Conole Zurich

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  • 1. Changing Perspectivesin E-learningScrutinising the learner voiceGrinne Conole, The Open University 25th January 2008 11th Annual ELC-NET ConferenceE-Learning Campus Zurich

2. Learning connections 3. Learning connections Student experience 4. Learning connectionsLearning activitiesOutcomesTasks AssessmentStudent experience 5. Learning connections Learning activities Outcomes DesignTasks Assessment Student experience 6. Learning connections Learning activities Outcomes DesignSupportTasks Assessment Student experience 7. Learner voices JISC In their own words 8. Learner voices JISC In their own words 9. Learner voices Learning inthe digital ageConcernsExpectationsBenets Communication & networking JISC In their own words 10. JISC Learner experienceprogramme 11. JISC Learner experience programme Phase One Review (Sharpe et al.) LEX (Creanor et al.) LXP (Conole et al.) 12. JISC Learner experience programme Phase One Review (Sharpe et al.) LEX (Creanor et al.) LXP (Conole et al.) 13. JISC Learner experience programme Phase One Review (Sharpe et al.) LEX (Creanor et al.) LXP (Conole et al.)Phase TwoLongitudinal study -STROLL (Hertfordshire)Institutional studies -discipline differences,accessibility, practice-based learning, transitionbetween sectors 14. The LXP and LEX Projects 15. The LXP and LEX Projects The LXP project - HE students ContextIn-depth case studies Survey Audio logsInterviews Economics: 128 Economics:3 Economics: 2 Languages:92 Languages: 47 Languages: 3 Medicine: 31 Medicine:16 Medicine:5 Computing: 158 Computing: 19 Computing: 4 Other:18 Total: 427 Total: 85 Total: 14 16. The LXP and LEX Projects The LXP project - HE students ContextIn-depth case studies Survey Audio logsInterviews Economics: 128 Economics:3 Economics: 2 Languages:92 Languages: 47 Languages: 3 Medicine: 31 Medicine:16 Medicine:5 Computing: 158 Computing: 19 Computing: 4 Other:18 Total: 427 Total: 85 Total:14 The LEX project - formal and informal students Age No. %16-2424 43.625-34 6 10.935-5420 36.455-64 23.6 65+23.6Unstated11.8 17. The LXP and LEX Projects The LXP project - HE students ContextIn-depth case studies Survey Audio logsInterviews Economics: 128 Economics:3 Economics: 2 Languages:92 Languages: 47 Languages: 3Methods: Medicine: 31 Medicine:16 Medicine:5 Interviews, survey, Computing: 158 Computing: 19 Computing: 4 Other:18 audio logs, videos Total: 427 Total: 85 Total:14 The LEX project - formal and informal students Age No. %16-2424 43.625-34 6 10.935-5420 36.455-64 23.6 65+23.6Unstated11.8 18. The LXP and LEX Projects The LXP project - HE students ContextIn-depth case studies Survey Audio logsInterviews Economics: 128 Economics:3 Economics: 2 Languages:92 Languages: 47 Languages: 3Methods: Medicine: 31 Medicine:16 Medicine:5 Interviews, survey, Computing: 158 Computing: 19 Computing: 4 Other:18 audio logs, videos Total: 427 Total: 85 Total:14 The LEX project - formal and informal students Age No. %16-2424 43.625-34 6 10.935-5420 36.455-64 23.6 65+23.6Unstated11.8 19. Changing relationships 20. Changing relationships 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 nd, make notes of what I still need to do and spell check my emails that I'm sending to lecturers 21. Changing relationships 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 nd, make notes of what I still need to do and spell check my emails that I'm sending to lecturers I think the relationship between students and theuniversity itself, is becoming very technological most services are provided online, and that saves a lot oftime, meaning you dont need to come to university... alot of information about yourself... even your grades its been much easier to interact with the university 22. Changing relationships 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 nd, make notes of what I still need to do and spell check my emails that I'm sending to lecturers I think the relationship between students and theuniversity itself, is becoming very technological most services are provided online, and that saves a lot oftime, meaning you dont need to come to university... alot of information about yourself... even your grades its been much easier to interact with the universityIt basically opens up a whole world of learning for everybody, you know. You can nd, read up, on anything you like. In a university context, you can have all your notes and everything all on one machine. So anytime you have to look for something, you dont have to ick through a big le, you can type, search your computer for what youre looking for 23. Audio & Video clipsVideo Reectivesummaries Audio In situ, emotive 24. Audio & Video clips VideoReective summaries AudioIn situ, emotive Laura: Technology immersed 25. Audio & Video clipsVideo Reectivesummaries Audio In situ, emotive Laura: Technology immersed Emma and Jenny: Application to practice 26. Audio & Video clipsVideo Reectivesummaries Audio In situ, emotive Laura: Technology immersed Emma and Jenny: Application to practicePaul, Simon and Beth: Work-based learning 27. Todays learnersKey themes 28. Todays learners Core toolset Word, email, Web Key themesInformationCommunication Google rst, peerMix-mode, approvalpersonalised 29. Todays learners Core toolset Word, email, WebLXP frameworkPervasive IntegratedKeyTime/space themes Learning patterns InformationCommunication Google rst, peerMix-mode, approvalpersonalised 30. Todays learners Core toolset Word, email, WebLXP frameworkPervasive Personalised AdaptiveIntegratedKeyTime/space themesDigitised Skills Learning patterns InformationCommunication Google rst, peerMix-mode, approvalpersonalised 31. ECAR research studies and surveys 32. The JISC Learner Experience programme Kennedy et al., Oblinger et al., TALL Web 2.0 survey, JISC Ipsos MORI survey Educause ECAR study of U/G and IT 2007 33. Access: 73% broadband, 96%Mobile, 90% PC, 76% Digital camera, 69% MP3player, 63% LaptopActivities:Email (94%), Creating documents (88%), Music (84%), Searching (83%), Chat (80%)Emerging:Blogs, le sharing, webconferencing, socialnetworkingThe JISC Learner Experience programmeKennedy et al., Oblinger et al., Kennedy et al. 2006TALL Web 2.0 survey, JISC Ipsos MORI surveyEducause ECAR study of U/G and IT 2007 34. Access: 73% broadband, 96%Mobile, 90% PC, 76% Digital camera, 69% MP3player, 63% LaptopActivities:Email (94%), Creating documents (88%), Music (84%), Searching (83%), Chat (80%)Emerging:Blogs, le sharing, webconferencing, social ECAR 2007networkingThe JISC Learner Experience programmeKennedy et al., Oblinger et al., Kennedy et al. 2006TALL Web 2.0 survey, JISC Ipsos MORI surveyEducause ECAR study of U/G and IT 2007 35. Learning processes 36. Learning processes Task orientatedExperientialCumulative 37. LearningAttitudes & processes approaches Task orientatedExperientialCumulative 38. LearningAttitudes & processes approaches Task orientated Engaging & relevantExperientialMulti-facetedCumulative Social aspects 39. A learning design toolbox 40. Resources & examplesA learning design toolbox 41. Resources & examplesA learning design toolboxDesign tools 42. Resources & examplesA learning design toolboxDesign tools 43. Resources & examplesA learning design toolboxDesign tools 44. Resources & examplesA learning design toolboxDesign tools 45. The OU Learning Design project Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White 46. The OU Learning Design projectFact nding & user requirementsPhase 1: User consultation, case studies, LD workshops Phase 2: Interviews, course evaluation, focus groups/workshops Tool and resource developmentPhase 1: Compendium, external resources Phase 2: CompendiumLD, LD toolbox Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White 47. The OU Learning Design project44 case8 faculty studies Fact nding & user requirements workshops Phase 1: User consultation, case studies, LD workshopsPhase 2: Interviews, course evaluation, focus groups/workshops 15 design Tool and resource development interviews & in- Phase 1: Compendium, external resourcesWorkshops & depth coursePhase 2: CompendiumLD, LD toolbox focus groupsevaluation Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White 48. The OU Learning Design project44 case8 faculty studies Fact nding & user requirements workshops Phase 1: User consultation, case studies, LD workshopsPhase 2: Interviews, course evaluation, focus groups/workshopsTool Resource development:identication: tools, Compendiummethods, case studies 15 design Tool and resource development interviews & in- Phase 1: Compendium, external resourcesWorkshops & depth coursePhase 2: CompendiumLD, LD toolbox focus groupsevaluation Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White 49. Examples &Case studies 50. Examples &Case studies 51. Examples &Case studies 52. Examples &Case studies 53. Examples &Case studies 54. Design tools 55. Design tools LAMS 56. Design tools Londonpedagogical planner Select DistributeDefineEstimateDefineEstimate Define ratioTeaching learner timemaximum preparation reuse ofpresentation of cognitiveMethodsover TMsgroup sizetimematerials time activitiesSelect Teaching Methods for the Module Rollover to see d