of e-learning research

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30 Νοε 2013 (πριν από 3 χρόνια και 10 μήνες)

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Theory and methodology

of e
-
learning research


Gráinne Conole

PhD research day, 21/2/12

University of Leicester

Outline


An overview of e
-
learning
research


Empirical evidence


Examples of current research


Theories underpinning the
field


Methodologies

E
-
learning research


Learner experience


Teacher practice


Social & participatory media


Learning design


Learning spaces


Mobile learning


Virtual worlds

E
-
learning research


Learning analytics


Use of Virtual Learning Environments


Open Educational Resources


Pedagogical patterns


Digital literacies


Creativity and technologies


Openness

Cross cutting themes


Affordances of technologies


Barriers and enablers


Case studies of good practice


Emergent technologies


Changing practices


Institutional implications

6


Metaphors


Camp fire


Watering hole


Cave


Mountain top


Principle of learning
space design


Comfort


Aesthetics


Flow


Equity


Blending


Affordances


Repurposing

Learning spaces

www.skgproject.com

Play

Performance

Simulation

Appropriation

Multitasking

Distributed cognition

Collective intelligence

Judgement

Transmedia

navigation

Networking

Negotiation

Jenkins et al., 2006

Participatory culture shifts the
focus of literacy from one of
individual expression to
community involvement. The
new literacies almost all involve
social skills developed through
collaboration and networking

Creativity

New digital literacies

8


Technology

immersed


Learning approaches:
task
-
orientated, experiential,
just in time, cumulative,
social


Personalised

digital
learning environment


Mix

of institutional systems
and Cloud
-
based tools and
services


Use of course materials
with
free resources

Sharpe, Beetham and De Freitas, 2010

Learner experience

9

EDUCAUSE study


Students drawn
to new
technologies
but rely on
more
traditional ones


Consider
technologies
offer major
educational
benefits


Mixed views of
VLEs


Technologies

not extensively
used (Molenda)


Lack of uptake

of OER
(McAndrew et al.)


Little use

beyond early
adopted (Rogers)


Despite rhetoric and funding
little evidence of
transformation
(Cuban,
Ehlers)

Pandora’s box

What would it mean to adopt more open
practices? Open design, open delivery, open
research and open evaluation?

Teacher practices: paradoxes

11

Pandora’s box

Open design

Open delivery

Open dialogue

Open research

Open practices

Open design

Shift from

belief
-
based
,
implicit
approaches to

design
-
based,

explicit
approaches

Encourages

reflective,

scholarly practices

Promotes

sharing and discussion

Learning Design

A design
-
based approach to
creation and support of courses

13

Course views

Course map

Learning outcomes

Pedagogy profile

Task
swimlane

Course dimensions

14

I find the document quite

thought
-
provoking
, especially as a starting point
in this journey for developing good
understandings

I could
understand the
learning design process

and would feel able to use
this when designing some
learning activities

It is
iterative

and so
helps with ironing out
any issues

But does it work?

Open resources

Open courses: MOOC

http://mooc.ca
/

http://www.youtube.com/watch?v=eW3gMGqcZQc

M
assive

O
pen

O
nline

C
ourse

Open accreditation

http://www.p2pu.org/en/

Peer to Peer University

http://wikieducator.org/OER_university/

OER University

18


A space for
sharing and
discussing
learning and teaching
ideas and designs


Application of
the best of web
2.0
practice for teaching


To
bridge the gap
between
technologies and use


Teachers say they want:
examples, want to share &
discuss


Helps develop skills
needed for
engaging with new
technologies’

http://cloudworks.ac.uk

Open dialogue: Cloudworks

Participation

Sustained over time

Commitment from core group

Emerging roles & hierarchy

Identity

Group self
-
awareness

Shared language & vocab

Sense of community

Cohesion

Support & tolerance

Turn taking & response

Humour and playfulness

Creative capability

Igniting sense of purpose

Multiple points of view
expressed, contradicted or
challenged

Creation of knowledge links &
patterns

Galley et al., 2010

Community indicators

20

Open scholarship

Weller:
http://nogoodreason.typepad.co.uk
/

Open

Digital


Networked

Discovery

Integration

Application

Teaching

Boyer

Open research

22

The future of learning

Distributed

Personalised

Blurred

Distributed

Collective

Creative

Responsive

Open

Just in time

Empirical evidence


Review of social and participatory media (Conole and
Alevizou, 2010)


Review of e
-
learning pedagogies (Conole, 2010)


Review of TEL researchers (Conole, et al., 2011)


Networked learning ‘hotseat’ on theory and
methodology (Conole, 2010)



Theory


Activity theory


Actor Network Theory


Community of Practice


Social capital


Cybernetics

Activity Theory

Methodology


Case studies


Evaluation


Virtual ethnography


Content analysis


Action research


Design
-
based research

My influences


Laurillard


Salomon


Lave and Wenger


Engestrom


Wetsch


Cole


Daniels


Schon


Atkins


Seely Brown


Pea


Perkins

Tips


To do list, milestones, deadlines


Share drafts and get comments!


Present and get feedback at
conferences


Network, network, network!


Publish as you go


Up to date bibliography, use ref
software!


Nail your methodology

Final thoughts


Open, participatory and social media enable
new forms of
communication and collaboration


Communities in these spaces are
complex and distributed


Learners and teachers
need to develop
new digital literacy skills
to
harness their potential


We need to
rethink

how we
design, support and assess learning


Open, participatory and social media can provide
mechanisms for
us to share and discuss teaching and research ideas
in new ways


We are seeing a
blurring of boundaries
:

teachers/learners,
teaching/research, real/virtual spaces, formal/informal modes of
communication and publication