Solstice Ppt 2009

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Keynote at SOLSTICE 4 June 2009 on 'the impact of learner experience research'.

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  • You’ll have seen from the title that I’m going to talk about LE research. I choose this as a good example of the SOLSTICE approach - that research should inform educational change and vice versa. It’s this relationship that I want to look at this morning.
  • Solstice Ppt 2009

    1. 1. The impact of learner experience research <ul><li>Dr. Rhona Sharpe </li></ul><ul><li>OCSLD, Oxford Brookes University </li></ul>
    2. 3. What effect is this investment having, as experienced by learners What have we learnt from learners about what investment we should be making?
    3. 5. Learners’ Voices
    4. 6. 3 trends <ul><li>A shift towards more holistic research </li></ul><ul><li>Proposed by Sharpe et al, 2005, 2006; Bluic, Goodyear & Ellis, 2007) </li></ul>
    5. 7. <ul><li>Recipe cards </li></ul>interview plus telephone interviewing technology card sort talking walls email interviewing audio logs nested narratives
    6. 8. 3 trends <ul><li>A shift towards more holistic research </li></ul><ul><li>Developing conceptual accounts </li></ul>Sharpe, R. et al (2009) Learners Experiences of E-learning Synthesis Report: Explaining Learner Differences at https://mw.brookes.ac.uk/display/JISCle2f/Findings
    7. 9. 3 trends <ul><li>A shift towards more holistic research </li></ul><ul><li>Developing conceptual accounts </li></ul>More strategic use of the process and findings of learner experience research
    8. 10. headlines from policy
    9. 12. <ul><li>https://mw.brookes.ac.uk/display/JISCLE2 </li></ul>
    10. 13. Learners are living complex lives and need to be connected
    11. 14. I’m kind of an internet maniac because I don’t feel safe if I can’t get online … I moved three times since I came here and on the first night I really cannot get the internet at first. And then I just feel so empty. - Liling, Thema Case study
    12. 15. Access enablers Access barriers Resources that can be accessed anywhere Single sign on to range of online services Access to university portal prior to arrival Availability of campus loan laptops Technical support for personally owned laptops Restrictions on access to social networking sites Lack of facilities for those using audio support Specialist software available in limited locations Unpredictable compatibility with institutionally provided hardware and software.
    13. 16. Learners have access to, and expect to use, a great deal of personal technology
    14. 17. 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)
    15. 18. wales.pbworks.com
    16. 20. Learners make extensive use of peer support networks
    17. 21. www.brad.ac.uk/developme/
    18. 23. ‘ Digital natives’ are not necessarily digitally literate
    19. 24. Oxford Brookes University LLiDa Case Study www.academy.gcal.ac.uk/llida
    20. 25. Learners have much to contribute
    21. 26. dimensions.glam.ac.uk
    22. 27. We have seen learner experience research <ul><li>Assessing the impact of institutional services and environments in context e.g. JISC Learner Experience projects </li></ul><ul><li>Taking a learner centred approach to the design and development of new tools e .g. JISC WALES </li></ul><ul><li>Facilitating technology mediated peer support e.g. Univeristy of Bradford, DevelopMe </li></ul><ul><li>Providing frameworks for learner development e.g. Oxford Brookes digital literacies </li></ul><ul><li>Embedding learners’ voices into quality assurance processes, e.g. Univeristy of Glamorgan Student Expectations project </li></ul>
    23. 28. Which of these areas of learner experience research might you be / are you involved in? and why? Chat to your neighbour Then TEXT to 07786 204949 starting your text with emerg
    24. 29. What effect is this investment having, as experienced by learners <ul><li>Where investment has been used to provide services & resources which are reliable, robust, and accessible, this is allowing students to be more flexible in where and when they study </li></ul><ul><li>Adopting new practices and technology takes time </li></ul><ul><li>Technology we provide isn’t always used in the way we expected </li></ul><ul><li>Learners’ expectations of innovative use are limited by lack of academic experience </li></ul>
    25. 30. What have we learnt from learners about what investment we should be making? <ul><li>Our view of technology needs to be as broad as our learners’ is </li></ul><ul><li>We should be supporting peer networks, recognising that these are now largely technology mediated </li></ul><ul><li>We should be regularly monitoring the learner experience </li></ul><ul><li>We should be involving learners in decision making </li></ul>
    26. 31. Resources ELESIG Community at elesig.ning.com, including videos shown in this presentation ELESIG Summer Symposium 23-24 June 2009, University of Glamorgan JISC Learner Experience projects at https://mw.brookes.ac.uk/display/JISCLE2 HEA Learner differences (HEALD) project at https://mw.brookes.ac.uk/display/heald
    27. 32. References Bluic, Goodyear & Ellis (2007) Research focus and method-ological choices in studies into students' experiences of blended learning in higher education. Internet and Higher Education, 10, 231-244. Sharpe, R. et al (2006) Review of student experience of blended e-learning undertaken for Higher Education Academy. Sharpe, R. et al (2009) Learners Experiences of E-learning Synthesis Report: Explaining Learner Differences at https://mw.brookes.ac.uk/display/JISCle2f/Findings Sharpe, R. (forthcoming) The impact of learner experience research on transforming educational practices, in T. Mayes (ed) Transforming higher education through technology enhanced learning . Higher Education Academy, York.
    28. 33. Credits All the images used in this presentation are taken from the JISC Learner Experiences with E-learning key messages slides, available from https://mw.brookes.ac.uk/display/JISCLE2

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