Modelling the Impact of University ICT Strategies on Learning
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Aczel, James and Hardy, Pascale (2007). Modelling the impact of university ICT strategies on learning. In: Computer Assisted Learning (CAL '07), 26-28 March 2007, Trinity College Dublin, Ireland.
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![Modelling the Impact of University ICT Strategies on Learning James Aczel & Pascale Hardy The Open University, UK Glion Institute of Higher Education, Switzerland [email_address] [email_address] References Barbieri Masini, E. (1994) Why Futures Studies , Grey Seal, London Conole, G., Dyke, M., Oliver, M. & Seale, J. (2004) “Mapping pedagogy and tools for effective learning design”, Computers and Education , 43, 17-33 Taylor J.C. (2001) “Fifth Generation Distance Education”, Keynote address delivered at the 20th ICDE World Conference, Düsseldorf, Germany, 1-5 April. Available on-line at: http://www.usq.edu.au/users/taylorj/conferences.htm ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],t Figure 1: ICT with respect to the Globalisation and Individual-Social dimensions Figure 2: ICT with respect to Information-Experience and Autonomy Box 1: ICT Strategy, based on generations of distance education (Taylor, 2001, and others) Individual versus Social : the extent to which the individual is the focus of learning, or to which learning is explained through interaction with other people and the wider social context. Reflection versus non-Reflection : the extent to which learning arises through conscious reflection or through conditioning and memorisation. Information versus Experience : the extent to which the basis of learning is text, artefacts and bodies of knowledge on the one hand, or direct experience, activity and practical application on the other. Autonomy : the extent to which the learner is self-directed. Box 2: Dimensions of student learning (based on Conole et al, 2004)](https://image.slidesharecdn.com/presentationv5-120127045056-phpapp02/85/Modelling-the-Impact-of-University-ICT-Strategies-on-Learning-1-320.jpg)
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This document discusses criticisms of educational technology and responses to those criticisms. It addresses 5 main criticisms: 1) that technology is too costly and reduces funding for other programs, 2) that technology provides no significant gains in student achievement, 3) that technology has no impact on student achievement, 4) that online courses make "no significant difference", and 5) concerns about the digital divide. The document provides counter arguments for each criticism based on research findings. It emphasizes finding a balance with technology and taking an ecological approach to consider how technologies interact with social and cultural factors.
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OPEN LEARNING: KEY FOUNDATIONS OF PERSONAL LEARNING ENVIRONMENT
This study analyzes the role of open learning as a foundation for personal learning environments. Interviews were conducted with 9 teachers involved in open learning programs in Saudi Arabia. Open textbooks and open learning resources were identified as helping address challenges and improve learning quality. Personal learning environments allow students to define their own learning needs through collaboration. Open learning oriented towards personal development gives students more autonomy and flexibility compared to traditional distance learning models.
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Although there is a considerable body of work that explores educational uses of technology, and highly developed accounts of what learning is, surprisingly little research in education has asked what technology is, or what its relationship to learning consists of. When these matters are considered at all, they tend to be framed in technologically deterministic ways, with technology either 'causing' or at the least 'offering' and 'constraining' learning. In this talk, I will provide an overview of this way of framing technology and identify problems that follow from it. I will outline alternative positions that could be adopted, including Communities of Practice, the Social Construction of Technology and Actor-Network Theory, and discuss their points of connection to this debate. Using examples drawn from a JISC-funded project on digital literacies, I will draw out the implications of these positions for research.
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