Re-Thinking E-Learning Research Norm Friesen [email_address]

Overview Chapters have appeared in: Mind, Culture & Activity AI & Society ijCSCL E-Learning Ubiquity

Chapters have appeared in:

Mind, Culture & Activity

AI & Society

ijCSCL

E-Learning

Ubiquity

Overview Re-thinking assumptions about technology: Technology as the driving force for educational change Technology & faculty change Technology & research paradigms Research across the disciplines

Re-thinking assumptions about technology:

Technology as the driving force for educational change

Technology & faculty change

Technology & research paradigms

Research across the disciplines

Technology & Educational Change A new technology “impacts” student outcomes, student satisfaction, education overall Technology as a disruptive force in organizations, institutions Technologies “afford” certain pedagogies by virtue of their design or function Technological change as occurring by law

A new technology “impacts” student outcomes, student satisfaction, education overall

Technology as a disruptive force in organizations, institutions

Technologies “afford” certain pedagogies by virtue of their design or function

Technological change as occurring by law

Example: “tipping point” The… "opportunity to [act] before the tipping point arrives will occur only once.“ “… tools and techniques are developing at an accelerated rate, a rate that calls for an effective response—the preparedness of educators in schools with technology integrated into all subject areas.“

The… "opportunity to [act] before the tipping point arrives will occur only once.“

“… tools and techniques are developing at an accelerated rate, a rate that calls for an effective response—the preparedness of educators in schools with technology integrated into all subject areas.“

Impact of Technology Technology is a force acting from outside Technology acts on its own The arrival of technology is inevitable The object impacted is otherwise immobile The consequences of impact are massive From: Darkmatter

Technology is a force acting from outside

Technology acts on its own

The arrival of technology is inevitable

The object impacted is otherwise immobile

The consequences of impact are massive

Laws of Technological Change Moore's law (the regular doubling of computer processor speeds) Gladwell's "tipping point" (change occurs via an "epidemic" dynamic) Kurzweil's "law of accelerating returns" (the exponential nature of technical innovation) These laws may hold in terms of the spread of disease, or numbers of transistors. But…

Moore's law (the regular doubling of computer processor speeds)

Gladwell's "tipping point" (change occurs via an "epidemic" dynamic)

Kurzweil's "law of accelerating returns" (the exponential nature of technical innovation)

These laws may hold in terms of the spread of disease, or numbers of transistors. But…

But… Changes in technological capability Bandwidth, processing power, storage Do not result in direct and proportionate changes in: learning abilities, teaching performance use of technologies Other institutional metrics

Changes in technological capability

Bandwidth, processing power, storage

Do not result in direct and proportionate changes in:

learning abilities,

teaching performance

use of technologies

Other institutional metrics

Wikipedia 2009

Encoded in Research Designs Rogers’ "Dissemination of Innovation" Model: Technology disseminated through a population Adoption and resistance as the only responses technology as a kind of "unmoved mover," decisively influencing education from the outside Technology as pre-given in its uses, design, purposes, functions, etc.

Rogers’ "Dissemination of Innovation" Model:

Technology disseminated through a population

Adoption and resistance as the only responses

technology as a kind of "unmoved mover," decisively influencing education from the outside

Technology as pre-given in its uses, design, purposes, functions, etc.

Wikipedia 2009

Encoded in Research Designs quasi-experimental designs that define technology as a treatment or control Measure its educational effects or outcomes produces results deemed either controversial, inconclusive or as “fatally flaw[ed]” (Bernard et. al. 2004; Russell, 1997 fundamental questions about technology & change are unasked and unanswered; instead, a tacit understanding is shared…

quasi-experimental designs that define technology as a treatment or control

Measure its educational effects or outcomes

produces results deemed either controversial, inconclusive or as “fatally flaw[ed]” (Bernard et. al. 2004; Russell, 1997

fundamental questions about technology & change are unasked and unanswered; instead, a tacit understanding is shared…

Technological Determinism technological determinism : “the belief that social progress is driven by technological innovation, which in turn follows an ‘inevitable’ course.” Smith, 1994, p 38; also http://www.aber.ac.uk/media/Documents/tecdet/tecdet.html “ optimistic” hard determinism: “the advance of technology leads to a situation of inescapable necessity [with the future being] the outcome of many free choices and the realization of the dream of progress…”(Marx & Smith, 1994; xii).

technological determinism : “the belief that social progress is driven by technological innovation, which in turn follows an ‘inevitable’ course.” Smith, 1994, p 38; also http://www.aber.ac.uk/media/Documents/tecdet/tecdet.html

“ optimistic” hard determinism: “the advance of technology leads to a situation of inescapable necessity [with the future being] the outcome of many free choices and the realization of the dream of progress…”(Marx & Smith, 1994; xii).

Counter-Examples “ progress” can sometimes fail, or be stopped dead in its tracks –or can be “co-opted” (DCMI) The persistence of the classroom as a site of educational practices The Web as being modified and adapted for education: WebCT or Moodle adaptation has occurred in a manner that seems to have had the end effect of reinforcing rather than disrupting many conventional educational practices and organizations.

“ progress” can sometimes fail, or be stopped dead in its tracks –or can be “co-opted” (DCMI)

The persistence of the classroom as a site of educational practices

The Web as being modified and adapted for education: WebCT or Moodle

adaptation has occurred in a manner that seems to have had the end effect of reinforcing rather than disrupting many conventional educational practices and organizations.

Technology as Negotiated Users interpret & “domesticate” technologies Computer and communication technologies are open to multiple uses, non-uses, & improvisations Processes of construction & negotiation is "an 'ambivalent' process of development" that is "suspended between different possibilities" (Andrew Feenberg, 2002, p. 15) Web 2.0 specially suited to this approach

Users interpret & “domesticate” technologies

Computer and communication technologies are open to multiple uses, non-uses, & improvisations

Processes of construction & negotiation

is "an 'ambivalent' process of development" that is "suspended between different possibilities" (Andrew Feenberg, 2002, p. 15)

Web 2.0 specially suited to this approach

Feenberg: Technology in E-Learning? Technology is not a destiny for e-learning Technology is instead a scene of engagement & struggle

Technology is not a destiny for e-learning

Technology is instead a scene of engagement & struggle