Pp For Jisc Stand07short


Published on

short pp used at ALT to announce what we do

Published in: Technology, Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Pp For Jisc Stand07short

  1. 1. The Learner Experiences of e-Learning The JISC e-Learning and Pedagogy Programme
  2. 2. The programme aims <ul><li>To promote effective e-learning which is : </li></ul><ul><li>‘ pedagogically sound, </li></ul><ul><li>learner-focused and accessible’ </li></ul><ul><li>JISC (2004) E-learning and pedagogy – background information </li></ul>
  3. 3. Designing for the learners of the future <ul><li>How are learners changing? </li></ul><ul><li>How is learning changing? </li></ul><ul><li>What choices do learners have over the way learning is organised, blended, supported, mediated, assessed? </li></ul><ul><li>What choices do they want and what choices do they need? </li></ul>
  4. 4. Programme timeline
  5. 5. Scoping study – March- May 2005 <ul><li>The Scoping study was a background survey of existing research ( Sharpe et al 2006 ) </li></ul><ul><li>It found that: </li></ul><ul><ul><li>the learner perspective on e-learning was largely overlooked </li></ul></ul><ul><ul><li>much of the existing literature is teacher focused and focused on evaluations of specific courses and/or technologies </li></ul></ul><ul><li>It made recommendations for the research questions and methodology to be undertaken by subsequent projects. </li></ul>
  6. 6. Learner Experience of e-Learning - Phase 1 (September 2005 – Autumn 2006) <ul><li>Two large studies ( Creanor et al 2006 , Conole et al 2006 ) plus the Support and Synthesis project ( Sharpe et al ): </li></ul><ul><li>LEX </li></ul><ul><li>The aim of the study was to investigate learners’ current experiences and expectations of e-learning across the broad range of further, higher, adult, community and work-based learning. </li></ul><ul><li>Learner XP </li></ul><ul><li>This study explored how learners' experiences with e-learning differ in different learning and teaching contexts, working in collaboration with 4 HEA subject centres. </li></ul>
  7. 7. Learners in the studies said… <ul><li>“ To me it’s just learning, the fact it’s online as apposed to in a classroom is irrelevant, it’s just another way of accessing it... it strikes me as quite old fashioned and quite quaint, but talking to other people they're like 'oh wow! Its online! It’s e-learning!' and I think it depends on where you're coming from what it means to you, but for me I just think of it as learning and I don't use the term.” </li></ul><ul><li>(Adult online learner from LEX study) </li></ul><ul><li>“ I'm addicted, it's the first thing I turn on in the morning before I even wake up and actually it's very, very bad. I think in the future people can't cope without their laptops. My main use … My Space and Messenger and e-mail … information gathering … current affairs, news. I have alerts coming into me so I get information and then I use search engines for academic purposes.” </li></ul><ul><li>(Undergraduate Business student LEX study) </li></ul><ul><li>The first thing I do when given any piece of work is type it into a search engine! This gives me the opportunity to see how different people interpret the title. From there I can focus on one main idea and use the electronic resources to support my initial findings or indeed rule them out. </li></ul><ul><li>(University student from LXP study) </li></ul>
  8. 8. What did we conclude from Phase 1? <ul><ul><li>Learners have high expectations of institutional technologies with regards to access, communication, consistency and functionality </li></ul></ul><ul><ul><li>Learners expect to be able to personalise institutional technologies and to use personal technologies in the institutional environment </li></ul></ul><ul><ul><li>The Internet is the first port of call for information: sites such as Wikipedia are preferred to academically approved resources </li></ul></ul><ul><ul><li>Communication technologies most used by learners are also often outside institutional control (mobile phones, Skype, chat): there is an ‘underworld’ of social networking in support of learning </li></ul></ul>
  9. 9. What did we conclude from Phase 1? <ul><li>Learners display enormous differences in past educational experiences, expectations, needs, and motivations, and in use of technologies </li></ul><ul><li>Issues for learners are the emotional significance of learning, perceived cost and convenience of technologies, and time management </li></ul><ul><li>Learners take a holistic view of e-learning: they see technologies as part of their learning and their lives </li></ul>
  10. 10. Learner Experiences of e-Learning - Phase 2 ( March 2007-March 2009) <ul><li>Phase 2: seven focused studies plus a support and synthesis project </li></ul><ul><ul><li>Focus on eight high-level research questions, which have been refined through discussions across the projects </li></ul></ul><ul><ul><li>Sharing methodological challenges and some collaborative data collection </li></ul></ul><ul><ul><li>Shared approach to purposive sampling, qualitative data, participative ethos </li></ul></ul>
  11. 11. Phase 2 Projects <ul><li>BLUPS - University of Warwick & University of Northumbria </li></ul><ul><ul><li>Examine the ways in which new undergraduate students blend the modes of learning available to them, both from the personal and the institutional using a sample of 1st year undergraduates at Warwick and Northumbria </li></ul></ul><ul><li>e4L - Northampton University, Northampton College, Northamptonshire Adult and Community Learning </li></ul><ul><ul><li>Learners in transition between FE and HE and (hopefully) between ACL and F/HE and changes in attitude to e-learning provision as they progress in different educational contexts. </li></ul></ul><ul><li>LEAD - University of Edinburgh </li></ul><ul><ul><li>The involvement and impact of learning technology on learners' transition to University and how their use of learning technology changes as they progress through their first year </li></ul></ul><ul><li>LEXDIS - University of Southampton </li></ul><ul><ul><li>An exploration of the e-learning experiences of disabled learners within one institution </li></ul></ul><ul><li>PB-LXP - The Open University </li></ul><ul><ul><li>Students studying on work-based courses and  students’ experience and use of technologies in different locations, including their work places </li></ul></ul><ul><li>STROLL - University of Hertfordshire, Hertfordshire Regional College </li></ul><ul><ul><li>A longitudinal view of learning journeys across two years and three academic cohorts; from FE students through to graduating students at the end of their 3 year BSc/BA programme </li></ul></ul><ul><li>THEMA - Oxford University Computing Services </li></ul><ul><ul><li>An institutional study of students engaged in full-time and part-time Master’s degree programmes at the University of Oxford , in blended environments </li></ul></ul>
  12. 12. Key Research Questions <ul><li>How do specific groups of students experience technology? </li></ul><ul><ul><li>For example, accessibility issues for disabled students, refugees, international students, work based learners, etc </li></ul></ul><ul><li>What is the experience of the highly skilled online communicators and networkers? </li></ul><ul><li>How do learners experience change through their learner journey, especially at points of transition (e.g. induction)? </li></ul><ul><li>What are the critical choices that learners make? </li></ul><ul><ul><li>For example, where and how to study? </li></ul></ul><ul><li>How do learners make use of the technology in ways that are unexpected or unsupported by their institutions? </li></ul><ul><li>Personalisation and adaptation - How are learners personalising and adapting their tools and environments? </li></ul><ul><li>How do students conceive of the role of technology in their learning? </li></ul><ul><li>What is the impact of institutional strategies and course level practices? </li></ul>
  13. 13. Support and Synthesis activities <ul><li>Four face-to-face workshops </li></ul><ul><li>Project wiki </li></ul><ul><li>Evaluation guidelines (plus workshop in October) </li></ul><ul><li>Learner profile (shared with other programmes/projects) </li></ul><ul><li>Ongoing synthesis and dissemination </li></ul>
  14. 14. Expected key outcomes from Phase 2 <ul><li>Guidelines for practitioners, institutions and learners </li></ul><ul><li>Research papers and publications </li></ul><ul><li>Case studies </li></ul><ul><li>Surveys and profiles </li></ul><ul><li>Recommendations for the JISC and other high-level policy makers </li></ul>
  15. 15. For more information <ul><li>Go to the JISC website for links to all the projects in the programme </li></ul><ul><li>Contact Sarah Knight, Programme Manager, e-Learning – s.knight@jisc.ac.uk </li></ul>