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Reflection on a decade of e-learning
Having not taken stock for a while it was refreshing and re-assuring to consider the Open University postgraduate modules that I have taken, though it has taken this long to understand the meaning of a module that is approaching its final ‘presentation’. In some cases a better word for this might be ‘sell by date’ especially with a subject such as ‘e-learning’ as at least three of those listed below were on their final or penultimate presentation and it mattererd – ‘H817:Innovations in e-learning’ wasn’t particularly innovative for someone who had worked in the creation of interactive and online learning. I’m used to and value the amount of background theory, but I still feel that in these ‘H’ modules that form the Master of Arts in Open and Distance Education (MA ODE) is considerably biased towards learning in formal secondary and tertiary education, rather than applied L&D in business which interested me most – indeed I know of two people across these courses who quit early on because they were working in a learning creation position in business and felt the modules were not suitably applied. B822: Creativity, Innovation and Change was the exception as however dated some of the content (video content shot in the mid 1990s that included companies that had long since gone out of business and innovations such as laptops the size of a small trunk with a carrier bag of cables) the activities and theory in relation to innovation were timeless – it was also an MBA module. Any of us who have taken part in or hosted learning in an organisation involving games of some kind would have found B822 familiar – much of it also touched on the kind of creativity used in advertising, marketing, PR, events and communications.
H804: Implementing Online, Open and Distance Learning (2001)
H807: Innovations in Elearning (2010)
H808: The Elearning professional (2010)
H800: Technology enhanced learning: practices and debates (2011)
B822: Creativity, Innovations and Change (2011)
H810: Accessible online learning: supporting disabled students (2012)
H809: Practice-based research in educational technology (2013)
I’m continuing with these modules to demonstrate that the standard I am now able to achieve is sustainable so that working in academia, even studying for a PhD is viable. ‘H819:The Networked Practitioner’ is a new module. Reading through the course notes and first units (it came online today and goes live next week) I can see the care, clarity and thought that has gone into it, as well as the substantial use of a variety of online learning tools for ‘connected’ or ‘networked’ learning … what some might call ‘social learning’ but here has more structure to it that that (parameters, goals, set tools etc:). It is tailored, every step of the way, to the production of a conference piece – there is considerable latitude here, but what is meant that you have a presentation that may be given in a variety of formats featuring a choice of core themes develop through the module but set in your ‘world’ or field of interest or expertise.
A teacher is taught to teach something in class, not simply to teach.
I feel that I have learnt over the last three years how to teach online, but I haven’t developed a subject specialism, prefering to date to behave as if I were in an e-learning agency serving the needs of many, disperate clients. For this module, and potentially for one or two beyond, I hope to develop and demonstrate how the history of the First World War can be taught using e-learning – apt as we approach its centenary. In parallel I will be taking a Masters in British First World War studies with the University of Birmingham. This is also a part-time course, and ostensibly ‘distance learning’ – though in this instance the distance component is handled by my driving to Edgbaston once a month for a day of intensive face to face seminars and tutorials. This in itself will make for a fascinating constrast with the 100% online experience of the Open University.
In the back of my mind, whatever the subject, my interest is in how to address the global problem of there being 123 million people who want to study at university, but only 5 million places. Even if every university modelled itself on the Open University there would still be a massive shortfall – the answer must be in Open Learning that is supported, possibly by a huge cohort of volunteer alumni, as well as qualifying participants as they accumulate credits. Somewhere in here there may be a question for me to address with doctoral research.
It’s disengenious of me to say that I’ve been studying online for a decade.
I did a module in 2001 but did no further online learning in the subsequent decade – though I did qualify as a swimming teacher and coach! The reason for thinking about a decade as a period of time in which to study is that some would say it takes this long to become an expert. This comes from a piece of research carried out at the Berlin Conservatoire in relation to muscians and the years of training and practice they need to put in to get them to the concert hall as a soloist. Actually it wasn’t years so much as tens of thousands of hours required – 40,000 I think it was with kids introdcued to the instrument early and pushed by parents and institutions getting the furthest youngest. Martin Weller, Professor of e-learning, suggests that a decade is still the time scale in which someone might be deemed a ‘digital scholar’. John Seely Brown, who has applied learning and e-learning to business in the US, notably at Xerox’s famous research institute, suggested earlier this year that scholarship or expertise of the kind we are talking about may be achieved in five years because online learning can speed things up. People do take two degrees in tandem if they study online. Is there a fast track to a PhD? My perspective as a parent with teenagers is that they could begin a part-time online degree in their A’ Level year and graduate at the same time as getting their A’ level results or the year after.
13 E-learning theories
Associative/ Behaviourist approaches
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Design principles
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Looking for observable behaviour
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Explicitly mentioning course outcomes
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Behavioural objectives
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Ability to test achievement of learning outcomes
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Instructional Systems Design (ISD)
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Decomposing learning into small chunks
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Routines of organised activity
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Learning hierarchies (controversial!)
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Sequencing learning materials with increasing complexity
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Giving direct feedback on learning
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Individualized learning trajectories
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Cognitive psychology (constructivism)
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Types of memory (sensory – short term – long term)
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Maximize sensations: strategic screen layout
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Research on memory, perception, reasoning, concept formation.
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Maximize sensations: well-paced information
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Learning is active
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Maximize sensations: highlighting main elements
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Learning is individual (knowledge construction)
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Relate difficulty level to cognitive level of learner: providing links to easier and more advanced resources
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Use of comparative advance organizers
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Use of conceptual models
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Importance of prior knowledge structures
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Pre-instructional & prerequisite questions
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Experimentation toward discovery of broad principles
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Promote deep processing
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Use of information maps zooming in/ out
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Cognitive Apprenticeship (Brown et al, 1989)
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Interactive environments for construction of understanding
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Metacognition (reflection, self-regulation)
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Relate to real-life (apply, analyse, synthesize)
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Learning styles (controversial!)
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Address various learning styles
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Cognitive styles
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Let students prepare a journal
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Dual coding theory
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Use both visual information and text
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Motivate learners (ARCS model)
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Use techniques to catch attention, explain relevance, build confidence and increase satisfaction
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Situated learning (constructivism)
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Personal knowledge construction
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Personal meaning to learning
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Situated learning: motivation
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Relate to real life (relevance)
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Holistic/ Systemic approaches
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Conduct research on internet
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Build confidence with learners
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Identity development
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Use of first-hand information (not filtered by instructor)
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Communities of Practice (Lave & Wenger)
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Collaborative activities
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Zone of Proximal Development (Vygotsky)
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Fostering the growth of learning communities
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Learning as act of participation
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Legitimate (peripheral) practice, apprenticeships
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Lifelong learning
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Authentic learning and assessment tasks
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Connectivism
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Information explosion
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Digital literacies
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Learning in network environment
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Keep up-to-date in field
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Knowledge base
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Multi-channel learning
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Distributed learning
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Build diversity, openness in learning (different opinions), autonomy
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Personal Learning Environment
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self-directed learning, just-in-time |
Constructivism – Jonassen et al 1999
Social Constructions – Vygotsky 1986
Activity Theory – Engeström et al 1999
Experiational Learning – Kolb 1984
Instructional Design – Gagné et al 2004
Networked and collaborative work – McConnell 2000
Learning Design Jochems et al 2004
Primary: presenting information
Secondary: active learning and feedback
Tertiary: dialogue and new learning.
Related articles
- Module 3 – Learning and Technology Theories Reflection (natalieedit202.wordpress.com)
- Learning Theory (downes.ca)
- Learning Theory – What are the established learning theories? (miracletrain2013.wordpress.com)
- Learning Theories and Technology (daniellegroten.wordpress.com)
- Connectivism: A Learning Theory for the Digital Age (gamedynamics.wordpress.com)
- Social Constructivism (s4323697.wordpress.com)
Web 1.0, Web 2.0, Web 3.0 – The way it was, the way it is, the way it will be.
Fig. 1. Way is will be …
- Way was
- Way is
- Way will be …
Web 1.0 Top down and traditional
Web 2.0 Democratization of information – anyone can publish
Web 3.0 The data takes over – construction and reconstructing itself to form unique and original combinations, even coming up with new ideas?
This is doodled on the back of a handout from the Web Science Doctoral Training Centre, University of Southampton where I had spent the afternoon on 6th February.
Serendipity really – the long train journey in and back and the iPad had run out of juice obliging me to do some reading. In any case, pen on paper is often the best place to express thoughts, to ‘get them out there’ in a scamp or draft form.
This is how Dion Hinchcliffe expresses it:
With a link to hundreds of his diagrams
Related articles
- Web2.0 (ericyounglee89.wordpress.com)
Teenagers and technology
This from a paper from Rebecca Eynon a Professor of Education and the Oxford Internet Institute (Eynon, 2009:277)
Her book ‘Teenagers and Technology’ is a valuable read too.
So what do you think? Do we expect too much, too quickly from technology? Look at the horseless carriage, it still can’t drive you home – well, not in England anyway. Over a hundred years ago you could stumble into you tub trap after a few too many pints of ale and your dobbin would take you home. I suppose the equivalent today would be to have a private secretary to do all this typing stuff for you?
Pizzas burning, must dash.
REFERENCE
Eynon, R (2009) Mapping the digital divide in Britain: implications for learning and education. Rebecca Eynon
Teenagers and technology
Fig.1. Letters from Iwa Jima. Clint Eastwood directed Movie.
In one of those bizarre, magic ways the brain works, last nigmt I watched the Clint Eastwood film ‘Letters from Iwo Jima’ then stayed up reading in bed (quest for a very specific paper/set of papers on teenagers/young adults, health, presription medication) while waiting for my own teenagers to come in from a concert in Brighton.
Fig.2. Last minute reading for H809 TMA01
I stumbled upon ‘Teenagers and Technology’ by Chris Davies and Rebecca Eynon.
After a chapter of this I did a One Click on Amazon and kept on reading through the next couple of chapters.
I kept reading once they got home.
My mind constructed a dream in which instead of bagging letters home from soldiers, I found myself, Japanese of course, constructing, editing and reassembling some kind of scroll or poster. I could ‘re-enter’ this dream but frankly don’t see the point – it seems self-evident. I’ll be cutting and pasting my final thoughts, possibly literally on a 6ft length of backing wall paper (I like to get away from a keyboard and screen from time to time). Reinforced by a Business School module, B822 Creativity Innovation and Change I found that ‘working with dreams’ and ‘keeping a dream diary’ are some of the tools that can be used.
If I wish to I could re-enter this dream over the next few months as a short cut to my subconscious.
We’ll see.
I’m not sure how you’d come up with a Harvard Reference for a dream.
Fig.3. fMRI scan – not mine, though they did me a few years ago
Perhaps in 20 years time when we can where an fMRI scanner like a pair of headphones a set of colourised images of the activity across different parts of the brain could be offered.
Dream on 🙂
H809 Tutor Marked Assignment QQs on scope, sense cam and blogging
Blogging
The idea of looking behind blogging came from the reading … but did I reference it???
i.e that innovations never occur in isolation, there was always something else beforehand.
The mistake we all make is to assume that innovations land on a pristine landscape and we react with typically human surprise at this new marvel that will either revolutionise or destroy everything. I need to remember where I read that!
Something on innovations … eeek.
It does matter though, with blogs there is clearly a history of
a) keeping a diary
b) citizen journalism in the form of leaflets and ‘letters to the editor’
c) authors keeping a writer’s journal and
b) scientists and explorers keeping a formal ‘log’.
That and human nature to write stuff down – well, at least 1% of the population do, which gives the other 99% something to read.
Life Logging
Sense Cam came out of the efforts of Gordon Bell, now 81, and for the last 10 years head of research at Microsoft.
He got it into his head to digitise everything and then wear a gadget around his neck to capture even more. This seems moronic and his own writing isn’t academic, more a memoir, but others, Microsoft and University of Southampton, have pressed on. The Sense Cam is a fag-packet sized device you hang around your neck – a camera with a light and sound sensor, then triggers the taking of a picture as you go about your daily business (could be awkward). At the end of the day these pictures are downloaded and software filters the stuff.
Southampton (WebSciences) have examples of this.
You can now buy a SenseCam made by Microsoft and various Microsoft Research Labs are trying them out. The hope is that in time such a device will help support those with dementia or any kind of memory fade … the evidence from Southampton illustrate Ebbinghaus’s ‘Forgetting Curve’ – how we forget stuff pretty fast over days/weeks against use of various methods, including a Sense Cam. It does appear, naturally, that looking back regularly at a set of carefully selected pictures (I think there has be human intervention for obvious reasons) the patient/student subject is far better able to recall, retain, and therefore I presume to restore and ‘fix’ memories better.
I am starting to wonder if a person is indicating for Alzheimer’s or some such that they might use such a device ?
Or the Google Glass device to do the same thing. If I were a first year medical student doing my disection I’d like to use a sense cam to personalise a record of the activity, for example.
If I go down the blogging route ‘is blogging a valid activity for student assessment’ is far too broad while ‘Can blogging by students of journalism writing in English in Hong Kong be used as a formal part of assessment’ might be doable. Off the top of my head here, but let’s say there are 4 to 6 colleges where such a course is offered in Hong Kong …
So what about a geographically defined study?
China might be problematic due to restrictions on use of the Internet (and its vast size). Perhaps Poland!? Somewhere where the numbers aren’t huge. Then again, doesn’t it depend on the methods and tools you use? I am struck by this stuff they call ‘Big Data’ where a cohort of 10,000 on an Open Course (this at Stanford using Coursera) can reveal the nuances of ‘poor teaching’ – where in the past 1 or 2 students made the same mistake it goes unnoticed, but when 2000 students make the very same mistake then there’s clearly something wrong with the course.
To use Diana Laurillard’s apt phrase ‘it depends’. (don’t ask me where or when she said it, if you know, please tell me so that I can reference it correctly).
Could blogging be seen as a scholarly activity?
This are me thoughts from reading:
An empirically grounded framework to guide blogging for digital scholarship
Heap & Minocha (2012),
Fig.1. Digital Scholarship with a nod to Martin Weller‘s book of the same name. (Created in 2011)
By stripping back the paper what do I learn from this paper:
- about blogging and digital scholarship
- about devising the research question(s) and method of research.
This quote from Axcel Bruns is wrong in relation to blogging.
‘Were originally more popular amongst journalism and business context’ Bruns (2007)
In fact, from my experience from 1999 onwards, journalists were highly dismissive and didn’t cotton on to blogging as a valid way to share their opinions for several years. The exception being financial journalism where breaking views on markets were fed, blog like, to subscribers,
Fig.2. An excerpt from my own early blog.
I was reading blogs in 1998, did some Dreamweaver training and if I’d got my head around FTP uploads I may have been up an away in 98 rather than 99 when I heard of Diaryland and joined the platform soon after it started.
Fig.3. An excerpt from a blog created by Claire Z Warnes in 1998
Over the next 4 to 5 years I saw a massive growth and influx of what by modern terms would have been described as journals, creative writing, fantasy, role play and social networking.
Fig.4. How I saw blogging in 1999/2000
I question why bloggers are defined by the institution they are at – the blog is more personal, like the noticeboard at someone’s desk in the bedroom or study, or a diary or journal they carry about with them, whether electronic or paper.
Fig. 5. We should stop seeing blogging in isolation – forms of ‘keeping a journa’, for whatever purposes, is as old a writing itself.
Little is ever mention of a history of keeping diaries, a writer’s journal or other kind of daily record for reflection or in scholarly circles to record the iterative process of a learning journey or a piece of research. John Evelyn was a diarist. Was he scholarly? What about Pepy’s he was keeping an historic record? For whom did Lady Anne Clifford keep a diary if not for an historic, even a legal record, of her rights to her father’s estates? (Lady Anne Clifford kept at a diary late 1500s into the 17th century).
Was Virginia Woolf using herself as the subject of an internal discussion?
What did Anais Nin learn and share about her writing as well as her personal journey, a journey that was shared with Henry Miller and that a couple of decades was taken by the filmmaker Francois Truffaut. As someone who had kept a diary since he was thirteen and had been typing it up and putting on disc for nearly a decade, the move to the web was a natural one.
- for personal reflection (e.g. Xie, Fengfeng, and Sharma 2008)
- collaborative working (e.g. McLoughlin and Lee 2008)
- developing writing skills (e.g. Warschauer 2010)
- flexible usage of blogs to suit the individual blogger’s needs, such as
- a space for reflection, to seek peer support, or both (e.g. Kerawalla et al. 2008).
I read blogs and corresponded with writers who were using the format to try out chapters of fantasy novels, to share poetry, to test webdesigns even to meet and indulge in intimate chat, role play and even cybersex. (Early blogs were the forerunners of a lot to come).
Whilst some of this activity isn’t within the parameters of ‘scholarly’ practice, certainly from a creative writing point of view self-publishing was.
From personal experience there were those exploring their personality, who were lonely, depressed or bi-polar. Most studies in English speaking countries … yet it was presumably going on elsewhere. And where does someone who is using writing in English in a blog to learn English stand in terms of being a student and a scholar?
Defining scholarship in the digital age
Boyer (1990) developed a conceptual framework which defines ‘‘scholarship’’ as a combination of teaching and research activities. In particular, he suggests four dimensions to define scholarship: discovery, integration, application and teaching.
Fig.6. Another excerpt from a blog for young writers created by Claire Z Warnes in 1998 when she was 17 herself. (I think she went off to study Computer Sciences)
The earliest bloggers played a teaching role, for example Claire Z Warnes set up a series of web pages to encourage and support young writers in 1998. She was teaching, they were exploring through reading, writing and sharing just as if they were meeting face to face in a classroom.
Boyer’s dimensions constitute an appropriate starting point for researching digital scholarship (Weller 2011).
Pearce et al. (2010) elaborated on Boyer’s (1990) model to theorise a form of digital/open scholarship, arguing that it is:
- more than just using information and communication technologies to research,
- teach and collaborate,
- embracing the open values, ideology and potential of technologies born of peer-to-peer networking wiki ways of working in order to benefit both the academy and society.
Which is exactly what Claire Z Warnes (1998) was doing, indeed, as some remaining posts that can be viewed show, it was as if she were becoming the Dean of one of the first online creative writing classes.
In relation to the research here’s the problem that needs to be addressed:
There is a lack of empirical evidence on how the openness and sharing manifested in blogging can influence academia, research and scholarship. (Minocha, p. 178. 2012)
Discussion
‘We have found that blogs seem to occupy an intermediate space among established writing forms such as peer-reviewed academic papers, newspaper articles, diaries, blurring the private public and formal informal divide ‘. (Heap and Minocha 2011).
There is a growing awareness of blogging as a writing or communicative genre in academia and research and as a new form of scholarship (e.g. Halavais 2007).
- to ensure validity of work through established forms of publishing,
- to integrate blogs so that research findings reach more readers
- to enable sharing information without time lags involved in formal publications.
The next steps in our research (according to the authors of this paper) are to validate the effectiveness of the framework (they developed) as a thinking tool about digital scholarship, and for guiding the practice of blogging in academia and research.
REFERENCE
Heap, Tania and Minocha, Shailey (2012). An empirically grounded framework to guide blogging for digital scholarship. Research in Learning Technology, 20(Supp.), pp. 176–188. (Accessed 28th February 2013 http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19195 )
Weller, M (2011) The Digital Scholar
Related articles
- All you need to know about blogging that you can’t be bothered to research for yourself because you’re too busy blogging … (mymindbursts.com)
- Scholarly Blogging (malmsy.net)
- What my pink highlighter taught me. (dfbierbrauer.wordpress.com)
- Essay on placing academic work in the right scholarly context (insidehighered.com)
- Driving learning through blogging: Students’ perceptions of a reading journal blog assessment task. (mymindbursts.com)
- Exploring students’ understanding of how blogs and blogging can support distance learning in Higher Education (mymindbursts.com)
- Digital Curation Bibliography: Preservation and Stewardship of Scholarly Works XHTML Version (digital-scholarship.org)
- Blogging Inspiration, Where Does it Come From? (prefs.zemanta.com)
Someone who correctly sensed what was coming in 2004 might be a person to ask what is due in 2013/1014
In this paper from Grainne Conole she says (writing in 2003, published 2004) that wireless, smart and wifi will have a huge impact … prescient. Can you remember how little of what we now take for granted was around in 2004? I was probably using a Psion and a bog-standard phone.
‘Technologies do have great potential to offer education, however this is a complex multifaceted area; we need rigorous research if we are going to unpick the hype and gain a genuine understanding of how technologies can be used effectively’. (Conole. p.2 2004)
- Pedagogical
- Technical
- Organisational
‘Academics working in this area need to demonstrate that the research is methodologically rigorous, building appropriately on existing knowledge and theories from feeder disciplines and feeding into policy and practice’. (Conole, 2004)
- effective models for implementation
- mechanism for embedding the understanding gained from learning theory into design
- guidelines and good practice
- literacy needs of tutors and students
- the nature and development of online communities
- different forms of communications and collaboration
- the impact of gaming
- cultural differences in the use of online courses
‘much of the current research is criticised for being too anecdotal, lacking theoretical underpinning’ (Mitchell, 2000)
This is what you find in the press, newspapers and magazine always go for the anecdotal and sensationalist view of what technology may do. Has technology yet brought the world to an end? I guess the atomic bomb has always, legitimately, been more scary than other technologies although I dare so there are those who say Google will bring about the end of the world.
‘A more detailed critique of the methodological issues of e-learning research and its epistemological underpinnings are discussed elsewhere’. (Olive and Conle, 2004)
- A better understanding of the benefits and limitations of different methods.
- More triangulation of results.
What people are looking for:
- potential efficiency gains and cost effectiveness
- evidence-based practice with comparison of the benefits of new technologies over existing teaching and learning methods
- How technologies can be used to improve the student learning experience.
No surprises that in business use of e-learning is benchmarked with cost and outcomes closely followed – are we improving and saving at the same time? Typically travel and accommodation costs are saved where people don’t have to be away from work and learning times can be cut without loss of information retention on the compliance like stuff – health and safety, data protection, equity in the workplace and basic induction (or as American companies call it ‘on boarding’ which sounds to me like something you do with guests on a cruise liner – or is them embarking)
How do we capture experience in a way that we build it back into design and implementation. (Point 8 of 12 p.8 Conole 2004)
What are the inherent affordances of different technologies? (Conole. p. 8 2004)
‘Only time will tell’. (Conole. p. 17, 2004)
Or as I would say, ‘on verra’.
I am doing the classic ‘expand and contract’ of problem solving – the problem is finding an area of research I can believe in and sustain for four years. Though for H809 all I need is a title of a research paper. I still would prefer to be narrowing down the areas that interest me:
- memory
- virtual worlds
- blogging
- spaced education (see memory)
- lifelogging / sensecam (see memory)
- Artificial Intelligence (learning companion … see memory?)
Whilst the research question ought to come first, I hope that Activity Theory will have a role to play too.
REFERENCE
Conole, G (2004) E-learning the hype and the reality
Oliver, M. and Conole, G. (2004) Methodology and e-learning. ELRC research paper. No. 4
Related articles
- The Gutenberg Galaxy – first thoughts, from the first pages (mymindbursts.com)
- Supporting educators to rethink their learning design practice with the 7 Cs of Learning Design (mymindbursts.com)