Going Beyond the Technology Bungy Mark Brown Director, Teaching, Learning and Distance Education WITT July 21 st , 2011
    2. 2. • Director, Teaching, Learning & Distance Education • Previous Coordinator of the Doctor of Education (EdD) • Current Horizon Report Board Member • On several executive committees (ACiLiTE, DEANZ, DEHub,) • On several journal editorial boards ( Research in Learning Technology, Journal of Further and Higher Education, etc) • First New Zealand Apple Distinguished Educator • Recipient of National Award for Sustained Excellence in Tertiary Teaching • Try to share some of my musings in “Pass the SoLT” [email_address] About Mark
    3. 3. http://tinyurl.com/solt-mbrown About Mark
    4. 4. The light comes through the cracks … “ The unexamined life is not worth living” (Socrates) About Mark
    5. 5. LMS VLE Moodle at Massey “ To provide an exceptional and distinctive experience for all students through a rich digital learning culture.”
    6. 6. Moodle Adobe Presenter Adobe Connect Turnitin Lightwork Wimba Voice Adobe Acrobat Pro Mediasite Mahara Stream at Massey
    7. 7. http://www.lightworkmarking.org Moodle at Massey University
    8. 8. The Fickle and Fad of eLearning
    9. 9. Most elearning initiatives are based on great leaps of faith! They offer nothing more than a (dangerous) quick thrill The Fickle and Fad of eLearning
    10. 10. Technology Expectation Cycle (Cuban, 1986) Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. The Fickle and Fad of eLearning
    11. 11. High expectations Growing support Subsided enthusiasm Rebukes and blame Technology Expectation Cycle (Cuban, 1986) Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers’ College Press. The Fickle and Fad of eLearning
    12. 12. A perennial cycle of the initial ‘talking-up’ and later ‘letting-down’ of educational technologies (Terry Mayes, 1995). The Fickle and Fad of eLearning
    13. 13. A perennial cycle of the initial ‘talking-up’ and later ‘letting-down’ of educational technologies (Terry Mayes, 1995). Educational technology – an ongoing cycle of hype, hope and disappointment (Anastasia Gouseti, 2010). The Fickle and Fad of eLearning
    14. 14. A perennial cycle of the initial ‘talking-up’ and later ‘letting-down’ of educational technologies (Terry Mayes, 1995). Educational technology – an ongoing cycle of hype, hope and disappointment (Anastasia Gouseti, 2010). Gartner Hype Cycle The Fickle and Fad of eLearning
    15. 15. How do we design untethered learning… … that truly disrupts the ‘old’ normal? The Fickle and Fad of eLearning
    16. 16. Old NZ Television Commercial The Fickle and Fad of eLearning
    17. 17. The Fickle and Fad of eLearning
    18. 18. 1. Gap between formal and informal learning 2. Abundance of digital content for learning 3. Developing the skill and the will 4. What to do about quality 5. Lack of evidence The great challenges… The Fickle and Fad of eLearning
    19. 19. "The web of our life is of a mingled yarn, good and ill together...” William Shakespeare. Central thesis… The Fickle and Fad of eLearning
    20. 20. 1. Gap between Formal and Informal Learning
    21. 21. When was the first Kindle released? 1. Gap between Formal and Informal Learning
    22. 22. 1. Gap between Formal and Informal Learning
    23. 23. There are over 2.9 billion searches performed on Google each month. 1. Gap between Formal and Informal Learning
    24. 24. To whom were these questions addressed B.G.? … before Google 1. Gap between Formal and Informal Learning
    25. 25. 1. Gap between Formal and Informal Learning
    26. 26. 1. Gap between Formal and Informal Learning
    27. 27. http://www.youtube.com/watch?v=3SuNx0UrnEo&feature=youtu.be 1. Gap between Formal and Informal Learning
    28. 28. A completely new type of globally connected learner is expecting a new type of Education for new times. What does all this mean? 1. Gap between Formal and Informal Learning
    29. 29. Not all digital natives… “ The digital native and digital immigrant may be useful slogans for provoking debate but the distinction does not stand up to inspection… the profound changes taking place need to be situated in diversity rather than dichotomy” (Brown, 2005, p.3). Brown, M. E. (2005). The next generation: Looking to the future. Computers in New Zealand Schools, 17 (2), 3-7. July Editorial. 1. Gap between Formal and Informal Learning
    30. 30. 2. Abundance of Digital Content for Learning
    31. 31. The economics of abundance New Models of Production New Models of Distribution New Models of Delivery 2. Abundance of Digital Content for Learning
    32. 32. 2. Abundance of Digital Content for Learning
    33. 33. 2. Abundance of Digital Content for Learning
    34. 34. Places Tools Learner-Content Interaction Learner-learner Interaction Spaces Teacher-Learner Interaction eLearning Interactions 1. What is eLearning? What we do… 2. Abundance of Digital Content for Learning
    35. 35. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Still has a role but… 2. Abundance of Digital Content for Learning How we do it…
    36. 36. Acquisition Participation Roots metaphors… (Brown, 2011) (Sfard, 1998) 2. Abundance of Digital Content for Learning
    37. 37. Physical Virtual Acquisition Participation (Brown, 2011) (Sfard, 1998) 2. Abundance of Digital Content for Learning Roots metaphors…
    38. 38. Synchronous Asynchronous Acquisition Participation (Brown, 2011) (Sfard, 1998) 2. Abundance of Digital Content for Learning Roots metaphors…
    39. 39. Synchronous Asynchronous Acquisition Participation Discussion Fora Lecture Capture Connect Clinic Connect Webinar Adobe Presenter Wikis ePortfolio Online Readings Video Streaming Online Chat Video Conferencing (Brown, 2011) Real-time Test (Sfard, 1998) Stream ecology… 2. Abundance of Digital Content for Learning
    40. 40. 2. Abundance of Digital Content for Learning
    41. 41. Strong Teacher Presence 2. Abundance of Digital Content for Learning
    42. 42. Principle of substitution 2. Abundance of Digital Content for Learning
    43. 43. Renewed focus on learning design 2. Where is eLearning heading? 2. Abundance of Digital Content for Learning
    44. 44. Avoiding the dominant ‘pump, pump, dump model’ of online learning… http://www.flickr.com/photos/thebestfriend/4534455439/sizes/z/in/photostream/ 2. Abundance of Digital Content for Learning
    45. 45. 3. Developing the Skill and the Will
    46. 46. • New demands on staff • Growing range of electronic tools • Lack of time to devote to pedagogy and professional development 2. Where is eLearning heading? 3. Developing the Skill and the Will
    47. 47. Potential increases in academic workload… More with less! 2. Where is eLearning heading? 3. Developing the Skill and the Will
    48. 48. 1 st Layer Core Tools (Moodle, Adobe Connect, Turnitin, etc) 2 nd Layer Custom Tools (SBL-I, Wimba Voice, Lightwork, etc) 3 rd Layer Edge Tools (Facebook, Delicious, Skype, YouTube, Twitter, etc) Full Support Limited Support No Support Integrated eLearning Framework Personal Learning Environment KISS Principle… 3. Developing the Skill and the Will
    49. 49. http://stream 4staff.massey.ac.nz 3. Developing the Skill and the Will
    50. 50. New ways of supporting staff 2. Where is eLearning heading? 3. Developing the Skill and the Will
    51. 51. 3. Developing the Skill and the Will
    52. 52. But deep pedagogical change is hard… Stream = VLE 2. Where is eLearning heading? Brown, M., Walker, R., & Hughes, H (2011). A story of two tales: What do College of Business staff say about the Stream experience? Research report, Massey University. 3. Developing the Skill and the Will
    53. 53. (Brown, 2006) and remains a site of struggle … 3. Developing the Skill and the Will
    54. 54. 4. What to do about Quality
    55. 55. Quality Assurance or Quality Enhancement? 4. What to do about Quality
    56. 56. Scholarly Peer Review Teaching Evaluation Data Course Planning & Development Tool Guidelines for Effective Practice Accessibility Guidelines Course Self-review Checklist Student Workload Calculator Design for Learning Resources for Learning Facilitating Learning Assessment for Learning Evaluating Teaching Professional Learning Quality Enhancement Framework… 4. What to do about Quality
    57. 57. http://peerreview.massey.ac.nz 4. What to do about Quality
    58. 58. Peer Review Framework 4. What to do about Quality
    59. 59. “ Not everything that can be counted counts, not everything that counts can be counted” Albert Einstein 4. What to do about Quality
    60. 60. 5. Lack of Evidence
    61. 61. 5. Lack of Evidence • Is elearning better than traditional teaching?
    62. 62. 5. Lack of Evidence • Is elearning better than traditional teaching? - wrong question - not a single entity - holds to a different standard - need to understand the conditions - problematic to measure empirically
    63. 63. Allen, K., Galvis, D., Katz R. (2004). Evaluation of CDs and chewing gum in teaching dental anatomy. Journal of Dental Research , 83. VS. 5. Lack of Evidence Example from Professor Tom Reeves…
    64. 64. 5. Lack of Evidence http://www.flickr.com/photos/linnybinnypix/430967476/ Learning is like chewing gum (messy)
    65. 65. No one should doubt that online learning works as well as face-to-face teaching. 5. Lack of Evidence
    66. 66. No one should doubt that online learning works as well as face-to-face teaching. 5. Lack of Evidence But the challenge is finding the right mix ?
    67. 67. "Using technology to improve education is not rocket science ...it is much, much harder than that" (Diana Laurillard, Opening Up Education, 2009). 5. Lack of Evidence
    68. 68. Conclusion
    69. 69. Before we leap into the unknown we need… Conclusion
    70. 70. … the courage to confront some of the great challenges facing tertiary education in uncertain times. Before we leap into the unknown we need… Conclusion
    71. 71. “ All education springs from images of the future and all education creates images of the future. Thus all education, whether so intended or not, is a preparation for the future. Unless we understand the future for which we are preparing we may do tragic damage to those we teach” (Toffler, 1974). Conclusion
    72. 72. “ A prudent question is one-half of wisdom. ” Francis Bacon Questions [email_address] http://www.slideshare.net/mbrownz/

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