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Gráinne [email protected]
Eden Conference, Naples15th June 2007
The student experienceHow does it align with policy directives?
Mismatch between policy and practice
Societal trends, policy, practice
Learner voices
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
Work
Education
Technology
Globalisation
Cultures
Economy
Values
Boundaries
Changingsociety
Personalisation
Lifelong learning
Policydirectives
Good practice
Innovation
Initiatives
PracticePracticesociety->policy->impact impact<-policy<-society
ContextGlobalised, networked and information rich environment,
changing social norms and values
DriversWidening participation, e-learning, accessibility, democratisation,
economic development, lifelong learning
Policy Practice
UK: Let 1000 flowers bloomRange of funding initiatives, e-Learning strategy
China: Government directed, massification
Sino-UK programmeEducation for all
ImpactLocal culture vs. global hegemony, changing roles
and structures, new educational and funding models
The “net generation”Oblinger, Prensky, Kennedy…
Multi-tasking
Technology-rich environment
Multiplerepresentations
Group activities
Task orientated
Experiential
Fast responses
Digitally literate
Connected
Environment
Learning approach
Process
JISC Learner Experience programme
Phase one: Review (Sharpe et al)LEX (Creanor et al)LXP (Conole et al) Phase two:
Longitudinal studySTROLL Six institutional projectsDiscipline differences, disability, practice-based, transitions between sectors
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
LXP: Data collection
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
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)
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
In situ, emotive responses
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)
Audio logs
Video clipsReflective summaries
Encapsulate key findings from Across the studies
Highlight range of learners and their appropriation
Laura: techno savvy
Emma and Jenny: practice application
Patterns of use
Researching and retrieving informationGoogle, Wikipedia, subject-specific sites
CommunicationMultiple tools, peers/tutors…
AssignmentsGeneric tools: Word, Excel, Powerpoint
Integrated learningMixed views on institutional systems, bias towards personalised learning
Information CommunicationPassive Interactive
Individual Social
Technologies for learning
Technologies for life
Implications….
Pervasive and integratedExtensive use of tools for everything
PersonalisedAdapted to personal needs
SocialNetworked peer community
InteractiveContent not fixed
“Underworld” and mismatchUsing tools in unintended ways
Policy directives?Lifelong learning,
widening participation,
digital divide,
knowledge economy
How can we maximising the potential of the technologies?
Role of policy?Can we let go??How can we best scaffold this new net generation?
How can we exploit the social dimensions: for collaborative design and in how students engage with activities?
Further information• JISC learner experiences programme
– www.jisc.ac.uk/elp_learneroutcomes.html (phase one)– www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp
_learnerexperience.aspx (phase two)
• Conole, G. (forthcoming), ‘Relationship between policy and practice – the gap between rhetoric and reality’, in The Sage Handbook of e-Learning Research, E-learning Research Handbook, pp 286-310, R. Andrews and C. Haythornthwaite (eds), London: Sage
• Beetham, H., and Sharpe, R. (2007), Rethinking pedagogy for a digital age, H. Beetham and R. Sharpe (Eds), Oxford: RoutledgeFalmer.
• Conole, G. and Oliver, M. (eds.) (2007) Contemporary Perspectives in e-Learning Research: Themes, Tensions and Impact on Practice, Oxford: RoutledgeFalmer
• Oblinger, D. and Oblinger, J. (2005), Educating the Net Generation, Educause e-book