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Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
Jiscle2 Institutional
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Jiscle2 Institutional

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Mind the gap…understanding the tensions between the institution and the learner. …

Mind the gap…understanding the tensions between the institution and the learner.
Workshop with Sarah Knight and Ellen Lessner at JISC Conference, Edinburgh, 24 March 2009.

Published in: Education, Technology, Business
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  • With particular thanks to Rhona Sharpe for collaboration on several of these slides
  • Transcript

    • 1. Learners’ experiences of e-learning 08/06/09 | | Slide Rhona Sharpe Project Director, Support & Synthesis project Oxford Centre for Staff and Learning Development Oxford Brookes University Bridging the gap JISC conference 2009
    • 2. Key messages 08/06/09 | slide
    • 3. Flexibility, reliability, convenience <ul><li>Learners are living complex lives. </li></ul><ul><li>Learners are positive about VLEs where they provide easy access to everything they need </li></ul><ul><li>High expectations for robust, visible, ubiquitous services. </li></ul><ul><li>Time is a constraint, and a persistent worry for disabled learners </li></ul>08/06/09 | slide My favourite piece of technology is “my phone, because I record lectures ... I am more likely to watch what I have recorded than to log on the [VLE] and to go through the long procedure of finding something…” (E4L)
    • 4. P ersonal technology <ul><li>T here is high ownership and access to personal technology, but note institutional differences </li></ul><ul><li>Where access or ownership is lacking, students feel disadvantaged </li></ul><ul><li>Most students are not sure how to use personal technology to aid study, </li></ul>08/06/09 | slide “ If we are required to be networked for a computer workshop, for example, there generally aren’t places you can plug in a laptop with assistive technology in. So, then you are reliant on whatever assistive technologies are available on the network.” ( LexDis)
    • 5. Study habits and strategies <ul><li>New learners are c onservative in their study habits and approaches </li></ul><ul><li>I nfluenced initially by prior educational experience, and later by their tutors </li></ul><ul><li>Disabled learners are agile technology users who understand the affordances of technology </li></ul><ul><li>Learn skills from each other </li></ul>08/06/09 | slide “ Well firstly if I want to look anything up… I will usually Google it... Then I would fire up MSN… Finally [the VLE] and all the resources the University makes available online.” (STROLL)
    • 6. Working with others <ul><li>Extensive use of social networking sites – for recreational use </li></ul><ul><li>Extensive use of peers for support, especially technical support </li></ul><ul><li>Technologies used to support the process of groupwork </li></ul><ul><li>Social networking used where have a cohort identity </li></ul>08/06/09 | slide “ University e-mail I don’t really use for people at University, I usually use texting, Facebook or MSN. If they’re on-line, on MSN, I know hopefully they’ll respond straightaway. You can get an immediate response with phones and Messenger.” (E4L)
    • 7. Learner differences <ul><li>There are many differences between learners, may be due to, prior experience, discipline, and context </li></ul><ul><li>Learners show evidence of maturing, in use of online resources, and organising themselves. </li></ul><ul><li>Some learners are more digital than others, and there is still a small minority who prefer not to engage with technology </li></ul>08/06/09 | slide
    • 8. How might an institution respond to? <ul><li>A narrowing but deepening digital divide. </li></ul><ul><li>T he need to support learners to develop digital literacies, (when staff skills may lag behind learners’?) </li></ul><ul><li>T he need to support learners in choosing a nd using appropriate technology. How can institutions support good choices? </li></ul><ul><li>The requirement for some learners to use personal technology alongside institutional services </li></ul>08/06/09 | slide
    • 9. Activity: Bridging the gap <ul><li>Discuss in your tables </li></ul><ul><li>What can institutions do to bring the gap between learner and institutional perspectives? </li></ul><ul><li>Be prepared to feedback </li></ul><ul><ul><li>One example of something an institution on your table is already doing </li></ul></ul><ul><ul><li>One example of something an institution could be doing </li></ul></ul>08/06/09 | slide
    • 10. Something your institution is doing 08/06/09 | slide
    • 11. Something your institution could be doing 08/06/09 | slide
    • 12. Some examples <ul><li>Building connected informal learning spaces </li></ul><ul><li>Exploring educationally effective uses of web 2.0 and mobile/wireless technologies </li></ul><ul><li>Allowing learners to personalise their technologies and to use personal technologies in institutional contexts </li></ul><ul><li>Addressing accessibility issues in ICT policy and practice </li></ul><ul><li>Supporting good strategies in use of technology for learning </li></ul><ul><li>Ensuring learner representation in key decisions about ICT </li></ul>slide
    • 13. 08/06/09 | slide
    • 14. Strategy <ul><li>Oxford Brookes University e-learning strategy is e mbedding the notion of the digitally literate learner into programme planning </li></ul><ul><li>We will work with schools to specify the digital literacies Brookes graduates will develop </li></ul><ul><li>We will work with schools to support curriculum redesign and development that maps these skills across their programmes </li></ul>08/06/09 | slide
    • 15. LLiDA project: learning literacies for a digital age 08/06/09 | slide http://www.academy.gcal.ac.uk/llida/
    • 16. Support 08/06/09 | slide
    • 17. Examples: Services <ul><li>Students rate the University of Edinburgh portal “MyEd” (giving single sign-on access to a range of online services including email, VLE, online library resources etc) very highly. (LEAD) </li></ul><ul><li>The University of Hertfordshire’s MLE was heavily used and highly prized by the STROLL students for accessing study materials, taking part in discussions and keeping in touch with other students and academics. Students expected and demonstrated their use of e-learning 24/7on and off campus </li></ul>08/06/09 | slide
    • 18. Examples: feedback 08/06/09 | slide Guidelines on embedding the learner voice
    • 19. Want to know more? 08/06/09 | slide

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