e-Learning in the Disciplines JISC: Planning and Evaluating Effective Practice e-Learning in the Disciplines John Cook Centre Manager, Reusable Learning Objects CETL Helen Beetham Research Consultant, JISC e-learning programme Session Five

JISC: Planning and Evaluating Effective Practice Aims Articulate the essential features of learning and teaching across different subject areas and educational approaches curriculum outcomes, challenges, learner characteristics… Relate these to features of different e-learning technologies and applications to identify aspects of e-learning that may be of benefit to different communities Encourage discussion (this Symposium) around: differences between disciplines and educational approaches similarities and what we can learn from each other Session Five

JISC: Planning and Evaluating Effective Practice Two key commitments e-learning is not a separate kind of learning we need to re-articulate learning in a new technological context People learn in a multitude of ways different subject areas and educational approaches rely on different capacities-to-learn different communities have evolved different cultures of learning and teaching we need to recognise these differences, while learning from one another Session Five

JISC: Planning and Evaluating Effective Practice Reflective tools Download a reflective questionnaire articulate educational priorities, outcomes and challenges consider relevant e-learning technologies and applications can be shared with your own and other communities View examples of completed reflections see summaries of previous ‘cognate’ group discussions post your own completed reflection by emailing it to liz.pearce@heacademy.ac.uk NB these materials are no longer hosted by the HE Academy but are separately available on the Design Studio Session Five

JISC: Planning and Evaluating Effective Practice Useful questions In an ALT-C 2005 Symposium, Pearce, Gulc et al. asked: Is subject difference a factor in the use and uptake of e- learning? Put another way: What technologies and approaches are used in the different communities? John: The above are useful questions. To be honest, before I started reading around this area I had gained some impressions from working with different subject areas that are represented in the CETL that I manage. Language seem to uses video a lot, science seem to like simulations, and so on. Helen: I agree. When I worked with the Computers in Teaching Initiative centres (fore-runners of the current HEA Subject Centres) we were proud of an approach that focused on the discipline first, and the technology second. I think at the time this was probably unique and did help the UK get ahead in terms of developing useful materials and subject-based approaches. But there are risks – such as failing to share ideas, and the conservatism (small c) of existing learning and teaching cultures. John: Hmm, how many of you remember the ‘not invented here syndrome’? Session Five

Blinded by our paradigms? JISC: Planning and Evaluating Effective Practice Blinded by our paradigms? First ATM was located inside a bank and was available only during banking hours. Real innovation did not occur until ATMs were placed outside the bank John: We can sometimes get blinded by our paradigms! You know, it is easy to become entrenched and stick to the old ways of doing things. In HE we have resisted for centuries any attempts to do away with lectures! This despite the fact that there is little evidence that lectures promote learning. Because of this, people are unable to see the potential in new applications of technology Session Five

Disciplinary patterns JISC: Planning and Evaluating Effective Practice Disciplinary patterns Academic tribes and territories (Becher and Trowler, 2001) definitions of knowledge, disciplinary organisation Teaching and learning regimes (Trowler and Cooper, 2002) tacit knowledge, troublesome knowledge ... need to develop genuinely shared language John: When I did start reading around the area, I found some of the above literature quite helpful. Academic tribes are providing definitions of knowledge and core concepts and academic territories are what we call the disciplines (Medicine, English, etc). Teaching and learning regimes have associated tacit knowledge; the ‘language of the priest hood’ as it were. If you do not understand the coded messages that a particular regime use to ‘worship’ a facet of the area, then you may not be able to succeed in that field. For example, in Computer Science if you are not in the know about what the ‘good’ conferences and journals are, then you may be held back at the next Research Assessment Exercise. To get around this, we need to develop an open, shared language so that a newcomer to an area can get a handle on what is being talked about. This goal of a genuinely shared language is easier said than done! Helen: sometimes I think it is impossible! But our recent symposium made me feel more optimistic. Rather than a common language there may be ‘bridging’ concepts. For example the ideal of ‘deep’ rather than surface learning seems to have resonance across subjects, although how this is interpreted may differ. And when it comes to new, digital forms of knowledge and learning, there are common challenges such as equality of access, pressures on practitioner time, and the culture of rewarding research over teaching innovation. John: Yes, at the recent Symposium I got the impression that different disciplinary groupings were, well different and proud of it … However, there was an openness to new ways of thinking about technology that I personally found invigorating. Session Five

Disciplinary patterns of educational technology adoption JISC: Planning and Evaluating Effective Practice Disciplinary patterns of educational technology adoption “Discipline differences appeared to be potential barrier to the building of new communities of practice around educational technology, and there was a need to know more about how disciplinary factors are influencing the early adopters who form the core of our new communities.” Carol Russell (2005, p. 64) John: The above quote is by Carol Russell (2005), she is describing a study at University of New South Wales in Australia looking at disciplinary patterns of educational technology adoption. Russell goes on to suggest a conceptual model for understanding the above, based on a study with teachers in the University of New South Wales. Helen: I found this model useful: I’ll just let you explain it. John: Ta , deep breath … Session Five

JISC: Planning and Evaluating Effective Practice Knowledge territories soft understanding interpretation processes protocols art theory education english literature sociology information management law history applied pure biology medicine chemistry John: The above slide is a a graphical representation of some of the concepts Russell goes on to talk about. design physics engineering products techniques maths discoveries explanations based on Becher and Trowler (2001), taken from Russell’s ALT-C slides hard Session Five

Disciplinary patterns of educational technology adoption JISC: Planning and Evaluating Effective Practice Disciplinary patterns of educational technology adoption Note that the placing and configuration of the disciplines on the above model will vary between institutions Where do technologies and approaches fit in? Russell found the following. John: The next few slides summarise Russell’s findings. Session Five

Common features of strategies for hard applied disciplines JISC: Planning and Evaluating Effective Practice Common features of strategies for hard applied disciplines External changes in profession/industry (industry and student context) Technology now essential in gaining core discipline knowledge Educational technology helps students learn more engaging or flexible John: Remember, hard-applied disciplines include Medicine and Design. In order to meet professional recognition, for example, many of these types of disciplines are using technology to help teach core discipline concepts. Can you think of examples if you are from a hard-applied discipline? Session Five

Common features of strategies for soft applied disciplines JISC: Planning and Evaluating Effective Practice Common features of strategies for soft applied disciplines Professional knowledge being redefined technology can help develop new skills Technology for skills and information transfer to free class time for developing core knowledge John: Soft-applied disciplines include Education and Law. In these two areas it was found that e-learning was used on areas like skills development in order to free up class time for face-to-face development of core knowledge. Session Five

JISC: Planning and Evaluating Effective Practice Common features of strategies for hard/soft pure disciplines Technology can help students engage with core concepts when staff time and resources are limited Knowledge is created through research Technology can help develop research skills John: Hard-pure disciplines includes Maths and Physics. Russell found that Hard-pure disciplines tended not to use collaborative tools like discussion forums found in a VLE. Interestingly, in the previous Symposium we mentioned, discussion for Natural Sciences and Maths (the summary is provided in this theme’s resource area) noted that whilst other groups highlighted e- portfolios and other reflective technology as key tools, this group did not use such tools. Soft-pure includes English and Art. In line with Russell’s findings, the previous Symposium’s discussion for Humanities and the Arts valued communicating effectively using different modes of expression and also used Wikis to encourage shared knowledge building and active research. Session Five

JISC: Planning and Evaluating Effective Practice Computers: what are they good for? Session Five

JISC: Planning and Evaluating Effective Practice The ‘new’ paradigm Digital computer marked a paradigm shift networked computer mobile and wireless networks But all learning involves ICT, broadly understood all learning is potentially e-learning Different technologies revolutionise different subject areas/approaches in different ways, at different moments in time ICT is having major impact on learning organisations: centralisation/unification of admin systems differentiation of subject, department and individual needs continuous or ‘whitewater’ change Session Five

Narrative or representational uses JISC: Planning and Evaluating Effective Practice Narrative or representational uses ICT used to present information Potential advantages include: Multiple media Rich media: video, audio, animation, simulation… Hypermedia: multiple pathways (Interactive and adaptive media) Ubiquity and access Learner control of production and distribution: file sharing, wikis… Session Five

Communicative or social uses JISC: Planning and Evaluating Effective Practice Communicative or social uses ICT used for communication and to support collaboration Potential advantages include: Multiple media Explicit nature of communication Learner control of pace and timing Recording, review, reflection Ubiquity, access and sharing Session Five

JISC: Planning and Evaluating Effective Practice Productive uses ICT used to manipulate data or information Potential advantages include: Processing power – text, images, numbers, scenarios, gameplays etc Automation of routine tasks – focus on higher order skills Repetition and consistency Discipline-specific uses Enhanced skills for professional/research employment (e.g. using ‘authentic’ tools) Session Five

Interactive or Adaptive uses JISC: Planning and Evaluating Effective Practice Interactive or Adaptive uses ICT used to adapt to, or return information based on, user input, e.g. computer games, simulations: also search engines, database-driven resources and services, assessment systems… Potential advantages include: Active engagement Intrinsic feedback that is rapid and consistent Powerful, time-saving information management Low cost and risk simulations (compared with ‘real-world’ interactions) Accessible and ubiquitous Learner skills (relevant to professional/research employment) Session Five

JISC: Planning and Evaluating Effective Practice Integrative uses ICT used to integrate or manage learning Potential advantages include: Information relevant to learning can be efficiently organised, managed, captured, and presented for assessment/review Time savings for teachers, learners and assessors Reliability and transparency of information processes Consistent identity or ‘brand’ for learners to relate to Improved monitoring Potential for learners to have greater control over their own learning, and records of learning Session Five

JISC: Planning and Evaluating Effective Practice Classification based on Laurillard (1992/2002) Rethinking University Teaching Narrative Communicative Productive Adaptive/Interactive (Integrative) Could also think about uses of technology in terms of: Access and accessibility Differentiation Learner control Collaboration and sharing ICT skills for professional/research practice Session Five

JISC: Planning and Evaluating Effective Practice Group work In subject groups (NB you may find as many differences as likenesses!) 11.30-12.00 Focus on key curriculum outcomes: reflective question 2 Identify at least 3 outcomes (areas of skill, knowledge or understanding) that are characteristic of your subject communities What new outcomes are emerging in response to new demands, including ICT? 12.00-12.30 Focus on key challenges facing your community: reflective questions 2-4 Identify at least 3 challenges (e.g. relating to learners, changing curricula etc) that are characteristic of your subject communities What new challenges are emerging, including those arising from ICT? (If time) identify any technologies, or uses of technology, that might help to address these outcomes and challenges Facilitator to feed back to the plenary session (5 mins) Session Five

Reporting back to your community JISC: Planning and Evaluating Effective Practice Reporting back to your community Share reflective document Communicate e-learning advantages in pedagogic rather than technical terms Discuss how e-learning support can be integrated with other activities of the Subject Centre or CETL Identify key priorities for e-learning support Identify key projects and developments in e-learning that may be of benefit to the community Identify gaps or biases in current e-learning developments that mean community needs are not being met Session Five