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Key Issues in e-Learning: Research and Practice PDF

180 Pages·2011·6.56 MB·English
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Key Issues in e-Learning: Research and Practice http://avaxho.me/blogs/ChrisRedfield Also available from Continuum Key Ideas in Educational Research, Marlene Morrison and David Scott Handbook of Online Education, Debra Marsh, Clare Killen and Shirley Bennett The e-Assessment Handbook, Geoffrey Crisp The e-Learning Reader, Jill Jameson and Sara de Freitas Key Issues in e-Learning: Research and Practice Norbert Pachler and Caroline Daly Continuum International Publishing Group The Tower Building 80 Maiden Lane 11 York Road Suite 704 London New York SE1 7NX NY 10038 www.continuumbooks.com © Norbert Pachler and Caroline Daly 2011 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. Norbert Pachler and Caroline Daly have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as Author of this work. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN: 978-1-8470-6360-1 (paperback) 978-1-8470-6358-8 (hardcover) Library of Congress Cataloging-in-Publication Data Pachler, Norbert. Key issues in e-learning : research and practice / Norbert Pachler and Caroline Daly. p. cm. Includes bibliographical references and index. ISBN 978-1-84706-358-8 (hardcover) -- ISBN 978-1-84706-360-1 (pbk.) 1. Internet in education. 2. Information technology. 3. Virtual computer systems. 4. World Wide Web. I. Daly, Caroline. II. Title. LB1044.87.P335 2011 371.33’44678--dc22 2010029086 Typeset by Free Range Book Design & Production Printed and bound in India Contents FiguresandTables vii Introduction 1 1 The “e” in e-Learning 11 Whatdowemeanby“e-learning”? 11 Whatislearning? 17 Towardsatheoryof/fore-learning 18 Policyasadriverfore-learning 19 Potentialsandbenefitsoftechnologyineducation 21 Whatdowemeanbye-learning?Revisited 25 Sometheoreticalconsiderations 25 Theimportanceofself-regulationandmeta-learning 28 e-Learning2.0? 32 Someadditionaltheoreticalconsiderations 33 Conclusion 35 2 Changing Contexts 37 Introduction 37 Ecologyoflearningwithtechnologies 38 Technologicaldevelopmentsandchangingviewsof knowledgeandlearners 40 Socio-culturalpractices 43 Policy-making 45 Policytensionsaffectingeducationalinstitutions 49 Changingpersonal/publicboundaries 51 Challengesforschools,post-16collegesand universities 54 Conclusion 55 3 Theories, Concepts and Models 57 Introduction 57 Thesharedconstructionofknowledge 61 vi Contents Laurillard’sConversationalFramework 63 Computer-mediatedcommunication 64 CMCasaliteratelearningpractice 65 Participation 67 Theindividualandagentivedimensionsofe-learning 71 Theoreticalperspectivesonpractitionerdevelopment 75 Conclusion 78 4 Online Learning and Teaching and Learning about Online Teaching 81 Learningrevisited 81 Affordance 83 Knowledgeconstructionthroughinteraction 83 Supportingcollaborationandartefactcreation 85 Distributedcognition? 87 Asenseofplace 90 Pedagogicaltemplates,modelsandframeworks 91 Conclusion 108 5 e-Assessment, e-Portfolios, Quality Assurance and the Student Experience 109 Introduction 109 Qualityassuranceandthestudentexperience 109 e-Assessment 111 Someexamplesofe-assessmentpractices 119 e-Portfolios 122 Conclusion 126 6 Researching e-Learning 129 Introduction 129 Maturationofe-learningresearch 130 Researchingthelearningine-learning 135 The“narrativeturn” 138 TheQualitativeContentAnalysismodel 141 Wherenext? 143 Thetheory–practicechallengefore-learningresearch 145 References 149 Index 169 Figures and Tables Figures 0.1 (Unhelpful)Discourses(createdwithInspiration8) 2 0.2 AdvancesinCommunicationandInformationResources forHumanInteraction(source:adaptedfromBorgmanetal., 2008:11) 3 0.3 The“WholePictureofE-learning”model(source: GeorgeSiemens,http://www.elearnspace.org/ Articles/wholepicture.htm) 7 1.1 e-learning=enhancedlearning(source:JISC,2004:10) 15 1.2 e-learning=enhancedlearning(source:JISC,2007:10) 16 1.3 Theconversationalframeworkforthelearningprocess (source:Laurillardetal.,2000) 26 1.4 Theconversationalframeworkforsupportingtheformal learningprocess(source:Laurillard2007:160) 27 1.5 Keycomponentsofasocio-culturalecologicalapproach (source:http://www.londonmobilelearning.net) 28 1.6 Themesoftransitionine-learningexperiences (source:http://www.wlecentre.ac.uk/cms/files/projects/ reports/PR_Daly-Pachler-Pickering-Bezemer_2006.pdf) 30 3.1 Pedagogicaltechnologicalcontentknowledge.Thethree circles,Content,PedagogyandTechnology,overlapto leadtofourmorekindsofinterrelatedknowledge (source:http://tpack.org/tpck/images/tpck/a/a1/ Tpack-contents.jpg) 77 4.1 Learner-centredpsychologicalprinciples(source:McCombs andVakili,2005:1585–6) 101–2 4.2 Amodelofe-learning(source:Anderson,2008: 61) 103 4.3 Communityofinquirymodel(source:http://communities ofinquiry.com/files/coi_model.pdf) 104 4.4 ConoleandFill’smodeloflearning(source:Conoleand Fill,2005:8) 105 viii Figures and Tables 4.5 Acircleofknowledgebuildingandsharing(source:Brown andAdler,2008:28) 107 5.1 Goodassessmentandfeedbackpractices (source:Nicol,2007:3) 112–13 5.2 WordcloudcreatedusingWordle(http://www.wordle.net) 117 5.3 Amodelofe-portfoliobasedlearning (source:JISC,2008a:9) 124 6.1 Co-evolutionarycontextualmodel(source:Andrewsand Haythornthwaite,2007:40) 135 Tables 0.1 Examplesofperceivede-learningtechnologyamplification andreductions(source:KanukaandRourke,2008:9) 8 1.1 Sevenareasofe-learningactivity 20 4.1 E-learningpedagogicaltemplates(source:Jaraand Mohamad,2007:7) 96 4.2 “Parallel”template 97 4.3 Communityofinquirycategories(source:Vaughanand Garrison,2007:142) 106 5.1 Keyaspectsofformativeassessment(source:Black andWiliam,2009:8) 118 Introduction “Questions of cost and usefulness dog e-learning”: thus read a headline on 4 June 2009 in the Times Higher Education.1 According to the article, which reports on a survey carried out amongst 125 university staff, many academics see e-learning as expensive and time consuming: “it takes much longer to create high-quality e-learning material than to prepare for a traditional form of teaching to achieve the same level of learning and outcome” (p. 9). Another respondent felt that “E-learning is not as good as face-to-face interaction, but it is sometimes a necessity”. At the 2009 conference of the Centre for Excellence in Work-Based Learning for Education Professionals2 at the Institute of Education, London (9 July) a roundtable discussion about the use of (digital) technology was held in which participants were invited to discuss what they perceived to be “(unhelpful) discourses” in the field. Figure 0.1 sets out which issues came up in the discussion. As can be seen, there are deemed to exist a number of unhelpful discourses dominating the implementation of (digital) technologies, in particular transmission models around the delivery of content or the use of technology for control and management purposes around increased effectiveness. Judging by the comments made by expert discussants on the day, there appear to exist problems in embedding (digital) technologies in existing practices, an issue this book seeks to address. “Perpetual obsolescence” leads to problems around sustainability and often efforts around the introduction of e-learning are framed by a productivity and modernization paradigm. All in all, even if not a comprehensive list, this is a challenging agenda for university staff wanting to implement e-learning. In this book we explore questions around e-learning with a view to establishing what best be understood by it, mostly with reference to teaching and learning in the context of higher education provision. We also explore why the phenomenon achieved the prominence it has in the last 10 years or so with many providers offering a range of types

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