E-learning and me

Ruth Catlow, Miles Metcalfe, Roger Rees

E-learning and me

Where we came fromWhere we came from

What that meansWhat that means

Where we are goingWhere we are going

What that meansWhat that means

AcknowledgementsAcknowledgements

Where we came from

Elearning in the enterprise

In the beginning…

Computers were expensiveComputers were expensive

Owned by governments, businesses, and Owned by governments, businesses, and universitiesuniversities

Senior decision-makers bought computers for Senior decision-makers bought computers for their organisationstheir organisations

IT staff enforced fair useIT staff enforced fair use

From the datacentre

Drivers for computing:Drivers for computing:

Reducing costsReducing costs

Increasing efficiencyIncreasing efficiency

This is the computing of the “enterprise”This is the computing of the “enterprise”

Key themes are: processes, workflows, Key themes are: processes, workflows, standards and standardisationstandards and standardisation

To the learning centre

Technology supported learning inherits an Technology supported learning inherits an “enterprise” mindset.“enterprise” mindset.

RegulatedRegulated

StandardisedStandardised

Locked upLocked up

Locked downLocked down

Welcome to Leeds, kids!http://campus.leeds.ac.uk/isms/information_security/index.htm

And to the VLE

The virtual learning environment is a The virtual learning environment is a panopticon for learning and teachingpanopticon for learning and teaching

Typically bought by a committeeTypically bought by a committee

Imposed as an institutional “solution”Imposed as an institutional “solution”

It supports standards you can’t pronounce, let It supports standards you can’t pronounce, let alone ever needalone ever need

Where we are going

Learning 2.0

In the present

Laptops are given away with broadband dealsLaptops are given away with broadband deals

Social networking and instant messaging are Social networking and instant messaging are commonplace amongst studentscommonplace amongst students

Most of their lecturers have a Facebook pageMost of their lecturers have a Facebook page

The marketing department are running an ill-The marketing department are running an ill-judged campaign on Bebojudged campaign on Bebo

The good

Computers are no longer jealously-guarded Computers are no longer jealously-guarded scarce resourcesscarce resources

Many students and staff are empowered Many students and staff are empowered through computer usethrough computer use

The prototypical computer use today is The prototypical computer use today is communication communication –– email, IM, social networking email, IM, social networking

Elearning innovation using social softwareElearning innovation using social software

The not so good

Technically, universities aren’t ready for user-Technically, universities aren’t ready for user-owned technologyowned technology

The UKAMF shows that strategy is slow to The UKAMF shows that strategy is slow to catch up catch up –– and the enterprise abides and the enterprise abides

The “dash to Facebook” can neglect pedagogy The “dash to Facebook” can neglect pedagogy for trendinessfor trendiness

Hard problems with assessment remain hardHard problems with assessment remain hard

Towards a solution

Social tools are not for everyoneSocial tools are not for everyone

Not all learners will generalise from MySpace to Not all learners will generalise from MySpace to a course wikia course wiki

Not everyone has the same access to Not everyone has the same access to technologytechnology

Institutional policies can diminish the experience Institutional policies can diminish the experience of the least well-equippedof the least well-equipped

Look out for…

OpenID if your institution supports itOpenID if your institution supports it

RSS or Atom feeds are a mustRSS or Atom feeds are a must

It should be easy to get data outIt should be easy to get data out

Data-portability a sensible minimumData-portability a sensible minimum

But But –– your data is your property! your data is your property!

The social stack

A model for social software in education

A social stack

After: http://www.headshift.com/archives/003389.cfmAfter: http://www.headshift.com/archives/003389.cfm

Assessment

A problem of scalabilityA problem of scalability

Institutional OpenID could help with oversightInstitutional OpenID could help with oversight

Life-stream services such as Friendfeed or Life-stream services such as Friendfeed or Jaiku have potential for group aggregationJaiku have potential for group aggregation

Not complete solutionsNot complete solutions

Challenges

Develop a sophisticated view of “Web 2.0” Develop a sophisticated view of “Web 2.0” softwaresoftware

Choosing the right platforms, and supporting Choosing the right platforms, and supporting learners’ choiceslearners’ choices

Platform personalisationPlatform personalisation

Equality of access: wealth, inclinationEquality of access: wealth, inclination

Acknowledgements

Credits and thanks

Funding from the JISC Funding from the JISC –– D4L and user-owned D4L and user-owned technology demonstratorstechnology demonstrators

Andrew McAfee for Three Kinds of ITAndrew McAfee for Three Kinds of IT

Headshift for the Social StackHeadshift for the Social Stack

University of Leeds for screen-grabsUniversity of Leeds for screen-grabs

Apple for iPhone photosApple for iPhone photos

• Jeff Kravitz for unearthing photos from the Jeff Kravitz for unearthing photos from the prehistory of computingprehistory of computing

• Students and staff at Ravensbourne CollegeStudents and staff at Ravensbourne College

• Thanks for listening!Thanks for listening!