PLEs: Framing one future for lifelong learning and
universitiesDavid Jones
http://cddu.cqu.edu.au/http://cq-pan.cqu.edu.au/david-jones/
http://flickr.com/photos/druclimb/282597447/
Summary
Develop a set of enablers
Initial steps towards a design theory
To guide implementation of PLEswithin a university
http://flickr.com/photos/druclimb/282597447/
Overview
Context and why?
What and how?
Steps towards design theory
http://flickr.com/photos/druclimb/282597447/
Overview
Context and why?
What and how?
Steps towards design theory
http://flickr.com/photos/tonivc/411231251/
History
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/
Best practice implementations report no more than 55% staff adoption rates
(Sausner, 2005)
http://flickr.com/photos/tonivc/411231251/
In 2006• 57% CQU courses had course sites,• Most with very limited usage
(Sausner, 2005)
http://flickr.com/photos/rcstanley/30366555/
http://flickr.com/photos/fatmandy/267252461/
http://flickr.com/photos/fatmandy/267252461/http://flickr.com/photos/duncan/450469336/
http://flickr.com/photos/sookie/31219031/
Today and tomorrow
http://flickr.com/photos/stabilo-boss/93136022/
http://flickr.com/photos/sookie/31219031/
Those institutions that can continually change, keeping up with the needs of the transforming economy they serve, will surive.
Those that cannot or will not change will become irrelevant,
(Klor de Alva, 2000, p. 40)
http://flickr.com/photos/pbo31/209504598/
What do we know?
http://flickr.com/photos/pbo31/209504598/
little or no theoretically grounded and rigorous research into the structures and processes required to encourage the adoption of e-learning and to facilitate disseminate knowledge at the organisational level
(Alavi & Leidner, 2001)
More models, that demonstrate the transferability and scalability of e-learning,
are required(Salmon, 2005)
http://flickr.com/photos/niallkennedy/54591543/
Build it and they will Build it and they will NOTNOT come come
http://flickr.com/photos/druclimb/282597447/
Overview
Context and why?
What and how?
Steps towards design theory
http://flickr.com/photos/dalem/296189944/
nothing is so practical as a good theorynothing is so practical as a good theory(Lewin, 1945)
http://flickr.com/photos/dalem/296189944/
(Gregor and Jones, 2007)
Theories are practical because they Theories are practical because they allow knowledge to be accumulated in aallow knowledge to be accumulated in asystematic manner and this accumulatedsystematic manner and this accumulatedknowledge enlightens professional knowledge enlightens professional practicepractice
http://flickr.com/photos/dalem/296189944/
TypeType QuestionQuestion ExamplesExamplesI. Analysis What is? Taxonomies (e.g. Bloom's),
frameworks
II. Explanation How & Why? Structurational model of technology (Orlikowski 1992)
III. Prediction What will be? Org size predicting innovativeness, Moore's Law
IV. Explanation & Prediction
What is, how, why and what will be?
Most traditional view of theory, General system theory, TAM
V. Design & Action
How to do it? Codd's theory of relational database design
(Gregor, 2006)
http://flickr.com/photos/dalem/296189944/
What is theory?Of what is theory composed?How is theory expressed?What types of claims can be made?What types of questions are addressed?
Ontological questions about theory
Empirical plane
Theory plane
ArtifactArtifact
Artifact
Artifact
Artifact
Artifact
Theoryscope
Principles of form/constructs
Justificatory knowledge
Principles ofgeneration
If X has property Z then QIf Y has property Y then P
PLEs @ CQU
Artifactmutability
Artifact
Artifact
Artifact
ArtifactArtifact
(Lyytinen, 2008)
Testable hypotheses
http://flickr.com/photos/druclimb/282597447/
Overview
Context and why?
What and how?
Steps towards design theory
Testable hypotheses
Empirical plane
Theory plane
ArtifactArtifact
Artifact
Artifact
Artifact
Artifact
Theoryscope
If X has property Z then QIf Y has property Y then P
PLEs @ CQU
Artifactmutability
Artifact
Artifact
Artifact
ArtifactArtifact
(Lyytinen, 2008)
Principles of form/constructs
Justificatory knowledge
Principles ofgeneration
Scope of this paper
Testable hypotheses
Empirical plane
Theory plane
ArtifactArtifact
Artifact
Artifact
Artifact
Artifact
Theoryscope
If X has property Z then QIf Y has property Y then P
PLEs @ CQU
Artifactmutability
Artifact
Artifact
Artifact
ArtifactArtifact
(Lyytinen, 2008)
WHAT
Justificatory knowledge
HOW
Scope of this paper
Empirical plane
Theory plane
ArtifactArtifact
Artifact
Artifact
Artifact
Artifact
Theoryscope
PLEs @ CQU
Artifactmutability
Artifact
Artifact
Artifact
ArtifactArtifact
(Lyytinen, 2008)
WHAT
Justificatory knowledge
HOW
Eventually
If X has property Z then QIf Y has property Y then P
Testable hypotheses
Empirical plane
Theory plane
PLEs @ CQU
Artifact
Artifact
Artifact
ArtifactArtifact
(Lyytinen, 2008)
WHAT
Justificatory knowledge
HOW
Eventually
If X has property Z then QIf Y has property Y then P
Artifact
Artifact
Artifact
Theoryscope
ArtifactArtifact
Artifact
Artifactmutability
Testable hypotheses
PLEs @ CQU
(Lyytinen, 2008)
WHAT
Justificatory knowledge
HOW
Eventually
If X has property Z then QIf Y has property Y then P
Artifact
Artifact
Artifact
Theoryscope
ArtifactArtifact
Artifact
Artifactmutability
Theory plane
Empirical plane
Testable hypotheses
Testable hypotheses
Empirical plane
Theory plane
ArtifactArtifact
Artifact
Artifact
Artifact
Artifact
Theoryscope
If X has property Z then QIf Y has property Y then P
PLEs @ CQU
Artifactmutability
Artifact
Artifact
Artifact
ArtifactArtifact
(Lyytinen, 2008)
Principles of form/constructs
Justificatory knowledge
Principles ofgeneration
Scope of this paper
Theory plane
Principles of form/constructs
Justificatory knowledge
Principles ofgeneration
Enablers
WHAT HOW
Suggestions more than welcome
Principles of form/constructs
Justificatory knowledge
Principles ofgeneration
Enablers
WHAT HOW
http://flickr.com/photos/dalem/296189944/
TypeType QuestionQuestion ExamplesExamplesI. Analysis What is? Taxonomies (e.g. Bloom's),
frameworks
II. Explanation How & Why? Structurational model of technology (Orlikowski 1992)
III. Prediction What will be? Org size predicting innovativeness, Moore's Law
IV. Explanation & Prediction
What is, how, why and what will be?
Most traditional view of theory, General system theory, TAM
V. Design & Action
How to do it? Codd's theory of relational database design
http://slurl.com/secondlife/Teaching%204/206/151/25It
http://flickr.com/photos/joits/225824796/
The Ps FrameworkThe Ps Framework
A decision making to aid understanding ofA decision making to aid understanding ofinstitutional implementation of e-learninginstitutional implementation of e-learning
Past experiencePast experience PeoplePeople
PlacePlace
ProductProduct ProcessProcess
PurposePurpose
PedagogyPedagogy
Past experiencePast experience
http://flickr.com/photos/lorispindler/2569895656/
Be aware of, informed by and build on the specific experience of the host institution
PlacePlace
OrganisationalOrganisational
SocialSocial
TechnicalTechnical
LegalLegal
http://flickr.com/photos/askpang/327577395/
Scarcity to abundance• Information• Information technology
Student/teachers != consumer/producer
Role of Universities
http://flickr.com/photos/bcnbits/468186933/
#3. Diffusion process that focuses on the uniqueproblems of the host institution rather thanbest practice ideals
Complexity theory(Snowden & Boone, 2007)
#4. Active suport for disciplinary cultures(Harpe & Radloff, 2006)
PurposePurpose
http://flickr.com/photos/sixsteps/244244045/
#8. No fixed #8. No fixed purpose.purpose.Collaboratively, Collaboratively, negotiated around negotiated around needs and issues needs and issues of local context of local context and participantsand participants
(Jones & Muldoon, 2007)(Jones & Muldoon, 2007)
PedagogyPedagogy
http://flickr.com/photos/dquach/462387564/
#7. Focus on creating an environment toencourage pedagogical innovation ratherthen specify a pedagogy
(Johnston, 1996; Mischra & Koehler, 2006; McMaster & Wastell, 2005; Surry & Farquhar, 1997)
PeoplePeople
http://flickr.com/photos/pug/5795673/
Create/encourage opportunities to"eat your own dog food"
http://flickr.com/photos/hungry_i/47938311/
Encourage reflection on conceptualisationsof learning & teaching by staff
(Trigwell, 2001)
http://flickr.com/photos/biwook/390088839/
#6. Provide scaffolding to aid students/staff in the transition to using PLEs (technology and pedagogy)
Involve students
http://flickr.com/photos/fullmetalgenesis/1403036441/
#2. Senior management support
#3. Recognise need for safe-fail, not fail-safe
(Snowden & Boone, 2007)
ProductProduct
http://flickr.com/photos/maisonbisson/170181701/
#1. Emphasis on enabling user choice of tools, not specifying which one
Fulfill university requirements, with the tools already being used.
Supplement, not replaceexisting products
ProcessProcess
http://flickr.com/photos/airosan/2317720071/
Draw on diffusion theory (Rogers, 1995)to actively develop example applicationsthat encourage adoption
High on compatibility, ease of use, trialability, observability and relative advantage
Low on complexity
Technology Acceptance
Model(Davis 1989)
http://flickr.com/photos/airosan/2317720071/
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)
If a major project is truly innovative, you cannot possibly know its exact cost and its exact schedule at the beginning.
And if in fact you do know the exact cost and the exact schedule, chances are that the technology is obsolete. -- Joseph Gavin Jr.
http://flickr.com/photos/bb_matt/306544780/
ReferencesLyytinen K. (2008), Design: "Shaping in the wild", Keynote at DESRIST'2008
Snowden, D. & Boone M. (2007). A leader's framework for decision making. Harvard Business Review, 85(11), 68-76.