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Connecting Research with Policy and Practice
The document discusses connecting research, policy, and practice in e-learning. It provides a framework linking the four areas of research, policy, teacher practice, and learner experience. It then examines the history of e-learning and various technologies and pedagogical approaches. Key lessons include the need for new digital literacies and better linking research to policy and practice. The future will involve an ongoing evolution of technologies and their use in education.
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Connecting Research with Policy and Practice
- 1. + Connecting research with policyand practice Gráinne Conole, Open University, UK EDEN research workshop Budapest, 25th October 2010 More info, slides and references: http://cloudworks.ac.uk/
- 2. Outline A frameworkfor linking research with policy & practice Scrutinising the e-learning history line lessons from the past a glimpse into the future Learners’ experience Teacher practice Bridging the gap between rhetoric and reality Leaning Design Open Educational Resources Emergent themes and challenges
- 3. Policy Teacher practiceResearch Learner experience Framework for research,policy and practice Conole, 2010 http://oro.open.ac.uk/21618/
- 4. Scrutinising the e-learningtimeline Context Globalisation, networked society, changing societal norms, ICT advances UK: Dearing review of ICT Range of funded initiatives & support bodies US: Fragmented policy, driven by individuals and commercial imperative Education/Industry partnerships, spin offs, Open Educational Movement Impact Local culture vs global hegemony, changing roles & structures, commercial vs. government supported, dissemination and impact evaluation Policy Practice Drivers Widening participation, personalization, lifelong learning, quality assurance, developing the work force, commercial imperative Conole, (2007) in Andrews & Haythornwaite
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- 6. A typology ofnew technologies Technology Examples Media sharing Flckr, YouTube, Slideshare, Sketchfu Media manipulation and mash ups Geotagged photos on maps, Voicethread Instant messaging, chat, web 2.0 forums MSN, Paltalk, Arguementum Online games and virtual worlds WorldofWarcraft, SecondLife Social networking Facebook, Myspace, Linkedin, Elgg, Ning Blogging Wordpress, Edublog, Twitter Social bookmarking Del.icio.us, Citeulike, Zotero Recommender systems Digg, LastFm, Stumbleupon Wikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.us Syndication/RSS feeds Bloglines, Podcast, GoogleReader (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education http://heacademy.ac.uk/assets/EvidenceNet/ConoleAlevizou2010.pdf
- 7. A Associative Focus on individual Learningthrough association and reinforcement Constructivist Building on prior knowledge Task-orientated Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment Pedagogies of e-learning Mayes & De Freitas, 2004 Conole 2010 cloudworks.ac.uk/cloud/view/2982 E-training Drill & practice Inquiry learning Resource-based Experiential, Problem-based Role play Reflective & dialogic learning, Personalised learning
- 8. Some case studyexamples E-training, drill and practice Experiential, problem- based, role play Inquiry learning, resource-based learning Reflective and dialogic learning, Personalised learning Interactive materials, E-assessment Virtual worlds, Location aware devices, Online games Google, Media sharing repositories, User- generated content Blogs, RSS feeds, E-portfolios, Wikis, Social networks
- 9. E-training, drill andpractice McNaught, 2010, Edmedia Keynote
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- 11. Inquiry-based learning The PersonalInquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/ My community
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- 13. Situated learning –virtual exhibitions Aims to develop proficient technical writing and design skills Cohort of 82 students created a movie poster of the film, Avatar Virtual exhibition in SecondLife What can avatars do? Virtual realities in collaborative learning Li et al., 2010, Edmedia conference Other examples: Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
- 14. Role-based learning Pheny andShun, 2009, Ascilite conference Wills et al., 2010
- 15. Reflective and dialogiclearning Uses Blogs and E-portfolios for personal reflection Wikis/social bookmarking for aggregation Wikis for project-based work Cohort blogs for shared understanding Web 2.0 tool to connect beyond the course E-portfolios for aggregation and evidence Twitter for just-in-time learning Joyes, 2009, Ascilite conference
- 16. Web pages Communication+ Interactivity A redefining ofwhat ICT means Blogs Wikis Virtual worlds, online games & immersive environments Social networking Twitter Google wave Media sharing Mash ups Email Forums Instant messaging Audio & video conferencing
- 17. Co-evolution of toolsand practice Evolving practices Characteristics of users Preferences Skills Interests Context Affordances of technologies Reflection Dialogue Aggregation Interactivity Affordances (Gibson) ‘All "action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities.’ For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep. Basic communications & gestures Symbolic representations (words, numbers) 1st wave technologies (phone, radio, fax, TV, CD/DVDs) 2nd wave technologies networks, mobiles, the Internet)
- 18. Learners’ use oftechnologies Immersed in technologies Increasing use of Web 2.0 tools Multiple channels for communication Rich multiple representations of information Just in time and peer learning Outcomes focussed Multiple career paths
- 19. Teacher practice Paradoxes Technologies notfully exploited Little evidence of use of OER Predominance of ‘old practices’ Media sharing Blogs & wikis Reasons Technical, pedagogical, organisational… “Lack of time, research vs. teaching, lack of skills, no rewards, no support….” Solution… New approaches to designing for learning Virtual worlds & online games Social networking World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
- 20. Learning Design Shift frombelief-based, implicit approaches to design-based, explicit approaches Encourages reflective, scholarly practices Promotes sharing and discussion A design-based approach to creation and support of courses Andrew Brasher, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
- 21. The learning designconcept wheel Resources Foundations Representation Dialogue & collaboration Learning Design taxonomy Mediating artefacts Affordances Excel template CompendiumLD Course views Cloudworks ’Design Challenge’ DialogPlus toolkit Phoebe planner Pedagogic planner
- 22. Course views: conceptualand data-driven Course Map Learning Outcomes Task Swimlane Pedagogy Profile Course Dimensions Course Performance Cost effectiveness
- 23. Guidance & Support Courseguide, study calendar, study planner, 20 learning guides, General assessment guidelines and assignments Tutor support: 1:20, 21 hours Reflection & Demonstration Journal space in the Mystuff e- portfolio, 6 assignments online (50% of overall score) Content & Activities 3 co-published books, DVDs of 3 practice settings, core questions, thinking points in course books Own experience and practice PDFs, e-journal articles & websites, activities in learning guides, 5 website interactivities Communication & Collaboration F-t-F tutorials near beginning, middle and end, Course-wide café forum, Tutor-group forums with sub-groups for each block Course summary KE312 - Working together with Children, 60 pt course over 32 weeks, 3 blocks/20 guides Whole weeks devoted to assignments Consolidation week (week 22) Key words Practice-related, aligned to latest professional framework for multi-agency working, rich cases Read-Relate to practice – Reflect - Write KE312 - Course map
- 24. Pedagogy profile Learning ActivityTaxonomy - Conole, 2008 Map of learner tasks to time periods (weeks, semesters, etc.) 6 types of learner task + assessment Assimilative Information handling Communication Productive Experiential Adaptive Assessment Each cell indicates the amount of time spent on each type of task
- 25. Course dimensions Guidance & Support Content& Activities Reflection & demonstration Communication & Collaboration
- 26. Learning outcomes Mapping learningoutcomes to: Activities Assessment Based on Biggs’ work (1999) on constructive alignment Maps course and highlights any gaps
- 27. Task swimlane Focus onthe tasks learners do Base on: Roles (learner, tutor, etc.) Tasks (read, discuss, etc.) Tools and resources Outputs Advantages Makes design explicit Maps out design Sharable with others Good at activity level Use Mind mapping tools – CompendiumLD, CMap, Freemind Pen, paper and stickers
- 28. New forms ofdialogue & collaboration
- 29. Dialogue and collaboration Designchallenge Create a course in a day! Cloudworks Space to share and discuss
- 30. Cloudworks A spacefor sharing and discussing learning and teaching ideas and designs Application of the best of web 2.0 practice to a teaching context To bridge the gap between technologies and use Teachers say they want examples/want to share/discuss Helps develop skills needed for engaging with new technologies’
- 31. Quick language guide Cloud: Anythingto do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people Favourites: Vote for things your like RSS feeds: For Cloudscapes, Clouds & people Follow: Cloudscapes, Clouds or people Attend: Conferences & workshops
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- 33. Policy Teacher practiceResearch Learner experience Framework for research,policy and practice Conole, 2010 http://oro.open.ac.uk/21618/ Institutional & national funding Embedding in strategy Aligning to technology trends Horizon scanning new technologies Scrutinising teachers’ practice How are learners using technologies?
- 34. Final thoughts Therewill be an ongoing co-evolution of tools and use New digital literacies are needed for both teachers and learners There is a narrower but deeper digital divide We need to devise pathways for navigating an increasingly complex digital landscape We need new language and metaphors to make sense of this Roles and structures are changing: learners, teachers, institutions We need a better link between research and policy and practice We need to develop a better theoretical basis for the field We don’t know the future, but we can say this…