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E-Learning in the Disciplines | slide 1
e-Learning in the Disciplines
John CookCentre Manager, Reusable Learning Objects CETL
Helen BeethamResearch Consultant, JISC e-learning programme
E-Learning in the Disciplines | slide 2
Aims
Articulate the essential features of learning and teaching across different subject areas and educational approaches
– curriculum outcomes, challenges, learner characteristics…
Relate these to features of different e-learning technologies and applications
– to identify aspects of e-learning that may be of benefit to different communities
Encourage discussion (this Symposium) around:
– differences between disciplines and educational approaches
– similarities and what we can learn from each other
E-Learning in the Disciplines | slide 3
Two key commitments
e-learning is not a separate kind of learning
– we need to re-articulate learning in a new technological context
People learn in a multitude of ways
– different subject areas and educational approaches rely on different capacities-to-learn
– different communities have evolved different cultures of learning and teaching
– we need to recognise these differences, while learning from one another
E-Learning in the Disciplines | slide 4
Reflective tools
Download a reflective questionnaire
– articulate educational priorities, outcomes and challenges
– consider relevant e-learning technologies and applications
– can be shared with your own and other communities
View examples of completed reflections
– see summaries of previous ‘cognate’ group discussions
– post your own completed reflection by emailing it to liz.pearce@heacademy.ac.uk
NB these materials are no longer hosted by the HE Academy but are separately available on the Design Studio
E-Learning in the Disciplines | slide 5
Useful questions
In an ALT-C 2005 Symposium, Pearce, Gulc et al. asked: Is subject difference a factor in the use and uptake of e-learning?
Put another way: What technologies and approaches are used in the different communities?
E-Learning in the Disciplines | slide 6
Blinded by our paradigms?
First ATM was located inside a bank and was available only during banking hours.
Real innovation did not occur until ATMs were placed outside the bank
E-Learning in the Disciplines | slide 7
Disciplinary patterns
Academic tribes and territories (Becher and Trowler, 2001)
– definitions of knowledge, disciplinary organisation
Teaching and learning regimes (Trowler and Cooper, 2002)
– tacit knowledge, troublesome knowledge
... need to develop genuinely shared language
E-Learning in the Disciplines | slide 8
Disciplinary patterns of educational technology adoption
“Discipline differences appeared to be potential barrier to the building of new communities of practice around educational technology, and there was a need to know more about how disciplinary factors are influencing the early adopters who form the core of our new communities.”
Carol Russell (2005, p. 64)
E-Learning in the Disciplines | slide 9
applied pure
soft
hard
discoveriesexplanations
processesprotocols
productstechniques
understanding interpretation
based on Becher and Trowler (2001), taken from Russell’s ALT-C slides
maths
chemistry
art theory
sociology
education
engineering
physics
law
design
history
medicine
english literature
biology
information management
Knowledge territories
E-Learning in the Disciplines | slide 10
Disciplinary patterns of educational technology adoption
Note that the placing and configuration of the disciplines on the above model will vary between institutions
Where do technologies and approaches fit in? Russell found the following.
E-Learning in the Disciplines | slide 11
Common features of strategies forhard applied disciplines
External changes in profession/industry (industry and student context)
Technology now essential in gaining core discipline knowledge
Educational technology helps students learn
– more engaging or flexible
E-Learning in the Disciplines | slide 12
Common features of strategies forsoft applied disciplines
Professional knowledge being redefined
– technology can help develop new skills
Technology for skills and information transfer
– to free class time for developing core knowledge
E-Learning in the Disciplines | slide 13
Common features of strategies forhard/soft pure disciplines
Technology can help students engage with core concepts
– when staff time and resources are limited
Knowledge is created through research
– Technology can help develop research skills
E-Learning in the Disciplines | slide 14
Computers: what are they good for?
E-Learning in the Disciplines | slide 15
The ‘new’ paradigm
Digital computer marked a paradigm shift
– networked computer
– mobile and wireless networks
But all learning involves ICT, broadly understood
– all learning is potentially e-learning
Different technologies revolutionise different subject areas/approaches in different ways, at different moments in time
ICT is having major impact on learning organisations:
– centralisation/unification of admin systems
– differentiation of subject, department and individual needs
– continuous or ‘whitewater’ change
E-Learning in the Disciplines | slide 16
Narrative or representational uses
ICT used to present information
Potential advantages include:
Multiple media
Rich media: video, audio, animation, simulation…
Hypermedia: multiple pathways
(Interactive and adaptive media)
Ubiquity and access
Learner control of production and distribution: file sharing, wikis…
E-Learning in the Disciplines | slide 17
Communicative or social uses
ICT used for communication and to support collaboration
Potential advantages include:
Multiple media
Explicit nature of communication
Learner control of pace and timing
Recording, review, reflection
Ubiquity, access and sharing
E-Learning in the Disciplines | slide 18
Productive uses
ICT used to manipulate data or information
Potential advantages include:
Processing power – text, images, numbers, scenarios, gameplays etc
Automation of routine tasks – focus on higher order skills
Repetition and consistency Discipline-specific uses
Enhanced skills for professional/research employment (e.g. using ‘authentic’ tools)
E-Learning in the Disciplines | slide 19
Interactive or Adaptive uses
ICT used to adapt to, or return information based on, user input, e.g. computer games, simulations: also search engines, database-driven resources and services, assessment systems…
Potential advantages include:
Active engagement
Intrinsic feedback that is rapid and consistent
Powerful, time-saving information management
Low cost and risk simulations (compared with ‘real-world’ interactions)
Accessible and ubiquitous
Learner skills (relevant to professional/research employment)
E-Learning in the Disciplines | slide 20
Integrative uses
ICT used to integrate or manage learning
Potential advantages include:
Information relevant to learning can be efficiently organised, managed, captured, and presented for assessment/review
Time savings for teachers, learners and assessors
Reliability and transparency of information processes
Consistent identity or ‘brand’ for learners to relate to
Improved monitoring
Potential for learners to have greater control over their ownlearning, and records of learning
E-Learning in the Disciplines | slide 21
Classification based on Laurillard (1992/2002) Rethinking University Teaching
Narrative
Communicative
Productive
Adaptive/Interactive
(Integrative)
Could also think about uses of technology in terms of:
Access and accessibility
Differentiation
Learner control
Collaboration and sharing
ICT skills for professional/research practice
E-Learning in the Disciplines | slide 22
Group work
In subject groups (NB you may find as many differences as likenesses!)
11.30-12.00 Focus on key curriculum outcomes: reflective question 2
Identify at least 3 outcomes (areas of skill, knowledge or understanding) that are characteristic of your subject communities
What new outcomes are emerging in response to new demands, including ICT?
12.00-12.30 Focus on key challenges facing your community: reflective
questions 2-4
Identify at least 3 challenges (e.g. relating to learners, changing curricula etc) that are characteristic of your subject communities
What new challenges are emerging, including those arising from ICT?
(If time) identify any technologies, or uses of technology, that might help to address these outcomes and challenges
Facilitator to feed back to the plenary session (5 mins)
E-Learning in the Disciplines | slide 23
Reporting back to your community
Share reflective document
Communicate e-learning advantages in pedagogic rather than technical terms
Discuss how e-learning support can be integrated with other activities of the Subject Centre or CETL
Identify key priorities for e-learning support
Identify key projects and developments in e-learning that may be of benefit to the community
Identify gaps or biases in current e-learning developments that mean community needs are not being met
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