1. Overview of e-learning in the UK Professor Gráinne Conole, University of Southampton Email: g.c.conole@soton.ac.uk NVU –Konferansen 2005, Kaltur for e-elearning Levanger 15-16 th March 2005

2. Emergence of a research field 1.Pre-subject area – no perceived interest 2.Beginnings – questions arise 3.Emergence – more researchers 4.Diversification – different schools 5.Establishment – defined community and alignment with other fields

3. Current status E-learning - Between stages 3 and 4 –Influx of researchers into the area –Growth of new units and research centres –Specialised journals –Dedicated conferences –Community for fostering debate

4. pedagogical aspects underpinning technologies Making the connections in e-learning research organisational issues

5. Contextual factors Funding and policy drivers Cultural dimensions Subject-specific aspects Current hot topics –Accessibility –Widening participation –Lifelong learning –E-business –Plagiarism, digital rights, IPR

6. Underpinning technologies New and emerging technologies –mobile and ubiquitous –intelligent agents Understanding the media –multiple forms of representation –different characteristics of media A distributed electronic environment –standards and interoperability –infrastructure and architectures Access to information –structuring and distributing information –integrating different portals, gateways and resources –exploiting the different communication mechanisms

7. Pedagogical aspects Student and staff experiences Best methods of –representing information –Designing and accessing resources –encouraging communication and collaboration –integrating with other learning and teaching methods Development issues –new forms of literacy –mechanisms for skills updating and development Understanding the affordances of technologies Exploring the potential for new forms of pedagogy

8. Organisational issues Developing models for –mapping institutional structures –supporting institutional processes –sharing knowledge –distributing information –supporting change –engaging different stakeholders Awareness of external factors Understanding changing roles and identities Linking strategy and practice

9. Common characteristics Change Political dimension Interdisciplinary Access and inclusion Convergence and interoperability Interactivity

10. Themes The good and the bad of ICT Speed of change New collaborations and discourses User focussed Changing practice Wider impact

11. Theme I The good and the bad of ICT –Weblogs, issues of control –The affordances of technologies –Appropriateness, fit for purpose –Ownership vs open source –Simplifying the complex –Content is king vs information overload

12. Theme II Speed of change, the Web in 2010 –Immense amounts of information –New tools and resources –The Web for nomads –Predicting the unpredictable –Researching where the light is –A world beyond the Web

13. Theme III Supporting new collaborations and discourses –New distributed Communities of Practice –Self-sustaining Communities of Practice –Interacting with the media –Tailored and contextualised –Making sense - the power of narrative

14. Theme IV Harnessing needs, understanding end users –Adaptive and personalised –Ethnographic approach to users –The (semantic) web of meaning –Supporting the whole learning cycle –Learning objects and reusability –Focus on learning activities

15. Theme V Changing practice –Reflective research/practitioner –Changing roles –Passive to interactive technologies –Focus on educational objectives –Learning design and Communities of Practice –How do you motivate people to do this

16. Theme VI Wider impact –New models for society – the adaptive model for Governance –Blurring of boundaries –Distributed cognition –Compelling experience –A changing world –Technology is here and will continue to have an impact

17. Discipline issues Variety of feeder disciplines –education research, cognitive psychology, instructional design, computer science, business and management, philosophy, semiotics, critical discourse analysis Benefits –wealth of methods and approaches –different perspectives Drawbacks –no shared language and understanding –lack of cohesion to the area

18. Choice of research methods Tension between –Focus on evaluation or research –Quantitative vs. qualitative approaches Choice of methodologies –Has an impact on outcomes –Tends to be based on previous experience, favoured methods Approaches –Exploring individual case studies –Developing generic models –Undertaking systematic reviews –Applying specific theoretical perspectives –Active involvement and action research

19. Methodological issues Lack of –rigour –theoretical basis –‘academic credibility’ Tensions –between policy makers and practitioners –stakeholders with conflicting agendas –efficiency gains/effectiveness vs improving learning

20. Impact Changing organisations –structures, roles and processes –teaching, research and administration Specifics –students: impact on learning experience –practitioners: exploring the potential –support staff: developing reliable services –senior management: integrating strategies

21. Research versus practice Researchers –Explore, question –Specific beliefs –Removed from practicalities –Research drivers –Research communities –Defining the area –Too anecdotal Practitioners –Practical applications –Politics –Relevance and role –LT community –New breed –No clear pathway –Dearth higher up

22. My research interests Learning design –DialogPlus project – learning activity toolkit –LADIE – Design, construction and use of learning activities Evaluation –E-learning materials for in-service teachers in China –Online Neonatology course across Europe –UK e-university!!! E-assessment –TOIA assessment tool –Evaluation of e-assessment in Scotland

23. My research interests Learning theories –VEOU online environment for orthopaedic surgeons across Europe Managed learning environments –Organisational issues Review of tools for effective practice Research centres –E-Learning Research Centre –New national centre for research methods

24. References Conole, G., (2002), ‘The evolving landscape of learning technology research’, ALT-J 10(3), 4-18 Conole, G. (2003), ‘Understanding your organisation’ in the ‘Creating a Managed Learning Environment (or MLE) infoKit’, available at www.jiscinfonet.ac.uk www.jiscinfonet.ac.uk Conole, (2004), ‘Report on the effectiveness of tools for e-learning’, report for the JISC commissioned ‘Research Study on the Effectiveness of Resources, Tools and Support Services used by Practitioners in Designing and Delivering E-Learning Activities’, available at www.cetis.ac.uk:8080/pedagogycetis.ac.uk:8080/pedagogy Conole, G., Dyke, M., Oliver, M., & Seale, J., (2004), ‘Mapping pedagogy and tools for effective learning design’, Computers and Education, Vol 43, Issues 1-2, 17-33 Conole and Dyke, (2004), ‘The affordances of ICT’, ALT-J, 12.2, 113-124

25. Overview of e-learning in the UK Professor Gráinne Conole, University of Southampton Email: g.c.conole@soton.ac.uk NVU –Konferansen 2005, Kaltur for e-elearning Levanger 15-16 th March 2005