- 1. Taking the student perspective What is their actual experience of the use of technology? Grinne Conole JISC Online Conference 13 th 14 thJune 2007 Please click on audiolink on each slide to hear!
2. The macro and micro context Disruptive technologiesor more of the same? Connecting progressionwith the learner experience The learner experience 3. The modern context Culturally rich and complex societywith changing norms and values Unpredictable, constantly changing world Giddens Unintended consequencesand manufactured risks Becks Virioli Increasing impact of technology Castells Networked society 4. Progression What does it mean? Role of technology wrt progression? in a complex changing environment Key words Monitoring, recording, sharing ,aggregating, synthesising,evidencing, assessing, validation Stakeholders The student! Peers, tutors, course developers,Senior managers, QA bodies,Professional bodies, employers 5. FromItoCin ICT Web 2.0:Social software:Wikipedia, Flickr, Del.i.cious,Blogs and wikis Interactive, social, collective Web 1.0:Personal/institutionalWeb sites,online resources Information focused, individual 6. Podcasting Create and upload audio Combine with RSS feedsBlogsPersonal journal Expert filter Wikis Collective web pages Instantmessenger Synchronous chat Presence indicator 7. Social software Collective media repositories Multiple sources of expertise New communities, collective build 8. Second life A whole newdimension tolearning? 9. Learner Experiences Project LXP Student experiences Subjectdisciplinedifferences Uses oftechnologies Effectivee-learningstrategies M. de Laat - Exeter, T. Dillon Bristol, J. Darby Open University Online survey Audio logs Interviews 10. Economics:2Languages: 3 Medicine:5Computing: 4 Total: 14 Economics:3 Languages: 47 Medicine: 16 Computing: 19 Total: 85 Economics: 128 Languages: 92 Medicine: 31 Computing: 158 Other: 18 Total: 427 Interviews Audio logs Survey Phase 2 in-depth case studies Phase 1 context 11. What four technologies do you use most? 12. 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 I use email to communicate with everyone, especially lecturers; arranging meetings, asking questions about work and queries over assignments etc I write all my assignments using Word and to sort through the information I find, make notes of what I still need to do and spell check my emails that I'm sending to lecturers. Search engines are used to find news articles I use them [technologies] to find out information for assignments, and also to help me clarify my notes on each subject area that I study.IM is used to discuss issues with friends if a topic is not understood My PDA is useful for reading things when I'm on the move Survey qualitative data 13. Learner voices Fabio: an individual learner (Economics) Samir: a social learner Annmarie: an active technology user (Medicine) Gary: learning through practice (Medicine) Jack: social/interactive learner (Computer Science) Finbar: an active blogger (Computer Science) Dzel: aTurkish student (Languages) Peizhi: a Chinese student (Languages) 14. Today I used mymobile phone to contact a friendfrom the same course to ask them where I could get my cover sheet for my essay to hand in today. I had to do this basically because I searched the university web site andI couldnt find oneand I didnt have one on my computer so I had toring my friendbecause I knew he had printed one out for himself earlier in the dayWell basically the mobile phone, if I didnt have oneI wouldnt have been able to do this .I was able to contactXX and ask him where I could find oneI found one onanother students home pagewhod put it up thereconveniently so that a lot of people could get it so that waspretty handy and Ill remember that in the future.Jack: social/interactive learner (Computer Science) 15. Audio logs Internet sites for meanings and glossary Mobile phone find out about course work MSM chat to send coursework to friends Mobile to text class mates to get exam hints Blogs for personal reflection Internet/search engines to verify concepts Internet to research an essay Google using keywords/phrase Wikipedia and podcasts Voice recorder for collecting interview data USB stick to transfer data between home and uni Dictionary.com to check words Podcasts from English language sites Updating E-Portfolio from the hospital University VLE site to access lecturesand check calendar 16. Learner voices: Laura 17. Patterns of use Researching andretrieving information Google, Wikipedia, subject-specific sites Communication Multiple tools, peers/tutors Assignments Generic tools:Word, Excel, Powerpoint Integrated learning Mixed views on VLEs,personalised learning 18. Content Changing nature of content(more available, lower intrinsic value,higher interactivity and standards) Cost and value Materials and informationfreely available on the Internet Perceived worth of content Presentation Use of multimedia to improve presentationExpectations of good quality content Evaluation New skills for assessing contentSkills to ensure work is authentic Communication Different tools for different things Internet to access expert knowledge With anyone about anything anytime Collaboration New forms of collaborationsmart tools and web2.0 Distributed cognition Information Communication Information Communication 19. Environment Media Changing media increase of USB pens,ipods, mps players, integrated phones,better screen displays for reading Motivation Gaming generation, used to highly, engaging and entertaining environment Interactivity Evidence of a shift from passive to interactiveinteractions across all aspects of their learning Near ubiquitous Many now have their own PCs and wirelessinternet access becoming accustomedto being able to access information orcontact people on demand, anywhere 20. Perceptions Comfortable with technology, see it as integral Critically aware of the pros and cons Sophisticated and varied use of different communication tools for different purposes Access to up to date and relevantinformation and resources vital Dont see technology as anything special another tool to support their learning Mismatch between institutions perceptionsof student use of technology and actual use 21. Shifting sands. Pervasive and integrated Extensive use of tools for everything Personalised Adapted to personal needs Social Networked peer community Interactive Content not fixed Underworld and mismatch Using tools in unintended ways Time The now culture 22. What does this mean? Progression Technology Education Society 23. PB-LXP: Practice-based learning How students learn using tools across different boundaries? Strategies they use to manage the processBarriers/enablers, key critical moments Relationship between student practice and institutional policy Software Reqs for Bus Systems Extending Professional Practice Applied Social Work Practice Social Work Practice Team Engineering Cisco Networking Wikis & Blogs Conferences E-Portfolios E-assessment Title 24. Further information
- JISC learner experiences projects www.jisc.ac.uk/elp_learneroutcomes.html
- Conole, G. (forthcoming), Describing learning activities: tools and resources to guide practice inRethinking pedagogy for a digitalage, H. Beetham and R. Sharpe (Eds), Oxford: RoutledgeFalmer.
- Conole, G. and Dyke, M. (2004) What are the affordances of Information and Communication Technologies?, ALT-J, 12(2): 113-124.
- Conole, G. and Fill, K. (2005) A learning design toolkit to create pedagogically effective learning activities, Journal of Interactive Multimedia Education, 8, http://www-jime.open.ac.uk/2005/08/
- Conole, G. and Oliver, M. (eds.) (2007) Contemporary Perspectives in e-Learning Research: Themes, Tensions and Impact on Practice, Oxford: RoutledgeFalmer.
- Conole, G., Thorpe, M., Weller, M., Wilson, P., Nixon, S. and Grace, P.(2007), Capturing practice and scaffolding learning design EDEN 2007, Naples.
- Conole, G. (forthcoming), Capturing practice: the role of mediating artefacts in learning design in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds)Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies