Shaping Our Future:Toward a Pan-Canadian

E-learning Research Agenda

SCOPE Online ConferenceMay 2008

Terry Anderson, Ph.DCanada research ChairDistance Education.

Session FormatSession Format

What is elearning research?What is elearning research? Elearning research agendas and Elearning research agendas and

resourcesresources A Pan Canadian E-Learning research A Pan Canadian E-Learning research

AgendaAgenda

How do we help other How do we help other researchersresearchers

Dibert

Do We Really Need Do We Really Need Elearning Research?Elearning Research?

What type of teacher and learner led interventions result What type of teacher and learner led interventions result in highest learning levels?in highest learning levels?

Are collaborative learning activities worth the costs and Are collaborative learning activities worth the costs and convenience cost to teachers and students?convenience cost to teachers and students?

Are web based counseling services more cost effective Are web based counseling services more cost effective than F2F interaction with students? than F2F interaction with students?

What is the optimal and largest possible size for a What is the optimal and largest possible size for a elearning student cohort?elearning student cohort?

Which Web 2.0 tools really add value?Which Web 2.0 tools really add value? How can elearning be learning effective?How can elearning be learning effective?

Defining ResearchDefining Research ““. . . the systematic study of . . . the systematic study of

materials and sources in order to materials and sources in order to establish facts and reach new establish facts and reach new conclusions . . .”conclusions . . .” Oxford Dictionary, 1991.Oxford Dictionary, 1991.

“Systematic, controlled, empirical and critical investigation of hypothetical propositions about the presumed relations among natural phenomena”

(Kerlinger, 1969)

“The collection, analysis and interpretation of information about any aspect of a program of education and training, as part of a recognized process of judging its effectiveness, its efficiency and any other outcomes it may have.” (Thorpe, 1991)

HARD SCIENCE Evaluation

Defining a Research Agenda

“A collective effort designed by and for researchers so as to provide guidance, coherence and support for the collective products of that research”

(Buell & Anderson, 2006)

Note that researchers does NOT mean only those funded by universities!

Towards a Pan-Canadian Research Agenda for E-Learning: A Literature Review

Tim Buell and Terry Anderson Jan. 2006 Reviewed 131 agendas to find out what is a research

agenda and how to develop one: Proposed to do expert, user and policy maker survey’s to

prioritize issues, methods, timing. Further Activity post poned.

Components of a Research Agenda

“research agenda” must: contain background on the need for the agenda; have a rationale for inclusion of the agenda items; have some implementation planning; contain an evaluative component, and; carry a message beyond a simple descriptive list

that connotes a methodology, theoretical orientation and even an ideology of the agenda. (Buell and Anderson, 2006)

Why Develop a Pan-Canadian Why Develop a Pan-Canadian Research AgendaResearch Agenda

Catalyst and motivator for actionCatalyst and motivator for action Creates shared sense of communityCreates shared sense of community Focuses and hones ideasFocuses and hones ideas Provides directionProvides direction Creates evaluation criteriaCreates evaluation criteria Necessary to attract sufficient fundingNecessary to attract sufficient funding Allows for collaboration and coordination, Allows for collaboration and coordination,

reducing redundancy and enhancing validation reducing redundancy and enhancing validation in multiple contextsin multiple contexts

Types of E-Learning ResearchHaythornthwaite, 2006

Research data collection methods that include ethnography, surveys and questionnaires, experimental and quasi-experimental approaches

A socio-technical perspective considering the intersection of context, technology, and people (e.g., social informatics, activity theory)

Critical cultural perspectives investigating issues of power, culture, and representation in elearning initiatives

Computer science foci on interfaces and work support systems (human-computer interaction (HCI), computer-supported cooperative work (CSCW)

Types of Elearning ResearchHaythornthwaite, 2006

Sociological analyses addressing community, social networks, and societal trends in education, technology use, and Internet access

Social psychology and process models addressing groups, teamwork, etc.

Literacy perspectives regarding discourse, argumentation, information and technology literacy, writing

Management and administration perspectives regarding organizations and organizational behavior

Education theory particularly relating to learning in everyday life, and sociocultural theories of learning

How to develop a Research Agenda?

The ‘Shopping List’ Approach to The ‘Shopping List’ Approach to Research Agenda DevelopmentResearch Agenda Development

Usually a well known expert produces a Usually a well known expert produces a list of ‘hot topics’list of ‘hot topics’

Usually not theoretically drivenUsually not theoretically driven Usually not validated amongst other Usually not validated amongst other

researchers or practitionersresearchers or practitioners

Example: Example: Important research issues: Important research issues:

Holmberg, 1987Holmberg, 1987 philosophy and theory of distance education,philosophy and theory of distance education, distance students, their milieu, conditions, and studydistance students, their milieu, conditions, and study

motivations,motivations, subject-matter presentation,subject-matter presentation, communication and interaction between students andcommunication and interaction between students andtheir supporting organizationtheir supporting organization administration and organizationadministration and organization economicseconomics systems (comparative distance education, typologies,systems (comparative distance education, typologies,evaluation, etc.)evaluation, etc.) history of distance education. ( p. 20)history of distance education. ( p. 20)

Usually accompanied by calls for more Usually accompanied by calls for more serious academic studyserious academic study

““proliferation still has not led to the proliferation still has not led to the establishment of any fully recognized and establishment of any fully recognized and reliable source of expertise that institutional reliable source of expertise that institutional planners and decision makers may rely upon for planners and decision makers may rely upon for guidance.”guidance.”

““A more comprehensive theory of distance A more comprehensive theory of distance education must be articulated … if we are to education must be articulated … if we are to increase the awareness of others to the increase the awareness of others to the philosophy, methods, and efficacy of learning at philosophy, methods, and efficacy of learning at a distance.” Beuadoin, M. 1991a distance.” Beuadoin, M. 1991

Sometimes with a bit of analysis thrown in:Sometimes with a bit of analysis thrown in:

Keegan’s 1991 Phases:Keegan’s 1991 Phases: Study of terminology and definitionStudy of terminology and definition Defining the disciplineDefining the discipline Media focusMedia focus

Recommends Focus on:Recommends Focus on: Student supportStudent support TeachingTeaching InteractionInteraction CollaborationCollaboration QualityQuality

Expert Priorities: Views gathered Expert Priorities: Views gathered through Surveysthrough Surveys

Jegede (1999)Jegede (1999) Priorities: Evaluation and feedback systemsPriorities: Evaluation and feedback systems Barriers: Time, money and lack of personal interest:Barriers: Time, money and lack of personal interest: Supported the need for co-ordination and prioritization Supported the need for co-ordination and prioritization

• the need to maximize effort and to assure effectiveness and the need to maximize effort and to assure effectiveness and concreteness, concreteness,

• escalating demand on open and distance education escalating demand on open and distance education • setting priorities to guide research effort, setting priorities to guide research effort, • the need for researchers, practitioners and policy makers to the need for researchers, practitioners and policy makers to

engage in constant dialogue about the role of research and engage in constant dialogue about the role of research and desirable areas to focus upon.desirable areas to focus upon.

Expert Practitioners: Delphi StudyExpert Practitioners: Delphi Study

Most popular research themes:Most popular research themes:(a) cooperation and collaboration among (a) cooperation and collaboration among

institutionsinstitutions(b) designing the educational experience for the (b) designing the educational experience for the

distance learner,distance learner,(c) teacher preparation, and (c) teacher preparation, and (d) educational outcomes.(d) educational outcomes.Rockwell, Furgason, & Marx, D. (2000). Research and Evaluation Rockwell, Furgason, & Marx, D. (2000). Research and Evaluation

Needs for Distance Education: A Delphi Study.Needs for Distance Education: A Delphi Study.

Hold a F2F Conference

Elearning: Challenges and Approaches to Researching Communication in New Communication Spaces

This summary of challenges and approaches is based on papers and discussion at the ESRC/WUN seminar, held at Leeds University, March 16, 2006, organized by John Sandars.

A ProdUsage Approach: the Online Conference

Axel Bruns 2008 Community-Based –the community as a whole can contribute

more than a closed team of producers. Fluid Heterarcy – produsers participate as is appropriate to their

personal skills, interests, and knowledge, and may form loose sub-groups to focus on specific issues, topics, or problems

Unfinished Artifacts –projects are continually under development, and therefore always unfinished; their development follows evolutionary, iterative, palimpsestic paths.

Common Property, Individual Rewards – contributors permit (non-commercial) community use, adaptation, and further development of their intellectual property, and are rewarded by the status capital they gain through this process

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are needed to see this picture.

Network Group

Social Learning 2.0

Dron and Anderson, 2007

Collectives

A 2003 Canadian Educational A 2003 Canadian Educational Research ReviewResearch Review

The education research enterprise in Canada is small, The education research enterprise in Canada is small, narrow and fragmented, narrow and fragmented,

Education research … is largely driven by university Education research … is largely driven by university culture and reward systems. culture and reward systems.

Most education research is small scale and short-term.Most education research is small scale and short-term. Coverage of various areas of education is uneven and Coverage of various areas of education is uneven and

funding is quite limited especially in relation to the size of funding is quite limited especially in relation to the size of the education sector.the education sector.

Levin provides suggestions for strengthening research Levin provides suggestions for strengthening research by:by:

integrating users in production and integrating users in production and in studying the ways by which research effects practice.in studying the ways by which research effects practice.

• (Levin, 2003)(Levin, 2003)

http://www.cea-ace.ca/media/en/Helping_Research_in_Education_Matter_BLevin.pdf

Overall AssessmentOverall Assessment

Many elearning research opportunities and Many elearning research opportunities and questionsquestions

No systematic and sustained Canadian No systematic and sustained Canadian attempt to define, much less address attempt to define, much less address (through research) these issues.(through research) these issues.

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are needed to see this picture.

Diane Lauirillard 2007

Efforts to Stimulate DE researchEfforts to Stimulate DE research

American Research seminars (1988-91)American Research seminars (1988-91) Australian RIDE seminars (1989-95)Australian RIDE seminars (1989-95) Telelearning NCE (1995-2002)Telelearning NCE (1995-2002) SSHRC New Economy fundingSSHRC New Economy funding Many UK and EU Framework initiatives Many UK and EU Framework initiatives CADE and ADETA research prizesCADE and ADETA research prizes CCL CCL

Canada is the only country in the world without a National education system or research program.

“inability of Canada to sustain national strategies and focus such as implemented in many other countries due to the fractious nature of federal/provincial relations in relation to education funding, planning and control.”

Anderson, B. (2007) Global picture, local lessons:

e-learning policy and accessibility study of policies in Australia, Canada, Finland, Iceland, Korea, Japan, Sweden, United Kingdom, United States of America

““In a world where knowledge is the essence In a world where knowledge is the essence of comparative advantage, our universities of comparative advantage, our universities and colleges can't afford to wait for and colleges can't afford to wait for provinces to take the lead. Their best bet is provinces to take the lead. Their best bet is to invent their own version of the Bologna to invent their own version of the Bologna Process in order to weave together a pan-Process in order to weave together a pan-Canadian system – a system that will be Canadian system – a system that will be truly ready to take on the world. truly ready to take on the world.

• JUDITH MAXWELL Globe and Mail May 5, 2008 JUDITH MAXWELL Globe and Mail May 5, 2008

E-learning E-volutionE-learning E-volutionin Colleges and Universitiesin Colleges and Universities, ,

A report of the Advisory Committee forA report of the Advisory Committee forOnline Learning (2001)Online Learning (2001)

““Canadian commitment to learning research and Canadian commitment to learning research and development does not measure up” (p. 10). development does not measure up” (p. 10).

New research programming is essential and that “this New research programming is essential and that “this research should be broadly multidisciplinary and issue-research should be broadly multidisciplinary and issue-orientated as well as problem and results-based” (p. 10)orientated as well as problem and results-based” (p. 10)

Such research will require significant new research Such research will require significant new research investmentsinvestments

SSHRC’s New Economy Initiative 2000-2001 SSHRC’s New Economy Initiative 2000-2001 competition competition only two of 56 funded projects dealt only two of 56 funded projects dealt directly with e-learning issues. directly with e-learning issues. (Anderson, 2004)(Anderson, 2004)

Education ResearchEducation Research‘‘Just Don’t Get No Respect’Just Don’t Get No Respect’

Much research is not valued by either funders, Much research is not valued by either funders, other academics or worse, practitionersother academics or worse, practitioners

Not sufficiently fundedNot sufficiently funded

EducationEducation

0.01 % of 0.01 % of

expendituresexpenditures

Health Health 3.0 %3.0 %

High tech companiesHigh tech companies 10.0 - 15.0 % 10.0 - 15.0 %

Overall (Canada, 2002)Overall (Canada, 2002) 1.88%1.88%

Put in PerspectivePut in Perspective In 1999, International pharmacy giant Pfizer In 1999, International pharmacy giant Pfizer

Inc. spent over $200 million U.S. in research Inc. spent over $200 million U.S. in research related to treatments for animals related to treatments for animals

7X as much as the U.S. Government spends 7X as much as the U.S. Government spends

on educational researchon educational research

Barriers to Elearning ResearchBarriers to Elearning Research

It’s nobody’s jobIt’s nobody’s job Negligible industry supportNegligible industry support No large scale focus on particular problemsNo large scale focus on particular problems Nobody keeping score in meaningful termsNobody keeping score in meaningful terms Pervasive lack of trust in research efficacyPervasive lack of trust in research efficacy In sum, lack of an effective research cultureIn sum, lack of an effective research culture

Burkhardt and Burkhardt and Schoenfeld, (2003).Schoenfeld, (2003).

Hopeful SignsHopeful Signs

Re-energizing of our research community Re-energizing of our research community from AMTEC/CADE mergerfrom AMTEC/CADE merger

Canadian Council on Learning – 5 centres Canadian Council on Learning – 5 centres and a 6and a 6thth on stats - but where is the one on on stats - but where is the one on e-learning??e-learning??

Moncton NRC E-Learning Group? 12 staff Moncton NRC E-Learning Group? 12 staff no projects?no projects?

CIDER www.cider.caCIDER www.cider.ca BC Campus, Sask TEL,BC Campus, Sask TEL,

Design-Based Research

Related to engineering and architectural research Focuses on the design, construction, implementation,

and adoption of a learning initiative Related to ‘Development Research’ Closest educators have to a “homegrown” research

methodology Bibliography and other design-based resources

available on CIDER at

http://cider.athabascau.ca/CIDERSIGs/DesignBasedSIG/

Design Studies

Iterative Process focused Interventionist Collaborative Multi-leveled Utility oriented Theory driven and generative

Shavelson et al., (2003).

Design studies are . . .

Phases of Design Based Research

Bannan- Ritland, 2003

Net Technologies

Educational Technology

Teaching &

Learning

Business of

E-LearningKnowledge

Production

Pan CanadianE-Learning Research Agenda

Terry’s 3-legged E-learning Research Agenda

Common Features of each LegCommon Features of each Leg

Mediated, therefore profoundly effected by Net Mediated, therefore profoundly effected by Net Technologies Technologies

Room for both basic and applied researchRoom for both basic and applied research Cross disciplinaryCross disciplinary Intervention basedIntervention based Multi methodological research requiredMulti methodological research required Interventions should be field tested in multiple Interventions should be field tested in multiple

contextscontexts Focus on dissemination and innovation in Focus on dissemination and innovation in

practicepractice

Business Of E-LearningBusiness Of E-Learning

EffectivenessEffectiveness (All 5 Kirkpatrick’s levels)(All 5 Kirkpatrick’s levels)

Organizational ModelsOrganizational Models Content Development and Content Development and

project managementproject management Collaboration/partnershipCollaboration/partnership Value ChainValue Chain Copyright and ownershipCopyright and ownership GlobalizationGlobalization

EconomistsEconomists BusinessBusiness Labour StudiesLabour Studies Organizational Organizational

BehaviourBehaviour Innovation StudiesInnovation Studies LawLaw

Major Questions: Disciplines Involved:

Teaching and LearningTeaching and Learning

Individual, cooperative Individual, cooperative and collaborative learning and collaborative learning modelsmodels

Innovative learning Innovative learning designsdesigns

Competency based Competency based learning, PLARlearning, PLAR

Approaches to teaching Approaches to teaching and learningand learning

Automated versus human Automated versus human interventionsinterventions

Social determinants of Social determinants of learninglearning

EducationEducation PsychologyPsychology SociologySociology CommunicationsCommunications LinguisticsLinguistics

Major Questions: Disciplines Involved:

Knowledge DevelopmentKnowledge Development

Reuse, recycle, reformat Reuse, recycle, reformat of learning contentof learning content

Libraries and knowledge Libraries and knowledge managementmanagement

Formal ontology's and Formal ontology's and folksonomiesfolksonomies

Web 2.0Web 2.0 Knowbots, agents and AIKnowbots, agents and AI Discipline based Discipline based

knowledge extraction and knowledge extraction and expressionexpression

Psychology, theologyPsychology, theology Computer scienceComputer science Library and Library and

information scienceinformation science Sociology and Sociology and

anthropologyanthropology EducationEducation

Major Questions: Disciplines Involved:

The Way ForwardThe Way Forward An integrated, Pan-Canadian research agenda featuring An integrated, Pan-Canadian research agenda featuring

Scholarship of Scholarship of DiscoveryDiscovery ApplicationApplication IntegrationIntegration TeachingTeaching

An open network focussed on support, sharing and An open network focussed on support, sharing and collaborationcollaboration

A distributed network of research/innovation clustersA distributed network of research/innovation clusters Focus on discovery, innovation/adoption & refinement Focus on discovery, innovation/adoption & refinement

cyclecycle Sustained funding Sustained funding Integrated with Masters and PhD accreditation Integrated with Masters and PhD accreditation

opportunitiesopportunities

Way Forward (cont.)Way Forward (cont.) Funding to attract and energize professional Funding to attract and energize professional

researchers as well as academics and researchers as well as academics and action/practitionaire researchersaction/practitionaire researchers

Social software applications to create and Social software applications to create and sustain linkages and communitysustain linkages and community

Consensus building via national survey on issues and Consensus building via national survey on issues and methodologies???methodologies???

Output of research in Journals, popular press, Output of research in Journals, popular press, blogosphere, and Web 2.0 appsblogosphere, and Web 2.0 apps

Testing in multiple contexts, national, funded field trails.Testing in multiple contexts, national, funded field trails.

Do we really need a Pan-Canadian Do we really need a Pan-Canadian Research Agenda?Research Agenda?

What could it do for you???What could it do for you???

Your Comments and questions now and throughout the next 3 weeks are most welcomed!