Elearning and Me

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Presentation for ALT-C 2008

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  • Elearning and Me

    1. 1. E-learning and me Ruth Catlow, Miles Metcalfe, Roger Rees
    2. 2. E-learning and me <ul><li>Where we came from </li></ul><ul><li>What that means </li></ul><ul><li>Where we are going </li></ul><ul><li>What that means </li></ul><ul><li>Acknowledgements </li></ul>
    3. 3. Where we came from Elearning in the enterprise
    4. 5. In the beginning … <ul><li>Computers were expensive </li></ul><ul><li>Owned by governments, businesses, and universities </li></ul><ul><li>Senior decision-makers bought computers for their organisations </li></ul><ul><li>IT staff enforced fair use </li></ul>
    5. 6. From the datacentre <ul><li>Drivers for computing: </li></ul><ul><ul><li>Reducing costs </li></ul></ul><ul><ul><li>Increasing efficiency </li></ul></ul><ul><li>This is the computing of the “enterprise” </li></ul><ul><li>Key themes are: processes, workflows, standards and standardisation </li></ul>
    6. 7. To the learning centre <ul><li>Technology supported learning inherits an “enterprise” mindset. </li></ul><ul><li>Regulated </li></ul><ul><li>Standardised </li></ul><ul><li>Locked up </li></ul><ul><li>Locked down </li></ul>
    7. 8. Welcome to Leeds, kids! <ul><li>http://campus.leeds.ac.uk/isms/information_security/index.htm </li></ul>
    8. 9. And to the VLE <ul><li>The virtual learning environment is a panopticon for learning and teaching </li></ul><ul><li>Typically bought by a committee </li></ul><ul><li>Imposed as an institutional “solution” </li></ul><ul><li>It supports standards you can’t pronounce, let alone ever need </li></ul>
    9. 10. Where we are going Learning 2.0
    10. 12. In the present <ul><li>Laptops are given away with broadband deals </li></ul><ul><li>Social networking and instant messaging are commonplace amongst students </li></ul><ul><li>Most of their lecturers have a Facebook page </li></ul><ul><li>The marketing department are running an ill-judged campaign on Bebo </li></ul>
    11. 13. The good <ul><li>Computers are no longer jealously-guarded scarce resources </li></ul><ul><li>Many students and staff are empowered through computer use </li></ul><ul><li>The prototypical computer use today is communication – email, IM, social networking </li></ul><ul><li>Elearning innovation using social software </li></ul>
    12. 14. The not so good <ul><li>Technically, universities aren’t ready for user-owned technology </li></ul><ul><li>The UKAMF shows that strategy is slow to catch up – and the enterprise abides </li></ul><ul><li>The “dash to Facebook ” can neglect pedagogy for trendiness </li></ul><ul><li>Hard problems with assessment remain hard </li></ul>
    13. 15. Towards a solution <ul><li>Social tools are not for everyone </li></ul><ul><ul><li>Not all learners will generalise from MySpace to a course wiki </li></ul></ul><ul><li>Not everyone has the same access to technology </li></ul><ul><ul><li>Institutional policies can diminish the experience of the least well-equipped </li></ul></ul>
    14. 16. Look out for … <ul><li>OpenID if your institution supports it </li></ul><ul><li>RSS or Atom feeds are a must </li></ul><ul><li>It should be easy to get data out </li></ul><ul><ul><li>Data-portability a sensible minimum </li></ul></ul><ul><ul><li>But – your data is your property! </li></ul></ul>
    15. 17. The social stack A model for social software in education
    16. 18. A social stack After: http://www.headshift.com/archives/003389.cfm
    17. 19. Assessment <ul><li>A problem of scalability </li></ul><ul><li>Institutional OpenID could help with oversight </li></ul><ul><li>Life-stream services such as Friendfeed or Jaiku have potential for group aggregation </li></ul><ul><ul><li>Not complete solutions </li></ul></ul>
    18. 20. Challenges <ul><li>Develop a sophisticated view of “Web 2.0” software </li></ul><ul><li>Choosing the right platforms, and supporting learners’ choices </li></ul><ul><ul><li>Platform personalisation </li></ul></ul><ul><li>Equality of access: wealth, inclination </li></ul>
    19. 21. Acknowledgements Credits and thanks
    20. 22. <ul><li>Funding from the JISC – D4L and user-owned technology demonstrators </li></ul><ul><li>Andrew McAfee for Three Kinds of IT </li></ul><ul><li>Headshift for the Social Stack </li></ul><ul><li>University of Leeds for screen-grabs </li></ul><ul><li>Apple for iPhone photos </li></ul><ul><li>Jeff Kravitz for unearthing photos from the prehistory of computing </li></ul><ul><li>Students and staff at Ravensbourne College </li></ul><ul><li>Thanks for listening! </li></ul>

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