conole zurich

Changing Perspectives in E-learning

Scrutinising the learner voice

Gráinne Conole, The Open University25th January 2008

11th Annual ELC-NET ConferenceE-Learning Campus Zurich

Learning connections

Student experience

Outcomes

Tasks Assessment

Learning activities

Design

Student experience

Outcomes

Tasks Assessment

Learning activities

Design Support

Student experience

Outcomes

Tasks Assessment

Learning activities

Learner voices

JISC In their own words

Learner voices

Learner voicesLearning in

the digital age

Communication & networking

ConcernsBenefits

Expectations

JISC Learner experience programme

Phase OneReview (Sharpe et al.)LEX (Creanor et al.)LXP (Conole et al.)

Phase OneReview (Sharpe et al.)LEX (Creanor et al.)LXP (Conole et al.) Phase Two

Longitudinal study -STROLL (Hertfordshire)Institutional studies - discipline differences, accessibility, practice-based learning, transition between sectors

The LXP and LEX Projects

The LXP and LEX ProjectsThe LXP project - HE students

Context In-depth case studies

Survey Audio logs InterviewsEconomics: 128Languages: 92Medicine: 31Computing: 158Other: 18Total: 427

Economics: 3 Languages: 47Medicine: 16Computing: 19

Total: 85

Economics: 2Languages: 3Medicine: 5Computing: 4

Total: 14

Total: 85

Total: 14The LEX project - formal and informal students

Age No. %16-24 24 43.625-34 6 10.935-54 20 36.455-64 2 3.665+ 2 3.6

Unstated 1 1.8

Total: 85

Age No. %16-24 24 43.625-34 6 10.935-54 20 36.455-64 2 3.665+ 2 3.6

Unstated 1 1.8

Methods:Interviews, survey, audio logs, videos

Total: 85

Age No. %16-24 24 43.625-34 6 10.935-54 20 36.455-64 2 3.665+ 2 3.6

Unstated 1 1.8

Methods:Interviews, survey, audio logs, videos

PB-LXP project

Changing relationships

I use email to communicate with everyone, especially lecturers; arranging meetings, asking questions about work and queries over assignments etc I write all my assignments using Word and to sort through the information I find, make notes of what I still need to do and spell check my emails that I'm sending to lecturers

I think the relationship between students and the university itself, is becoming very …technological … most services are provided online, and that saves a lot of time, meaning you don’t need to come to university... a lot of information about yourself... even your grades … its been much easier to interact with the university

It basically opens up a whole world of learning for everybody, you know. You can find, read up, on anything you like. In a university context, you can have all your notes and everything all on one machine. So anytime you have to look for something, you don’t have to flick through a big file, you can type, search your computer for what you’re looking for

Audio & Video clipsVideo

Reflective summaries Audio

In situ, emotive

Laura: Technology immersed

In situ, emotive

Emma and Jenny: Application to practice

In situ, emotive

Emma and Jenny: Application to practice

Paul, Simon and Beth:Work-based learning

Today’s learners

Key themes

Today’s learners

Core toolsetWord, email, Web

InformationGoogle first, peer

approval

CommunicationMix-mode,

personalised

Key themes

Today’s learners

approval

personalised

Key themes

Pervasive

Time/space

Learning patterns

Integrated

LXP framework

Today’s learners

Adaptive

SkillsDigitised

Personalised

approval

personalised

Key themes

Pervasive

Time/space

Learning patterns

Integrated

LXP framework

ECAR research

studies and surveys

The JISC Learner Experience programmeKennedy et al., Oblinger et al., TALL Web 2.0 survey, JISC Ipsos MORI surveyEducause ECAR study of U/G and IT 2007

Access: 73% broadband, 96% Mobile, 90% PC, 76%

Digital camera, 69% MP3 player, 63% Laptop

Activities: Email (94%), Creating

documents (88%), Music (84%), Searching (83%),

Chat (80%)

Emerging: Blogs, file sharing, web

conferencing, social networking

Kennedy et al. 2006

The JISC Learner Experience programmeKennedy et al., Oblinger et al., TALL Web 2.0 survey, JISC Ipsos MORI surveyEducause ECAR study of U/G and IT 2007

ECAR 2007

Access: 73% broadband, 96% Mobile, 90% PC, 76%

Digital camera, 69% MP3 player, 63% Laptop

Activities: Email (94%), Creating

documents (88%), Music (84%), Searching (83%),

Chat (80%)

Emerging: Blogs, file sharing, web

conferencing, social networking

Kennedy et al. 2006

Learning processes

Task orientated

Experiential

Cumulative

Learning processes

Attitudes & approaches

Task orientated

Experiential

Cumulative

Learning processes

Attitudes & approaches

Task orientated

Experiential

Cumulative Social aspectsMulti-faceted

Engaging & relevant

A learning design toolbox

Resources & examples

Design tools

The OU Learning Design project

Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White

Fact finding & user requirements Phase 1: User consultation, case studies, LD workshops

Phase 2: Interviews, course evaluation, focus groups/workshops

Tool and resource developmentPhase 1: Compendium, external resources

Phase 2: CompendiumLD, LD toolbox

44 case studies

8 faculty workshops

15 design interviews & in-

depth course evaluation

Workshops & focus groups

Tool development: Compendium

Resource identification: tools,

methods, case studies

44 case studies

8 faculty workshops

15 design interviews & in-

depth course evaluation

Workshops & focus groups

Examples &Case studies

Design tools

Select Teaching Methods for the ModuleRollover to see definitions and links to examplesClick on the Teaching Methods you want to use

Lectures . . . . . . . . . . . . . . . . . . . . . . . . .Tutorials . . . . . . . . . . . . . . . . . . . . . . . . .Seminars . . . . . . . . . . . . . . . . . . . . . . . .Workshops . . . . . . . . . . . . . . . . . . . . . . .Fieldwork . . . . . . . . . . . . . . . . .Study guides . . . . . . . . . . . . . . . . . . . . .Set readings . . . . . . . . . . . . . . . . . . . . .Computer-based tools . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . .Online asynchronous conferencing . . . .Online synchronous audio conferencing .Tutor-marked assignment . . . . . . . . . . .Computer-marked assignment . . . . . . . .

Additional teaching methods

Other?. . . . .

Could be data analysis andmodelling, such asspreadsheets, or simulations,such as economic models…Examples

This selection will be carried through the Module Plan.You can return to make a new selection, or write in anadditional method at any point.

SelectTeachingMethods

Definemaximumgroup size

Estimatepreparationtime

Definereuse ofmaterials

Estimatepresentationtime

Distributelearner timeover TMs

Define ratioof cognitiveactivities

Audio-graphic systemssupport online audio chatwith linked visual displays,allowing tutors to see whatstudents do with a diagram,picture, etc.Examples

London pedagogical planner

Design tools

Select Teaching Methods for the ModuleRollover to see definitions and links to examplesClick on the Teaching Methods you want to use

Lectures . . . . . . . . . . . . . . . . . . . . . . . . .Tutorials . . . . . . . . . . . . . . . . . . . . . . . . .Seminars . . . . . . . . . . . . . . . . . . . . . . . .Workshops . . . . . . . . . . . . . . . . . . . . . . .Fieldwork . . . . . . . . . . . . . . . . .Study guides . . . . . . . . . . . . . . . . . . . . .Set readings . . . . . . . . . . . . . . . . . . . . .Computer-based tools . . . . . . . . . . . . . .Web-based resources . . . . . . . . . . . . . .Online asynchronous conferencing . . . .Online synchronous audio conferencing .Tutor-marked assignment . . . . . . . . . . .Computer-marked assignment . . . . . . . .

Additional teaching methods

Other?. . . . .

Could be data analysis andmodelling, such asspreadsheets, or simulations,such as economic models…Examples

This selection will be carried through the Module Plan.You can return to make a new selection, or write in anadditional method at any point.

SelectTeachingMethods

Definemaximumgroup size

Estimatepreparationtime

Definereuse ofmaterials

Estimatepresentationtime

Distributelearner timeover TMs

Define ratioof cognitiveactivities

Audio-graphic systemssupport online audio chatwith linked visual displays,allowing tutors to see whatstudents do with a diagram,picture, etc.Examples

London pedagogical planner

Phoebe wiki

Workspace

Standard Compendium

icon set

Workspace

Standard Compendium

icon set

Tailored icon set for learning

design

Workspace

Collaborative wiki activity - analysis of a pop song

Bernd Rüshchoff

Jury role play: multiple roles

Scaffolding & support

Evaluation findings

Evaluation findingsDesign process creative,

messy, iterative

Informed by practice rather than theories Serendipitous routes

to supportCompendium easy to use

Compendium helped make design more explicit

Different aspects to design - focus and level of granularity

No one perfect design tool or approach

Mapping at course level

Ways of Thinking differently

Mapping tools to pedagogy

Ways of Thinking differently

Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2

ToolsE-portofolio,

blog, wiki, RSS feed, etc...

ToolsE-portofolio,

TasksSearch, discuss, collate, present,

OrganisationCreativityDialogue

CollaborationReflectionInteraction

InquiryAuthenticity

Positives

ToolsE-portofolio,

InquiryAuthenticity

Positives

Time consumingSupport issues

Assessment issuesExpensive

Lack of interactionDifficult to manageNew skills required

Uninspiring

Negatives

ToolsE-portofolio,

InquiryAuthenticity

Positives

Time consumingSupport issues

Assessment issuesExpensive

Lack of interactionDifficult to manageNew skills required

Uninspiring

Negatives

ToolsE-portofolio,

Assessment by portofolio

Group report in a

Blog reflection on practice

Group resources via

Examples

Templates

Examples

Templates

Examples

Templates

Examples

TemplatesChoices

Examples

Templates

Learning activity

Choices

Issues

Adopting a Learning Design mindset

Degree of control between tool and user

Integration of help at the right time and level

Forms of representation and levels of granularitySustainable user-generated

activitiesRoll out and support:research vs. practice

THE VLE IS DEAD!

THE VLE IS DEAD!Martin WellerNiall SclaterTony Hirst Brian Kelly

Tensions

Personalised tools

Institutional tools

TensionsLoosely coupled

Integrated systems

Personalised tools

Institutional tools

TensionsLoosely coupled

Integrated systems

Personalised tools

Institutional tools

Student “control”

Institution “control”

Implications

ImplicationsChanging learning

& teaching paradigms

ImplicationsChanging learning

& teaching paradigms

Staff & learner skills set

Implications

Roles & structures

Changing learning & teaching paradigms

Implications

Strategy& policy

Roles & structures

Changing learning & teaching paradigms

G.C.CONOLE@OPEN.AC.UK

Blog: www.e4innovation.com

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