Bridging the gap: e-learning research
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Transcript of Bridging the gap: e-learning research
Bridging the gap a review of e-learning research
at Southampton
Gráinne ConoleUniversity of Southampton
Email: [email protected]
ELRC conference, 2st November 2005
Review of tools for effective practice
Learning design
Lessons learnt from UKeU!
Snapshots of current work
Methodological issues
Theoretical frameworks
Manipulating dataWord, Excel
PresentationThe Web, PowerPoint
Finding informationSearch engines, portals
Types of tools and their uses
ManagingDatabases, Project Manager
Personal managementDiaries, calendars
CommunicationEmail, discussion forums
VisualisationMindmaps, visual tools
Guidance and supportWizards, tutorials
EvaluationCAA tools, Web tracking
Types of tools and their uses
AnalysisSPSS, NVIVO
Word - use and impact
Sharing
Creating and sharing resources
Presentations
Generating ideas
Changing roles
Used ubiquitously
Distributed cognition
Collaborative working
Changing the way we create knowledge
Quality
vs content
Potential versus reality
Plethora of tools and resourcesEnormous potential but underused
Wealth of knowledge about learningDidactic/behaviourists models predominate
Gap between thepotential of the technologies
(confusion over how they can be used)and
application of good pedagogical principles(confusion over which models to use)
Context
TasksPedagogy
Learning activity
Mediating artefacts
Mediating artefacts for learning design
Mediating artefacts
• Narratives• Case studies• Peer dialogue • Expert guidance• Knowledge
building• Networked
communication• Lesson plan
• Tips and tricks• Demonstration• Answer gardens• FAQs• Schema• Toolkits• Models
Mediating artefacts
• Mediate between user and learning activity
• Help inform decision making
• Support re: context, pedagogy or tasks or a combination
• Contextually rich to more abstract
• Range of formats – textual, dialogic, visual, structural
MA affordances
• Accessibility – ease of retrieval, simplicity• Speed of change - adaptability • Diversity - tailored to individual needs • Communication and collaboration -
‘peer dialogue’ MA better than a ‘lesson plan’ MA
• Reflection– toolkits designed to encourage the user to revisit and adapt
MA affordances
• Immediacy - degree of contextualisation • Multimodality – navigational routes,
toolkits more multimodal than lesson plans • Risk - a more tightly MA has less
unintended consequences• Monopolisation - ‘one-size-fits-all’ cf
bespoke, contextually located MAs• Surveillance - in-built tracking and
recording mechanisms
Corporate/academic clash
Profit driven
Little or no needs analysis or marketing
Lessons learnt from UKeU
Unrealistic timeframe/deadlines
Theoretical frameworks
Student centred and flexible
Built on concept of learning objects
Made HEIs critique & reflect on existing provision
Perceived benefits?
Constructivistlearning activities
An idea ahead of its time?
Feeder disciplinesWealth of methodsNo shared language
Tension between quantitative & qualitative
Lack of rigour, anecdotal & case based
Methodological issues
Methodological innovations
Theoretical frameworks
Bibliographic toolsEndnote
New discoursesChat, Wikis, access grid
Data collectionOnline, multiple sites
Data analysisNew powerful tools
Impact on research
PublishingJIME, e-Prints
CommunicationEmail, discussion forums, Chat, video conferencing
InteractivityWikis, Web logs
CollaborationGrid-technologies,
sharing tools
Data analysisSPSS, NVIVO
Research opportunities
Data miningPortals, databases
Discussion forums
Early researchInitially focused on analysis of contentAnalysis mainly via pre-defined codes
ProblemDidn’t capture the complexity of the event
Lack of contextualisationCodings too rigid
Current focusShift from analysis of content to
multimodal approachRicher interpretation
Use of grounded theory, critical recall events etc.
Theoretical perspectivesDistributed
cognition and Person-Plus
(Salomon, Pea, Perkins)Intelligence distributed between
mind and surroundings‘Effects with’ and ‘effects of’ technology
Dialogue
(Vygotsky, Mercer, Laurillard)Language as a tool,
Joint construction of knowledge“Inter-thinking”, Conversational framework
Systems
thinking,
metaphor
s
modellin
g
(Senge, Morgan)Capturing organisational
and cultural aspects
Activity Theory
(Engestrom, Wertsh, Scollon)Mediating artefacts,mediated discourse
Thanks!
ResearchersChris Bailey
Annamaria Carusi Jonathan DarbyMaarten de Laat
Karen FillAnn Jeffrey
PhD studentsPatrick Fullick
Zhen LiJulie Price
Cathy RichardGeorge RobertsBill Warburton
ColleaguesEducation
ECSGeography
NeonatologyNursing
Externally
References
Conole, Darby, Carusi, De Laat, Wilcox (Submitted), Lessons learnt from the UKeU experience, Continuing Education StudiesConole, G. (2005), Mediating artefacts, CALRG presentation, OUConole (2002), ‘The evolving landscape of learning technology research’, ALT-J, 10(3), 4-18Conole (2003), ‘Understanding your organisation’ in the ‘Creating a Managed Learning Environment (or MLE) infoKit’, available online at http://www.jiscinfonet.ac.ukConole, Dyke, Oliver, and Seale, (2004), ‘Mapping pedagogy and tools for effective learning design’, Computers and Education, Conole and Dyke, (2004), ‘What are the affordances of Information and Communication Technologies?’, ALT-J, 12.2Conole and Fill, (2005), ‘Specification for a learning design activities toolkit’, JIME special issue on learning design Conole (2004), ‘Report on the effectiveness of tools for e-learning’, report for the JISC commissioned ‘Research Study on the Effectiveness of Resources
Bridging the gap a review of e-learning research
at Southampton
Gráinne ConoleUniversity of Southampton
Email: [email protected]
ELRC conference, 2st November 2005