1. Changing Perspectives
in E-learning
Scrutinising the learner voice
Gráinne Conole, The Open University
25th January 2008
11th Annual ELC-NET Conference
E-Learning Campus Zurich
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 Two
Longitudinal study -
STROLL (Hertfordshire)
Institutional studies -
discipline differences,
accessibility, practice-
based learning, transition
between sectors
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 find, 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 find, 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 the
university itself, is becoming very …technological …
most services are provided online, and that saves a lot of
time, meaning you don’t need to come to university... a
lot 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 find, 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 the
university itself, is becoming very …technological …
most services are provided online, and that saves a lot of
time, meaning you don’t need to come to university... a
lot of information about yourself... even your grades …
its been much easier to interact with the university
It basically opens up a whole world of learning for everybody,
you know. You can find, 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 don’t have to flick through a big file, you can
type, search your computer for what you’re looking for
23. Audio & Video clips
Video
Reflective
summaries Audio
In situ, emotive
24. Audio & Video clips
Video
Reflective
summaries Audio
In situ, emotive
Laura:
Technology immersed
25. Audio & Video clips
Video
Reflective
summaries Audio
In situ, emotive
Laura:
Technology immersed
Emma and Jenny:
Application to practice
26. Audio & Video clips
Video
Reflective
summaries Audio
In situ, emotive
Laura:
Technology immersed
Emma and Jenny:
Application to practice
Paul, Simon and Beth:
Work-based learning
28. Today’s learners
Core toolset
Word, email, Web
Key
themes
Information Communication
Google first, peer Mix-mode,
approval personalised
29. Today’s learners
Core toolset
Word, email, Web
LXP framework
Pervasive
Integrated Key Time/space
themes
Learning patterns
Information Communication
Google first, peer Mix-mode,
approval personalised
30. Today’s learners
Core toolset
Word, email, Web
LXP framework
Pervasive
Personalised Adaptive
Integrated Key Time/space
themes
Digitised Skills
Learning patterns
Information Communication
Google first, peer Mix-mode,
approval personalised
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% MP3
player, 63% Laptop
Activities:
Email (94%), Creating
documents (88%), Music
(84%), Searching (83%),
Chat (80%)
Emerging:
Blogs, file sharing, web
conferencing, social
networking The JISC Learner Experience programme
Kennedy et al., Oblinger et al.,
Kennedy et al. 2006 TALL Web 2.0 survey, JISC Ipsos MORI survey
Educause ECAR study of U/G and IT 2007
34. Access:
73% broadband, 96%
Mobile, 90% PC, 76%
Digital camera, 69% MP3
player, 63% Laptop
Activities:
Email (94%), Creating
documents (88%), Music
(84%), Searching (83%),
Chat (80%)
Emerging:
Blogs, file sharing, web
conferencing, social
ECAR 2007
networking The JISC Learner Experience programme
Kennedy et al., Oblinger et al.,
Kennedy et al. 2006 TALL Web 2.0 survey, JISC Ipsos MORI survey
Educause ECAR study of U/G and IT 2007
49. The OU Learning Design project
Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
50. The OU Learning Design project
Fact finding & user requirements
Phase 1: User consultation, case studies, LD workshops
Phase 2: Interviews, course evaluation, focus groups/workshops
Tool and resource development
Phase 1: Compendium, external resources
Phase 2: CompendiumLD, LD toolbox
Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
51. The OU Learning Design project
44 case 8 faculty
studies Fact finding & user requirements workshops
Phase 1: User consultation, case studies, LD workshops
Phase 2: Interviews, course evaluation, focus groups/workshops
15 design Tool and resource development
interviews & in- Phase 1: Compendium, external resources Workshops &
depth course Phase 2: CompendiumLD, LD toolbox focus groups
evaluation
Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
52. The OU Learning Design project
44 case 8 faculty
studies Fact finding & user requirements workshops
Phase 1: User consultation, case studies, LD workshops
Phase 2: Interviews, course evaluation, focus groups/workshops
Tool Resource
development: identification: tools,
Compendium methods, case studies
15 design Tool and resource development
interviews & in- Phase 1: Compendium, external resources Workshops &
depth course Phase 2: CompendiumLD, LD toolbox focus groups
evaluation
Andrew Brasher, Paul Clark, Simon Cross, Martin Weller, Juliette White
78. Evaluation findings
Design process creative,
messy, iterative
Informed by practice rather
Serendipitous routes than theories
to support
Compendium easy to use
Compendium helped make
design more explicit
Different aspects to design -
focus and level of granularity
No one perfect design tool
or approach
89. Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
90. Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
91. Tools
E-portofolio,
blog, wiki, RSS
feed, etc...
Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
92. Tools
E-portofolio,
blog, wiki, RSS Tasks
feed, etc... Search, discuss,
collate, present,
etc
Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
93. Organisation Tools
Creativity E-portofolio,
blog, wiki, RSS
Dialogue Tasks
feed, etc... Search, discuss,
Collaboration
collate, present,
Reflection
etc
Interaction
Inquiry
Authenticity
Positives
Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
94. Organisation Tools Time consuming
Creativity E-portofolio, Support issues
blog, wiki, RSS
Dialogue Tasks Assessment issues
feed, etc... Search, discuss,
Collaboration Expensive
collate, present,
Reflection Lack of interaction
etc
Interaction Difficult to manage
Inquiry New skills required
Authenticity Uninspiring
Positives Negatives
Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
95. Organisation Tools Time consuming
Creativity E-portofolio, Support issues
blog, wiki, RSS
Dialogue Tasks Assessment issues
feed, etc... Search, discuss,
Collaboration Expensive
collate, present,
Reflection Lack of interaction
etc
Interaction Difficult to manage
Inquiry New skills required
Authenticity Uninspiring
Positives Negatives
Assessment Blog
by portofolio reflection on practice
Group Group
report in a resources via
wiki
RSS
Conole and Dyke, 2004, What are the affordances of technologies?, ALT-J, 12.2
105. Issues
Adopting a Learning Design mindset
Degree of control
between tool and user
Integration of help
at the right time and level
Forms of representation
Sustainable user-generated and levels of granularity
activities
Roll out and support:
research vs. practice
