International perspectives on e- learning: mapping strategy to practice Gráinne Conole Towards a pan-Canada e-learning research agenda.

Slides:



Advertisements
Similar presentations
Some impressions from the school visits and the conference -No systematic report 1 st Some general wisdom 2 nd Key analysis questions of the project Conference.
Advertisements

A Masters in Education in eLearning The University of Hull.
Creating the Map To Set the Direction. Educational Positioning System (EPS – a play on GPS)
EAC HIGHER EDUCATION POLICY
Middle Years Programme
Valuing evaluation beyond programme boundaries: Communicating evaluations to enhance development effectiveness globally Anna Downie
Queen Anne’s County: New Teacher Portfolio Prepared by: Hired: August, 2006.
Joint Information Systems Committee | | Slide 1 Find your way around e-assessment Jo Smedley Joint Information Systems CommitteeSupporting education and.
A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens.
Societal Challenge 6: “Europe in a Changing World: Inclusive, Innovative and Reflective Societies” Draft text of 2014/2015 Work Programme 29 October 2013.
Presentation of EQ11 Advisory Group May The Approach Faculty reflections Faculty visit and discussions Discussion papers Our challenge was to.
Learning in an open world Gráinne Conole, University of Leicester OSTRICH online seminar 26th October 2011.
HEInnovate A self-assessment tool for higher education institutions (HEIs) wishing to explore their entrepreneurial and innovative potential.
Transforming Perspectives: Technology to Support the Teaching and Learning of Threshold Concepts.
Matt Moxham EDUC 290. The Idaho Core Teacher Standards are ten standards set by the State of Idaho that teachers are expected to uphold. This is because.
H2020 Sub-programme: Europe in a changing world - inclusive, innovative and reflective societies H2020 Sub-programme: Science with and for Society Anna.
MSc Health Promotion and Public Health Dr Wendy Martin Programme Leader Brunel University.
A big picture of the curriculum Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA) Working draft: With.
Meeting SB 290 District Evaluation Requirements
Diana Laurillard Head, e-Learning Strategy Unit Overview of e-learning: aims and priorities.
Developing a Strategy for Technology Enhanced Learning at UEL.
Strengthening the quality of research for policy engagement in the African context – achievements and aspirations Tebogo B. Seleka Botswana Institute for.
Margaret J. Cox King’s College London
Overview of e-learning in the UK Professor Gráinne Conole, University of Southampton NVU –Konferansen 2005, Kaltur for e-elearning.
Online Educa 2005 The Future of Research on Technology Enhanced Learning Professor Barbara Wasson InterMedia & Dept of Information Science and Media Studies.
EMU Strategic Planning Strategic Planning Material Mission/Vision/Values Goals and Objectives January 10, 2014.
Interstate New Teacher Assessment and Support Consortium (INTASC)
The International Federation for Information Processing Agora Initiative on Lifelong Learning Seoul seminar Addis Ababa seminar
Interests, topics, problems and questions refining your research project.
Stages of Commitment to Change: Leading Institutional Engagement Lorilee R. Sandmann, University of Georgia Jeri Childers, Virginia Tech National Outreach.
GeSCI-PanAf Workshop, 26 May 2010 eLearning-Africa 2010, Lusaka Copyright 2010 CIT-NUR Thinking and Learning in Computer-supported Social Practice Evode.
The Art of the Designer: creating an effective learning experience HEA Conference University of Manchester 4 July 2012 Rebecca Galley and Vilinda Ross.
Thomas College Name Major Expected date of graduation address
1 ICT and education A new European initiative ‘Creative Classrooms’
Proposal under Science With and For the Society Sofoklis A. Sotiriou.
The Areas of Interaction are…
AREAS OF COMPETENCE COMPETENCESINDICATORS OF COMPETENCE Programme parameters Defining CLIL Can explain how CLIL is related to and differs from other language.
Contextual framework for research. Purpose of contextual framework To provide a shared language to underpin the PHEA E-learning proposals, initiatives.
The Bridge Method Iasi, Romania 1-7 November 2009.
Joint Information Systems Committee 14/10/2015 | | Slide 1 Effective Assessment in a Digital Age Sarah Knight e-Learning Programme, JISC Ros Smith, GPI.
Assessment - as a catalyst for innovation Grainne Conole, University of Southampton University of Edinburgh, 16 th April 2004.
Dr C Svanfeldt; DG RTD K2; October 6, Support for the coherent development of policies Regional Foresight in a European Perspective Dr. Christian.
RAPID Outcome Mapping Approach Simon Hearn, ODI 16 April 2010 Bern, Switzerland.
Chapter 1 Defining Social Studies. Chapter 1: Defining Social Studies Thinking Ahead What do you associate with or think of when you hear the words social.
European CommissionDG Education and Culture E-COMPETENCES FOR LIFE, EMPLOYMENT AND INNOVATION Vienna June 2006 e-learning for innovative lifelong.
ANIE IE Research Workshop Objectives towards a Curriculum Development University of Pretoria July 4-5, 2011 Rafael Capurro International Center for Information.
1 Evaluating the Quality of the e-Learning Experience in Higher Education Anne Jelfs and Keir Thorpe, Institute of Educational Technology (IET), The Open.
Dr. Jacqueline Batchelor University of Johannesburg Department of Science and Technology in the Faculty of Education.
Strengthening the Strategic Cooperation between the EU and Western Balkan Region in the field of ICT Research Key Barriers & Challenges in ICT Research:
March E-Learning or E-Teaching? What’s the Difference in Practice? Linda Price and Adrian Kirkwood Programme on Learner Use of Media The Open University.
Developing a Framework In Support of a Community of Practice in ABI Jason Newberry, Research Director Tanya Darisi, Senior Researcher
The Higher Education Academy - enhancing the student experience Teaching, learning and the disability agenda Yvonne Dickinson Adviser: Disability NADO.
Dr, Elaine Swift, Digital Practice Manager, Centre for Professional Learning & Development, Nottingham Trent University Digital Practice – a framework.
Technology-enhanced Learning: EU research and its role in current and future ICT based learning environments Pat Manson Head of Unit Technology Enhanced.
Christchurch New Zealand October 2009 Integrating new technologies to empower learning and transform leadership.
A year in the life of a team coach Joanne James Head of Corporate and Executive Development Newcastle Business School.
Stimulating innovation in engaged practice and developing institutional cultures that support it 3. Capacity building and skills development  Supporting.
E-learning Research methodological issues Gráinne Conole University of Southampton ELRC workshop, Manchester, 3 rd May 2005.
NETWORKS OF EXCELLENCE KEY ISSUES David Fuegi
June 25, 2016 Concepts and methods for exploring the future of learning with digital technologies A research network funded by the European Commission,
Name - Date Technology-enhanced Learning: tomorrow’s school and beyond Pat Manson Head of Unit Technology Enhanced Learning Directorate General.
ICT PSP 2011, 5th call, Pilot Type B, Objective: 2.4 eLearning
NJCU College of Education
NESET II and EENEE Conference Brussels, 22 November 2018
“The Anatomy of Grass root Capacity Building for Sustainable Management of Natural capital in the Nile Basin” -A Political Economy Approach Donald Kasongi.
Learning online - Lessons and challenges for the system from the evaluation of learndirect pedagogy and materials: A policy summary.
Karolina Lendák-Kabók Marc Vanholsbeeck
Serious Games for Fostering Multilingualism in Early Childhood Education Background Perceptions on multilingualism in early childhood education are shifting.
HEInnovate A self-assessment tool for higher education institutions (HEIs) wishing to explore their entrepreneurial and innovative potential.
Presentation transcript:

International perspectives on e- learning: mapping strategy to practice Gráinne Conole Towards a pan-Canada e-learning research agenda 13th May 2008

Increasing impact of technologies Funding drivers “ICT catalysts” National policy Organisational structures Roles, skills & practice Teaching, learning & assessment

Mapping the field Current research & development Contemporary perspectives in e-learning Methodological issues Historical perspective & policy timeline Discourses & tensions

Emergence of a research field 1.Pre-subject area – no perceived interest 2.Beginnings – questions arise 3.Emergence – more researchers 4.Diversification – different schools 5.Establishment – defined community and alignment with other fields 1.Pre-subject area – no perceived interest 2.Beginnings – questions arise 3.Emergence – more researchers 4.Diversification – different schools 5.Establishment – defined community and alignment with other fields

Current status  E-learning - Between stages 3 and 4  Influx of researchers into the area  Growth of new units and research centres  Specialised journals  Dedicated conferences  Community for fostering debate  E-learning - Between stages 3 and 4  Influx of researchers into the area  Growth of new units and research centres  Specialised journals  Dedicated conferences  Community for fostering debate

Organisational issues Changing roles Strategy & policy Structures & processes Staff development Pedagogical aspects E-literacies New pedagogies Models of practice Case studies of innovation Learning design Experiences & perceptions The e-learning landscape Underpinning technologies Mobile & ubiquitous technologies The Grid: E-Science Personalised & adaptive Standards Infrastructures Mobile & ubiquitous technologies The Grid: E-Science Personalised & adaptive Standards Infrastructures

Contextual factors  Funding and policy drivers  Cultural dimensions  Subject-specific aspects  Current hot topics  Accessibility  Widening participation  Lifelong learning  E-business  Plagiarism, digital rights, IPR  Funding and policy drivers  Cultural dimensions  Subject-specific aspects  Current hot topics  Accessibility  Widening participation  Lifelong learning  E-business  Plagiarism, digital rights, IPR

Underpinning technologies  New and emerging technologies  mobile and ubiquitous  intelligent agents  Understanding the media  multiple forms of representation  different characteristics of media  A distributed electronic environment  standards and interoperability  infrastructure and architectures  Access to information  structuring and distributing information  integrating different portals, gateways and resources  exploiting the different communication mechanisms  New and emerging technologies  mobile and ubiquitous  intelligent agents  Understanding the media  multiple forms of representation  different characteristics of media  A distributed electronic environment  standards and interoperability  infrastructure and architectures  Access to information  structuring and distributing information  integrating different portals, gateways and resources  exploiting the different communication mechanisms

Pedagogical aspects  Student and staff experiences  Best methods of  representing information  Designing and accessing resources  encouraging communication and collaboration  integrating with other learning and teaching methods  Development issues  new forms of literacy  mechanisms for skills updating and development  Understanding the affordances of technologies  Exploring the potential for new forms of pedagogy  Student and staff experiences  Best methods of  representing information  Designing and accessing resources  encouraging communication and collaboration  integrating with other learning and teaching methods  Development issues  new forms of literacy  mechanisms for skills updating and development  Understanding the affordances of technologies  Exploring the potential for new forms of pedagogy

Organisational issues  Developing models for  mapping institutional structures  supporting institutional processes  sharing knowledge  distributing information  supporting change  engaging different stakeholders  Awareness of external factors  Understanding changing roles and identities  Linking strategy and practice  Developing models for  mapping institutional structures  supporting institutional processes  sharing knowledge  distributing information  supporting change  engaging different stakeholders  Awareness of external factors  Understanding changing roles and identities  Linking strategy and practice

Common characteristics  Change  Political dimension  Interdisciplinary  Access and inclusion  Convergence and interoperability  Interactivity  Change  Political dimension  Interdisciplinary  Access and inclusion  Convergence and interoperability  Interactivity

Themes  The good and the bad of ICT  Speed of change  New collaborations and discourses  User focussed  Changing practice  Wider impact  The good and the bad of ICT  Speed of change  New collaborations and discourses  User focussed  Changing practice  Wider impact

Theme I  The good and the bad of ICT  Institutional vs. loosely coupled systems  The affordances of technologies  Appropriateness, fit for purpose  Ownership vs. open source  Simplifying the complex  Balance of content and activity  The good and the bad of ICT  Institutional vs. loosely coupled systems  The affordances of technologies  Appropriateness, fit for purpose  Ownership vs. open source  Simplifying the complex  Balance of content and activity

Theme II  Speed of change, the Web in 2010  Explosion of Web 2.0 (and 3.0 and…)  Immense amounts of information  New tools and resources  The Web for nomads  Predicting the unpredictable  Researching where the light is  A world beyond the Web  Speed of change, the Web in 2010  Explosion of Web 2.0 (and 3.0 and…)  Immense amounts of information  New tools and resources  The Web for nomads  Predicting the unpredictable  Researching where the light is  A world beyond the Web

Theme III  Supporting new collaborations and discourses  New distributed Communities of Practice  Self-sustaining Communities of Practice  Interacting with the media  Tailored and contextualised  Making sense of it all - new forms of digital literacy and the power of narrative  Supporting new collaborations and discourses  New distributed Communities of Practice  Self-sustaining Communities of Practice  Interacting with the media  Tailored and contextualised  Making sense of it all - new forms of digital literacy and the power of narrative

Theme IV  Harnessing needs, understanding end users  Adaptive and personalised  Ethnographic approach to users  The (semantic) web of meaning  Supporting the whole learning cycle  The perpetual beta  Developing for the unknowable  Harnessing needs, understanding end users  Adaptive and personalised  Ethnographic approach to users  The (semantic) web of meaning  Supporting the whole learning cycle  The perpetual beta  Developing for the unknowable

Theme V  Changing practice  Reflective research/practitioner  Changing roles  Passive to interactive technologies  The need for new organisational structures and processes  How do you motivate people to do this?  New methodologies for design and evaluation  Changing practice  Reflective research/practitioner  Changing roles  Passive to interactive technologies  The need for new organisational structures and processes  How do you motivate people to do this?  New methodologies for design and evaluation

Theme VI  Wider impact  New models for society  Blurring of boundaries  Distributed cognition  ‘Compelling’ experiences  A changing world  Technology is here and will continue to have an impact  Wider impact  New models for society  Blurring of boundaries  Distributed cognition  ‘Compelling’ experiences  A changing world  Technology is here and will continue to have an impact

Discipline issues  Variety of feeder disciplines  education research, cognitive psychology, instructional design, computer science, business and management, philosophy, semiotics, critical discourse analysis  Benefits  wealth of methods and approaches  different perspectives  Drawbacks  no shared language and understanding  lack of cohesion to the area  Variety of feeder disciplines  education research, cognitive psychology, instructional design, computer science, business and management, philosophy, semiotics, critical discourse analysis  Benefits  wealth of methods and approaches  different perspectives  Drawbacks  no shared language and understanding  lack of cohesion to the area

Choice of research methods  Tension between  Focus on evaluation or research  Quantitative vs. qualitative approaches  Choice of methodologies  Has an impact on outcomes  Tends to be based on previous experience, favoured methods  Approaches  Exploring individual case studies  Developing generic models  Undertaking systematic reviews  Applying specific theoretical perspectives  Active involvement and action research  Accounting for context - Activity theory, Actor Network Theory  Tension between  Focus on evaluation or research  Quantitative vs. qualitative approaches  Choice of methodologies  Has an impact on outcomes  Tends to be based on previous experience, favoured methods  Approaches  Exploring individual case studies  Developing generic models  Undertaking systematic reviews  Applying specific theoretical perspectives  Active involvement and action research  Accounting for context - Activity theory, Actor Network Theory

Methodological issues  Lack of  rigour  theoretical basis  ‘academic credibility’  Tensions  between policy makers and practitioners  stakeholders with conflicting agendas  efficiency gains/effectiveness vs improving learning  Research vs. roll out to policy and practice  Lack of  rigour  theoretical basis  ‘academic credibility’  Tensions  between policy makers and practitioners  stakeholders with conflicting agendas  efficiency gains/effectiveness vs improving learning  Research vs. roll out to policy and practice

Feeder disciplines Wealth of methods No shared language Tension between quantitative and qualitative Methodological issues Lack of rigor, anecdotal and case based Methodological innovations? New theoretical frameworks

Research Practice Informs Resources Improves Learning Enhances Networks Builds Strategy Guides Policy Shapes Theory Develops Developmen t Consolidates

Blog: Blog: