Date post: | 03-Jul-2015 |
Category: |
Education |
Upload: | tony-ratcliffe |
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Use of Personal Learning
Environments by Security
and Investigation
Professionals
Preparing for Presentation to thePersonal Learning Environments Conference
Berlin, July 11, 2013
A.E. (Tony) RatcliffeUniversity of Leicester
Overview
• Getting it ready
• The content
Getting it Ready
• Acceptance process, full paper, 8K
• Template
• Shepherding and other review
• Presentation
• Publication
The Content
Introduction
• Certification and ongoing learning after hiring
• Missed opportunities – collaboration, online tech
• Security management is one
• Network and collaborate f2f, some online
• Corporate security roles
Literature
• Informal, non-formal, and formal learning
• Personal learning environments and personal
learning networks
• Digital literacy skills
• Communities of practice and online affinity spaces
Research Question
• How are security management and investigation
professionals using personal learning
environments (PLEs) and digital literacies for
work-based learning and, in particular, continuing
professional development?
Research Design
• Exploratory, global
• Test instruments, but more to inform main study
• Qualitative description methodology, to provide a
“straight description of phenomena”
(Sandelowski, 2000)
• Reach large numbers followed by personal
interviews with small number
Sampling plan
• Non-probability, convenience, purposeful
• Requests posted in 13 discussion groups
• From 67 completed questionnaires, 11 interviews
Tools
• FluidSurveys
• Skype
• f5
• Dragon Dictate
• NVivo 9
Ethical Considerations
• University Research Ethics Code of Practice
• Association of Internet Researchers (guide)
• Other literature
• No issues of concern, posting for participants
• Moving forward, ethical issues to be addressed
later
Results
• 137 accessed questionnaire over 20 days
• 67 completed questionnaire
• 35 willing for interview
• 17 countries
• 91% male; 9% female (1 not specified)
• Under 35 - 1, 65 or older – 3, 35-64 - 62
• Canada (36%), UK (22%), USA (10%), Australia (7%)
Results
• 10 Skype or Skype to telephone interviews
• 1 email interview
• 21 to 78 minutes
• 6 guiding questions
Analysis
• 2 major themes
• Online activities
• Online challenges
Online activities
• From questionnaire
• Read group/discussion messages, 67%
frequent, 31% infrequent
• Respond to discussion messages, 96%, but 76%
infrequent
Other activities
Asked them about:
• Starting discussion topics
• Starting discussion topics by linking to an
article, story, etc.
• Writing blog posts
• Posting updates on Twitter, Facebook, or other social
media
• Gaming such as World of Warcraft
• Activities in a virtual world, such as Second Life
Response
• The highest participation by activity was
29%, providing regular updates on social media
Asked to identify other
activities
• Work related research
• Course work including research, online study portals, podcasts, course discussion boards
• Online training programmes for software and products
• Skype for overseas contacts
• Webinars, webcasts, and podcasts
• Virtual conferences
• YouTube for research including conferences and speakers
• Educational programming from Khan Academy and iTunesU
• News from local, national, and international sources
• Reading
• Restricted professional forums or sites
• Internet communities
• Language learning
Other Activities cont.
• Completing professional certifications
• Mentoring
• Solving client problems beyond own experience
• Sharing organisation knowledge with the public
• Maintaining currency in relation to industry trends
• Relationships with learners when teaching within online course platform
• Finding hard copy text books to order, preferring over e-books
More Activities Identified in
Interviews
• Presentations from BrightTALK and TED Talks
• Global communication
• Making learning continuous, even after the course ends
• Accessing the opinions of many people, from different sides of an issue
• Course learning from anywhere
• Email distribution lists, as frequent as several times daily
• Using videos from YouTube when teaching subject area in which instructor does not have expertise
• Text alerts of major happenings before the news
Challenges with Online
Activities
• Current methods adequate, no need for online to
develop network, lack of need for information
feeds
• Concern with being accountable, ie to HR
• Security
• Privacy
• Authenticity
Conclusions
• Consumers more than contributors
• Concern with activity level to justify being
communities of practice
• Participatory culture missing
• Failed to identify those who ARE participating and
contributing
Future Research
• Main study for PhD
• Focus on identifying demonstrating collaboration
and sharing
• Seek examples of those using PLE as a Zone of
Proximal Development