‘‘Laudable but misguided’Laudable but misguided’

Philip C CandyPhilip C Candy

NHS Connecting for HealthNHS Connecting for Health

philip.candy@cfh.nhs.ukphilip.candy@cfh.nhs.uk

Overview of this sessionOverview of this session

• Main themes and issues coveredMain themes and issues covered

• Not so surprising findingsNot so surprising findings

• Intriguing insightsIntriguing insights

• Over to youOver to you

• A possible model of elearning A possible model of elearning (derived from self-directed learners)(derived from self-directed learners)

• ConclusionConclusion

Please write down…Please write down…

• one insight from this conference one insight from this conference which has been entirely new to you, which has been entirely new to you, and preferably something you would and preferably something you would not have expected (surprising, not have expected (surprising, intriguing or counter-intuitive). intriguing or counter-intuitive).

Main sub-themes within the Main sub-themes within the ‘Next Generation Learner’ ‘Next Generation Learner’ themetheme• Use of technologies to attract or appeal to students, especially Use of technologies to attract or appeal to students, especially

those of a different generation from the teachers or educatorsthose of a different generation from the teachers or educators

• Use of technologies to empower students in various ways (help Use of technologies to empower students in various ways (help them to make better choices; take control of their learning; give them to make better choices; take control of their learning; give them a voice; overcome disadvantage and disability; develop them a voice; overcome disadvantage and disability; develop employability skills; fit learning into busy lifestyles; etc)employability skills; fit learning into busy lifestyles; etc)

• Social software, networking, online communities, group workSocial software, networking, online communities, group work

• Factors affecting the uptake and use of technologies (personality Factors affecting the uptake and use of technologies (personality characteristics, previous educational experiences; exposure to characteristics, previous educational experiences; exposure to technologies outside of or before university)technologies outside of or before university)

• Experiences of learners when actually using various technologies; Experiences of learners when actually using various technologies; relationships with resources, materials and technologiesrelationships with resources, materials and technologies

• Course design; teaching, mentoring and student supportCourse design; teaching, mentoring and student support

A few background issuesA few background issues

• Despite the theme, relatively few of the papers concentrate Despite the theme, relatively few of the papers concentrate specifically on the learners – their characteristics, preferences, specifically on the learners – their characteristics, preferences, backgrounds etc – but focus instead on learning (or even teaching) backgrounds etc – but focus instead on learning (or even teaching)

• Most of the presentations take ‘learner’ to be the same as ‘student’ Most of the presentations take ‘learner’ to be the same as ‘student’ and focus on students in post-compulsory (mainly higher) and focus on students in post-compulsory (mainly higher) educationeducation

• Does ‘next generation’ mean young students coming straight from Does ‘next generation’ mean young students coming straight from school, or does it mean the next generation of students irrespective school, or does it mean the next generation of students irrespective of their ages?of their ages?

• Prevailing assumption that technologies are compatible with and Prevailing assumption that technologies are compatible with and even strongly predisposed towards self-directed learningeven strongly predisposed towards self-directed learning

• Surprisingly little attention to informal and ‘out of school’ learning, Surprisingly little attention to informal and ‘out of school’ learning, or to the linkages between elearning and knowledge managementor to the linkages between elearning and knowledge management

No surprises hereNo surprises here• Terms like ICT and Elearning are not necessarily meaningful Terms like ICT and Elearning are not necessarily meaningful

to respondents and interviewees, and inquiries into the use to respondents and interviewees, and inquiries into the use of technologies therefore have to use plain language (such of technologies therefore have to use plain language (such as ‘computers’) to make sense in research studiesas ‘computers’) to make sense in research studies

• Technologies appeal to some students and not others: a Technologies appeal to some students and not others: a complex mix of personality characteristics, previous complex mix of personality characteristics, previous experience, learning preferences and motivation; novelty experience, learning preferences and motivation; novelty factor influences student acceptancefactor influences student acceptance

• Technologies fit some instructional interventions and not Technologies fit some instructional interventions and not others; others;

• Opinions amongst learners are divided as to whether or not Opinions amongst learners are divided as to whether or not computers should be used in assessment eventscomputers should be used in assessment events

• Some technologies seem awkwardly and/or artificially Some technologies seem awkwardly and/or artificially inserted into the curriculum and students ‘play the game’ inserted into the curriculum and students ‘play the game’ rather than really valuing or enjoying the opportunity to use rather than really valuing or enjoying the opportunity to use the technologies (e.g., blogs; threaded discussions; forums)the technologies (e.g., blogs; threaded discussions; forums)

No surprises here No surprises here (continued)(continued)• Technologies seems most effective when they are (a) Technologies seems most effective when they are (a)

integrated seamlessly into social interactions and activities; integrated seamlessly into social interactions and activities; and (b) are the best way of doing somethingand (b) are the best way of doing something

• For staff and students alike, the uptake of technologies is For staff and students alike, the uptake of technologies is unlikely to be wholehearted unless it ‘feels’ rightunlikely to be wholehearted unless it ‘feels’ right

• Books are rapidly being superseded by the Internet as a Books are rapidly being superseded by the Internet as a trusted source of information for staff and studentstrusted source of information for staff and students

• Elearning ‘fits’ better with some disciplines and curricula Elearning ‘fits’ better with some disciplines and curricula than with others and is viewed that way by learnersthan with others and is viewed that way by learners

• The best intentioned efforts to help learners to learn in the The best intentioned efforts to help learners to learn in the digital environment may fail because they are based on the digital environment may fail because they are based on the institutional (and not the learner's) view of how learning institutional (and not the learner's) view of how learning proceedsproceeds

Last of the ‘no surprises’Last of the ‘no surprises’

• Schools are the supply chain for universities, and Schools are the supply chain for universities, and it therefore behoves academics to know more it therefore behoves academics to know more about the technology environments their incoming about the technology environments their incoming students are used tostudents are used to

• Learners follow complex, elliptical and recursive Learners follow complex, elliptical and recursive trajectories in working within an online coursework trajectories in working within an online coursework environment. This has been established using environment. This has been established using tracking software that follows their movements. tracking software that follows their movements.

• Course Websites are most heavily visited in the Course Websites are most heavily visited in the week before exams.week before exams.

• There is ongoing confusion about terminology, There is ongoing confusion about terminology, including digital literacy, media literacy, including digital literacy, media literacy, technology literacy etctechnology literacy etc

Intriguing insightsIntriguing insights

• Generational differences are relatively unimportant in Generational differences are relatively unimportant in explaining comfort with technologies and, in any case, are explaining comfort with technologies and, in any case, are commonly ‘washed out’ within 6 months to a yearcommonly ‘washed out’ within 6 months to a year

• Teachers and educators may have a tendency to use Teachers and educators may have a tendency to use technologies to allow them to do faster or better what they technologies to allow them to do faster or better what they have already donehave already done

• Many young students prefer Instant Messaging to email, Many young students prefer Instant Messaging to email, which they may regard as ‘old technology’ suitable primarily which they may regard as ‘old technology’ suitable primarily for communicating with tutors or lecturers but not with each for communicating with tutors or lecturers but not with each otherother

• Formal education institutions may need to look at how people Formal education institutions may need to look at how people are using technologies outside the classroom in order to use are using technologies outside the classroom in order to use them best inside the classroomthem best inside the classroom

• Game-playing in early life does not seem to be particularly Game-playing in early life does not seem to be particularly influential in the use of ICT for learning purposesinfluential in the use of ICT for learning purposes

More intriguing insightsMore intriguing insights• A learner’s preference for ‘control’ may be a valid predictor A learner’s preference for ‘control’ may be a valid predictor

of his or her ‘digitalness’of his or her ‘digitalness’

• Technologies may well be used seamlessly and well by more Technologies may well be used seamlessly and well by more capable students, whereas many of the difficulties capable students, whereas many of the difficulties experienced and reported are perhaps amongst the experienced and reported are perhaps amongst the ‘widening participation’ cohort‘widening participation’ cohort

• Web2 technologies are more fundamentally transformational Web2 technologies are more fundamentally transformational than untethered or mobile technologiesthan untethered or mobile technologies

• Paradoxically, technologies are simultaneously creating a Paradoxically, technologies are simultaneously creating a sense of community and connectedness and of isolation and sense of community and connectedness and of isolation and individualism in learningindividualism in learning

• Academics may be seeking to use technologies – both for Academics may be seeking to use technologies – both for teaching and for assessment – to reproduce models of teaching and for assessment – to reproduce models of learning and social relationships that are in fact at odds with learning and social relationships that are in fact at odds with the real demands of most jobs and society at large (e.g., the real demands of most jobs and society at large (e.g., individual effort, circumspection, scholarly precision)individual effort, circumspection, scholarly precision)

Final intriguing insightsFinal intriguing insights• Students make a distinction between the use of technology for Students make a distinction between the use of technology for

pleasure and for learning; just as previous generations separated pleasure and for learning; just as previous generations separated ‘television for relaxation or escape’ from ‘educational TV’‘television for relaxation or escape’ from ‘educational TV’

• There may be a paradox between learners making sense for There may be a paradox between learners making sense for themselves, while at the same time reaching certain learning themselves, while at the same time reaching certain learning outcomes (but see literature on learner control and self-directed outcomes (but see literature on learner control and self-directed learning)learning)

• Technology fluency may turn out to be temporary and situational, Technology fluency may turn out to be temporary and situational, so that a person’s capability may increase or diminish depending so that a person’s capability may increase or diminish depending on the opportunities and demands they are presented withon the opportunities and demands they are presented with

• Many students nowadays write hardly anything in longhand at all Many students nowadays write hardly anything in longhand at all – except exam scripts!– except exam scripts!

• It is possible that technologies are being used to compensate for It is possible that technologies are being used to compensate for the pressures of modern life, by amplifying learners’ capabilities, the pressures of modern life, by amplifying learners’ capabilities, and hence give them the opportunity to tale study more seriouslyand hence give them the opportunity to tale study more seriously

Over to you…Over to you…

• Take the topic you wrote down at the Take the topic you wrote down at the beginning, or something that has occurred beginning, or something that has occurred to you since, and discuss it with the person to you since, and discuss it with the person sitting next to you.sitting next to you.

• Discuss why you found it interesting, and Discuss why you found it interesting, and what you would like to do about it (contact what you would like to do about it (contact the author(s), do some research yourself; the author(s), do some research yourself; change your educational practice etc)change your educational practice etc)

• Take 15 minutes each (total of 30 minutes)Take 15 minutes each (total of 30 minutes)

Issues raised during plenaryIssues raised during plenary• There may be merit in undertaking an ethnographic study of There may be merit in undertaking an ethnographic study of

lecturers’ conceptions of online teaching or training, to lecturers’ conceptions of online teaching or training, to understand better the pedagogic basis for decisions they understand better the pedagogic basis for decisions they makemake

• The learner journey provides a strand that connects learning The learner journey provides a strand that connects learning at home, school, higher education and on into the workplaceat home, school, higher education and on into the workplace

• We should ‘practise what we preach’ - the ALT Conference We should ‘practise what we preach’ - the ALT Conference should (and will!) make better use of technology should (and will!) make better use of technology

• It would be interesting to know what kind of online learning is It would be interesting to know what kind of online learning is being undertaken by online educators being undertaken by online educators as learnersas learners

• Given the focus on ‘elearning,’ the conference concentrated Given the focus on ‘elearning,’ the conference concentrated too much on ‘e’ and not enough on ‘learning’too much on ‘e’ and not enough on ‘learning’

• Further research is required to pursue the claim that, in the Further research is required to pursue the claim that, in the context of neuroplasticity, playing games does really affect context of neuroplasticity, playing games does really affect the use of technologies to support learningthe use of technologies to support learning

A possible model of A possible model of elearningelearning

• based on a year-long study of self-based on a year-long study of self-directed learners (‘what people do directed learners (‘what people do when no one is telling them what to when no one is telling them what to do’)do’)

Why choose self-directed Why choose self-directed learning?learning?• self-directed learning occurs without the ideological or pedagogical self-directed learning occurs without the ideological or pedagogical

overlay of teaching in formal education and training settings, and overlay of teaching in formal education and training settings, and may accordingly provide a more direct route to understanding the may accordingly provide a more direct route to understanding the relationship(s) between learning and technologies;relationship(s) between learning and technologies;

• self-directed learning is the prototype of all learning and, since it self-directed learning is the prototype of all learning and, since it has been extensively researched and documented in the pre-has been extensively researched and documented in the pre-digital offline world it should be possible to make some claims digital offline world it should be possible to make some claims about whether and how digital technologies are affecting learning;about whether and how digital technologies are affecting learning;

• there is a close and growing relationship between self-directed there is a close and growing relationship between self-directed learning and that which occurs in formal education and training learning and that which occurs in formal education and training settings, in the sense that self-directed learning is commonly a settings, in the sense that self-directed learning is commonly a precursor to, and even more often a consequence of participation precursor to, and even more often a consequence of participation in formal courses of study. in formal courses of study.

Why self-directed learning? Why self-directed learning? (continued)(continued)

• in the context of lifelong learning, self-directed in the context of lifelong learning, self-directed learning is a principal way in which people keep up learning is a principal way in which people keep up with change, and since we are currently with change, and since we are currently experiencing unprecedented change on a global experiencing unprecedented change on a global scale, the demands of a changing world are likely scale, the demands of a changing world are likely to impact on the nature and extent of self-directed to impact on the nature and extent of self-directed learning that people engage in; and, finally,learning that people engage in; and, finally,

• evidence suggests that at least some forms of self-evidence suggests that at least some forms of self-directed learning are particularly suited to the directed learning are particularly suited to the online environment and there is merit in exploring online environment and there is merit in exploring the linkage.the linkage.

Elements of a model of e-Elements of a model of e-learninglearning•EEngaging with the technologyngaging with the technology

•LLocating, retrieving and utilising ocating, retrieving and utilising resourcesresources

•EEvaluating sources and resourcesvaluating sources and resources

•AAssimilating new information and ssimilating new information and insightsinsights

•RReconceptualising - transforming econceptualising - transforming understandingsunderstandings

•NNetworking - contributing to the etworking - contributing to the community of learnerscommunity of learners

Full report: Full report: www.dest.gov.au/sectors/www.dest.gov.au/sectors/training_skills/publications_resources/linkingtraining_skills/publications_resources/linking thinking.htmthinking.htm

Looking backwards to move Looking backwards to move forwards: Implications of fifty forwards: Implications of fifty years of e-learning research and years of e-learning research and developmentdevelopment

We need to avoid the narrow pedagogies that We need to avoid the narrow pedagogies that are predisposed by available technologies, such are predisposed by available technologies, such as those dictated by currently available VLEs, as those dictated by currently available VLEs, and instead impose broader and more and instead impose broader and more sophisticated pedagogies that address the sophisticated pedagogies that address the necessary relationships between community, necessary relationships between community, communication and cognition. Or, putting this communication and cognition. Or, putting this another way, if we want to ‘put the learning into another way, if we want to ‘put the learning into e-learning’ then we have to treat technology as e-learning’ then we have to treat technology as a mediator of what are, essentially, social a mediator of what are, essentially, social learning processes. (Ravenscroft, 2002)learning processes. (Ravenscroft, 2002)