ples: framing one future for lifelong learning, e-learning and universities,

PLEs: Framing one future for lifelong learning and

universitiesDavid Jones

http://cddu.cqu.edu.au/http://cq-pan.cqu.edu.au/david-jones/

http://flickr.com/photos/druclimb/282597447/

Summary

Develop a set of enablers

Initial steps towards a design theory

To guide implementation of PLEswithin a university

Overview

Context and why?

What and how?

Steps towards design theory

Overview

Context and why?

What and how?

http://flickr.com/photos/tonivc/411231251/

History

ICT has penetrated tertiary education, but has had more impact on administrative services (e.g. admissions, registration, fee payment, purchasing) than on the pedagogic fundamentals of the classroom."

(OECD, 2005, p.15)

Best practice implementations report no more than 55% staff adoption rates

(Sausner, 2005)

In 2006• 57% CQU courses had course sites,• Most with very limited usage

(Sausner, 2005)

http://flickr.com/photos/rcstanley/30366555/

http://flickr.com/photos/fatmandy/267252461/

http://flickr.com/photos/fatmandy/267252461/http://flickr.com/photos/duncan/450469336/

http://flickr.com/photos/sookie/31219031/

Today and tomorrow

http://flickr.com/photos/stabilo-boss/93136022/

http://flickr.com/photos/sookie/31219031/

Those institutions that can continually change, keeping up with the needs of the transforming economy they serve, will surive.

Those that cannot or will not change will become irrelevant,

(Klor de Alva, 2000, p. 40)

http://flickr.com/photos/pbo31/209504598/

What do we know?

http://flickr.com/photos/pbo31/209504598/

little or no theoretically grounded and rigorous research into the structures and processes required to encourage the adoption of e-learning and to facilitate disseminate knowledge at the organisational level

(Alavi & Leidner, 2001)

More models, that demonstrate the transferability and scalability of e-learning,

are required(Salmon, 2005)

http://flickr.com/photos/niallkennedy/54591543/

Build it and they will Build it and they will NOTNOT come come

Overview

Context and why?

What and how?

http://flickr.com/photos/dalem/296189944/

nothing is so practical as a good theorynothing is so practical as a good theory(Lewin, 1945)

(Gregor and Jones, 2007)

Theories are practical because they Theories are practical because they allow knowledge to be accumulated in aallow knowledge to be accumulated in asystematic manner and this accumulatedsystematic manner and this accumulatedknowledge enlightens professional knowledge enlightens professional practicepractice

TypeType QuestionQuestion ExamplesExamplesI. Analysis What is? Taxonomies (e.g. Bloom's),

frameworks

II. Explanation How & Why? Structurational model of technology (Orlikowski 1992)

III. Prediction What will be? Org size predicting innovativeness, Moore's Law

IV. Explanation & Prediction

What is, how, why and what will be?

Most traditional view of theory, General system theory, TAM

V. Design & Action

How to do it? Codd's theory of relational database design

(Gregor, 2006)

What is theory?Of what is theory composed?How is theory expressed?What types of claims can be made?What types of questions are addressed?

Ontological questions about theory

Empirical plane

Theory plane

ArtifactArtifact

Artifact

Theoryscope

Principles of form/constructs

Justificatory knowledge

Principles ofgeneration

If X has property Z then QIf Y has property Y then P

PLEs @ CQU

Artifactmutability

Artifact

ArtifactArtifact

(Lyytinen, 2008)

Testable hypotheses

Overview

Context and why?

What and how?

Testable hypotheses

Empirical plane

Theory plane

ArtifactArtifact

Artifact

Theoryscope

PLEs @ CQU

Artifactmutability

Artifact

ArtifactArtifact

(Lyytinen, 2008)

Scope of this paper

Testable hypotheses

Empirical plane

Theory plane

ArtifactArtifact

Artifact

Theoryscope

PLEs @ CQU

Artifactmutability

Artifact

ArtifactArtifact

(Lyytinen, 2008)

Scope of this paper

Empirical plane

Theory plane

ArtifactArtifact

Artifact

Theoryscope

PLEs @ CQU

Artifactmutability

Artifact

ArtifactArtifact

(Lyytinen, 2008)

Eventually

Testable hypotheses

Empirical plane

Theory plane

PLEs @ CQU

Artifact

ArtifactArtifact

(Lyytinen, 2008)

Eventually

Artifact

Theoryscope

ArtifactArtifact

Artifact

Artifactmutability

Testable hypotheses

PLEs @ CQU

(Lyytinen, 2008)

Eventually

Artifact

Theoryscope

ArtifactArtifact

Artifact

Artifactmutability

Theory plane

Empirical plane

Testable hypotheses

Empirical plane

Theory plane

ArtifactArtifact

Artifact

Theoryscope

PLEs @ CQU

Artifactmutability

Artifact

ArtifactArtifact

(Lyytinen, 2008)

Scope of this paper

Theory plane

Enablers

WHAT HOW

Suggestions more than welcome

Enablers

WHAT HOW

TypeType QuestionQuestion ExamplesExamplesI. Analysis What is? Taxonomies (e.g. Bloom's),

frameworks

II. Explanation How & Why? Structurational model of technology (Orlikowski 1992)

III. Prediction What will be? Org size predicting innovativeness, Moore's Law

IV. Explanation & Prediction

What is, how, why and what will be?

Most traditional view of theory, General system theory, TAM

V. Design & Action

How to do it? Codd's theory of relational database design

http://slurl.com/secondlife/Teaching%204/206/151/25It

http://flickr.com/photos/joits/225824796/

The Ps FrameworkThe Ps Framework

A decision making to aid understanding ofA decision making to aid understanding ofinstitutional implementation of e-learninginstitutional implementation of e-learning

Past experiencePast experience PeoplePeople

PlacePlace

ProductProduct ProcessProcess

PurposePurpose

PedagogyPedagogy

Past experiencePast experience

http://flickr.com/photos/lorispindler/2569895656/

Be aware of, informed by and build on the specific experience of the host institution

PlacePlace

OrganisationalOrganisational

SocialSocial

TechnicalTechnical

LegalLegal

http://flickr.com/photos/askpang/327577395/

Scarcity to abundance• Information• Information technology

Student/teachers != consumer/producer

Role of Universities

http://flickr.com/photos/bcnbits/468186933/

#3. Diffusion process that focuses on the uniqueproblems of the host institution rather thanbest practice ideals

Complexity theory(Snowden & Boone, 2007)

#4. Active suport for disciplinary cultures(Harpe & Radloff, 2006)

PurposePurpose

http://flickr.com/photos/sixsteps/244244045/

#8. No fixed #8. No fixed purpose.purpose.Collaboratively, Collaboratively, negotiated around negotiated around needs and issues needs and issues of local context of local context and participantsand participants

(Jones & Muldoon, 2007)(Jones & Muldoon, 2007)

PedagogyPedagogy

http://flickr.com/photos/dquach/462387564/

#7. Focus on creating an environment toencourage pedagogical innovation ratherthen specify a pedagogy

(Johnston, 1996; Mischra & Koehler, 2006; McMaster & Wastell, 2005; Surry & Farquhar, 1997)

PeoplePeople

http://flickr.com/photos/pug/5795673/

Create/encourage opportunities to"eat your own dog food"

http://flickr.com/photos/hungry_i/47938311/

Encourage reflection on conceptualisationsof learning & teaching by staff

(Trigwell, 2001)

http://flickr.com/photos/biwook/390088839/

#6. Provide scaffolding to aid students/staff in the transition to using PLEs (technology and pedagogy)

Involve students

http://flickr.com/photos/fullmetalgenesis/1403036441/

#2. Senior management support

#3. Recognise need for safe-fail, not fail-safe

(Snowden & Boone, 2007)

ProductProduct

http://flickr.com/photos/maisonbisson/170181701/

#1. Emphasis on enabling user choice of tools, not specifying which one

Fulfill university requirements, with the tools already being used.

Supplement, not replaceexisting products

ProcessProcess

http://flickr.com/photos/airosan/2317720071/

Draw on diffusion theory (Rogers, 1995)to actively develop example applicationsthat encourage adoption

High on compatibility, ease of use, trialability, observability and relative advantage

Low on complexity

Technology Acceptance

Model(Davis 1989)

http://flickr.com/photos/airosan/2317720071/

A recurrent message arising from the study of educational technologies, however, is that it is not the provision of features but their uptake and use that really determines their educational value.

(Coates, James, and Baldwin 2005)

If a major project is truly innovative, you cannot possibly know its exact cost and its exact schedule at the beginning.

And if in fact you do know the exact cost and the exact schedule, chances are that the technology is obsolete. -- Joseph Gavin Jr.

http://flickr.com/photos/bb_matt/306544780/

ReferencesLyytinen K. (2008), Design: "Shaping in the wild", Keynote at DESRIST'2008

Snowden, D. & Boone M. (2007). A leader's framework for decision making. Harvard Business Review, 85(11), 68-76.

ples: framing one future for lifelong learning, e-learning and universities,

design theory

property y

property z

traditional view of

general system theory

good theory lewin

universities david jones

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