Learning and Technology: evolution or revolution?

Inaugural Professorial LectureProfessor Linda Creanor

Glasgow Caledonian Universityl.creanor@gcu.ac.uk, @lcreanor

#creanor13

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Overview

Reflection on learning technology developmentsThe role of research & theory

Impact on practicePlanning ahead

1) everything that’s already in the world when you’re born is just normal; 2) anything that gets invented

between then and before you turn thirty is incredibly exciting and creative and with any luck you can make a career out of it;

3) anything that gets invented after you’re thirty is against the natural order of things … until it’s been around for about ten years when it gradually turns out to be alright really.

(http://www.douglasadams.com/dna/19990901-00-a.html)

How to Stop Worrying and Learn to Love the Internet (Douglas Adams)

From TILT project, University of Glasgow, 1993-95

Clyde Virtual University, 1995

Strathclyde University (Lead), University of Glasgow, Glasgow Caledonian UniversityPaisley University (now UWS), Glasgow School of Art

http://www.intel.com/content/www/us/en/communications/internet-minute-infographic.html

From Wikimedia Commons http://en.wikipedia.org/wiki/File:Wearcompevolution.jpg

http://www.cnet.com/uk/pictures/o2-gets-into-wearable-tech-with-bags-that-talk/5/

http://www.flickr.com/photos/azugaldia/7457645618 Creative Commons Attribution 3.0 Unported license https://www.flickr.com/photos/114264438@N03/13736591024

Creative Commons Attribution 2.0 Generic license.

By 2025, global demand for higher education will

double to around 200m per year, mainly from

emerging economies

(NAFSA -Association of International Educators, 2010)

http://www.theatlantic.com/business/archive/2012/07/the-single-most-important-experiment-in-higher-education/259953/ http://www.economist.com/news/international/21

568738-online-courses-are-transforming-higher-education-creating-new-opportunities-best

Headlines and Hype

cMOOCs

xMOOCs

SPOCs

MOOCoWs

Image by Giulia Forsyth, http://www.flickr.com/photos/gforsythe/8028605773, Licensed under Creative Commons

ALT ocTEL – Open Course in Technology Enhanced Learning

http://octel.alt.ac.uk/course-discussions/twitter-conversation-visualised/

Twitter Conversation (visualised) Martin Hawksey, 2013

Understanding networks

It is our contention that we need a detailed understanding of how social theories of learning are related to current practice. A thorough understanding of practice will rely on research into the actual use of computer networks to develop an understanding of the relationships that are possible between networks and learners.

Networked learning is learning in which … technology is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources.

(Jones & Steeples, 2002)

ETUDE & Dialog On

• Ten-Telecom & ESF funded (€1M +€3M)

• Activities led by:– European Trade Union College– 13 EU trade union organisations,– 2 trade union confederations,– Glasgow Caledonian University– Evaluation by Leeds Metropolitan University

• 32 online courses, training a total of 471 trade union officers and representatives along with 27 tutors and facilitators.

• 8 online networks with a total of 320 participants (Creanor, 2003)

• 9 professional development guides in 13 languages.

Identified new learning-related roles

specialist online tutors

network ‘animateurs’

‘bare-foot pedagogue’

the union learning representative

… it does appear to confirm the pivotal role of the ‘proactive broker’ … “who has the experience and skills to build bridges across cultural and organisational divides in support of mutual knowledge sharing and learning”. (Chen et al, 2010; Creanor, 2010)

The role of theory

A theoretical understanding of the interplay of social, cultural, pedagogical and technological aspects of networked learning is essential.

Tutors need -

“a heightened awareness of the pedagogical options”

“to encourage learning relationships through common understandings”

(Creanor & Walker, 2011; Creanor & Walker, 2010; Walker & Creanor, 2009; Walker & Creanor, 2005; Creanor 2002)

http://www.flickr.com/photos/adesigna/2940634261/

Technological determinism

Resistant to repeated pleas for evidence-informed

pedagogy (Laurillard, 2009; Conole & Oliver,

2007)

Often driven by political agendas and tactical funding

opportunities (Conole, Smith & White, 2007)

Widespread adoption of social media and Web 2.0 by

educators in a ‘creative explosion of new ideas’

(Laurillard, 2009)

‘a crisis looming and a paradox emerging’ over

issues of agency, ownership and control with regard to

mobile devices (Traxler, 2009)

Rapid technological and social changes are leading developments in education, often at the expense of pedagogy and theory

http://tinyurl.com/c7tntva

http://tinyurl.com/d55kv9q

http://tinyurl.com/cnpuu8d

LEX (Jisc funded)

• We started from the premise that learners are experts on their own experiences

• We adapted an Interpretative phenomenological analysis (IPA) approach

• Interview Plus added

• Interviews and focus groups were conducted with learners from HE, FE and work-based contexts across the UK.

(Creanor & Trinder, 2010; Creanor et al 2008; Creanor L. 2008; Creanor L. et al 2006)

Characterising effective e-learners

Age NOT a key determinant

Willing to engage & expect tutors to engage also

Believe technology should enhance their learning

Blurring of boundaries between formal learning & informal networks

Choice and control = engagement

A new ‘underworld’ of digital communication

“I started a new course last year and was wondering how I was going to cope with it all... I suppose I

hadn’t really given much thought to the technology, I hadn’t

realised how much it could help.”

http://www.gowerpublishing.com/isbn/9780566089305

Learning with Online & Mobile Technologies

Listening, reading & sense-making

(coping with course content)

Writing and presenting(preparing oral & written

assignments)

Communicating and community

(communicating with a group)

Searching and researching

(searching, evaluating & using online resources)

Technology

http://commons.wikimedia.org/wiki/File:Neon_sign,_%22CHANGE%22.jpg?uselang=en-gb, Creative Commons Attribution 2.0 Generic

Mobile devices

26

http://tinyurl.com/c7tntva

http://tinyurl.com/d55kv9q

Accesses to GCULearn from Mobile Devices (top 3)

No. of visits Increase/ decrease

from 2012

Apple iPhone 62,274 +187%

Apple iPad 33,427 +352%

Samsung GT-I9100 Galaxy S II 4,558 +171%

Social learning environments

Saltire Centre, Glasgow Caledonian UniversityPhoto ©Glasgow Caledonian University

Social Learning & Flipped Teaching

New ways of understanding learning

Formal learning

People, information, resources

Informal learning

Personal networks – close ties, loose ties

“Knowledge is in the connections. Learning is the forming of connections”(Siemens, 2004)

Technology as ‘connector’

GCU Strategy for Learning 2013-2020

Design Principles

Engaged learning

Divergent thinking

Personalised learning

Inclusive, accessible learning

Broader & deeper

learning

Flexible learning

Global learning

Real world Problem solving

Entrepreneur-ship

Responsible Leadership & Professionalis

m

Digital Learning/

Technology

Staff Digital

Learning/Technolog

y

Support Systems

Environment

University systems

Student feedback/evidence

base

Effective Partnership working

Enablers

Strategy for Learning 2013-20, Glasgow Caledonian University http://bit.ly/1jw5MCX

GCU’s Blended Learning Roadmap 2013-15

http://tinyurl.com/cmklr34

21st Century Education

http://www.youtube.com/watch?v=O35n_tvOK74#t=20

The digital revolution may not have arrived in higher education (yet) but flexibility and agility are key to ensuring that universities

are ready for change in -

• Understanding learning and social networks• Providing learning and teaching choices • Understanding and engaging students

• Supporting and preparing staff

Planning for a Digital Future

http://tinyurl.com/nclxkg8 Creative Commons Attribution-Share Alike 3.0 Unported licence

3D Printing

“But the change, though steadily and rapidly

progressive, has nevertheless been gradual; and, like those who drift down the stream of a deep and smooth river, we

are not aware of the progress we have made until we fix our eye on the now distant point

from which we have been drifted.”

Excerpt From: Scott, Walter. “Waverley.” iBooks.

References

Chen, FC., Chang HM., & Wang, T. (2010), Collective Brokering Practice4: a constellation of practices, in Dirckinck-Holmfeld L, Hodgson V, Jones C, de Laat M, McConnell D & Ryberg T (eds), Proceedings of the 7th International Conference onNetworked LearningConole, G. & Oliver, M. (Eds) (2007) Contemporary perspectives in e-learning research: themes, methods and impact on practice, London: Routledge.Conole, G., Smith, J. and White, S. (2007) A critique of the impact of policy and funding, in Conole, G. & Oliver, M. (Eds) Contemporary perspectives in e-learning research: themes, methods and impact on practice, 38-54, London: RoutledgeCreanor L, Durndell H, Primrose C. (1996) Library and Study Skills using Hypertext: the TILT experience, The New Review of Hypermedia and Multimedia, Applications and Research, Vol 2, pp 121-147, Taylor Graham. LondonCreanor L. & Trinder, K (2010). Managing Study and Life with Technology, in R. Sharpe, H. Beetham & S. De Freitas (eds) Rethinking learning for a digital age: how learners are shaping their own experiences, 43-56, Routledge, New YorkCreanor L. & Walker S. (2005), Learning Architectures and Negotiation of Meaning in European Trade Unions, ALT-J: Research in Learning Technology, 13, 2, 109–123Creanor L. & Walker, S. (2011). Interpreting Complexity: a case for the sociotechnical interaction framework as an analytical lens for networked learning research, in L. Dirckinck-Holmfeld, V. Hodgson, D. McConnell (Eds) ‘Exploring the Theory, Pedagogy and Practice of Networked Learning’, Springer, New YorkCreanor L. (2002) A Tale of Two Courses: a comparative study of tutoring online, Open Learning Vol 17, No 1, pp57-68, Taylor & Francis, London.Creanor L., Trinder K., Gowan, D., Howells C. (2008), Life, Learning and Technology: views from the learners, Journal for Learning and Teaching in Higher Education, 2, 26-41. Jones C. & Steeples C. (2002) Perspectives and Issues in Networked Learning, in Steeples, C. and Jones, C. (Eds.), Networked Learning: Perspectives and Issues, 1-12, London: Springer Verlag. Laurillard, D. (2009) The pedagogical challenges to collaborative technologies, in The International Journal of Computer-Supported Collaborative Learning, 4 (1), 5-20, London: Springer-Verlag Macdonald, J. & Creanor, L. (2010) Learning with Online and Mobile Technologies: a Student Guide, Gower, London. Traxler, J. (2009) Students and Mobile Devices: choosing which dream, in Davis, H. & Creanor, L. (Eds), ‘In dreams begins responsibility’ – choice, evidence and change, Proceedings of ALT-C, 8-10 September, Manchester, UK, 70-81Walker S. & Creanor L. (2005), Crossing Complex Boundaries: transnational online education in European trade unions, Journal for Computer Assisted Learning. 21, 5 , 343-354Walker S. and Creanor L. (2009), The STIN in the Tale: a socio-technical interaction perspective on networked learning, Journal for Educational Technology and Society, 12, (4), 305-316.