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The student experience

The student experience. How does it align with policy directives?. Gráinne Conole g.c.conole@open.ac.uk Eden Conference, Naples 15 th June 2007. Mismatch between policy and practice. Societal trends, policy, practice. Learner voices. Unpredictable, constantly changing world. Giddens.

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The student experience

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  1. The student experience How does it align with policy directives? Gráinne Conole g.c.conole@open.ac.uk Eden Conference, Naples 15th June 2007

  2. Mismatch between policy and practice Societal trends, policy, practice Learner voices

  3. Unpredictable, constantly changing world Giddens Becks Culturally rich and complex society with changing norms and values Networked society Increasing impact of technology Virioli Unintended consequences and manufactured risks Castells

  4. Changing society Technology Lifelong learning Policy directives Economy Work Good practice Initiatives Practice society->policy->impact impact<-policy<-society Practice Cultures Values Innovation Personalisation Education Boundaries Globalisation

  5. Context Globalised, networked and information rich environment, changing social norms and values Drivers Widening participation, e-learning, accessibility, democratisation, economic development, lifelong learning Policy Practice Range of funding initiatives, e-Learning strategy UK: Let 1000 flowers bloom China: Government directed, massification Sino-UK programme Education for all Impact Local culture vs. global hegemony, changing roles and structures, new educational and funding models

  6. Environment Learning approach Process The “net generation” Oblinger, Prensky, Kennedy… Technology-rich environment Digitally literate Multiple representations Connected Task orientated Experiential Multi-tasking Fast responses Group activities

  7. JISC Learner Experience programme Phase one: Review (Sharpe et al) LEX (Creanor et al) LXP (Conole et al) Phase two: Longitudinal study STROLL Six institutional projects Discipline differences, disability, practice-based, transitions between sectors

  8. Online survey Audio logs Interviews Learner Experiences Project Student experiences Subject discipline differences Effective e-learning strategies LXP Uses of technologies M. de Laat - Exeter, T. Dillon – Bristol, J. Darby – Open University

  9. Fabio: an individual learner (Economics) Samir: a social learner Annmarie: an active technology user (Medicine) Gary: learning through practice (Medicine) Jack: social/interactive learner (Computer Science) Finbar: an active blogger (Computer Science) Dzel: aTurkish student (Languages) Peizhi: a Chinese student (Languages) Learner voices

  10. Audio logs Internet sites for meanings and glossary Mobile phone find out about course work MSM chat to send coursework to friends Mobile to text class mates to get exam hints Blogs for personal reflection Internet/search engines to verify concepts Voice recorder for collecting interview data USB stick to transfer data between home and uni Dictionary.com to check words Podcasts from English language sites Updating E-Portfolio from the hospital University VLE site to access lectures and check calendar In situ, emotive responses Internet to research an essay Google using keywords/phrase Wikipedia and podcasts

  11. Laura: techno savvy Emma and Jenny: practice application Video clips Reflective summaries Encapsulate key findings from Across the studies Highlight range of learners and their appropriation

  12. Researching and retrieving information Google, Wikipedia, subject-specific sites Communication Multiple tools, peers/tutors… Assignments Generic tools: Word, Excel, Powerpoint Integrated learning Mixed views on institutional systems, bias towards personalised learning Patterns of use

  13. Information Passive Individual Communication Interactive Social Technologies for learning Technologies for life

  14. Policy directives? Lifelong learning, widening participation, digital divide, knowledge economy Implications…. “Underworld” and mismatch Using tools in unintended ways Pervasive and integrated Extensive use of tools for everything Personalised Adapted to personal needs Social Networked peer community Interactive Content not fixed

  15. How can we maximising the potential of the technologies? How can we exploit the social dimensions: for collaborative design and in how students engage with activities? Role of policy? Can we let go?? How can we best scaffold this new net generation? The macro and micro context

  16. Further information • JISC learner experiences programme • www.jisc.ac.uk/elp_learneroutcomes.html (phase one) • www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_learnerexperience.aspx (phase two) • Conole, G. (forthcoming), ‘Relationship between policy and practice – the gap between rhetoric and reality’, in The Sage Handbook of e-Learning Research,E-learning Research Handbook, pp 286-310, R. Andrews and C. Haythornthwaite (eds), London: Sage • Beetham, H., and Sharpe, R. (2007), Rethinking pedagogy for a digital age, H. Beetham and R. Sharpe (Eds), Oxford: RoutledgeFalmer. • Conole, G. and Oliver, M. (eds.) (2007) Contemporary Perspectives in e-Learning Research: Themes, Tensions and Impact on Practice, Oxford: RoutledgeFalmer • Oblinger, D. and Oblinger, J. (2005), Educating the Net Generation, Educause e-book

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