Theory and methodology of e-learning researchGrinne ConolePhD research day, 21/2/12University of Leicester

OutlineAn overview of e-learning researchEmpirical evidenceExamples of current researchTheories underpinning the fieldMethodologies

E-learning researchLearner experienceTeacher practiceSocial & participatory mediaLearning designLearning spacesMobile learningVirtual worlds

E-learning researchLearning analyticsUse of Virtual Learning EnvironmentsOpen Educational ResourcesPedagogical patternsDigital literaciesCreativity and technologiesOpenness

Cross cutting themesAffordances of technologiesBarriers and enablersCase studies of good practiceEmergent technologiesChanging practicesInstitutional implications

*MetaphorsCamp fireWatering holeCaveMountain topPrinciple of learning space designComfortAestheticsFlowEquityBlendingAffordancesRepurposingLearning spaceswww.skgproject.com

Jenkins et al., 2006CreativityNew digital literacies

*Technology immersedLearning approaches: task-orientated, experiential, just in time, cumulative, socialPersonalised digital learning environment Mix of institutional systems and Cloud-based tools and servicesUse of course materials with free resourcesSharpe, Beetham and De Freitas, 2010Learner experience

*EDUCAUSE studyStudents drawn to new technologies but rely on more traditional onesConsider technologies offer major educational benefitsMixed 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)Pandoras boxWhat would it mean to adopt more open practices? Open design, open delivery, open research and open evaluation?Teacher practices: paradoxes

*Pandoras boxOpen designOpen deliveryOpen dialogueOpen researchOpen practices

Open design

*Course views

*I find the document quite thought-provoking, especially as a starting point in this journey for developing good understandingsI 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: MOOChttp://mooc.ca/http://www.youtube.com/watch?v=eW3gMGqcZQcMassiveOpen Online Course

Open accreditation

*A space for sharing and discussing learning and teaching ideas and designsApplication of the best of web 2.0 practice for teachingTo bridge the gap between technologies and useTeachers say they want: examples, want to share & discussHelps develop skills needed for engaging with new technologiesOpen dialogue: Cloudworks

ParticipationSustained over timeCommitment from core groupEmerging roles & hierarchyIdentityGroup self-awarenessShared language & vocabSense of communityCohesionSupport & toleranceTurn taking & responseHumour and playfulnessCreative capabilityIgniting sense of purposeMultiple points of view expressed, contradicted or challengedCreation of knowledge links & patternsGalley et al., 2010Community indicators

*Open scholarship

Open research

*The future of learningDistributedPersonalisedBlurredDistributedCollectiveCreativeResponsiveOpenJust in time

Empirical evidenceReview 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)

TheoryActivity theoryActor Network TheoryCommunity of PracticeSocial capitalCybernetics

Activity Theory

MethodologyCase studiesEvaluationVirtual ethnographyContent analysisAction researchDesign-based research

My influencesLaurillardSalomonLave and WengerEngestromWetsch ColeDanielsSchonAtkinsSeely BrownPea Perkins

TipsTo do list, milestones, deadlinesShare drafts and get comments!Present and get feedback at conferencesNetwork, network, network!Publish as you goUp to date bibliography, use ref software!Nail your methodology

Final thoughtsOpen, participatory and social media enable new forms of communication and collaborationCommunities in these spaces are complex and distributedLearners and teachers need to develop new digital literacy skills to harness their potentialWe need to rethink how we design, support and assess learningOpen, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new waysWe are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication