Date post: | 18-Sep-2014 |
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Education |
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Alternatives for the institutional implementation of e-learning: Lessons from 12 years of Webfuse
David Joneshttp://tr.im/E9JE
Overview
http://www.flickr.com/photos/sookie/100608625/
The argument Ps
FrameworkMythic e-learning
The context
An alternative
Reflections and conclusions
Overview
http://www.flickr.com/photos/sookie/100608625/
The argument Ps
FrameworkMythic e-learning
The context
An alternative
Reflections and conclusions
http://www.flickr.com/photos/tom1231/261029677/
5 things to know about
technological change
Culture always pays a priceAlways winners and losers
Every tech. has a philosophy
It’s ecological, not additive
Media tends to become mythic
http://tr.im/E9KW
http://www.flickr.com/photos/lenore-m/2599969114/
its capacity for good or evilrests entirely on human awarenessof what it does for us and to us(Postman, 1998)
http://www.flickr.com/photos/atoach/3543601334/
When a technology becomesmythic, it is always dangerous
(Postman, 1998)
it is then accepted as it is
and is there not easily susceptible
to modification or control
because
http://www.flickr.com/photos/riverap1/3875718119/
almost every university is planning to make use of an LMS (Salmon,
2005)
the mindset in recent times has
focused on the adoption of the one-size-fits-all LMS
(Feldstein, 2006)
http://www.flickr.com/photos/purpleslog/2881603057/
Awareness raising
http://www.civil.usyd.edu.au/current/undergraduate/learning.shtml
http://flickr.com/photos/skoop/207145876/
Common sense is nothing more than a deposit of prejudices laid down by the mind before you reach eighteen.
Albert Einstein
The structure of School is so deeply rooted that one reacts to deviations from it as one would to a grammatically deviant utterance:
Both feel wrong on a level deeperthan one’s ability to formulate reasons
http://www.flickr.com/photos/mccloud/145800121/
(Papert, 1995)
There is no silver bullet
http://www.flickr.com/photos/gregoryjameswalsh/408773662/
Awareness raising
http://www.flickr.com/photos/purpleslog/2881603057/
(Rittel & Webber, 1973)
http://www.flickr.com/photos/wxmom/2052715752/
Wicked problems
As you solve the problemyou learn more about it
There is no stopping rule
Solutions are neitherright nor wrong
There is no ultimate
test of a solutionYou can’t identifyall potential solns.
The problem can be described in many ways
Every one isessentiallyunique
http://www.flickr.com/photos/cleopold73/3677296594/
Overview
http://www.flickr.com/photos/sookie/100608625/
The argument Ps
FrameworkMythic e-learning
The context
An alternative
Reflections and conclusions
http://www.flickr.com/photos/themadlolscientist/2543882652/
Nothing is so practical as a good theory (Lewin,
1945)
http://flickr.com/photos/dalem/296189944/
Theories are practical because they allow knowledgeto be accumulated in a systematic manner and thisaccumulated knowledge enlightens professional practice (Gregor & Jones,
2007)
Raising awareness
http://www.flickr.com/photos/purpleslog/2881603057/
http://flickr.com/photos/joits/225824796/
The Ps Framework
Past experience
People
Place
Product
Process
Purpose
Pedagogy
Frameworks offer new ways of looking at phenomena and provide information on which to base sound, pragmatic decisions
(Mishra & Koehler, 2006)
PlacePedagogy
Process
PurposeProduct
PastExperience
People
http://flickr.com/photos/joits/225824796/
The Ps Framework
(Jones, Vallack, et al, 2008)
Raising awareness
http://www.flickr.com/photos/purpleslog/2881603057/
Process
Product
http://flickr.com/photos/joits/225824796/
The Mythic Technology
PlacePedagogy
Purpose
PastExperience
People
http://flickr.com/photos/joits/225824796/
Context
Process
Product
http://flickr.com/photos/joits/225824796/
The alternative
Overview
http://www.flickr.com/photos/sookie/100608625/
The argument Ps
FrameworkMythic e-learning
The context
An alternative
Reflections and conclusions
Process
Product
http://flickr.com/photos/joits/225824796/
The Mythic Technology
Process
http://flickr.com/photos/joits/225824796/
The Mythic Technology
Time
CostAnalysis & Design
Maintenance
Replacement
Big up front design (BUFD) (Truex, Baskerville and Klein,
1999)
http://www.flickr.com/photos/mauricedb/2706292588/
Herding cats
1. Identify the goal
http://www.flickr.com/photos/australianshepherds/3593274951/
2. Make sure we have the right herders and herding equipment
3. Get the cats to the goal (and keep them there)
http://www.flickr.com/photos/australianshepherds/3593274951/
Author Herding cats Losing weightWeick & Quinn (1999) Episodic change Continuous changeBrews & Hunt (1999) Planning school Learning schoolSeely Brown & Hagel (2005)
Push system Pull systems
Hutchins (1991) Supervisor reflection and intervention
Local adjustment
Truex et al (2000) Traditional design Emergent designMarch (1991) Exploitation ExplorationBoehm & Turner (2003)
Plan-driven Agile
Mintzberg (1989) Deliberate strategy Emergent StrategyKurtz & Snowden (2007)
Idealistic Naturalistic
Alternatives
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996)
Product
http://flickr.com/photos/joits/225824796/
The Mythic Technology
LMS is academic equivalent to ERP
http://flickr.com/photos/remedix/260741805/
(Morgan, 2003)
Will impose its own logic on a
company’s strategy, structureand culture…push towards..generic structures(Davenport,
1998)
Reflects a …. move to standardisation
Best practice..implement vanilla(Robey, Ross et al, 2002; Pozzebon, Titah et al, 2006; Wagner, Scott et al,
2006)
InternalDevelopment
SoftwareContracting
PackageAcquisition
Identifying efficient procurement strategies(Saarinen & Vepsalainen,
1994)
http://www.flickr.com/photos/yourdon/3030229649/
http://www.flickr.com/photos/yourdon/3030229649/
InternalDevelopment
SoftwareContracting
PackageAcquisition
HighCost
HighRisk
Type of Information System
Speculative Standard Routine
(Saarinen & Vepsalainen, 1994)
Type of Developer
Innovator
Analyst
Implementor
http://www.flickr.com/photos/yourdon/3030229649/
(Saarinen & Vepsalainen, 1994)
SpeculativeInvestment
StandardApplication
RoutineSystem
HighCost
HighRisk
Uncertainty of requirements
Risky/Complex
Certain/Simple
Specificity of DesignSpecific/Contingent Common
http://www.flickr.com/photos/tom1231/275402356/
Overview
http://www.flickr.com/photos/sookie/100608625/
The argument Ps
FrameworkMythic e-learning
The context
An alternative
Reflections and conclusions
PlacePedagogy
Purpose
PastExperience
People
http://flickr.com/photos/joits/225824796/
Context
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996)
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996)
http://www.flickr.com/photos/yourdon/3030229649/
(Saarinen & Vepsalainen, 1994)
SpeculativeInvestment
StandardApplication
RoutineSystem
HighCost
HighRisk
Uncertainty of requirements
Risky/Complex
Certain/Simple
Specificity of DesignSpecific/Contingent Common
LMSProduct
E-learningContext
PastExperience
http://flickr.com/photos/joits/225824796/
Context
Quality and Quantity e-learning
Fairly unsophisticated
use of the tools
Formal use of technology…bestdescribed as sporadic, unevenand often low-level (Selwyn,
2007)
Substitutes for existingmedia and retainsexisting pedagogy(Salmon,
2005)
(Benson and Palaskas, 2006)
http://www.flickr.com/photos/dok1/3921218578/
http://www.flickr.com/photos/dok1/3921218578/
TransmittingContent
CreatingClass
Interactions
ComputerBased
Instruction
Move to features in unexplored categories, until each category is considered for different learning needs
Level 1: Most used Level 2: Moderately used Level 3: Rarely used
• Content/files• Announcements• Gradebook
More than 50% of courses More than 20% of courses (much) less than 20% of courses
EvaluatingStudents• Quizzes• Drop box
Evaluatingcourse and instructors
• Surveys• Chat• Discussion forum• Email
• Some quizzes• Adaptive release
(Malikowski, 2007)
Technology-mediated learning
http://www.flickr.com/photos/extraketchup/459020985/
Audio-visual instruction
Teaching machines
(Pressy, 1926)
(Skinner, 1958)
CBL/CML
CMC
Multimedia Lone-
rangerCottage industry
Industrial Post-
industrial
Technology-mediated learning
http://www.flickr.com/photos/extraketchup/459020985/
Audio-visual instruction
Teaching machines
(Pressy, 1926)
(Skinner, 1956)
CBL/CML
CMC
Multimedia Lone-
rangerCottage industry
Industrial Post-
industrial
Technology spark
http://www.flickr.com/photos/extraketchup/459020985/
Audio-visual instruction
Teaching machines
Motion pictures
Radio
(Pressy, 1926)
(Skinner, 1956)
CBL/CML
CMC
Multimedia Lone-
rangerCottage industry
Industrial Post-
industrial
Stereo-graphs, photos, motionpictures, radio, television
Technology spark
http://www.flickr.com/photos/extraketchup/459020985/
Audio-visual instruction
Teaching machines
Motion pictures
Radio
(Pressy, 1926)
(Skinner, 1956)
CBL/CML
CMC
Multimedia Lone-
rangerCottage industry
Industrial Post-
industrial
Stereo-graphs, photos, motionpictures, radio, television
Industrial revolution,mechanical machines
Technology spark
http://www.flickr.com/photos/extraketchup/459020985/
Audio-visual instruction
Teaching machines
Motion pictures
Radio
(Pressy, 1926)
(Skinner, 1956)
CBL/CML
CMC
Multimedia Lone-
rangerCottage industry
Industrial Post-
industrial
Stereo-graphs, photos, motionpictures, radio, television
Industrial revolution,mechanical machines
Computers
Technology spark
http://www.flickr.com/photos/extraketchup/459020985/
Audio-visual instruction
Teaching machines
Motion pictures
Radio
(Pressy, 1926)
(Skinner, 1956)
CBL/CML
CMC
Multimedia Lone-
rangerCottage industry
Industrial Post-
industrial
Stereo-graphs, photos, motionpictures, radio, television
Industrial revolution,mechanical machines
Computers Network
s
Technology spark
http://www.flickr.com/photos/extraketchup/459020985/
Audio-visual instruction
Teaching machines
Motion pictures
Radio
(Pressy, 1926)
(Skinner, 1956)
CBL/CML
CMC
Multimedia Lone-
rangerCottage industry
Industrial Post-
industrial
Stereo-graphs, photos, motionpictures, radio, television
Industrial revolution,mechanical machines
Computers Network
sPersonal computers
Technology spark
http://www.flickr.com/photos/extraketchup/459020985/
Audio-visual instruction
Teaching machines
Motion pictures
Radio
(Pressy, 1926)
(Skinner, 1956)
CBL/CML
CMC
Multimedia Lone-
rangerCottage industry
Industrial Post-
industrial
Stereo-graphs, photos, motionpictures, radio, television
Industrial revolution,mechanical machines
Computers Network
sPersonal computers
Multimedia personal
computers
Technology spark
http://www.flickr.com/photos/extraketchup/459020985/
Audio-visual instruction
Teaching machines
Motion pictures
Radio
(Pressy, 1926)
(Skinner, 1956)
CBL/CML
CMC
Multimedia Lone-
rangerCottage industry
Industrial Post-
industrial
Stereo-graphs, photos, motionpictures, radio, television
Industrial revolution,mechanical machines
Computers Network
sPersonal computers
Multimedia personal
computers
Internet
Technology spark
http://www.flickr.com/photos/extraketchup/459020985/
Audio-visual instruction
Teaching machines
Motion pictures
Radio
(Pressy, 1926)
(Skinner, 1956)
CBL/CML
CMC
Multimedia Lone-
rangerCottage industry
Industrial Post-
industrial
Stereo-graphs, photos, motionpictures, radio, television
Industrial revolution,mechanical machines
Computers Network
sPersonal computers
Multimedia personal
computers
Internet
WWW
Technology spark
http://www.flickr.com/photos/extraketchup/459020985/
Audio-visual instruction
Teaching machines
Motion pictures
Radio
(Pressy, 1926)
(Skinner, 1956)
CBL/CML
CMC
Multimedia Lone-
rangerCottage industry
Industrial Post-
industrial
Stereo-graphs, photos, motionpictures, radio, television
Industrial revolution,mechanical machines
Computers Network
sPersonal computers
Multimedia personal
computers
Internet
WWW
ERPs
Technology spark
http://www.flickr.com/photos/extraketchup/459020985/
Audio-visual instruction
Teaching machines
Motion pictures
Radio
(Pressy, 1926)
(Skinner, 1956)
CBL/CML
CMC
Multimedia Lone-
rangerCottage industry
Industrial Post-
industrial
Stereo-graphs, photos, motionpictures, radio, television
Industrial revolution,mechanical machines
Computers Network
sPersonal computers
Multimedia personal
computers
Internet
WWW
ERPs Web
2.0
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996) ?
Fad cycle
http://www.flickr.com/photos/moriza/308483890/
1. Technological spark
2. Growing revolution
3. Minimial impact
4. Resolution of
dissonance
Place
http://flickr.com/photos/joits/225824796/
Context
http://www.flickr.com/photos/joshua/1154118/
Institutions that cannot continually change to keep up with the needs of the transforming
economy will become irrelevant (Klor de Alva, 2000)
The trend toward augmenting instruction with technology
creates opportunities and substantial challenges for those who must respond to increasingly diverse and fluid instructional environments
(Agee, Yang et al, 2009)
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996) ??
Assumption of Newtonian physics
Order
http://www.flickr.com/photos/r-z/1573332373/
Dominant ideology in organizationsand management science(Snowden,
2005)
the great narrative of science shares with the great religious narratives the idea that there is order to the universe
(Postman, 1995)
- Cause and effect are only coherent in retrospect and do not repeat- Pattern management- Perspective filters- Complex adaptive systems- Probe-Sense-Respond
• Cause and effect separated over time and space
• Analytical/Reductionist• Scenarios planning• Systems thinking• Sense-Analyse-Respond
• Cause and effect relationships repeatable, perceivable and predictable
• Legitimate best practice• Standard operating procedures• Process reengineering• Sense-Categorise-Respond
- No cause and effect relationships perceivable- Stability-focused intervention- Enactment tools- Crisis management- Act-Sense-Respond
Cynefin Framework (Snowden and Boone,
2007)System and agents co-evolve
System constrains agents
No constraints
http://www.flickr.com/photos/nov03/3663469686/
Complex
Chaos
Known
Knowable
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996) ??
??
People
http://flickr.com/photos/joits/225824796/
Context
http://www.flickr.com/photos/nicmcphee/345850764/
http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png
(Moore, 2002)
http://www.flickr.com/photos/nicmcphee/345850764/
http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png
Barriers to bridging the chasm
(Geoghegan, 1994)
1. Ignorance of the gap
Homogeneity
arguments
Incentives
modes of support
http://www.flickr.com/photos/nicmcphee/345850764/
http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png
Barriers to bridging the chasm
(Geoghegan, 1994)
1. Ignorance of the gap2. The technologists allianceEarly
adoptersIT Staff
Vendors
Homogeneity
arguments
Incentives
modes of support
http://www.flickr.com/photos/nicmcphee/345850764/
http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png
Barriers to bridging the chasm
(Geoghegan, 1994)
1. Ignorance of the gap2. The technologists allianceEarly
adoptersIT Staff
Vendors
3. Alienation of the mainstream
Homogeneity
arguments
Incentives
modes of support
http://www.flickr.com/photos/nicmcphee/345850764/
http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png
Barriers to bridging the chasm
(Geoghegan, 1994)
1. Ignorance of the gap2. The technologists allianceEarly
adoptersIT Staff
Vendors
3. Alienation of the mainstream
Homogeneity
arguments
Incentives
modes of support
Early adopters Early majorityLike radical change Like gradual changeVisionary PragmaticProject oriented Process orientedRisk takers Risk averseWilling to experiment Need proven usesSelf sufficient Need supportRelate horizontally(interdisciplinary)
Relate vertically (within discipline)
http://www.flickr.com/photos/nicmcphee/345850764/
http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png
Barriers to bridging the chasm
(Geoghegan, 1994)
1. Ignorance of the gap2. The technologists allianceEarly
adoptersIT Staff
Vendors
3. Alienation of the mainstream
4. Lack of a compelling reason to adopt
An application…that offers value substantiallyin excess of the costs of adoption
Homogeneity
arguments
Incentives
modes of support
http://www.flickr.com/photos/sylvar/1138341328/
More time teaching is a
negative influence on academic pay
The trend is worsening most rapidlyin institutions whose central missionfocuses on teaching and learning
(Fairweather, 2005)
(Katz, 2003)
experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new technologies and processes that these systems force
http://www.flickr.com/photos/knezovjb/2822498715/
http://www.flickr.com/photos/kennymiller/796971032/
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996) ??
???
People aren’t rational
Bounded rationality (Simon,
1991)Reliance on intuition, instinctsand simply heuristics(Jamieson & Hyland,
2006)Systematic biases influence judgment (Tversky and Kahneman,
1974
37 cognitive biases (Arnott,
2006)
Inherent limits in organisational
substantive rationality(Cecez-Kecmanovic, et al, 2002)
Innovation and change
within universitiescan never be mere rational processes(Jones and O’Shea,
2004)http://www.flickr.com/photos/joelogon/3132985694/
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996) ??
???
?
Pedagogyhttp://flickr.com/photos/joits/
225824796/
Context
Research into how people learnonline is in its infancy
(Herrington et al, 2005)
Application of webto teaching andlearning is stillevolving(Bates,
2004)
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996) ??
???
??
http://www.tpack.org/
there is no single technological
solution that applies for every teacher, every course, or every view of teaching
Productive technology integration in teaching needs to consider all three issues not in isolation,
but rather within the complex relationships in thesystem defined by the three key elements
(Mischra & Koehler, 2006)
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996) ??
???
??
?
http://www.gse.harvard.edu/~dedech/
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996) ??
???
??
?
???
Purpose
http://flickr.com/photos/joits/225824796/
Context
Purpose of universities
http://www.flickr.com/photos/kylemackenzie/3576131493/
Immaculate
(Martin and Etzkowitz, 2000) Utilitaria
n
Education either functions as
an instrument which isused to facilitate the integration of generations
into the logic of the present system and bring about conformity
becomes the ‘practice of freedom’, the means by which men and women
deal critically with reality and discover how to participate in the transformation of their world.
(Shaul, 1972)
Drivers for e-learning
http://www.flickr.com/photos/kylemackenzie/3576131493/
Efficiency
Enriched student learningNew student expectations
Competitive pressure
Responding to massification
Control
(Coates et al, 2005)
Limitations
http://www.flickr.com/photos/mwichary/2188958154/
1. System behaviour is relatively stable and predictable
2. Designer is able to manipulate system behaviour
3. Designer able to accurately determine
goals or criteria for success
(Introna, 1996) ??
???
??
?
???
?
?
Overview
http://www.flickr.com/photos/sookie/100608625/
The argument Ps
FrameworkMythic e-learning
The context
An alternative
Reflections and conclusions
Process
Product
http://flickr.com/photos/joits/225824796/
The alternative
Web
http://www.flickr.com/photos/tonythemisfit/2718279207/
CQUniversity
1997-2010
2900+ Course sites
47000+ students
2500+ staff
90+% staff adoption
Process
Product
http://flickr.com/photos/joits/225824796/
The alternative
Principles
Practice
Product
http://flickr.com/photos/joits/225824796/
The alternative
Principles
Practice
Best of breed
http://www.flickr.com/photos/lyon_photography/3886352249/
Adoption of different packages from different vendors or sources
http://www.flickr.com/photos/lyon_photography/3886352249/
Skeleton + data = course site
http://www.flickr.com/photos/lyon_photography/3886352249/
Different skeletons, different structure, different look
http://www.flickr.com/photos/lyon_photography/3886352249/
Each page can be edited
http://www.flickr.com/photos/lyon_photography/3886352249/
Each page can be edited
http://www.flickr.com/photos/lyon_photography/3886352249/
PageType
Content
Edit
http://www.flickr.com/photos/lyon_photography/3886352249/
http://www.flickr.com/photos/lyon_photography/3886352249/
Content
PageType
Style OtherServices
http://www.flickr.com/photos/lyon_photography/3886352249/
Other services
External
Internal
Discussion forumsChat rooms
Student records systemOnline assignment submission
Social media
Timetable system
750+ classes
Web apps
…..
…..
http://www.flickr.com/photos/lyon_photography/3886352249/
http://www.flickr.com/photos/lyon_photography/3886352249/
Best of breed Integrated systemOrganisation requirements and accommodations determine functionality
The vendor of the ERP system determines functionality
(Light, Holland and Wills, 2001)
http://www.flickr.com/photos/lyon_photography/3886352249/
PortalWeb Interface
Ancillary servicese.g. virtual union
& library
LMS(Blackboard)
LMS(Webfuse)
Simulations &other teaching environments
Shared education services
University wide services
Digital repositories
Communication networks &distribution infrastructure
Monitoring performance & usage
Assessment
Student profile& history
Calendar Timetable
Class & CourseManagement
Content management
Assignment tracking Plagiarism detection
Security authorisations
Single sign-on Library management Digital rights management
Student administration axapta Course administration
Student profiles
Student Database Learning content database
Staff database Finance database Course profiles
Library catalogueDigital library &eReserve
http://www.flickr.com/photos/lyon_photography/3886352249/
PortalWeb Interface
Ancillary servicese.g. virtual union
& library
LMS(Blackboard)
LMS(Webfuse)
Simulations &other teaching environments
Shared education services
University wide services
Digital repositories
Monitoring performance & usage
Assessment
Student profile& history
Calendar Timetable
Class & CourseManagement
Content management
Assignment tracking Plagiarism detection
Security authorisations
Single sign-on Library management Digital rights management
Student administration axapta Course administration
Student profiles
Student Database Learning content database
Staff database Finance database Course profiles
Library catalogueDigital library &eReserve
Review of grade Gradebook Plagiarism Tracking System
ESOS compliance
Faculty websites
http://www.flickr.com/photos/lyon_photography/3886352249/
Best of breed Integrated systemA context sympathetic approach to BPR is taken
A clean slate approach to BPR is taken
(Light, Holland and Wills, 2001)
http://www.flickr.com/photos/lyon_photography/3886352249/
http://www.flickr.com/photos/lyon_photography/3886352249/
Best of breed Integrated systemGood flexibility in process re-design due to a variety in component availability
Limited flexibility in process re-design, as only one business process map is available as a starting point
(Light, Holland and Wills, 2001)
http://www.flickr.com/photos/lyon_photography/3886352249/
we should change people's behaviour because information technology systems
are difficult to change..(Sturgess and Nouwens, 2004)
most commercial systems require the institution to modify its existing practices to accommodate the system
(Dodds, 2007)
http://www.flickr.com/photos/lyon_photography/3886352249/
Some folk unhappy with mailing listsSome happy
Both/and NOT either/or
http://www.flickr.com/photos/lyon_photography/3886352249/
http://www.flickr.com/photos/lyon_photography/3886352249/
Staff choose which one they use
http://www.flickr.com/photos/lyon_photography/3886352249/
Best of breed Integrated systemReliance on numerous vendors distributes risk as provision is made to accommodate change
Reliance on one vendor may increase risk
(Light, Holland and Wills, 2001)
http://www.flickr.com/photos/mckaysavage/3059483658/
What’s the biggest discussion forum market?
A) BlackboardB) Moodle
C) SakaiD) Web/open source
http://www.flickr.com/photos/mckaysavage/3059483658/
27 March, 2009
http://www.flickr.com/photos/mckaysavage/3059483658/
Discussion forum # Google HitsOpen source 107,000,000Moodle 953,000Blackboard 475,000Sakai 160,000
30 October 2009
http://www.flickr.com/photos/lyon_photography/3886352249/
Best of breed Integrated systemDetrimental impact of IT on competitiveness can be dealt with, as individualism is possible through the use of unique combinations of packages and custom components
Single vendor approaches are common and result in common business process maps throughout industries. Distinctive capabilities may be impacted on
(Light, Holland and Wills, 2001)
http://www.flickr.com/photos/lyon_photography/3886352249/
Web 2.0 course site http://webfuse.cqu.edu.au/Courses/
EDED11448/
http://www.flickr.com/photos/lyon_photography/3886352249/
http://www.flickr.com/photos/lyon_photography/3886352249/
Wordpress blog
Wetpaint wiki
http://redbubble.com.au
http://redbubble.com.au
http://del.icio.us
http://del.icio.us +http://feedburner.com
http://www.flickr.com/photos/lyon_photography/3886352249/
Best of breed Integrated systemThe need for flexibility and competitiveness is acknowledged at the beginning of the implementation. Best in class applications aim to ensure quality
Flexibility and competitiveness may be constrained due to the absence or tardiness of upgrades and the quality of these when they arrive
(Light, Holland and Wills, 2001)
http://www.flickr.com/photos/lyon_photography/3886352249/
45 groups
6 discussion forums per group270 forums
http://www.flickr.com/photos/lyon_photography/3886352249/
http://www.flickr.com/photos/lyon_photography/3886352249/
Best of breed Integrated systemIntegration of applications is time consuming and needs to be managed when changes are made to components
Integration of applications is pre-coded into the system and is maintained via upgrades
(Light, Holland and Wills, 2001)
http://www.flickr.com/photos/lyon_photography/3886352249/
Best of breed Integrated systemThe IT department may require multiple skills sets due to the presence of applications, and possibly platforms, from different sources
A single skills set is required by the IT department as applications and platforms are common
(Light, Holland and Wills, 2001)
http://www.flickr.com/photos/lyon_photography/3886352249/
Best of breed Integrated systemThe IT department may require multiple skills sets due to the presence of applications, and possibly platforms, from different sources
A single skills set is required by the IT department as applications and platforms are common
(Light, Holland and Wills, 2001)
Perl MySQ
L
Apache
People
http://www.flickr.com/photos/sreejithk2000/2385193167/
Learning and teaching
http://www.flickr.com/photos/wwworks/2970929574/
Not a technology problem
Process
http://flickr.com/photos/joits/225824796/
The alternative
Practice
Principles
Author Herding cats Losing weightWeick & Quinn (1999) Episodic change Continuous changeBrews & Hunt (1999) Planning school Learning schoolSeely Brown & Hagel (2005)
Push system Pull systems
Hutchins (1991) Supervisor reflection and intervention
Local adjustment
Truex et al (2000) Traditional design Emergent designMarch (1991) Exploitation ExplorationBoehm & Turner (2003)
Plan-driven Agile
Mintzberg (1989) Deliberate strategy Emergent StrategyKurtz & Snowden (2007)
Idealistic Naturalistic
Alternatives
Author Herding cats Losing weightWeick & Quinn (1999) Episodic change Continuous changeBrews & Hunt (1999) Planning school Learning schoolSeely Brown & Hagel (2005)
Push system Pull systems
Hutchins (1991) Supervisor reflection and intervention
Local adjustment
Truex et al (2000) Traditional design Emergent designMarch (1991) Exploitation ExplorationBoehm & Turner (2003)
Plan-driven Agile
Mintzberg (1989) Deliberate strategy Emergent StrategyKurtz & Snowden (2007)
Idealistic Naturalistic
Attribute Teleological AteleologicalUltimate purpose Goal/purpose HarmonyIntermediate goals Efficiency HomeostasisDesign focus Results Means/processDesigners Explicit designer ParticipantScope Part WholeProcess Problem solving Local adaptationProblems Complexity, conflict TimeManagement Centralised DecentralisedControl Master plan Rules/regulators
http://www.flickr.com/photos/spursfan_ace/2328879637/
(Introna, 1996)
(Jones, Danaher et al, 2005; Jones & Muldoon, 2007)
http://www.flickr.com/photos/spursfan_ace/2328879637/
Attribute Teleological AteleologicalUltimate purpose Goal/purpose Harmony
Design focus Results Means/process
Intermediate goals Efficiency Homeostasis
Time
CostAnalysis & Design
Maintenance
Replacement
Big up front design (BUFD) (Truex, Baskerville and Klein,
1999)
http://www.flickr.com/photos/mauricedb/2706292588/
(Katz, 2003)
experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new technologies and processes that these systems force
Time
Cost
http://www.flickr.com/photos/mauricedb/2706292588/
http://www.flickr.com/photos/lyon_photography/3886352249/
Both/and NOT either/or
Mailing lists
Discussion forums
http://www.flickr.com/photos/lyon_photography/3886352249/
http://www.flickr.com/photos/lyon_photography/3886352249/
Staff choose which one they use
http://www.flickr.com/photos/spursfan_ace/2328879637/
Attribute Teleological AteleologicalDesigners Explicit designer Participants
http://www.flickr.com/photos/wetsun/53648963/
Academics
Helpdesk
ManagerHelpdesk
ManagerDevelopers
HoS
Dean
Committee IT
Director
Developers
http://www.flickr.com/photos/wetsun/53648963/
Academics
Developers
Helpdesk
ManagerHelpdesk
ManagerDevelopers
HoS
Dean
Committee IT
Director
Business Analyst
http://www.flickr.com/photos/bribri/126039806/
Developers
“Helpdesk”
Committee
Academics
http://www.flickr.com/photos/ktylerconk/3045268759/
A university is defined by thequality of its academic conversations,not by the technologies that service them. (Laurillard,
2002)
http://www.flickr.com/photos/tea610/3995308486/
PEBKAC
C1234567xQ12345678S0123456
http://www.flickr.com/photos/spursfan_ace/2328879637/
Attribute Teleological AteleologicalControl Master plan Regulators/Rules
it is not the provision of features buttheir uptake and use that really determines their educational value.(Coates,
2005)
http://www.flickr.com/photos/http2007/2788610963/
1. What the teacher
is.2. What management
does.
3. What the teacher does.
3 levels of improving L&T
http://www.flickr.com/photos/airosan/2318527358/
Rate ofAdoption
CommsChannels
SocialSystem
PerceivedAttributes
InnovationDecision
Change agent effort
(Jones, Jamieson & Clark, 2003)
If we want to create passionate users,
we have to help them get better.
Nobody’s passionate about things they suck at.
http://www.flickr.com/photos/pressthebuttononthetop/277470840/
http://www.youtube.com/watch?v=Str2K98JnMc
Kathy Sierra
http://www.youtube.com/watch?v=2lXh2n0aPyw
http://www.thefuntheory.com
http://www.youtube.com/watch?v=2lXh2n0aPyw
http://www.thefuntheory.com
Overview
http://www.flickr.com/photos/sookie/100608625/
The argument Ps
FrameworkMythic e-learning
The context
An alternative
Reflections and conclusions
http://www.flickr.com/photos/14696088@N04/1606128341/
47000+ students
Differentiation
Dead next year
2500+ staff
..the precedent of other IT systems…suggests that it would be extremelyuser friendly for people with very limited competence/confidence
The key to easy use of OASIS isthat it is not a off the shelf productthat is soooo generic that it has lostits way as a course delivery tool
http://www.flickr.com/photos/dok1/3921218578/
TransmittingContent
CreatingClass
Interactions
ComputerBased
Instruction
Move to features in unexplored categories, until each category is considered for different learning needs
Level 1: Most used Level 2: Moderately used Level 3: Rarely used
• Content/files• Announcements• Gradebook
More than 50% of courses More than 20% of courses (much) less than 20% of courses
EvaluatingStudents• Quizzes• Drop box
Evaluatingcourse and instructors
• Surveys• Chat• Discussion forum• Email
• Some quizzes• Adaptive release
(Malikowski, et al, 2007)
http://www.flickr.com/photos/dok1/3921218578/
2005 2006 2007 2008 2009 (T1)0
10
20
30
40
50
60
70
80
90
100
Transmit content
http://www.flickr.com/photos/dok1/3921218578/
2005 2006 2007 2008 2009 (T1)0
10
20
30
40
50
60
70
80
90
100
Class interactions
http://www.flickr.com/photos/dok1/3921218578/
2005 2006 2007 2008 2009 (T1)0
10
20
30
40
50
60
70
80
90
100
Evaluating Students
http://www.flickr.com/photos/dok1/3921218578/
2005 2006 2007 2008 2009 (T1)0
10
20
30
40
50
60
70
80
90
100
Evaluating course
http://indicatorsproject.wordpress.com
Enabling comparisons of LMS usageacross institutions, platforms and time
(Beer, Jones & Clark, 2009)
(Rittel & Webber, 1973)
http://www.flickr.com/photos/wxmom/2052715752/
Wicked problems
As you solve the problemyou learn more about it
There is no stopping rule
Solutions are neitherright nor wrong
There is no ultimate
test of a solutionYou can’t identifyall potential solns.
The problem can be described in many ways
Every one isessentiallyunique
PlacePedagogy
Process
PurposeProduct
PastExperience
People
http://flickr.com/photos/joits/225824796/
The Ps Framework
http://www.flickr.com/photos/cleopold73/3677296594/
http://www.flickr.com/photos/joeshlabotnik/483769089/
There is nothing so useless as doing efficiently that which
should not be done at all.Peter Drucker
http://www.flickr.com/photos/eleaf/2536358399/
http://tr.im/E9JE
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