Twitter hashtag<br />#eair<br />Lectures and the LMS: Alternatives and an experiment<br />Australia only<br />Call: 02 823...
Setup<br />Votapedia<br />Call: 02 82315772<br />Store: 0416906973<br />Ustream: http://tr.im/Ezfv<br />Twitter: #eair<br ...
Overview<br />Why?<br />What and How?<br />20 minutes<br />E-Learning Implementation Alternatives<br />50 minutes<br />?? ...
Overview<br />Why?<br />What and how?<br />20 minutes<br />E-Learning Implementation Alternatives<br />50 minutes<br />?? ...
Culture always pays a price<br />Always winners and losers<br />Every tech. has a philosophy<br />It’s ecological, not add...
(Postman, 1998)<br />When a technology becomesmythic, it is always dangerous<br />because<br />it is then accepted as it i...
Lecture<br />Today the lecture remains the most common form of communication in universities<br />(McGarr, 2009)<br />LMS<...
Awareness raising<br />http://www.flickr.com/photos/purpleslog/2881603057/<br />
http://www.civil.usyd.edu.au/current/undergraduate/learning.shtml<br />
Common sense is nothing more than <br />a deposit of prejudices laid down by <br />the mind before you reach eighteen. <br...
There is no silver bullet<br />http://www.flickr.com/photos/gregoryjameswalsh/408773662/<br />
Awareness raising<br />http://www.flickr.com/photos/purpleslog/2881603057/<br />
http://www.flickr.com/photos/cleopold73/3677296594/<br />
Overview<br />Why?<br />What and how?<br />20 minutes<br />E-Learning Implementation Alternatives<br />50 minutes<br />?? ...
Awareness raising<br />ustream<br />Lecture experiment<br />Twitter<br />Votapedia<br />E-learning alternatives presentati...
http://www.flickr.com/photos/kirrus/1496231835/<br />
http://en.wikipedia.org/wiki/Image:Samuel_Johnson_by_Joshua_Reynolds.jpg<br />Lectures were once useful; but now,when all ...
In defense of lectures<br />(McGarr, 2009)<br />Engaging<br />Cheap<br />Open up a subject<br />http://www.flickr.com/phot...
Place<br />Time<br />Interaction<br />http://www.flickr.com/photos/carbonnyc/3256109022/<br />
Place<br />Time<br />http://www.ustream.tv/<br />Interaction<br />http://www.flickr.com/photos/carbonnyc/3256109022/<br />
http://www.ustream.tv/<br />Live interactive broadcast platform<br />People with a browser<br />Any video source<br />Soci...
Place<br />Playback<br />Time<br />http://www.ustream.tv/<br />Interaction<br />http://www.flickr.com/photos/carbonnyc/325...
http://helpcenter.ustream.tv/content/there-limit-how-many-viewers-i-can-have<br />
Place<br />Playback<br />Time<br />http://www.ustream.tv/<br />http://votapedia.com/<br />Interaction<br />http://www.flic...
http://votapedia.com/<br />Mobile phone/web-based<br />Audience response system<br />
How long have you owned a mobile phone?<br />Never<br />+61 2 81161895<br />Less than 1 year<br />+61 2 81161896<br />1 to...
Place<br />Playback<br />Time<br />http://www.ustream.tv/<br />http://votapedia.com/<br />Interaction<br />http://twitter....
Micro-blogging<br />Back channel<br />http://twitter.com/<br />
Other work <br />http://www.purdue.edu/hotseat<br />http://www.lecturetools.com<br />
LMS<br />almost every university is <br />planning to make use of an LMS<br />(Salmon, 2005)<br />http://www.flickr.com/ph...
What words do you associate with the phrase “learning management system”?<br />Visit this page<br />SMS your answer to<br ...
http://www.flickr.com/photos/cleopold73/3677296594/<br />
Alternatives for the institutional implementation of e-learning: Lessons from 12 years of Webfuse<br />David Joneshttp://t...
Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections ...
Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections ...
Culture always pays a price<br />Always winners and losers<br />Every tech. has a philosophy<br />It’s ecological, not add...
(Postman, 1998)<br />When a technology becomesmythic, it is always dangerous<br />because<br />it is then accepted as it i...
almost every university is <br />planning to make use of an LMS<br />(Salmon, 2005)<br />(Feldstein, 2006)<br />the mindse...
Awareness raising<br />http://www.flickr.com/photos/purpleslog/2881603057/<br />
Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections ...
Nothing is so practical as a good theory<br />(Lewin, 1945)<br />http://www.flickr.com/photos/themadlolscientist/254388265...
Theories are practical because they allow knowledgeto be accumulated in a systematic manner and thisaccumulated knowledge ...
Raising awareness<br />http://www.flickr.com/photos/purpleslog/2881603057/<br />
The Ps Framework<br />Past experience<br />People<br />Frameworks offer new ways of looking at phenomena and provide infor...
The Ps Framework<br />PastExperience<br />People<br />Product<br />Purpose<br />Process<br />Place<br />Pedagogy<br />(Jon...
The Mythic Technology<br />Product<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
Context<br />PastExperience<br />People<br />Purpose<br />Place<br />Pedagogy<br />http://flickr.com/photos/joits/22582479...
The alternative<br />Product<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections ...
The Mythic Technology<br />Product<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
The Mythic Technology<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br ...
Alternatives<br />http://www.flickr.com/photos/australianshepherds/3593274951/<br />
Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manip...
The Mythic Technology<br />Product<br />http://flickr.com/photos/joits/225824796/<br />
LMS is academic equivalent to ERP<br />(Morgan, 2003)<br />Reflects a …. move to standardisation<br />Will impose its own ...
Identifying efficient procurement strategies<br />(Saarinen & Vepsalainen, 1994)<br />Internal<br />Development<br />Softw...
(Saarinen & Vepsalainen, 1994)<br />Type of Information System<br />Routine<br />Standard<br />Speculative<br />HighCost<b...
(Saarinen & Vepsalainen, 1994)<br />Specificity of Design<br />Specific/Contingent<br />Common<br />Risky/Complex<br />Hig...
http://www.flickr.com/photos/tom1231/275402356/<br />
Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections ...
Context<br />PastExperience<br />People<br />Purpose<br />Place<br />Pedagogy<br />http://flickr.com/photos/joits/22582479...
Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manip...
Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manip...
(Saarinen & Vepsalainen, 1994)<br />Specificity of Design<br />Specific/Contingent<br />Common<br />Risky/Complex<br />Hig...
Context<br />PastExperience<br />http://flickr.com/photos/joits/225824796/<br />
Quality and Quantity e-learning<br />Fairly unsophisticated use of the tools<br />Substitutes for existingmedia and retain...
Level 1: Most used<br />Level 2: Moderately used<br />Level 3: Rarely used <br />More than 50% of courses<br />More than 2...
 Discussion forum
 Email
 Quizzes
 Drop box
 Content/files
 Announcements
 Gradebook</li></ul>ComputerBasedInstruction<br />Evaluatingcourse and instructors<br /><ul><li> Some quizzes
 Adaptive release
 Surveys</li></ul>Move to features in unexplored categories, until each category is considered for different learning need...
Technology-mediated learning<br />(Pressy, 1926)<br />Audio-visual instruction<br />Teaching machines<br />(Skinner, 1958)...
http://www.flickr.com/photos/kirrus/1496231835/<br />
Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Audio-vi...
Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industri...
Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industri...
Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industri...
Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industri...
Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industri...
Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industri...
Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industri...
Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industri...
Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industri...
Limitations<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able t...
Fad cycle<br />1. Technological spark<br />4. Resolution of     dissonance<br />2. Growing revolution<br />3. Minimial imp...
Context<br />Place<br />http://flickr.com/photos/joits/225824796/<br />
Institutions that cannot continually change to keep up with the needs of the transforming economy will become irrelevant <...
Limitations<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is...
Assumption of Newtonian physics<br />Order<br />the great narrative of science shares with the great religious narratives ...
http://xkcd.com/613/<br />http://www.flickr.com/photos/coda/190168058/<br />
Cynefin Framework<br />(Snowden and Boone, 2007)<br />System and agents co-evolve<br />Knowable<br /><ul><li>Cause and eff...
 Analytical/Reductionist
 Scenarios planning
 Systems thinking
 Sense-Analyse-Respond</li></ul>Complex<br />- Cause and effect are only coherent   in retrospect and do not repeat<br /><...
 Perspective filters
 Complex adaptive systems
 Probe-Sense-Respond</li></ul>System constrains agents<br />- No cause and effect relationships  perceivable<br /><ul><li>...
 Enactment tools
 Crisis management
 Act-Sense-Respond
Cause and effect relationships repeatable, perceivable and predictable
Legitimate best practice
Standard operating procedures
Process reengineering
Sense-Categorise-Respond</li></ul>Chaos<br />Known<br />No constraints<br />http://www.flickr.com/photos/nov03/3663469686/...
Limitations<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />?<br />Desi...
Context<br />People<br />http://flickr.com/photos/joits/225824796/<br />
(Moore, 2002)<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />http://www.flickr.com/photos/n...
Barriers to bridging the chasm<br />(Geoghegan, 1994)<br />arguments<br />1. Ignorance of the gap<br />modes of support<br...
Barriers to bridging the chasm<br />(Geoghegan, 1994)<br />arguments<br />1. Ignorance of the gap<br />modes of support<br...
Barriers to bridging the chasm<br />(Geoghegan, 1994)<br />arguments<br />1. Ignorance of the gap<br />modes of support<br...
Barriers to bridging the chasm<br />(Geoghegan, 1994)<br />arguments<br />1. Ignorance of the gap<br />modes of support<br...
Barriers to bridging the chasm<br />(Geoghegan, 1994)<br />arguments<br />1. Ignorance of the gap<br />modes of support<br...
More time teaching is a negative influence on academic pay<br />The trend is worsening most rapidlyin institutions whose c...
experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new tec...
http://www.flickr.com/photos/knezovjb/2822498715/<br />
http://www.flickr.com/photos/kennymiller/796971032/<br />
Limitations<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />?<br />?<br...
People aren’t rational<br />Bounded rationality<br />(Simon, 1991)<br />Reliance on intuition, instinctsand simply heurist...
Limitations<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />?<br />?<br...
Context<br />Pedagogy<br />http://flickr.com/photos/joits/225824796/<br />
Application of webto teaching andlearning is stillevolving<br />(Bates, 2004)<br />Research into how people learnonline is...
Limitations<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />?<br />?<br...
http://www.tpack.org/<br />there is no single technological solution that applies for every teacher, every course, or ever...
Limitations<br />?<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />?<br...
http://www.gse.harvard.edu/~dedech/<br />
Limitations<br />?<br />?<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br...
Context<br />Purpose<br />http://flickr.com/photos/joits/225824796/<br />
Purpose of universities<br />(Martin and Etzkowitz, 2000)<br />Immaculate<br />Utilitarian<br />(Shaul, 1972)<br />Educati...
Drivers for e-learning<br />(Coates et al, 2005)<br />Efficiency<br />Enriched student learning<br />New student expectati...
Senior management<br />Faculty management<br />IT management<br />School management<br />Academics<br />Instructional desi...
Limitations<br />?<br />?<br />?<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predict...
Mythic e-learning<br />The context<br />Rapidly changing<br />Stable<br />Unpredictable<br />Predictable<br />Highly varia...
Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections ...
The alternative<br />Product<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
1997-2010<br />2900+ Course sites<br />47000+ students<br />2500+ staff<br />90+% staff adoption<br />Web<br />http://www....
The alternative<br />Principles<br />Product<br />Practice<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
The alternative<br />Principles<br />Product<br />Practice<br />http://flickr.com/photos/joits/225824796/<br />
Best of breed<br />Adoption of different packages from different vendors or sources<br />http://www.flickr.com/photos/lyon...
Skeleton + data = course site<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
Different skeletons, different structure, different look<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
Each page can be edited<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
Each page can be edited<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
PageType<br />Edit<br />Content<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
http://www.flickr.com/photos/lyon_photography/3886352249/<br />
PageType<br />OtherServices<br />Content<br />Style<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
Other services<br />External<br />Internal<br />Discussion forums<br />Student records system<br />Chat rooms<br />Online ...
http://www.flickr.com/photos/lyon_photography/3886352249/<br />
(Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
PortalWeb Interface<br />Ancillary services<br />e.g. virtual union& library<br />LMS(Blackboard)<br />LMS(Webfuse)<br />S...
PortalWeb Interface<br />Ancillary services<br />e.g. virtual union& library<br />LMS(Blackboard)<br />LMS(Webfuse)<br />S...
(Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
http://www.flickr.com/photos/lyon_photography/3886352249/<br />
E-learning<br />Academics<br />Current practice<br />Current practice<br />Current practice<br />http://www.flickr.com/pho...
Academics<br />E-learning<br />Webfuse<br />Current practice<br />Current practice<br />Current practice<br />http://www.f...
(Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
we should change people&apos;s behaviourbecause information technology systems are difficult to change..<br />(Sturgess an...
Some folk unhappy with mailing lists<br />Some happy<br />Both/and NOT either/or<br />http://www.flickr.com/photos/lyon_ph...
http://www.flickr.com/photos/lyon_photography/3886352249/<br />
Staff choose which one they use<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
PEBKAC<br />we should change people&apos;s behaviourbecause information technology systems are difficult to change..<br />...
(Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
Where’s the biggest market in discussion forums?<br />A)  Blackboard<br />B)Moodle<br />C)  Sakai<br />D)  Web/open source...
27 March, 2009<br />http://www.flickr.com/photos/mckaysavage/3059483658/<br />
30 October 2009<br />http://www.flickr.com/photos/mckaysavage/3059483658/<br />
(Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
Web 2.0 course site<br />http://webfuse.cqu.edu.au/Courses/EDED11448/<br />http://www.flickr.com/photos/lyon_photography/3...
http://www.flickr.com/photos/lyon_photography/3886352249/<br />
Wordpress blog<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
Wetpaint wiki<br />
http://redbubble.com.au<br />
http://redbubble.com.au<br />
http://del.icio.us<br />http://del.icio.us +http://feedburner.com<br />
(Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
45 groups<br />6 discussion forums per group<br />270 forums<br />http://www.flickr.com/photos/lyon_photography/3886352249...
http://www.flickr.com/photos/lyon_photography/3886352249/<br />
(Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
(Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
(Light, Holland and Wills, 2001)<br />Apache<br />Perl<br />MySQL<br />Knowledge of chosen applications<br />http://www.fl...
People<br />http://www.flickr.com/photos/sreejithk2000/2385193167/<br />
Learning and teaching<br />Not primarily a technology problem<br />http://www.flickr.com/photos/wwworks/2970929574/<br />
The alternative<br />Principles<br />Practice<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
Alternatives<br />
(Introna, 1996)<br />(Jones, Danaher et al, 2005; Jones & Muldoon, 2007)<br />http://www.flickr.com/photos/spursfan_ace/23...
http://www.flickr.com/photos/spursfan_ace/2328879637/<br />
Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br ...
experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new tec...
Cost<br />Time<br />http://www.flickr.com/photos/mauricedb/2706292588/<br />
Both/and NOT either/or<br />Mailing lists<br />Discussion forums<br />http://www.flickr.com/photos/lyon_photography/388635...
http://www.flickr.com/photos/lyon_photography/3886352249/<br />
Staff choose which one they use<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
http://www.flickr.com/photos/spursfan_ace/2328879637/<br />
Committee<br />Developers<br />IT Director<br />ManagerDevelopers<br />ManagerHelpdesk<br />Dean<br />HoS<br />Helpdesk<br...
Committee<br />Developers<br />IT Director<br />ManagerDevelopers<br />Business Analyst<br />ManagerHelpdesk<br />Dean<br ...
Committee<br />Developers<br />Academics<br />“Helpdesk”<br />http://www.flickr.com/photos/bribri/126039806/<br />
A university is defined by thequality of its academic conversations,not by the technologies that service them.<br />(Lauri...
We only know what we knowwhen we need to know it<br />We always know more than we can say,<br />and we will always say mor...
it is not the provision of features but<br />their uptake and use that really determines their educational value.<br />(Co...
3 levels of improving L&T<br />What management and IT do.<br />What the teacher is.<br />What the teacher does.<br />http:...
Change agent effort<br />InnovationDecision<br />Rate ofAdoption<br />PerceivedAttributes<br />SocialSystem<br />CommsChan...
If we want to create passionate users, we have to help them get better.  <br />Nobody’s passionate about things they suck ...
http://www.thefuntheory.com<br />http://www.youtube.com/watch?v=2lXh2n0aPyw<br />
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Lectures and the LMS: Alternatives and an experiment

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http://davidtjones.wordpress.com/2009/10/05/lectures-and-the-lms-alternatives-and-experiments/

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  • Here’s a representation of what I think might be a solution. Even out the change. Make it continuous, emergent, agile. Episodic change is considered bad. It doesn’t fit the type of context in which higher education finds itself. Not a straight line.
  • Lectures and the LMS: Alternatives and an experiment

    1. 1. Twitter hashtag<br />#eair<br />Lectures and the LMS: Alternatives and an experiment<br />Australia only<br />Call: 02 82315772<br />David Jones http://tr.im/DYkh<br />Store: 0416906973<br />Outside Australia<br />Store: 61-0416906973<br />
    2. 2. Setup<br />Votapedia<br />Call: 02 82315772<br />Store: 0416906973<br />Ustream: http://tr.im/Ezfv<br />Twitter: #eair<br />URL: http://tr.im/DYkh<br />http://www.flickr.com/photos/soldiersmediacenter/3833810412/<br />
    3. 3. Overview<br />Why?<br />What and How?<br />20 minutes<br />E-Learning Implementation Alternatives<br />50 minutes<br />?? minutes<br />Reflections<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    4. 4. Overview<br />Why?<br />What and how?<br />20 minutes<br />E-Learning Implementation Alternatives<br />50 minutes<br />?? minutes<br />Reflections<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    5. 5. Culture always pays a price<br />Always winners and losers<br />Every tech. has a philosophy<br />It’s ecological, not additive<br />Media tends to become mythic<br />5 things to know about technological change<br />http://tr.im/E9KW<br />http://www.flickr.com/photos/tom1231/261029677/<br />
    6. 6. (Postman, 1998)<br />When a technology becomesmythic, it is always dangerous<br />because<br />it is then accepted as it is<br />and is there not easily susceptible to modification or control<br />http://www.flickr.com/photos/atoach/3543601334/<br />
    7. 7. Lecture<br />Today the lecture remains the most common form of communication in universities<br />(McGarr, 2009)<br />LMS<br />almost every university is <br />planning to make use of an LMS<br />(Salmon, 2005)<br />http://www.flickr.com/photos/riverap1/3875718119/<br />
    8. 8. Awareness raising<br />http://www.flickr.com/photos/purpleslog/2881603057/<br />
    9. 9. http://www.civil.usyd.edu.au/current/undergraduate/learning.shtml<br />
    10. 10. Common sense is nothing more than <br />a deposit of prejudices laid down by <br />the mind before you reach eighteen. <br />Albert Einstein<br />http://flickr.com/photos/skoop/207145876/<br />
    11. 11. There is no silver bullet<br />http://www.flickr.com/photos/gregoryjameswalsh/408773662/<br />
    12. 12. Awareness raising<br />http://www.flickr.com/photos/purpleslog/2881603057/<br />
    13. 13. http://www.flickr.com/photos/cleopold73/3677296594/<br />
    14. 14. Overview<br />Why?<br />What and how?<br />20 minutes<br />E-Learning Implementation Alternatives<br />50 minutes<br />?? minutes<br />Reflections<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    15. 15. Awareness raising<br />ustream<br />Lecture experiment<br />Twitter<br />Votapedia<br />E-learning alternatives presentation<br />http://www.flickr.com/photos/purpleslog/2881603057/<br />
    16. 16. http://www.flickr.com/photos/kirrus/1496231835/<br />
    17. 17. http://en.wikipedia.org/wiki/Image:Samuel_Johnson_by_Joshua_Reynolds.jpg<br />Lectures were once useful; but now,when all can read, and books are sonumerous, lectures are unnecessary.<br />Samuel Johnson - 1781<br />http://www.flickr.com/photos/riverap1/3875718119/<br />
    18. 18. In defense of lectures<br />(McGarr, 2009)<br />Engaging<br />Cheap<br />Open up a subject<br />http://www.flickr.com/photos/soldiersmediacenter/3807449831/<br />
    19. 19. Place<br />Time<br />Interaction<br />http://www.flickr.com/photos/carbonnyc/3256109022/<br />
    20. 20. Place<br />Time<br />http://www.ustream.tv/<br />Interaction<br />http://www.flickr.com/photos/carbonnyc/3256109022/<br />
    21. 21. http://www.ustream.tv/<br />Live interactive broadcast platform<br />People with a browser<br />Any video source<br />Social stream<br />
    22. 22. Place<br />Playback<br />Time<br />http://www.ustream.tv/<br />Interaction<br />http://www.flickr.com/photos/carbonnyc/3256109022/<br />
    23. 23. http://helpcenter.ustream.tv/content/there-limit-how-many-viewers-i-can-have<br />
    24. 24. Place<br />Playback<br />Time<br />http://www.ustream.tv/<br />http://votapedia.com/<br />Interaction<br />http://www.flickr.com/photos/carbonnyc/3256109022/<br />
    25. 25. http://votapedia.com/<br />Mobile phone/web-based<br />Audience response system<br />
    26. 26. How long have you owned a mobile phone?<br />Never<br />+61 2 81161895<br />Less than 1 year<br />+61 2 81161896<br />1 to 2 years<br />+61 2 81161897<br />2 to 5 years<br />+61 2 81161898<br />Greater than 5 years<br />+61 2 81161900<br />Visit this page<br />SMS red digits to <br />http://tr.im/EDra<br />+61 416906973<br />http://www.flickr.com/photos/williamhook/2830319467/<br />
    27. 27. Place<br />Playback<br />Time<br />http://www.ustream.tv/<br />http://votapedia.com/<br />Interaction<br />http://twitter.com/<br />http://www.flickr.com/photos/carbonnyc/3256109022/<br />
    28. 28. Micro-blogging<br />Back channel<br />http://twitter.com/<br />
    29. 29. Other work <br />http://www.purdue.edu/hotseat<br />http://www.lecturetools.com<br />
    30. 30. LMS<br />almost every university is <br />planning to make use of an LMS<br />(Salmon, 2005)<br />http://www.flickr.com/photos/riverap1/3875718119/<br />
    31. 31. What words do you associate with the phrase “learning management system”?<br />Visit this page<br />SMS your answer to<br />http://tr.im/EDyI<br />+61 416906973<br />http://en.wikipedia.org/wiki/File:Freud_Sofa.JPG<br />
    32. 32. http://www.flickr.com/photos/cleopold73/3677296594/<br />
    33. 33. Alternatives for the institutional implementation of e-learning: Lessons from 12 years of Webfuse<br />David Joneshttp://tr.im/E9JE<br />
    34. 34. Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections and conclusions<br />http://www.flickr.com/photos/sookie/100608625/<br />
    35. 35. Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections and conclusions<br />http://www.flickr.com/photos/sookie/100608625/<br />
    36. 36. Culture always pays a price<br />Always winners and losers<br />Every tech. has a philosophy<br />It’s ecological, not additive<br />Media tends to become mythic<br />5 things to know about technological change<br />http://tr.im/E9KW<br />http://www.flickr.com/photos/tom1231/261029677/<br />
    37. 37. (Postman, 1998)<br />When a technology becomesmythic, it is always dangerous<br />because<br />it is then accepted as it is<br />and is there not easily susceptible to modification or control<br />http://www.flickr.com/photos/atoach/3543601334/<br />
    38. 38. almost every university is <br />planning to make use of an LMS<br />(Salmon, 2005)<br />(Feldstein, 2006)<br />the mindset in recent times has focused on the adoption of the one-size-fits-all LMS<br />http://www.flickr.com/photos/riverap1/3875718119/<br />
    39. 39. Awareness raising<br />http://www.flickr.com/photos/purpleslog/2881603057/<br />
    40. 40. Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections and conclusions<br />http://www.flickr.com/photos/sookie/100608625/<br />
    41. 41. Nothing is so practical as a good theory<br />(Lewin, 1945)<br />http://www.flickr.com/photos/themadlolscientist/2543882652/<br />
    42. 42. Theories are practical because they allow knowledgeto be accumulated in a systematic manner and thisaccumulated knowledge enlightens professional practice<br />(Gregor & Jones, 2007)<br />http://flickr.com/photos/dalem/296189944/<br />
    43. 43. Raising awareness<br />http://www.flickr.com/photos/purpleslog/2881603057/<br />
    44. 44. The Ps Framework<br />Past experience<br />People<br />Frameworks offer new ways of looking at phenomena and provide information on which to base sound, pragmatic decisions <br />Place<br />Purpose<br />(Mishra & Koehler, 2006)<br />Product<br />Process<br />Pedagogy<br />http://flickr.com/photos/joits/225824796/<br />
    45. 45. The Ps Framework<br />PastExperience<br />People<br />Product<br />Purpose<br />Process<br />Place<br />Pedagogy<br />(Jones, Vallack, et al, 2008)<br />http://flickr.com/photos/joits/225824796/<br />
    46. 46. The Mythic Technology<br />Product<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
    47. 47. Context<br />PastExperience<br />People<br />Purpose<br />Place<br />Pedagogy<br />http://flickr.com/photos/joits/225824796/<br />
    48. 48. The alternative<br />Product<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
    49. 49. Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections and conclusions<br />http://www.flickr.com/photos/sookie/100608625/<br />
    50. 50. The Mythic Technology<br />Product<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
    51. 51. The Mythic Technology<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
    52. 52. Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br />Maintenance<br />Time<br />http://www.flickr.com/photos/mauricedb/2706292588/<br />
    53. 53. Alternatives<br />http://www.flickr.com/photos/australianshepherds/3593274951/<br />
    54. 54. Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manipulate system behaviour<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    55. 55. The Mythic Technology<br />Product<br />http://flickr.com/photos/joits/225824796/<br />
    56. 56. LMS is academic equivalent to ERP<br />(Morgan, 2003)<br />Reflects a …. move to standardisation<br />Will impose its own logic on a company’s strategy, structureand culture…push towards..generic structures<br />(Davenport, 1998)<br />Best practice..implement vanilla<br />(Robey, Ross et al, 2002; Pozzebon, Titah et al, 2006; Wagner, Scott et al, 2006)<br />http://flickr.com/photos/remedix/260741805/<br />
    57. 57. Identifying efficient procurement strategies<br />(Saarinen & Vepsalainen, 1994)<br />Internal<br />Development<br />SoftwareContracting<br />PackageAcquisition<br />http://www.flickr.com/photos/yourdon/3030229649/<br />
    58. 58. (Saarinen & Vepsalainen, 1994)<br />Type of Information System<br />Routine<br />Standard<br />Speculative<br />HighCost<br />Internal<br />Development<br />Innovator<br />Type of Developer<br />SoftwareContracting<br />Analyst<br />PackageAcquisition<br />Implementor<br />HighRisk<br />http://www.flickr.com/photos/yourdon/3030229649/<br />
    59. 59. (Saarinen & Vepsalainen, 1994)<br />Specificity of Design<br />Specific/Contingent<br />Common<br />Risky/Complex<br />HighCost<br />SpeculativeInvestment<br />Uncertainty of requirements<br />StandardApplication<br />RoutineSystem<br />Certain/Simple<br />HighRisk<br />http://www.flickr.com/photos/yourdon/3030229649/<br />
    60. 60. http://www.flickr.com/photos/tom1231/275402356/<br />
    61. 61. Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections and conclusions<br />http://www.flickr.com/photos/sookie/100608625/<br />
    62. 62. Context<br />PastExperience<br />People<br />Purpose<br />Place<br />Pedagogy<br />http://flickr.com/photos/joits/225824796/<br />
    63. 63. Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manipulate system behaviour<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    64. 64. Limitations<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manipulate system behaviour<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    65. 65. (Saarinen & Vepsalainen, 1994)<br />Specificity of Design<br />Specific/Contingent<br />Common<br />Risky/Complex<br />HighCost<br />E-learningContext<br />SpeculativeInvestment<br />Uncertainty of requirements<br />StandardApplication<br />LMSProduct<br />RoutineSystem<br />Certain/Simple<br />HighRisk<br />http://www.flickr.com/photos/yourdon/3030229649/<br />
    66. 66. Context<br />PastExperience<br />http://flickr.com/photos/joits/225824796/<br />
    67. 67. Quality and Quantity e-learning<br />Fairly unsophisticated use of the tools<br />Substitutes for existingmedia and retainsexisting pedagogy<br />(Benson and Palaskas, 2006)<br />(Salmon, 2005)<br />Formal use of technology…bestdescribed as sporadic, unevenand often low-level<br />(Selwyn, 2007)<br />http://www.flickr.com/photos/dok1/3921218578/<br />
    68. 68. Level 1: Most used<br />Level 2: Moderately used<br />Level 3: Rarely used <br />More than 50% of courses<br />More than 20% of courses<br />(much) less than 20% of courses<br />CreatingClassInteractions<br />EvaluatingStudents<br />TransmittingContent<br /><ul><li> Chat
    69. 69. Discussion forum
    70. 70. Email
    71. 71. Quizzes
    72. 72. Drop box
    73. 73. Content/files
    74. 74. Announcements
    75. 75. Gradebook</li></ul>ComputerBasedInstruction<br />Evaluatingcourse and instructors<br /><ul><li> Some quizzes
    76. 76. Adaptive release
    77. 77. Surveys</li></ul>Move to features in unexplored categories, until each category is considered for different learning needs<br />(Malikowski, 2007)<br />http://www.flickr.com/photos/dok1/3921218578/<br />
    78. 78. Technology-mediated learning<br />(Pressy, 1926)<br />Audio-visual instruction<br />Teaching machines<br />(Skinner, 1958)<br />CBL/CML<br />CMC<br />Multimedia<br />Lone-ranger<br />Cottage industry<br />Industrial<br />Post-industrial<br />http://www.flickr.com/photos/extraketchup/459020985/<br />
    79. 79. http://www.flickr.com/photos/kirrus/1496231835/<br />
    80. 80. Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Audio-visual instruction<br />Teaching machines<br />(Skinner, 1956)<br />CBL/CML<br />CMC<br />Multimedia<br />Lone-ranger<br />Cottage industry<br />Industrial<br />Post-industrial<br />http://www.flickr.com/photos/extraketchup/459020985/<br />
    81. 81. Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industrial revolution,mechanical machines<br />Audio-visual instruction<br />Teaching machines<br />(Skinner, 1956)<br />CBL/CML<br />CMC<br />Multimedia<br />Lone-ranger<br />Cottage industry<br />Industrial<br />Post-industrial<br />http://www.flickr.com/photos/extraketchup/459020985/<br />
    82. 82. Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industrial revolution,mechanical machines<br />Audio-visual instruction<br />Teaching machines<br />(Skinner, 1956)<br />Computers<br />CBL/CML<br />CMC<br />Multimedia<br />Lone-ranger<br />Cottage industry<br />Industrial<br />Post-industrial<br />http://www.flickr.com/photos/extraketchup/459020985/<br />
    83. 83. Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industrial revolution,mechanical machines<br />Audio-visual instruction<br />Teaching machines<br />(Skinner, 1956)<br />Computers<br />Networks<br />CBL/CML<br />CMC<br />Multimedia<br />Lone-ranger<br />Cottage industry<br />Industrial<br />Post-industrial<br />http://www.flickr.com/photos/extraketchup/459020985/<br />
    84. 84. Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industrial revolution,mechanical machines<br />Audio-visual instruction<br />Teaching machines<br />(Skinner, 1956)<br />Computers<br />Networks<br />CBL/CML<br />CMC<br />Personal computers<br />Multimedia<br />Lone-ranger<br />Cottage industry<br />Industrial<br />Post-industrial<br />http://www.flickr.com/photos/extraketchup/459020985/<br />
    85. 85. Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industrial revolution,mechanical machines<br />Audio-visual instruction<br />Teaching machines<br />(Skinner, 1956)<br />Computers<br />Networks<br />CBL/CML<br />CMC<br />Personal computers<br />Multimedia<br />Multimedia personal computers<br />Lone-ranger<br />Cottage industry<br />Industrial<br />Post-industrial<br />http://www.flickr.com/photos/extraketchup/459020985/<br />
    86. 86. Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industrial revolution,mechanical machines<br />Audio-visual instruction<br />Teaching machines<br />(Skinner, 1956)<br />Computers<br />Networks<br />CBL/CML<br />CMC<br />Personal computers<br />Internet<br />Multimedia<br />Multimedia personal computers<br />Lone-ranger<br />Cottage industry<br />Industrial<br />Post-industrial<br />http://www.flickr.com/photos/extraketchup/459020985/<br />
    87. 87. Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industrial revolution,mechanical machines<br />Audio-visual instruction<br />Teaching machines<br />(Skinner, 1956)<br />Computers<br />Networks<br />CBL/CML<br />CMC<br />Personal computers<br />Internet<br />Multimedia<br />Multimedia personal computers<br />Lone-ranger<br />WWW<br />Cottage industry<br />Industrial<br />Post-industrial<br />http://www.flickr.com/photos/extraketchup/459020985/<br />
    88. 88. Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industrial revolution,mechanical machines<br />Audio-visual instruction<br />Teaching machines<br />(Skinner, 1956)<br />Computers<br />Networks<br />CBL/CML<br />CMC<br />Personal computers<br />Internet<br />Multimedia<br />Multimedia personal computers<br />Lone-ranger<br />WWW<br />Cottage industry<br />ERPs<br />Industrial<br />Post-industrial<br />http://www.flickr.com/photos/extraketchup/459020985/<br />
    89. 89. Motion pictures<br />Radio<br />Stereo-graphs, photos, motionpictures, radio, television<br />(Pressy, 1926)<br />Industrial revolution,mechanical machines<br />Audio-visual instruction<br />Teaching machines<br />(Skinner, 1956)<br />Computers<br />Networks<br />CBL/CML<br />CMC<br />Personal computers<br />Internet<br />Multimedia<br />Multimedia personal computers<br />Lone-ranger<br />WWW<br />Cottage industry<br />ERPs<br />Industrial<br />Web 2.0<br />Mobile<br />Post-industrial<br />http://www.flickr.com/photos/extraketchup/459020985/<br />
    90. 90. Limitations<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manipulate system behaviour<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    91. 91. Fad cycle<br />1. Technological spark<br />4. Resolution of dissonance<br />2. Growing revolution<br />3. Minimial impact<br />http://www.flickr.com/photos/moriza/308483890/<br />
    92. 92. Context<br />Place<br />http://flickr.com/photos/joits/225824796/<br />
    93. 93. Institutions that cannot continually change to keep up with the needs of the transforming economy will become irrelevant <br />(Klor de Alva, 2000)<br />(Agee, Yang et al, 2009)<br />The trend toward augmenting instruction with technology creates opportunities and substantial challenges for those who must respond to increasingly diverse and fluid instructional environments<br />http://www.flickr.com/photos/joshua/1154118/<br />
    94. 94. Limitations<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />Designer is able to manipulate system behaviour<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    95. 95. Assumption of Newtonian physics<br />Order<br />the great narrative of science shares with the great religious narratives the idea that there is order to the universe <br />(Postman, 1995)<br />Dominant ideology in organizationsand management science<br />(Snowden, 2005)<br />http://www.flickr.com/photos/r-z/1573332373/<br />
    96. 96. http://xkcd.com/613/<br />http://www.flickr.com/photos/coda/190168058/<br />
    97. 97. Cynefin Framework<br />(Snowden and Boone, 2007)<br />System and agents co-evolve<br />Knowable<br /><ul><li>Cause and effect separated over time and space
    98. 98. Analytical/Reductionist
    99. 99. Scenarios planning
    100. 100. Systems thinking
    101. 101. Sense-Analyse-Respond</li></ul>Complex<br />- Cause and effect are only coherent in retrospect and do not repeat<br /><ul><li> Pattern management
    102. 102. Perspective filters
    103. 103. Complex adaptive systems
    104. 104. Probe-Sense-Respond</li></ul>System constrains agents<br />- No cause and effect relationships perceivable<br /><ul><li> Stability-focused intervention
    105. 105. Enactment tools
    106. 106. Crisis management
    107. 107. Act-Sense-Respond
    108. 108. Cause and effect relationships repeatable, perceivable and predictable
    109. 109. Legitimate best practice
    110. 110. Standard operating procedures
    111. 111. Process reengineering
    112. 112. Sense-Categorise-Respond</li></ul>Chaos<br />Known<br />No constraints<br />http://www.flickr.com/photos/nov03/3663469686/<br />
    113. 113. Limitations<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />?<br />Designer is able to manipulate system behaviour<br />?<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    114. 114. Context<br />People<br />http://flickr.com/photos/joits/225824796/<br />
    115. 115. (Moore, 2002)<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />http://www.flickr.com/photos/nicmcphee/345850764/<br />
    116. 116. Barriers to bridging the chasm<br />(Geoghegan, 1994)<br />arguments<br />1. Ignorance of the gap<br />modes of support<br />Homogeneity<br />Incentives<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />http://www.flickr.com/photos/nicmcphee/345850764/<br />
    117. 117. Barriers to bridging the chasm<br />(Geoghegan, 1994)<br />arguments<br />1. Ignorance of the gap<br />modes of support<br />Homogeneity<br />Incentives<br />2. The technologists alliance<br />Early adopters<br />IT Staff<br />Vendors<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />http://www.flickr.com/photos/nicmcphee/345850764/<br />
    118. 118. Barriers to bridging the chasm<br />(Geoghegan, 1994)<br />arguments<br />1. Ignorance of the gap<br />modes of support<br />Homogeneity<br />Incentives<br />2. The technologists alliance<br />Early adopters<br />IT Staff<br />Vendors<br />3. Alienation of the mainstream<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />http://www.flickr.com/photos/nicmcphee/345850764/<br />
    119. 119. Barriers to bridging the chasm<br />(Geoghegan, 1994)<br />arguments<br />1. Ignorance of the gap<br />modes of support<br />Homogeneity<br />Incentives<br />2. The technologists alliance<br />Early adopters<br />IT Staff<br />Vendors<br />3. Alienation of the mainstream<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />http://www.flickr.com/photos/nicmcphee/345850764/<br />
    120. 120. Barriers to bridging the chasm<br />(Geoghegan, 1994)<br />arguments<br />1. Ignorance of the gap<br />modes of support<br />Homogeneity<br />Incentives<br />2. The technologists alliance<br />Early adopters<br />IT Staff<br />Vendors<br />An application…that offers value substantiallyin excess of the costs of adoption<br />3. Alienation of the mainstream<br />4. Lack of a compelling reason to adopt<br />http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png<br />http://www.flickr.com/photos/nicmcphee/345850764/<br />
    121. 121. More time teaching is a negative influence on academic pay<br />The trend is worsening most rapidlyin institutions whose central missionfocuses on teaching and learning<br />(Fairweather, 2005)<br />http://www.flickr.com/photos/sylvar/1138341328/<br />
    122. 122. experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new technologies and processes that these systems force<br />(Katz, 2003)<br />
    123. 123. http://www.flickr.com/photos/knezovjb/2822498715/<br />
    124. 124. http://www.flickr.com/photos/kennymiller/796971032/<br />
    125. 125. Limitations<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />?<br />?<br />Designer is able to manipulate system behaviour<br />?<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    126. 126. People aren’t rational<br />Bounded rationality<br />(Simon, 1991)<br />Reliance on intuition, instinctsand simply heuristics<br />37 cognitive biases<br />(Arnott, 2006)<br />(Jamieson & Hyland, 2006)<br />Systematic biases influence judgment<br />(Tversky and Kahneman, 1974<br />Inherent limits in organisational substantive rationality<br />Innovation and change within universitiescan never be mere rational processes<br />(Cecez-Kecmanovic, et al, 2002)<br />(Jones and O’Shea, 2004)<br />http://www.flickr.com/photos/joelogon/3132985694/<br />
    127. 127. Limitations<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />?<br />?<br />Designer is able to manipulate system behaviour<br />?<br />?<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    128. 128. Context<br />Pedagogy<br />http://flickr.com/photos/joits/225824796/<br />
    129. 129. Application of webto teaching andlearning is stillevolving<br />(Bates, 2004)<br />Research into how people learnonline is in its infancy<br />(Herrington et al, 2005)<br />
    130. 130. Limitations<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />?<br />?<br />Designer is able to manipulate system behaviour<br />?<br />?<br />?<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    131. 131. http://www.tpack.org/<br />there is no single technological solution that applies for every teacher, every course, or every view of teaching <br />(Mischra & Koehler, 2006)<br />Productive technology integration in teaching needs to consider all three issues not in isolation, but rather within the complex relationships in thesystem defined by the three key elements <br />
    132. 132. Limitations<br />?<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />?<br />?<br />Designer is able to manipulate system behaviour<br />?<br />?<br />?<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    133. 133. http://www.gse.harvard.edu/~dedech/<br />
    134. 134. Limitations<br />?<br />?<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />?<br />?<br />?<br />Designer is able to manipulate system behaviour<br />?<br />?<br />?<br />?<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    135. 135. Context<br />Purpose<br />http://flickr.com/photos/joits/225824796/<br />
    136. 136. Purpose of universities<br />(Martin and Etzkowitz, 2000)<br />Immaculate<br />Utilitarian<br />(Shaul, 1972)<br />Education either functions as<br />becomes the ‘practice of freedom’, the means by which men and women deal critically with reality and discover how to participate in the transformation of their world. <br />an instrument which isused to facilitate the integration of generations into the logic of the present system and bring about conformity<br />http://www.flickr.com/photos/kylemackenzie/3576131493/<br />
    137. 137. Drivers for e-learning<br />(Coates et al, 2005)<br />Efficiency<br />Enriched student learning<br />New student expectations<br />Control<br />Competitive pressure<br />Responding to massification<br />http://www.flickr.com/photos/kylemackenzie/3576131493/<br />
    138. 138. Senior management<br />Faculty management<br />IT management<br />School management<br />Academics<br />Instructional designers<br />Technical staff<br />…..<br />http://www.flickr.com/photos/joeshlabotnik/305410323/<br />
    139. 139. Limitations<br />?<br />?<br />?<br />?<br />?<br />(Introna, 1996)<br />System behaviour is relatively stable and predictable<br />?<br />?<br />?<br />Designer is able to manipulate system behaviour<br />?<br />?<br />?<br />?<br />?<br />Designer able to accurately determine goals or criteria for success<br />http://www.flickr.com/photos/mwichary/2188958154/<br />
    140. 140. Mythic e-learning<br />The context<br />Rapidly changing<br />Stable<br />Unpredictable<br />Predictable<br />Highly variable<br />Common<br />Complex<br />Simple<br />No cause and effect<br />Ordered<br />http://www.flickr.com/photos/thebusybrain/2492945625/<br />
    141. 141. Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections and conclusions<br />http://www.flickr.com/photos/sookie/100608625/<br />
    142. 142. The alternative<br />Product<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
    143. 143. 1997-2010<br />2900+ Course sites<br />47000+ students<br />2500+ staff<br />90+% staff adoption<br />Web<br />http://www.flickr.com/photos/tonythemisfit/2718279207/<br />
    144. 144. The alternative<br />Principles<br />Product<br />Practice<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
    145. 145. The alternative<br />Principles<br />Product<br />Practice<br />http://flickr.com/photos/joits/225824796/<br />
    146. 146. Best of breed<br />Adoption of different packages from different vendors or sources<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    147. 147. Skeleton + data = course site<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    148. 148. Different skeletons, different structure, different look<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    149. 149. Each page can be edited<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    150. 150. Each page can be edited<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    151. 151. PageType<br />Edit<br />Content<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    152. 152. http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    153. 153. PageType<br />OtherServices<br />Content<br />Style<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    154. 154. Other services<br />External<br />Internal<br />Discussion forums<br />Student records system<br />Chat rooms<br />Online assignment submission<br />Social media<br />…..<br />Timetable system<br />…..<br />750+ classes<br />Web apps<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    155. 155. http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    156. 156. (Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    157. 157. PortalWeb Interface<br />Ancillary services<br />e.g. virtual union& library<br />LMS(Blackboard)<br />LMS(Webfuse)<br />Simulations &other teaching environments<br />Shared education services<br />Monitoring performance & usage<br />Class & CourseManagement<br />Content management<br />Student profile& history<br />Assessment<br />Calendar<br />Timetable<br />Assignment tracking<br />Plagiarism detection<br />University wide services<br />Security authorisations<br />Student administration<br />axapta<br />Course administration<br />Single sign-on<br />Library management<br />Digital rights management<br />Digital repositories<br />Student profiles<br />Staff database<br />Finance database<br />Course profiles<br />Digital library &eReserve<br />Student Database<br />Learning content database<br />Library catalogue<br />Communication networks &distribution infrastructure<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    158. 158. PortalWeb Interface<br />Ancillary services<br />e.g. virtual union& library<br />LMS(Blackboard)<br />LMS(Webfuse)<br />Simulations &other teaching environments<br />Shared education services<br />Monitoring performance & usage<br />Class & CourseManagement<br />Content management<br />Student profile& history<br />Assessment<br />Calendar<br />Timetable<br />Assignment tracking<br />Plagiarism detection<br />University wide services<br />Security authorisations<br />Student administration<br />axapta<br />Course administration<br />Single sign-on<br />Library management<br />Digital rights management<br />Digital repositories<br />Student profiles<br />Staff database<br />Finance database<br />Course profiles<br />Digital library &eReserve<br />Student Database<br />Learning content database<br />Library catalogue<br />Review of grade<br />Gradebook<br />Plagiarism Tracking System<br />Faculty websites<br />ESOS compliance<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    159. 159. (Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    160. 160. http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    161. 161. E-learning<br />Academics<br />Current practice<br />Current practice<br />Current practice<br />http://www.flickr.com/photos/cthe/2402577463/<br />
    162. 162. Academics<br />E-learning<br />Webfuse<br />Current practice<br />Current practice<br />Current practice<br />http://www.flickr.com/photos/cthe/2402577463/<br />
    163. 163. (Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    164. 164. we should change people&apos;s behaviourbecause information technology systems are difficult to change..<br />(Sturgess and Nouwens, 2004)<br />most commercial systems require the institution to modify its existing practices to accommodate the system<br />(Dodds, 2007)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    165. 165. Some folk unhappy with mailing lists<br />Some happy<br />Both/and NOT either/or<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    166. 166. http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    167. 167. Staff choose which one they use<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    168. 168. PEBKAC<br />we should change people&apos;s behaviourbecause information technology systems are difficult to change..<br />(Sturgess and Nouwens, 2004)<br />C1234567x<br />Q12345678<br />S0123456<br />http://www.flickr.com/photos/tea610/3995308486/<br />
    169. 169. (Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    170. 170. Where’s the biggest market in discussion forums?<br />A) Blackboard<br />B)Moodle<br />C) Sakai<br />D) Web/open source<br />Bigger market<br />=<br />More choice<br />+<br />+<br />Better quality<br />Cheaper price<br />http://www.flickr.com/photos/mckaysavage/3059483658/<br />
    171. 171. 27 March, 2009<br />http://www.flickr.com/photos/mckaysavage/3059483658/<br />
    172. 172. 30 October 2009<br />http://www.flickr.com/photos/mckaysavage/3059483658/<br />
    173. 173. (Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    174. 174. Web 2.0 course site<br />http://webfuse.cqu.edu.au/Courses/EDED11448/<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    175. 175. http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    176. 176. Wordpress blog<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    177. 177. Wetpaint wiki<br />
    178. 178. http://redbubble.com.au<br />
    179. 179. http://redbubble.com.au<br />
    180. 180. http://del.icio.us<br />http://del.icio.us +http://feedburner.com<br />
    181. 181.
    182. 182. (Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    183. 183. 45 groups<br />6 discussion forums per group<br />270 forums<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    184. 184. http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    185. 185. (Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    186. 186. (Light, Holland and Wills, 2001)<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    187. 187. (Light, Holland and Wills, 2001)<br />Apache<br />Perl<br />MySQL<br />Knowledge of chosen applications<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    188. 188. People<br />http://www.flickr.com/photos/sreejithk2000/2385193167/<br />
    189. 189. Learning and teaching<br />Not primarily a technology problem<br />http://www.flickr.com/photos/wwworks/2970929574/<br />
    190. 190. The alternative<br />Principles<br />Practice<br />Process<br />http://flickr.com/photos/joits/225824796/<br />
    191. 191. Alternatives<br />
    192. 192.
    193. 193. (Introna, 1996)<br />(Jones, Danaher et al, 2005; Jones & Muldoon, 2007)<br />http://www.flickr.com/photos/spursfan_ace/2328879637/<br />
    194. 194. http://www.flickr.com/photos/spursfan_ace/2328879637/<br />
    195. 195. Big up front design (BUFD)<br />(Truex, Baskerville and Klein, 1999)<br />Analysis & Design<br />Replacement<br />Cost<br />Maintenance<br />Time<br />http://www.flickr.com/photos/mauricedb/2706292588/<br />
    196. 196. experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new technologies and processes that these systems force<br />(Katz, 2003)<br />
    197. 197. Cost<br />Time<br />http://www.flickr.com/photos/mauricedb/2706292588/<br />
    198. 198. Both/and NOT either/or<br />Mailing lists<br />Discussion forums<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    199. 199. http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    200. 200. Staff choose which one they use<br />http://www.flickr.com/photos/lyon_photography/3886352249/<br />
    201. 201. http://www.flickr.com/photos/spursfan_ace/2328879637/<br />
    202. 202. Committee<br />Developers<br />IT Director<br />ManagerDevelopers<br />ManagerHelpdesk<br />Dean<br />HoS<br />Helpdesk<br />Academics<br />http://www.flickr.com/photos/wetsun/53648963/<br />
    203. 203. Committee<br />Developers<br />IT Director<br />ManagerDevelopers<br />Business Analyst<br />ManagerHelpdesk<br />Dean<br />HoS<br />Helpdesk<br />Academics<br />http://www.flickr.com/photos/wetsun/53648963/<br />
    204. 204.
    205. 205. Committee<br />Developers<br />Academics<br />“Helpdesk”<br />http://www.flickr.com/photos/bribri/126039806/<br />
    206. 206. A university is defined by thequality of its academic conversations,not by the technologies that service them.<br />(Laurillard, 2002)<br />http://www.flickr.com/photos/ktylerconk/3045268759/<br />
    207. 207. We only know what we knowwhen we need to know it<br />We always know more than we can say,<br />and we will always say more than wecan write down<br />Knowledge can only be volunteeredit cannot be conscripted.<br />http://www.cognitive-edge.com/blogs/dave/2008/10/rendering_knowledge.php<br />http://www.flickr.com/photos/ivanwalsh/3674098693/<br />
    208. 208. it is not the provision of features but<br />their uptake and use that really determines their educational value.<br />(Coates, 2005)<br />http://www.flickr.com/photos/spursfan_ace/2328879637/<br />
    209. 209. 3 levels of improving L&T<br />What management and IT do.<br />What the teacher is.<br />What the teacher does.<br />http://www.flickr.com/photos/http2007/2788610963/<br />
    210. 210. Change agent effort<br />InnovationDecision<br />Rate ofAdoption<br />PerceivedAttributes<br />SocialSystem<br />CommsChannels<br />(Jones, Jamieson & Clark, 2003)<br />http://www.flickr.com/photos/airosan/2318527358/<br />
    211. 211. If we want to create passionate users, we have to help them get better.  <br />Nobody’s passionate about things they suck at. <br />Kathy Sierra<br />http://www.youtube.com/watch?v=Str2K98JnMc<br />http://www.flickr.com/photos/pressthebuttononthetop/277470840/<br />
    212. 212. http://www.thefuntheory.com<br />http://www.youtube.com/watch?v=2lXh2n0aPyw<br />
    213. 213. http://www.thefuntheory.com<br />http://www.youtube.com/watch?v=2lXh2n0aPyw<br />
    214. 214. Overview<br />The argument<br />Ps Framework<br />Mythic e-learning<br />The context<br />An alternative<br />Reflections and conclusions<br />http://www.flickr.com/photos/sookie/100608625/<br />
    215. 215. http://www.flickr.com/photos/14696088@N04/1606128341/<br />47000+ students<br />2500+ staff<br />Differentiation<br />Dead next year?<br />
    216. 216. http://www.flickr.com/photos/neubie/2273635564/<br />
    217. 217. ..the precedent of other IT systems…suggests that it would be extremelyuser friendly for people with very limited competence/confidence<br />
    218. 218. The key to easy use of OASIS isthat it is not a off the shelf productthat is soooo generic that it has lostits way as a course delivery tool<br />
    219. 219. Level 1: Most used<br />Level 2: Moderately used<br />Level 3: Rarely used <br />More than 50% of courses<br />More than 20% of courses<br />(much) less than 20% of courses<br />CreatingClassInteractions<br />EvaluatingStudents<br />TransmittingContent<br /><ul><li> Chat
    220. 220. Discussion forum
    221. 221. Email
    222. 222. Quizzes
    223. 223. Drop box
    224. 224. Content/files
    225. 225. Announcements
    226. 226. Gradebook</li></ul>ComputerBasedInstruction<br />Evaluatingcourse and instructors<br /><ul><li> Some quizzes
    227. 227. Adaptive release
    228. 228. Surveys</li></ul>Move to features in unexplored categories, until each category is considered for different learning needs<br />(Malikowski, et al, 2007)<br />http://www.flickr.com/photos/dok1/3921218578/<br />
    229. 229. http://www.flickr.com/photos/dok1/3921218578/<br />
    230. 230. http://www.flickr.com/photos/dok1/3921218578/<br />
    231. 231. http://www.flickr.com/photos/dok1/3921218578/<br />
    232. 232. http://www.flickr.com/photos/dok1/3921218578/<br />
    233. 233. http://indicatorsproject.wordpress.com<br />Enabling comparisons of LMS usageacross institutions, platforms and time<br />(Beer, Jones & Clark, 2009)<br />
    234. 234. As you solve the problemyou learn more about it<br />Wicked problems<br />(Rittel & Webber, 1973)<br />Solutions are neitherright nor wrong<br />Every one isessentiallyunique<br />There is no ultimate test of a solution<br />The problem can be described in many ways<br />You can’t identifyall potential solns.<br />There is no stopping rule<br />http://www.flickr.com/photos/wxmom/2052715752/<br />
    235. 235. The Ps Framework<br />PastExperience<br />People<br />Product<br />Purpose<br />Process<br />Place<br />Pedagogy<br />http://flickr.com/photos/joits/225824796/<br />
    236. 236. http://www.flickr.com/photos/cleopold73/3677296594/<br />
    237. 237. There is nothing so useless as doing efficiently that which should not be done at all.<br />Peter Drucker<br />http://www.flickr.com/photos/joeshlabotnik/483769089/<br />
    238. 238. http://tr.im/DYkh<br />http://www.flickr.com/photos/eleaf/2536358399/<br />
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    242. 242. Lectures and the LMS: Alternatives and an experiment<br />David Jones http://tr.im/DYkh<br />
    243. 243. Pedagogical<br />Extra work<br />Technical<br />Worth it?<br />http://www.flickr.com/photos/werkunz/3680331543/<br />
    244. 244. What was your experience with the lecture experiment?<br />Visit this page<br />SMS your answer to<br />http://tr.im/EDCM<br />+61 416906973<br />http://www.flickr.com/photos/eleaf/2536358399/<br />
    245. 245. What suggestions/comments do you have on/about the presentation?<br />Visit this page<br />SMS your answer to<br />http://tr.im/EDD3<br />+61 416906973<br />http://www.flickr.com/photos/eleaf/2536358399/<br />
    246. 246. http://www.flickr.com/photos/psd/2086641/<br />

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