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http://www.jisc.ac.uk/media/documents/lxp_project_final_report_nov_06.pdf
Gráinne ConoleJISC Online Conference
13th – 14th June 2007
Taking the student perspective
What is their actual experience of the use of technology?
Please click on audio link on each slide to hear!
Disruptive technologies or more of the same?
Connecting progression with the learner experience
The learner experience
Culturally rich and complex society
with changing norms and values
Unpredictable, constantly changing world
Unintended consequences
and manufactured risks
Increasing impact of technology
Networked society
The modern context
Progression…
What does it mean?
Role of technology wrt progression?
in a complex changing environment
Key words…Monitoring, recording, sharing , aggregating, synthesising, evidencing, assessing, validation
StakeholdersThe student!Peers, tutors, course developers, Senior managers, QA bodies, Professional bodies, employers
From I to C in ICT
Web 2.0: Social software: Wikipedia, Flickr, Del.i.cious, Blogs and wikis
Interactive, social, collective
Web 1.0: Personal/institutional Web sites, online resources
Information focused, individual
Podcasting
Create and upload audioCombine with RSS feeds
Blogs
Personal journalExpert filter
Wikis
Collective web pages
Instant messenger
Synchronous chatPresence indicator
Social software
Collective media repositories
Multiple sources of expertise
New communities, collective build
Second life
A whole new dimension to learning?
LXP
Student experiences
Subject discipline differences
Uses of technologies
Effective e-learning strategies
Online survey
Audio logs Interviews
Learner Experiences Project
M. de Laat - Exeter, T. Dillon – Bristol, J. Darby – Open University
Phase 1 – context
Phase 2 – in-depth case studies
Survey Audio logs Interviews
Economics: 128Languages: 92Medicine: 31Computing: 158Other: 18Total: 427
Economics: 3Languages: 47Medicine: 16Computing: 19
Total: 85
Economics: 2 Languages: 3Medicine: 5 Computing: 4
Total: 14
Technologies used most in percentages
05
101520253035404550
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Com
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Wor
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Inst
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Powe
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Spre
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Mem
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What four technologies do you use most?
The first thing i do when given any piece of word is type it into a search engine! this gives me the opportunity to see how different people interpret the title. from there i can focus on one main idea and use the electronic resources to support my initial findings or indeed rule them out. e-mail is always vital with communicating with different mediums. teachers for support
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 find, make notes of what I still need to do and spell check my emails that I'm sending to lecturers. Search engines are used to find news articles
I use them [technologies] to find out information for assignments, and also to help me clarify my notes on each subject area that I study. IM is used to discuss issues with friends if a topic is not understood
My PDA is useful for reading things when I'm on the move
Survey qualitative data
Learner voicesFabio: an individual learner (Economics)
Samir: a social learner
Annmarie: an active technology user (Medicine)
Gary: learning through practice (Medicine)
Jack: social/interactive learner (Computer Science)
Finbar: an active blogger (Computer Science)
Dzel: aTurkish student (Languages)
Peizhi: a Chinese student (Languages)
Today I used my mobile phone to contact a friend fromthe same course to ask them where I could get my cover sheet for my essay to hand in today. I had to do this basically because I searched the university web site and I couldn’t find one and I didn’t have one on my computer so I had to ring my friend because I knew he had printed one out for himself earlier in the day… Well basically the mobile phone, … if I didn’t have one I wouldn’t have been able to do this ….I was able to contact XX and ask him where I could find one… I found one on another student’s home page who’d put it up there conveniently so that a lot of people could get it so that was pretty handy and I’ll remember that in the future.
Jack: social/interactive learner (Computer Science)
Internet sites for meanings and glossaryMobile phone find out about course workMSM chat to send coursework to friends
Mobile to text class mates to get exam hintsBlogs for personal reflectionInternet/search engines to verify concepts
Internet to research an essayGoogle using keywords/phraseWikipedia and podcasts
Voice recorder for collecting interview dataUSB stick to transfer data between home and uniDictionary.com to check wordsPodcasts from English language sites
Updating E-Portfolio from the hospitalUniversity VLE site to access lectures and check calendar
Audio logs
Learner voices: Laura
Patterns of use
Researching and retrieving informationGoogle, Wikipedia, subject-specific sites
CommunicationMultiple tools, peers/tutors…
AssignmentsGeneric tools: Word, Excel, Powerpoint
Integrated learningMixed views on VLEs, personalised learning
Information Communication
ContentChanging nature of content (more available, lower intrinsic value, higher interactivity and standards)
Cost and valueMaterials and information freely available on the InternetPerceived worth of content
PresentationUse of multimedia to improve presentation Expectations of good quality content
EvaluationNew skills for assessing content Skills to ensure work is authentic
CommunicationDifferent tools for different thingsInternet to access expert knowledge “With anyone about anything anytime”
CollaborationNew forms of collaboration – smart tools and web2.0Distributed cognition
Information Communication
EnvironmentMediaChanging media – increase of USB pens, ipods, mps players, integrated phones, better screen displays for reading
MotivationGaming generation, used to highly, engaging and entertaining environment
InteractivityEvidence of a shift from passive to interactive interactions across all aspects of their learning
Near ubiquitousMany now have their own PCs and wireless internet access – becoming accustomed to being able to access information or contact people on demand, anywhere
PerceptionsComfortable with technology, see it as integral
Critically aware of the pros and cons
Sophisticated and varied use of different
communication tools for different purposes
Access to up to date and relevant
information and resources vital
Don’t see technology as anything special
– another tool to support their learning
Mismatch between institutions perceptions
of student use of technology and actual use
Shifting sands….Pervasive and integratedExtensive use of tools for everything
PersonalisedAdapted to personal needsSocial
Networked peer community
InteractiveContent not fixed
“Underworld” and mismatchUsing tools in unintended ways
TimeThe ‘now’ culture
What does this mean?
Progression
Technology
EducationSociety
PB-LXP: Practice-based learning
Title E-assessment E-Portfolios Conferences Wikis &Blogs
Cisco Networking √ √
Team Engineering √ √Social Work Practice √ √
Applied Social Work Practice √ √
Extending Professional Practice √ √ √Software Reqs for Bus Systems √ √ √
How students learn using tools across different boundaries?
Strategies they use to manage the process
Barriers/enablers, key critical moments
Relationship between student practice and institutional policy
Further information• JISC learner experiences projects –
www.jisc.ac.uk/elp_learneroutcomes.html• Conole, G. (forthcoming), ‘Describing learning activities: tools and
resources to guide practice’ in Rethinking pedagogy for a digital age, H. Beetham and R. Sharpe (Eds), Oxford: RoutledgeFalmer.
• Conole, G. and Dyke, M. (2004) ‘What are the affordances of Information and Communication Technologies?’, ALT-J, 12(2): 113-124.
• Conole, G. and Fill, K. (2005) ‘A learning design toolkit to create pedagogically effective learning activities’, Journal of Interactive Multimedia Education, 8, http://www-jime.open.ac.uk/2005/08/
• Conole, G. and Oliver, M. (eds.) (2007) Contemporary Perspectives in e-Learning Research: Themes, Tensions and Impact on Practice, Oxford: RoutledgeFalmer.
• Conole, G., Thorpe, M., Weller, M., Wilson, P., Nixon, S. and Grace, P. (2007), ‘Capturing practice and scaffolding learning design’ EDEN 2007, Naples.
• Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies