Perception Or Reality Jisc07
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This document summarizes findings from projects investigating how learners experience learning with technology. It discusses how learners use technology in sophisticated ways both within and outside of formal education. It also outlines recommendations for institutions, staff, and further research questions, such as exploring the experiences of specific learner groups and how learners personalize their tools.
![The underworld So my [group] we always text each other and say, ‘oh are you coming in at this time’ or ‘we’ll meet at this time’, and so it looks on the face of it from the university website that we haven’t been communicating all year but we have, it’s just outside of that [discussion] board. (Nicola, postgraduate law student) Yeah, I write blog nearly everyday, that is when I look into these things, and I think something is important, I write it in my blog, as a notebook ...but my .. course cannot see it in fact, coz some of the things is important for me, I think it is new to me and sometimes you don’t want to share everything with others. (LXP Final Report, p 44) 06/08/09 | | Slide](https://image.slidesharecdn.com/perceptionorrealityjisc07-090331105346-phpapp02/85/Perception-Or-Reality-Jisc07-16-320.jpg)
![Social networking skills “ I use it [discussion board] once or twice a week but I think because we see each other a lot and we use . . . MSN Messenger if we’re doing work quite a lot or just do text and then that way I think when you don’t use it [discussion board] as much as other people who would not text their mates or speak to them on the internet.” (Postgraduate law student, Creanor et al., 2006b, p. 21) 06/08/09 | | Slide](https://image.slidesharecdn.com/perceptionorrealityjisc07-090331105346-phpapp02/85/Perception-Or-Reality-Jisc07-20-320.jpg)
Perception Or Reality Jisc07
- 1. 06/08/09 | | Slide Joint Information Systems Committee Supporting education and research JISC Conference 2007 The learners’ experience of e-learning: perception and reality Sponsored by
- 2. The learners’ experience of e-learning: perception and reality 06/08/09 | | Slide Credits: Paul Bailey Ellen Lessner Rhona Sharpe Greg Benfield Eta DeCicco Helen Beetham Ros Smith Linda Creanor Doug Gowan Kathryn Trinder Carol Howells Grainne Conole Maarten de Laat Teresa Dillon Jonathan Darby
- 3. Aspirations of the Learner Experience strand Our original aims Investigate how learners experience and participate in learning in technology rich environments Make recommendations based on our findings Develop methodologies for eliciting the learner experience, promoting learner centred evaluations 06/08/09 | | Slide
- 4. In this session Discover how learners are using technology to support their learner Discuss how you might monitor technology use in your own institution Consider the implications of the Learner Experience projects for learning design 06/08/09 | | Slide
- 5. A quiz 06/08/09 | | Slide
- 6. 06/08/09 | | Slide Q1. Where did most of the action take place during last year’s NUS elections? Source: Victor Keegan, Opinion, Technology Guardian, 1 June 2006 In the bar Public meetings MySpace In a committee No, not this time Apparently not this time Yes, do you read the Guardian? Not until they’re older…
- 7. 06/08/09 | | Slide Q2 What is the difference between a wiki and a blog? wiki is a Hawaiian word blog is Finnish A wiki is a website used collaboratively and a blog is web log A blog is can have pictures and text but a wiki can only have text It’s Hawaiian to me Wiki wiki is Hawaiian for ‘rapidly ’ but blog comes from ‘web log’ No, you can add pictures to both You aren’t alone!
- 8. 06/08/09 | | Slide Q3. How many colleges and universities are participating in Second Life? What is Second Life? thirty over 90 just under 50 92 as of 29 Feb - From: http://simteach.com/wiki/index.php?title=Institutions_and_Organizations_in_SL#UNIVERSITIES.2C_COLLEGES_.26_SCHOOLS Not even close Yes, as of 29/2/07 Getting warmer
- 9. 06/08/09 | | Slide Q4. What is the second most popular digital device in the UK? Nielsen/NetRatings quoted from Mobile Data Association http://www.themda.org/PressReleases/Page_Press_PressReleases_Stats.asp radio DVD player/recorder personal computer mobile phone No, this is No 1 Yes, a WAP enabled phone
- 10. Q5. Circle the right answers 4.4 million or billion (?) text messages were sent in December 2006? 75% or 90% (?) of 12 year olds own a mobile phone? Over or under 100 (?) higher education institutions worldwide belong to the OpenCourseWare consortium? 06/08/09 | | Slide
- 11. Q5. Circle the right answers 4.4 million or billion (?) text messages were sent in December 2006? 75% or 90% (?) of 12 year olds own a mobile phone? Over or under 100 (?) higher education institutions worldwide belong to the OpenCourseWare consortium? 06/08/09 | | Slide
- 12. Q5. Circle the right answers 4.4 million or billion (?) text messages were sent in December 2006? 75% or 90% (?) of 12 year olds own a mobile phone? Over or under 100 (?) higher education institutions worldwide belong to the OpenCourseWare consortium? 06/08/09 | | Slide
- 13. Q 6: Discuss with your neighbour In the next five years, how will the changing concept of time and space impact on post-16 educational institutions in the UK, given current learner usage of technology? Include in your answer reference to podcasting, mp3 players/iPods, Skype, webcams, Web 2.0 and Google. 06/08/09 | | Slide
- 14. Main findings from LEX and Learner XP 06/08/09 | | Slide
- 15. Main findings from LEX and Learner XP Beliefs, feelings & expectations Integrative, pervasive technology use High expectations set by life outside Sophisticated understanding of technology affordances ‘ Underworld’ Emotionality 06/08/09 | | Slide
- 16. The underworld So my [group] we always text each other and say, ‘oh are you coming in at this time’ or ‘we’ll meet at this time’, and so it looks on the face of it from the university website that we haven’t been communicating all year but we have, it’s just outside of that [discussion] board. (Nicola, postgraduate law student) Yeah, I write blog nearly everyday, that is when I look into these things, and I think something is important, I write it in my blog, as a notebook ...but my .. course cannot see it in fact, coz some of the things is important for me, I think it is new to me and sometimes you don’t want to share everything with others. (LXP Final Report, p 44) 06/08/09 | | Slide
- 17. Main findings from LEX and Learner XP Strategies Multiple uses of technology in multiple locations Flexibility Information search and retrieval Integration with personal technologies Strategies for collaborative work Informal learning 06/08/09 | | Slide
- 18. Information search, retrieval and evaluation . . .they’re saying use books, but books cost money so the internet is the main thing that we end up using and just trawling through all these websites, you never know if the knowledge is actually good or not, (LEX Final Report, p. 15) Which means if I type in genetics, and I’ve got stuck on something you can turn up other people’s lectures and that is quite common, that you can find teaching resources from all over, from America, from all over the UK universities, that are quite specific to the topic I’m looking at …it’s too much to ask one university to provide all those teaching resources. So it’s a bit of an online pool (LXP Final Report, p.22) 06/08/09 | | Slide
- 19. Main findings from LEX and Learner XP What impacts on the learner experience? Access to IT (but not IT skills) Social networking skills Mismatches in expectations Fitting it all in around life Disability and difference 06/08/09 | | Slide
- 20. Social networking skills “ I use it [discussion board] once or twice a week but I think because we see each other a lot and we use . . . MSN Messenger if we’re doing work quite a lot or just do text and then that way I think when you don’t use it [discussion board] as much as other people who would not text their mates or speak to them on the internet.” (Postgraduate law student, Creanor et al., 2006b, p. 21) 06/08/09 | | Slide
- 21. In their own words 06/08/09 | | Slide Jenny and Emma
- 22. Monitoring the learner experience A renewed focus on the learner in evaluations of e-learning Eliciting learner beliefs and intentions Interview plus Audio logs Sampling Ethical considerations 06/08/09 | | Slide
- 23. Some recommendations The technical developments agenda Personalisation Ownership Consistency, templates, frameworks The institutional agenda Information searching, retrieval & evaluation Distributed access 06/08/09 | | Slide
- 24. Some more recommendations The staff development agenda Curriculum design Skills development Promoting dialogue with students The research agenda Longitudinal studies Purposive sampling 06/08/09 | | Slide
- 25. Key research questions for phase 2 projects How do specific groups of students experience learning with technology? What is the experience of highly skilled online communicators and networkers? How do learners experience change through their learning journey? What are the critical choices that learners make about when, where and how to study? How do learners make use of technology for learning in ways that are not expected or supported? How are learners personalising and adapting their tools and environments? 06/08/09 | | Slide
- 26. Dissemination outputs Four guides: Methods for evaluating the learner experience of e-learning IT support and provision for e-learners Developing courses and activities for e-learning Recommendations for post-16 institutions on enhancing the learner experience of e-learning Learner voices CD-Rom “ In their own words” publication due September 2007 06/08/09 | | Slide
- 27. Any questions 06/08/09 | | Slide
Editor's Notes
- #2: Paul