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Conole research methods
National Teaching Fellow 2012 Gráinne Conole gave a presentation on trajectories of e-learning theory and methodology. She discussed emerging technologies for e-learning, approaches such as social network analysis and actor network theory to study online interactions, and learning design frameworks including activity theory and design-based research. Conole argued that research in this area must account for the complexity, diversity and evolving nature of e-learning practices.
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Conole research methods
- 1. National Teaching Fellow 2012 Trajectories of e-learning: theory and methodology explore Gráinne Conole University of Leicester 18thApril 2013
- 2. Outline • The technologicalcontext • Research complex online interactions • Approaches – Social Network Analysis – Actor Network Theory • Learning design – Activity Theory – Design-Based Research – Community Indicator Framework
- 3. Multimedia resources 80s 93 The Internet and the Web 94 Learning objects Learning Management Systems 95 Mobile devices 98 Learning Design 99 Gaming technologies 00 E-Learning timeline 01 Open Educational Resources Social and participatory media 04 http://halfanhour.blogspot.be/2012/02/e-learning-generations.html Virtual worlds 05 07 E-books and smart devices 08 Massive Open Online Courses http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-history-of-online.html
- 4. Technological trends • Mobiles and e-books • Personalised learning • Cloud computing • Ubiquitous learning • BYOD (Bring your own device) • Technology-Enhanced learning spaces • Learning analytics
- 5. The MATEL study http://www.menon.org/matel/ • Productivity and creativity • Networked collaboration • Content creation • Visualisation and simulation • Learning Management Systems • Learning environment • Games • Devices, interfaces and connectivity http://www.flickr.com/photos/wfryer/462376660/
- 6. Game changers • Harnessingthe power of new media • Need to rethink education • Key questions – How can we reach more learners, more effectively? – What is the impact of free resources, tools and expertise? – What new business models are emerging? – What new digital literacies are needed? http://www.educause.edu/game-changers
- 7. The e-learning landscape Emergent technologies and affordances Theory and methodology E-pedagogies, strategies and learning design Resources, OER and Pedagogical Patterns Evaluations Interventions
- 8. MOOCS Helen Keegan www.evolllution.com/distance_online_learning/massive-open-online-learning-creativity-and-competency/
- 9. From Web pagesand forums to complex online interactions What is needed in a world of new and proliferating e- learning practices are research approaches that are multiple and varied and that recognise their heterogeneity explicitly. (Friesen, 2009)
- 10. Themes • Complex, disruptive, evolving • More open practices • Distributed, networked
- 11.
- 12. OER communities • 7in-depth case studies • Articulate the nature of the OER communities and the patterns of user behaviour • Using the LOOK SNA tool • Relationships between individuals and themes
- 13. Actor Network Theory(ANT) • Humans and tool equal • Good for describing networks
- 14. Learning design • ActivityTheory • Design-Based Research • Community Indicators Framework http://www.flickr.com/photos/pcoutas/4996881007/
- 15.
- 16. Socio-cultural perspectives Mediating Design Mediating Artefacts Concepts Artefacts (MA) Tools Dialogues Activities Creates Learning activity Teacher or Resource Has an Design inherent Research questions What Mediating Artefacts do teachers use? Other teachers and learners What Mediating Artefacts can we create to can use or repurpose guide the design process? Vygotsky, Activity Theory
- 17. Analysis: Activity Theory Mediating Artefacts (MA) Creates Learning activity or Resource Teacher Division of Rules Community labour Design and learning occur within a context
- 18. Design-Based Research A systematic,but flexible methodology aimed to improve educational practice through iterative analysis, design, development and implementation, based on collaboration between researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories. Wang and Hannafin, 2005
- 19. • Means ofdealing with real learning contexts • Iterative: design, implementation, evaluation, refine • Gives rich insights into complex dynamics
- 20. Benefits • Means ofdealing with real learning contexts • Iterative: design, implementation, evaluation, refine • Gives rich insights into complex dynamics
- 21. Facets • Make assumptions and theoretical bases explicit • Collect multiple types of data • Conduct ongoing data analysis • Invite multiple voices to critique • Have multiple accountability structures • Engage in dialectic among theory, design and extant literature Barab, 2006
- 22. DBR and LearningDesign • Builds on theory & prior • Builds on ID, OER, Ped Patterns research research etc. • Pragmatic • Practical tools & resources • Collaborative • Work with practitioners • Contextual • Real, authentic contexts • Integrative • Mixed-method approach • Iterative – problem, • Problem, implementation, solution, evaluation evaluation and refinement • Adaptive and flexible • Agile, based on practice • Generalisation • Coherent LD framework
- 23. Problem and solution •Teachers want – Help with design – Ways to represent designs • Solution – Design representations to guide and make design explicit
- 25. Problem and solution •Teachers want – Examples of good practice – Others to talk to • Solution – Social networking site – Best of web 2.0 http://cloudworks.ac.uk – Iterative design and evaluation
- 27. Evolving: socio-technical co-evolution Content Event support, Open reviews, expert seeding flash debates consultation Social interventions Vision Evaluation Technical interventions Beta release RSS feeds, Events listing, voting, activity streams favourites, etc
- 28. Interactions and Communities • Interactions – Type – Time – Location • Communities
- 30. http://www.slideshare.net/GrainneConole http://www2.le.ac.uk/departments/beyond-distance-research-alliance grainne.conole@le.ac.uk http://e4innovation.com
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