Conole Final Queens
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Transcript of Conole Final Queens
How can we predict for the unknown? Drawing out underlying
trends from existing practice Gráinne Conole
Institute of Educational [email protected]
Enhancing the education environmentQueens University, Belfast
18th September 2006
Current developments
Complexity and Interconnection:macro and micro contexts
Bridging the gap
Organisationalissues
Changing roles
Strategy & policy
Structures & processes
Staff development
Underpinningtechnologies
Mobile & ubiquitoustechnologies
The Grid: E-Science & E-Social Science
Personalised & adaptive
Standards
Infrastructures
Pedagogical aspects
E-literacies
New pedagogies
Models of practice
Case studies of innovation
Learning design
Experiences & perceptions
Contemporary perspectives in e-learning, Conole and Oliver (eds), Forthcoming. RoutledgeFalmer
LXP
Student experiences
Subject discipline differences
Uses of technologies
Effective e-learning strategies
Online survey
Audio logs Interviews
Learner Experiences Project
www.geodata.soton.ac.uk/eLRC/learner_survey
J. Darby - Southampton, M. de Laat - Exeter, T. Dillon - Bristol
Expected findingsUse of standard packages: Word, PowerPointData manipulation: Excel, statistical softwareUse of search engines/internet for information
Unexpected findingsUse of communication tools for learning: Mobile phone, Instant messaging, Discussion forums
VLE not so popular Often only provides content or teacher notes/powerpoint slidesComputer science students prefer to build their own infrastructure and websites
Internet sites for meanings and glossary
Mobile phone find out about course work
MSM to send course work to frie
nds
Internet for research essay
Google keywords/phrase
Wikipedia and podcasts
Mobile to text class mates to get exam hintsBlogs - personal reflectionInternet and search enginesTie in key concepts and subject matter
Mobile to get assignment cover sheet
Course websites confusing
Use of other students’ homepages
Burning onto CDs, plagarism checks
E-Portf
olio and lin
k
to pro
fessional pra
ctice
Survey qualitative data
I use email t
o communicate with
everyone,
especially le
cturers; arra
nging meetin
gs,
asking questions about w
ork and queries
over assignments etc I w
rite all m
y assignments
using Word
and to sort
through th
e inform
ation I f
ind,
make notes of what I
still need to
do and spell check
my emails th
at I'm sending to
lecturers.
Search engines are used to fin
d news articles
I use them to find out information for
assignments, and also to help me clarify
my notes on each subject area that I study.
Instant messaging is used to discuss
issues with friends if a topic is not understood
Use it to manage my data and thoughts... endnote for referencing spss - stats software - easier Data entry, producing stats
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
Survey qualitative data
The use of the in
ternet h
as replaced m
any aspects
of my studying before I u
sed the in
ternet.
I generally
start by using th
e intern
et for r
esearch
and then m
ove to books etc w
hen I have th
e backgro
und info
My PDA is useful for reading
things when I'm on the move.
I use my laptop to store data and type my course works. The MP3 player serves as a storage media used to save most of my assignments, electronic journals and articles, while I use MS word application to type most of my course works. The electronic library gives me access to books, journals and articles all of which are important for my study
Instant messenger and skype for communicating with students, powerpoint for laying out slides and revision notes. Do not use any graphical packages for my studies but do use them for extra-curricular activities
Information Communication
Perceptions
Environment
Practice
InformationContentMaterials and information freely available on the InternetPerceived worth and value of materialMore interactivity Higher presentation standards
EvaluationNew skills needed in terms of assessing worth of content over the internet and ensuring work is that of the student
InteractivityGaming generation, used to highly, engaging and entertaining environmentsEvidence of a shift from passive to interactive interactions across all aspects of their learning
Communication
CommunicationUsing tools in a variety of ways to communicate – with friends, family, peers and tutors Use of the internet to access expert knowledge (indirect form of communication)Expectation of being able to communicate with anyone about anything when they want to
CollaborationNew forms of collaboration possible both with peers and via new ‘smart’ and adaptive technologies – distributed cognition and shared enterprise with tools
Environment
MediaMixed media – increase of USB pens, ipods, mps players, integrated phones, better screen displays for reading
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 technologySee it as integral
Nothing special – another tool to support their learning
Sophisticated use Different tools for different purposes
Critically aware of the pros and cons
ExpectationsAccess up to date and relevant
information and resources vital
ImplicationsMismatch between institutions perceptions
of student use of technology and actual use
PracticeIntegratedUse of tools in a combination of ways to suit individual needs Evidence of mixing and matching, comfortable with switching between media, sites, tools, content, etc.
Pervasive and personalisedExtensive use to find, manage and produce content Use of computer, internet and books simultaneouslyUsing their community of peers to share resources, get help, peer assess
Changing work patternsNew working practices using an integrated range of toolsUse of tools is changing the way they gather, use and create knowledgeSkills – shift from lower to higher levels of Blooms taxonomy
ManagementSophisticated at finding and managing information (searching and structuring)Used to having easy access to information (for travel, entertainment etc) and therefore have an expectation of the same for their courses
Context and complexity
Socio-cultural/technological trends
Organisational/policy constraints
Macro-context
Technological affordances
Pedagogical approaches
Micro-context
Culturally rich and complex society
with changing norms and values
Unpredictable, constantly changing world
Increasing impact of technology
Unintended consequences
and manufactured risks
Networked society
Society
Work
Education
Technology
Globalisation
Cultures
Time
Values
Boundaries
Fads
Policy directives
Economy
Identity
National
Strategy
Mission
Institutional
Individual roles and identities
Individual
Context and complexity
Technological affordances
Pedagogical approaches
Micro-context
Mobile technologies
Blogs and Wikis
Technology-enabled spaces
Personalised environments
Grid technologies
Adaptive technologies
Podcasting
ICT affordances
Access to wealth of resources Information overload, quality issues
New forms of dialogue Literacy skills issues
New forms of community Learner identity and confusion
Speed of access, immediacy Lack of permanency, surface
Virtual representations Lack of reality, real is fake
AccessibilitySpeed of changeDiversityCommunication & collaborationReflection
MultimodalityRiskImmediacyMonopolisationSurveillance
Conole and Dyke, 2004
Learning by doing
Through experience
Through dialogue
Socially situated
Through reflection
Mercer
VygotskyLaurillardPapart
Kolb
Dewey
LaveJarvis
Paiget
Wenger
Key characteristics
of learningIn the company
of others
Pedagogical approaches
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)
ActivitiesUse of different mobile devices in a range of settings (formal and informal) and for a range of purposes (collecting data, communicating findings, instructing others), imparting situated information
Assistive and mind mapping software to help develop presentation skills
Vicarious or experientiallearning throughvideos and peer critique
Collaborative learning through discussion – ‘virtual student common rooms’ and cyber café, collaboration assessment tasks
Rich, authentic virtual or blended augmented environments to encourage active, constructivist learning
Extensive and flexiblerepositories of resources which can be used and repurposed in a variety of ways
DialogPlus toolkit: http://www.nettle.soton.ac.uk/toolkit/
Distilling the essence of activities
Making the link
DidacticRe-production of knowledge
Approach Outcome Tasks Assessment
Knowledge Assimilative
Problem basedApplication of
concepts to problemsAnalysis Info handling
DialogicCritique and
argumentEvaluation Communicative
Learning activity taxonomy‘Context’, ‘Outcomes’, ‘Pedagogy’
‘Task’ (Type, technique, roles/interactions, tools/resources, assessment)
Models
Synthesis
Learning activity
Abstraction
Case studies
Present concepts
Assign tasks
Adapt in light of feedback
Represent concepts
Present content
Assign tasks
Give feedback
Test understanding
Associative Acquisition of skills through sequences of concepts/tasks and feedback
Guided instruction Drill and practice
TasksListen to video (assimilative)Respond to questions using
PRS/whiteboard (Info handling and experiential)Whole group discussion (communicative)
Roles: Indiv. and whole classTools and resources:
video, PRS, whiteboardAssessment:
formative
ESOLLearners can check understanding through series of structured tasks
and iterative feedback
Present concepts
Orientation in relation to own
knowledge
Explorationchoice of resources
to solve problem
Reflect observation
Activeexperimentation
Applicationof knowledge
gained
Constructivist Construction of meaning based on prior experience and context
Problem based Active learning
Abstract conceptualisation
Concrete experience
TasksRead problem (assimilative)
Explore environment (experiential)Identify relevant resources (Info handling)Apply resources to problem (experiential)
Written report on recommendations (productive)
Roles: IndividualTools and resources: Website, virtual PDA,
video clips, online subject specific tools
Assessment: summative
Exploring the NardooLearners set ecological problem
& use of range of resources to solve
Set discussiontopic
Set up format of
debate
Engage in discussion
Participate in scenario
Apply to personal context
Plenary and reflection
Situative Learning in social and/or authentic settings
Dialogic Situated learning
Reflect and discuss
Set up work-based scenario
TasksEstablish context (assimilative)
Do scenario (experiential)Watch play back (assimilative)Peer critique (communicative)Reflective diary (productive)
Roles: GroupTools and resources:
VIP suite, video camera, e-portfolio, subject specific
tools & instrumentsAssessment:
summative
Virtual Interactive PracticeLearners develop
understanding together through authentic scenarios followed by
peer-group critique
Information CommunicationPassive Interactive
Individual Social
Technologies for learning
Technologies for life
Active
Passive
Experience
Information
Social
Individual
Learning object
Shared repository
Active
Passive
Experience
Information
Social
Individual
Reusable Learning object
Active
Passive
Experience
Information
Social
Individual
Chat
Archived text