The Ps Framework: Mapping the Educational Technology Landscape for the PLEs@CQUni Project

The Ps FrameworkMapping the landscape for the PLEs@CQUni project

http://cddu.cqu.edu.au/index.php/PLEs%40CQUni

http://flickr.com/photos/adc/2305180584/

The Argument

Organisational implementation ofeducational technology is hard

There is need for guidance

The Ps Framework provides useful guidance

http://flickr.com/photos/donnagrayson/195244498/

I have a problem

How can CQU make use of PLEs?

How can this improve L&T @ CQUni?

How do you avoid problems of the past?

http://flickr.com/photos/dalem/296189944/

Implementation of educational technologyinto an organisation is a decision making exercise

http://flickr.com/photos/dalem/296189944/

Linkages

(Jamieson and Hyland, 2006)

Pre-implementation decisions

Factors considered in decisions

Project outcomes

http://flickr.com/photos/mathieustruck/114604639/

Pre-implementation decisions

High volume of information

High degree of complexity

High degree of uncertainty

(Jamieson and Hyland, 2006)

http://flickr.com/photos/broterham/47209266/

More complex the decision

More likely decisions are based on instinct

(Bannister and Remenyi, 1999)

Where is the evidence for e-learning?

http://flickr.com/photos/pagedooley/2422430207/

http://flickr.com/photos/tonivc/411231251/

ICT has penetrated tertiary education, but has had more impact on administrative services (e.g. admissions, registration, fee payment, purchasing) than on the pedagogic fundamentals of the classroom."

(OECD, 2005, p.15)

http://flickr.com/photos/tonivc/411231251/

In 2006• 57% CQUni courses had course sites,• Most with very limited usage

http://flickr.com/photos/rcstanley/30366555/

http://flickr.com/photos/fatmandy/267252461/

http://flickr.com/photos/boskizzi/3241710/

Even more surprising is the almost universal adoption of just two commercial LMSes, both now owned by the same company, by Australia's 39 universities, a sector which has traditionally aimed for diversity and innovation .

Despite the complexities and risks, there appears to be something so seductive about an LMS that almost every university appears compelled to have one .

(Coates, James and Baldwin, 2005)

Attention deferral and contextual insensitivity may appear to be unproblematic in the face of the overwhelming “proof” afforded by the larger community’s rush toward the innovation.

(Swanson and Ramiller, 2004)

http://flickr.com/photos/kt/31511354/

http://flickr.com/photos/quinnanya/2690100005/

Is there one?

little or no theoretically grounded and rigorous research into the structures and processes required to encourage the adoption of e-learning

(Alavi & Leidner, 2001)

http://flickr.com/photos/57402879@N00/279426190/

More models, that demonstrate the transferability and scalability of e-learning, are required

(Salmon, 2005)

http://flickr.com/photos/evapro/425230963/

A framework provides

(Mischra and Koehler, 2006)

http://flickr.com/photos/13533187@N00/2377250982/

New ways of looking at a phenomena

Information on which to base sound,pragmatic decision making

http://flickr.com/photos/sukanto_debnath/519690623/

Frameworks and taxonomies are not new

http://flickr.com/photos/kjarrett/2562263662/

http://slurl.com/secondlife/Teaching%204/206/151/25It

Bloom's taxonomy

ACTIONS Model

Access

T eaching and Learning

I nteractivity

Novelty

http://flickr.com/photos/hanspoldoja/465116796/

(Bates, 2000)

http://flickr.com/photos/joits/225824796/

The Ps FrameworkThe Ps Framework

A decision/A decision/sensesense making to aid understanding of making to aid understanding ofinstitutional implementation of e-learninginstitutional implementation of e-learning

Past experiencePast experience PeoplePeople

PlacePlace

ProductProduct ProcessProcess

PurposePurpose

PedagogyPedagogy

(Mischra and Koehler, 2006)

New ways of looking at a phenomena

Information on which to base sound,pragmatic decision making

A framework provides

http://flickr.com/photos/dunechaser/567753250/

Concepts that have proven useful in ordering things easily achieve such authority over us that we forget their earthly origins and accept them as unalterable givens.

Past experience People

Product Process

Purpose

Pedagogy

ProductProduct

http://flickr.com/photos/maisonbisson/170181701/

What is a PLE - not?

A single tool

Specified by Uni

Owned by Uni

Necessarily involve ICT

An LMS

Common

http://flickr.com/photos/angermann/327288144/

http://flickr.com/photos/cambodia4kidsorg/1896540633/

Probably involves social software

Not, how CQU provides the learning tools

How CQU connects with the learner's tools

The logic of education systems should be reversed so that the system conforms to the learner, rather than the learner to the system.

(Green et al, 2005)

http://flickr.com/photos/seandreilinger/116676896/

We are all learners

http://flickr.com/photos/scuoladiatene/316730382/

PeoplePeople

(Trigwell, 2001)

Teaching staff must be engaged inTeaching staff must be engaged inany attempt to improve L&Tany attempt to improve L&T

As knowledge workers academics have considerable autonomy about how they perform tasks and often can and do resist the imposition of new technology and changes to routine

(Jones, Gregor and Lynch, 2003)

Knowledge workers own the means of production.It is the knowledge between their ears. And it is atotally portable and enormous capital asset.

Peter Drucker

The critical feature of a knowledge workforceis that its workers are not labor, they are capital.

Peter Drucker

http://flickr.com/photos/marklarson/2686836326/

http://flickr.com/photos/fullmetalgenesis/1403036441/

“What people pressuring for management to ‘drive’ cultural change don’t understand is: a value is only a value when it is voluntarily chosen.”

-- Bill O'Brien

Top driven change…do(es) not reduce fear and distrust, nor unleash imaginationand creativity, nor enhance the quality of thinking in the organization

(Senge et al. 1999)

http://www.youtube.com/watch?v=3RVJMSdIYaQ

Sustained inattentional blindness

http://viscog.beckman.uiuc.edu/djs_lab/demos.html

(Snowden, 2003)

Humans do not make rational logical decisionsbased on information input, instead they patternmatch with either their own experience, or collective experience expressed as stories.It isn't even a best fit pattern match but a first fitpattern match.

A recurrent message arising from the study of educational technologies, however, is that it is not the provision of features but their uptake and use that really determines their educational value.

(Coates, James, and Baldwin 2005)

http://flickr.com/photos/digital_freak/183688774/

The adopter-based theories reject the assumption that superior products will automatically be attractive to potential adopters.

They 'seek to understand the social context in which the innovation will be used and the social function the innovation will serve'

(Jones and Lynch, 1999)

http://flickr.com/photos/digital_freak/183688774/

(Dutton, Cheong et al. 2004)

Expectations and values of studentsExpectations and values of studentsare as much a constraint on innovationare as much a constraint on innovationas those of top administratorsas those of top administrators

http://flickr.com/photos/bootload/227128232/

Is it true? Are they different?Is it true? Are they different?

http://flickr.com/photos/bitzcelt/388979184/sizes/l/

Can they make the change?Can they make the change?

Do they want to?Do they want to?

Learner-centeredLearner-centered

http://flickr.com/photos/bitzcelt/388979184/

Do they want us in their space?Do they want us in their space?

The user doesn't know The user doesn't know what they want, what they want, until they see it.until they see it.

Then they want somethingThen they want somethingdifferent!different!

http://flickr.com/photos/ntr23/730371240/

ProcessProcess

Categories of Organisational Activity

Characteristics Descriptions

Broad radical change or innovation

Strategic Projects with high to very high levels of uncertainty and wide organisational impact.

Localised radical change or innovation

Projects with high to very high levels of uncertainty but low organisational impact.

Broad incremental change or continuous improvement

Projects with low levels of uncertainty but wide organisational impact.

Localised incremental change or continuous improvement

Projects with low levels of uncertainty and low organisational impact.

(Kelly, 2002)

The adoption of PLEs entails aradical shift in • how educational technology is used, • in organisational function, and• the ethos of education

(Atwell, 2007)

A move towards lifelong learningrepresents a significant paradigm shift

(Longworth, 2002)

(Kelly, 2002)

Projects which involve high degrees of uncertainty or change need to be structured and managed differently from those which involve more routine changes.

(Kelly, 2002)

Key success factors for radical change

• many ideas need to be explored• encourage open communication and idea sharing• project aims are based on broad strategic goals• micro scheduling and planning is inappropirate• flexibility required to adapt to change• accountability must emphasise progress and learning

PurposePurpose

http://flickr.com/photos/sixsteps/244244045/

No fixed purpose.Collaboratively, negotiated around

needs and issues of local context and participants

(Jones & Muldoon, 2007)

(Kelly, 2002)

Key success factors for radical change

• many ideas need to be explored• encourage open communication and idea sharing• project aims are based on broad strategic goals• micro scheduling and planning is inappropirate• flexibility required to adapt to change• accountability must emphasise progress and learning

CQUniversity interacts in a customised way to your individual requirements.Not all universities can say that and few can say it with confidence. We can.

http://content.cqu.edu.au/FCWViewer/view.do?page=6588

Not, how CQU provides the learning tools

How CQU connects with the learner's tools

The logic of education systems should be reversed so that the system conforms to the learner, rather than the learner to the system.

(Green et al, 2005)

http://flickr.com/photos/seandreilinger/116676896/

Organisational

Social

Technical

http://flickr.com/photos/bryanesque/1472305343/

Information and Information Technology

Used to be scarce

Not now

http://flickr.com/photos/stijnnieuwendijk/145678780/

CQU StaffGmail

Default disc space for email accounts

http://flickr.com/photos/askpang/327577395/

Student/teachers != consumer/producer

Role of Universities

Globalisation

Commodification

Learner-centered

best practice is composed of, and framed by, the varied perceptions and aspirations of the multiple stakeholders who constitute an organisation such as a university

(Luck, Jones et al. 2004)

differing viewpoints influence the priorities of those who hold them for the development and use of support mechanisms for teaching and learning,

http://flickr.com/photos/chrisjfry/323461344/

Diversity

Best practice implies:• There is a best way to do something• We can identify and codify what that thing is• We can get employees to follow best practice• And that it is desirable that they should do so

http://flickr.com/photos/fleep/485339631/

(Snowden, 2003)

Humans do not make rational logical decisionsbased on information input, instead they patternmatch with either their own experience, or collective experience expressed as stories.It isn't even a best fit pattern match but a first fitpattern match.

http://flickr.com/photos/sea-turtle/295566974/

Not all systems are ordered in the sense of repeating and empirically verifiable relationshipsbetween cause and effect.

(Snowden, 2003)

(Snowden, 2007)

http://flickr.com/photos/mathemagenic/120780104/

Past experience PeoplePeople

PlacePlace

ProductProduct ProcessProcess

PurposePurpose

Pedagogy

Decisions need to betransparent

better informed

Ps Framework + Literature + Discussion

http://flickr.com/photos/dianny/88887418/

http://flickr.com/photos/marcusramberg/185508448/

Jamieson, K & Hyland, P. (2006). Facotrs that influence Information Systems decisions and outcomes: A summary of key themes from four case studies. Paper presented at the 17th Australasian Conference on Information systems, Adelaide, Australia.

Bannister, F., & Remenyi, D. (1999). Value perception in IT investment decisions. Electronic Journal of Information Systems Evaluation, 2(2).

OECD. (2005). Education at a glance: OECD indicators 2005. Paris: OECD.Alavi, M., & Leidner, D.E. (2001). Research commentary: technology-mediated learning - a call for greater depth and breadth of

research. Information Systems Research, 12(1), 1-10.Swanson, E. B., Ramiller, N.C. (2004). Innovating mindfully with information technology. MIS Quarterly, 28(4), 553-583Bates, A.W. (2000) Technology, open learning and distance education. New York: RoutledgeKenny, J. (2002) Managing innovation in educational institutions. Australian Journal of Educational Technology, 18(3), 359-376Green, H. et al (2005) Personalisation and digital technologies,

http://www.futurelab.org.uk/resources/publications_reports_articles/opening_education_reports/Opening_Education_Report201

Atwell, G. (2007). Personal learning environments - the future of eLearning? http://www.elearningpapers.eu/index.php?page=doc&vol=2&doc_id=8554&doclng=6

Snowden, D., & Boone, M. (2007). A leader's framework for decision making. Harvard Business Review, 85(11), 68-76

The Ps Framework: Mapping the Educational Technology Landscape for the PLEs@CQUni Project

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