Theory and methodology of e-learning research Gráinne Conole PhD research day, 21/2/12 University of Leicester Outline • An overview of e-learning research • Empirical evidence • Examples of current research • Theories underpinning the field • Methodologies E-learning research • • • • • • • Learner experience Teacher practice Social & participatory media Learning design Learning spaces Mobile learning Virtual worlds E-learning research • • • • • • • Learning analytics Use of Virtual Learning Environments Open Educational Resources Pedagogical patterns Digital literacies Creativity and technologies Openness Cross cutting themes • • • • • • Affordances of technologies Barriers and enablers Case studies of good practice Emergent technologies Changing practices Institutional implications Learning spaces • Metaphors • • • • Camp fire Watering hole Cave Mountain top • Principle of learning space design 6 • • • • • • • Comfort Aesthetics Flow Equity Blending Affordances Repurposing www.skgproject.com New digital literacies Creativity Play Performance Simulation Collective intelligence Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking Transmedia navigation Networking Appropriation Multitasking Negotiation Distributed cognition Jenkins et al., 2006 Learner experience • Technology immersed • Learning approaches: taskorientated, experiential, just in time, cumulative, social • Personalised digital learning environment • Mix of institutional systems and Cloud-based tools and services • Use of course materials with free resources 8 Sharpe, Beetham and De Freitas, 2010 EDUCAUSE study • Students drawn to new technologies but rely on more traditional ones • Consider technologies offer major educational benefits • Mixed views of VLEs 9 Teacher practices: paradoxes • Technologies not extensively used (Molenda) • Lack of uptake of OER (McAndrew et al.) • Little use beyond early adopted (Rogers) • Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers) Pandora’s box What would it mean to adopt more open practices? Open design, open delivery, open research and open evaluation? Open practices Open design Open delivery Pandora’s box Open dialogue 11 Open research Open design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion Course views Learning outcomes Course map Pedagogy profile Course dimensions 13 Task swimlane But does it work? I find the document quite thoughtprovoking, especially as a starting point in this journey for developing good understandings It is iterative and so helps with ironing out any issues I could understand the learning design process and would feel able to use this when designing some learning activities 14 Open resources Open courses: MOOC Massive Open Online Course http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/ Open accreditation Peer to Peer University http://www.p2pu.org/en/ OER University http://wikieducator.org/OER_university Open dialogue: Cloudworks • A space for sharing and discussing learning and teaching ideas and designs • Application of the best of web 2.0 practice for teaching • To bridge the gap between technologies and use • Teachers say they want: examples, want to share & discuss • Helps develop skills needed for engaging with new technologies’ http://cloudworks.ac.uk 18 Community indicators Participation Sustained over time Commitment from core group Emerging roles & hierarchy Cohesion Support & tolerance Turn taking & response Humour and playfulness Identity Creative capability Group self-awareness Shared language & vocab Sense of community Igniting sense of purpose Multiple points of view expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010 Open scholarship Discovery Integration Application Teaching Open Digital Networked 20 Boyer Weller: http://nogoodreason.typepad.co.uk/ Open research The future of learning Just in time Distributed Collective Personalised Creative Blurred 22 Responsive Open Empirical evidence • Review of social and participatory media (Conole and Alevizou, 2010) • Review of e-learning pedagogies (Conole, 2010) • Review of TEL researchers (Conole, et al., 2011) • Networked learning ‘hotseat’ on theory and methodology (Conole, 2010) Theory • • • • • Activity theory Actor Network Theory Community of Practice Social capital Cybernetics Activity Theory Methodology • • • • • • Case studies Evaluation Virtual ethnography Content analysis Action research Design-based research My influences • • • • • • • • • • • • Laurillard Salomon Lave and Wenger Engestrom Wetsch Cole Daniels Schon Atkins Seely Brown Pea Perkins Tips • To do list, milestones, deadlines • Share drafts and get comments! • Present and get feedback at conferences • Network, network, network! • Publish as you go • Up to date bibliography, use ref software! • Nail your methodology Final thoughts • Open, participatory and social media enable new forms of communication and collaboration • Communities in these spaces are complex and distributed • Learners and teachers need to develop new digital literacy skills to harness their potential • We need to rethink how we design, support and assess learning • Open, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways • We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication