+ Bridging the gap between policy & practice: a reflective review & looking forward to the future Gráinne Conole, Open University, UK VI Congresso Nazionale della SIe-L: E-learning, creatività ed innovazione Salerno University, 17/09/09 More info, slides and references: p://cloudworks.ac.uk/cloud/view/2295
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Bridging the gap between policy & practice: a reflective review & looking forward to the future
Gráinne Conole, Open University, UKVI Congresso Nazionale della SIe-L: E-learning, creatività ed innovazioneSalerno University, 17/09/09
More info, slides and references:http://cloudworks.ac.uk/cloud/view/2295
+Outline
Scrutinising the e-learning history line lessons from the past a glimpse into the future
Emergent themes and challenges
A framework for making policy work
Illustrative case studies
Reflections and questions for the future
+Key focus
Is there a gap between e-learning policy and actual practice? How can we bridge the gap?
Does e-learning policy adequate reflect current technological advances If not how can we ensure it does?
UK: Dearing review of ICT TLTP projects, CTI, HE Academy, JISC
US: Fragmented policy, driven by individuals and commercial imperative
Education/Industry partnerships, spin offs, Open Educational Movement
Impact
Local culture vs global hegemony, changing roles & structures, commercial vs. government supported, dissemination and impact evaluation
Policy Practice
DriversWidening participation, personalization, lifelong learning, quality assurance, developing the work force, commercial imperative
Conole, (2007) in Andrews & Haythornwaite
+ A glimpse into the future
12 3
bac+
Inspire by Pea &Wallis, 2008
We can now interactat a distance, accessing complex & useful resources in ways unimaginable in early eras
What’s the next stage of the co-evolution?
Phases of development Tool-user co-evolution
Internet
Mobile devices
TV
Radio
Smart tools
Phone
+Converging practices
Modern technologies Modern pedagogy Web 2.0 practices
Location aware technologies
Adaptation & customisation
Second life/immersive worlds
Google it!
“Expert badges”, World of warcraft
User-generated content
Blogging, peer critiquing
Cloud computing
From individual to social
Contextualised and situated learning
Personalised learning
Experiential learning
Inquiry learning
Peer learning
Open Educational Resources
Reflection
Distributed cognition
+Loosely coupled tools
Integrated IT systems
Personalised tools
Institutional tools
Student controlled
Institutional controlled
Tensions & implications
The VLE/LMS is dead debatehttp://cloudworks.ac.uk/index.php/cloud/view/2162
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Policy
Teacher practice
Research & development
The learner’s experience
A framework for making policy work
+Avoiding failures of the past
Common reactions: “I haven’t got time” “My research is more important” “What’s in it for me?” “Where is my reward?” “I don’t have the skills to do this” “I don’t believe in this, it won’t work”
Common resistance strategies: I’ll say yes (and do nothing) Undermine the initiative Undermine the person involved
Classic mistake: Emphasis on the technologies, not the people and processes Funding for technology developments but not use and support
Great policy initiatives often fail – why?
+Cloudworks: Harnessing web 2.0
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Clouds: Learning & teaching ideasDesign or case studiesTools or resourcesQuestions or problems
Events: conferences and workshops ALT-C conference, 8-11th September 2009 http://cloudworks.ac.uk/index.php/cloudscape/view/1870
Discussions: Flash debates Is Twitter killing blogging? http://cloudworks.ac.uk/index.php/cloud/view/2266
Eliciting expertise Literature review of educational technologist http://cloudworks.ac.uk/index.php/cloudscape/view/1872
Aggregating resources En Rumbo Spanish course http://cloudworks.ac.uk/index.php/cloudscape/view/776
Olnet: redefining openness
+A definition
The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes