Armellini Future Research Questions elearning

Questions for future e-learning research: can we plug the gaps?

Alejandro Armellini11 June 2012

E-learning ca. 2007• Knowledge, society & perspectives• Policy and practice• Technologies for learning• Organisational culture• Learning theories• Designing for learning• Learning resources• Managing educational resources• E-assessment• Literacies• Affective and social issues• Collaboration• Evaluation

Recent research questions• Use of social & participatory media• Learning design & pedagogical patterns• Open Educational Resources & MOOCs• Virtual worlds, games & mobile learning• Collaboration &affective issues• E-pedagogies and digital literacies• Computer Supported Collaborative

Learning• Learner experience research

Student experience

The learner voice (Lisa, Leicester student, 2011)

I’m not impressed with lecture-free learning. I like Blackboard – it’s vital – but I don’t like not having lectures and having to find out everything myself. I am not motivated enough for that even if it does come up in the exam.

I don’t believe we are getting enough feedback from the lecturers online - and some people are just reading everything we put up and not contributing anything of their own. And I can’t stand the way Anya responds to every posting in that patronising way!

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Student experience

The tutor voice(Stuart, Leicester tutor, 2012)

“Excellence in teaching is at the heart of our learners’ experiences. But views on excellent teaching are as diverse as our students and staff: excellent to whom and against what criteria?”

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UK context

Technology needs to enhance student choice and meet or exceed learners’ expectations

Institutions need to take a strategic approach to realign structures and processes in order to embed online learning

Training and development should be realigned to enable the academic community to play a leading role in online learning

Investment is needed for the development and exploitation of open educational resources to enhance efficiency and quality

Source: Collaborate to Compete, OLTF, 20116

US context

31% of all HE students take at least one online course

67% of academic leaders rate LOs in online education as the same or superior to those in f2f education

Online learning is a critical part of the long-term strategies of 65% of HEIs

Source: Going the Distance: Online Education in the United States, 2011

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Key strategies (1)

1. Capacity and capability building in learning design and assessment practices

2. Enabling innovation, adoption and evaluation:- Research to practice to research- A pipeline for innovation to mainstream- Avoid what is not scalable or ‘cascadable’

3. Evidence-based integration of L&T and digital technologies

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Key strategies (2)

4. External funding5. Horizon scanning6. CPD opportunities beyond the PGCert in

Academic Practice, including MSc and PhD routes

7. Dissemination and review

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Learning design principles

Low cost, high value Sustainable: design once, deliver many times Forward-looking: alignment, assessment for

learning, rapid feedback Connected with industry & community Celebration of individual differences and needs

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MissionsMarketscontexts

new

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new

present

present Technology& Pedagogy

Well-established learning & teaching +University-owned & supported technologies

Creative applications of existing tools to target new markets

Future, potential technologies foremergent learning & learners

Established programmes and approachesembracing new technological opportunities

Innovation pipeline

Observatory, research, prototyping

Organisational development

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ScaleNormaliseTransfer

Innovation process

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The Carpe Diem learning design model

Plan + action

Armellini, A. & Aiyegbayo, O. (2010)Nie, M., Armellini, A., Randall, R., Harrington, S. & Barklamb, K. (2010)Armellini, A., Salmon, G., & Hawkridge, D. (2009)Armellini, A., & Jones, S. (2008)Salmon, G., Jones, S., & Armellini, A. (2008)

www.le.ac.uk/carpediem

Research to practice

Themes for research

Knowledge and learning as open, mobile, connected and scalable

Models for effective learning design & capability building

Assessment and feedback in technology-rich environments

Learning innovation for social enterprise Learning for employability and to generate future

employers16

Example: knowledge & learning as open (1)

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Design Low-cost Enhancement

Strategic Enhancement

Delivery Rapid Enhancement

PlannedEnhancement

Used as is(Just-in-time)

Repurposed(Structured)

OER

Curr

icul

um

OER-enhanced curriculum

Example: knowledge & learning as open (2)

How do academics’ practices map onto the ‘OER-enhanced curriculum’ grid?

- Should institutions do more to support a shift to the top-right quadrant?

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Example: knowledge & learning as connected

Do we build valuable networks by making clever use of, for example, LinkedIn and Twitter?

-What does ‘valuable’ mean?-What does ‘clever use’ mean?- How do I and others benefit?-What are the risks?

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Example: knowledge & learning as scalable

What is an efficient strategy to enable academic staff to benefit from good practice in learning design?

For example: the ‘army of support staff’ approach vs the capacity building approach

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Example: assessment & feedback in technology-rich environments

Despite huge investment and research, the UK National Student Survey still shows that students are dissatisfied with feedback.

How can technology help us to address this dissatisfaction?

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Summary

7 strategic priorities 5 key learning design principles A model of how the above can work A pathway for innovation Broad themes for research, with examples

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Task!

Topic Who with Likely contribution to knowledge

Benefit to the University and beyond

Knowledge and learning as scalable

3 of my colleagues An evidence-based model for promoting student-centredness and collaboration

An opportunity to explore, adapt and embed this model

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Alejandro ArmelliniUniversity of Leicester

11 June 2012

Image by http://www.flickr.com/photos/wwworks/