http://www.jisc.ac.uk/media/documents/lxp_project_final_report_nov_06.pdf

Gráinne ConoleJISC Online Conference

13th – 14th June 2007

Taking the student perspective

What is their actual experience of the use of technology?

Please click on audio link on each slide to hear!

Disruptive technologies or more of the same?

Connecting progression with the learner experience

The learner experience

Culturally rich and complex society

with changing norms and values

Unpredictable, constantly changing world

Unintended consequences

and manufactured risks

Increasing impact of technology

Networked society

The modern context

Progression…

What does it mean?

Role of technology wrt progression?

in a complex changing environment

Key words…Monitoring, recording, sharing , aggregating, synthesising, evidencing, assessing, validation

StakeholdersThe student!Peers, tutors, course developers, Senior managers, QA bodies, Professional bodies, employers

From I to C in ICT

Web 2.0: Social software: Wikipedia, Flickr, Del.i.cious, Blogs and wikis

Interactive, social, collective

Web 1.0: Personal/institutional Web sites, online resources

Information focused, individual

Podcasting

Create and upload audioCombine with RSS feeds

Blogs

Personal journalExpert filter

Wikis

Collective web pages

Instant messenger

Synchronous chatPresence indicator

Social software

Collective media repositories

Multiple sources of expertise

New communities, collective build

Second life

A whole new dimension to learning?

LXP

Student experiences

Subject discipline differences

Uses of technologies

Effective e-learning strategies

Online survey

Audio logs Interviews

Learner Experiences Project

M. de Laat - Exeter, T. Dillon – Bristol, J. Darby – Open University

Phase 1 – context

Phase 2 – in-depth case studies

Survey Audio logs Interviews

Economics: 128Languages: 92Medicine: 31Computing: 158Other: 18Total: 427

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

Total: 85

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

Total: 14

Technologies used most in percentages

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What four technologies do you use most?

The first thing i do when given any piece of word 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. e-mail is always vital with communicating with different mediums. teachers for support

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. Search engines are used to find news articles

I use them [technologies] to find out information for assignments, and also to help me clarify my notes on each subject area that I study. IM is used to discuss issues with friends if a topic is not understood

My PDA is useful for reading things when I'm on the move

Survey qualitative data

Learner voicesFabio: an individual learner (Economics)

Samir: a social learner

Annmarie: an active technology user (Medicine)

Gary: learning through practice (Medicine)

Jack: social/interactive learner (Computer Science)

Finbar: an active blogger (Computer Science)

Dzel: aTurkish student (Languages)

Peizhi: a Chinese student (Languages)

Today I used my mobile phone to contact a friend fromthe same course to ask them where I could get my cover sheet for my essay to hand in today. I had to do this basically because I searched the university web site and I couldn’t find one and I didn’t have one on my computer so I had to ring my friend because I knew he had printed one out for himself earlier in the day… Well basically the mobile phone, … if I didn’t have one I wouldn’t have been able to do this ….I was able to contact XX and ask him where I could find one… I found one on another student’s home page who’d put it up there conveniently so that a lot of people could get it so that was pretty handy and I’ll remember that in the future.

Jack: social/interactive learner (Computer Science)

Internet sites for meanings and glossaryMobile phone find out about course workMSM chat to send coursework to friends

Mobile to text class mates to get exam hintsBlogs for personal reflectionInternet/search engines to verify concepts

Internet to research an essayGoogle using keywords/phraseWikipedia and podcasts

Voice recorder for collecting interview dataUSB stick to transfer data between home and uniDictionary.com to check wordsPodcasts from English language sites

Updating E-Portfolio from the hospitalUniversity VLE site to access lectures and check calendar

Audio logs

Learner voices: Laura

Patterns of use

Researching and retrieving informationGoogle, Wikipedia, subject-specific sites

CommunicationMultiple tools, peers/tutors…

AssignmentsGeneric tools: Word, Excel, Powerpoint

Integrated learningMixed views on VLEs, personalised learning

Information Communication

ContentChanging nature of content (more available, lower intrinsic value, higher interactivity and standards)

Cost and valueMaterials and information freely available on the InternetPerceived worth of content

PresentationUse of multimedia to improve presentation Expectations of good quality content

EvaluationNew skills for assessing content Skills to ensure work is authentic

CommunicationDifferent tools for different thingsInternet to access expert knowledge “With anyone about anything anytime”

CollaborationNew forms of collaboration – smart tools and web2.0Distributed cognition

Information Communication

EnvironmentMediaChanging media – increase of USB pens, ipods, mps players, integrated phones, better screen displays for reading

MotivationGaming generation, used to highly, engaging and entertaining environment

InteractivityEvidence of a shift from passive to interactive interactions across all aspects of their learning

Near ubiquitousMany now have their own PCs and wireless internet access – becoming accustomed to being able to access information or contact people on demand, anywhere

PerceptionsComfortable with technology, see it as integral

Critically aware of the pros and cons

Sophisticated and varied use of different

communication tools for different purposes

Access to up to date and relevant

information and resources vital

Don’t see technology as anything special

– another tool to support their learning

Mismatch between institutions perceptions

of student use of technology and actual use

Shifting sands….Pervasive and integratedExtensive use of tools for everything

PersonalisedAdapted to personal needsSocial

Networked peer community

InteractiveContent not fixed

“Underworld” and mismatchUsing tools in unintended ways

TimeThe ‘now’ culture

What does this mean?

Progression

Technology

EducationSociety

PB-LXP: Practice-based learning

Title E-assessment E-Portfolios Conferences Wikis &Blogs

Cisco Networking √ √

Team Engineering √ √Social Work Practice √ √

Applied Social Work Practice √ √

Extending Professional Practice √ √ √Software Reqs for Bus Systems √ √ √

How students learn using tools across different boundaries?

Strategies they use to manage the process

Barriers/enablers, key critical moments

Relationship between student practice and institutional policy

Further information• JISC learner experiences projects –

www.jisc.ac.uk/elp_learneroutcomes.html• Conole, G. (forthcoming), ‘Describing learning activities: tools and

resources to guide practice’ in Rethinking pedagogy for a digital age, H. Beetham and R. Sharpe (Eds), Oxford: RoutledgeFalmer.

• Conole, G. and Dyke, M. (2004) ‘What are the affordances of Information and Communication Technologies?’, ALT-J, 12(2): 113-124.

• Conole, G. and Fill, K. (2005) ‘A learning design toolkit to create pedagogically effective learning activities’, Journal of Interactive Multimedia Education, 8, http://www-jime.open.ac.uk/2005/08/

• Conole, G. and Oliver, M. (eds.) (2007) Contemporary Perspectives in e-Learning Research: Themes, Tensions and Impact on Practice, Oxford: RoutledgeFalmer.

• Conole, G., Thorpe, M., Weller, M., Wilson, P., Nixon, S. and Grace, P. (2007), ‘Capturing practice and scaffolding learning design’ EDEN 2007, Naples.

• Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies