Odl res tr 061212

School of e-Education - hbmeu.ac.ae
Prof Alain Senteni, School of e-Education Dean
Thursday December 6th, 2012 [13:00-14:00]
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Research trends in ODL, e-Learning
and Technology-Enhanced Education
Thursday, December 6, 12

School of e-Education - hbmeu.ac.ae 2
ABSTRACT
The seminar will present ﬁndings from several international reports such as the Horizon
Report, the Observatory on Borderless Higher Education, the Delphi study on
technology-enhanced learning (TEL) carried out as part of the European Network of
Excellence STELLAR (Sustaining Technology Enhanced Learning Large-scale
multidisciplinary Research, or other recent reports e.g. on the emergence of Massive
Open Online Courses (MOOCS) who may or may not change the landscape of
education in the next few years. We will try to highlight the main issues and questions
underlying these trends, and identify the consequences on our ways of learning and
teaching, allowing us to discuss and outline some research strategies in a young
institution whose aim is to contribute to the evolution of educational practices and the
standards that govern them.

Dr. Larry Johnson, CEO of the New Media Consortium :
“I am increasingly concerned that educational
institutions are basing their strategic technology
planning on a vision of a world that no longer exists...”
Why research on ODL, eL, and TEE ?

To become innovation incubators in post-industrial
information societies, schools and universities need ﬁrst
to overcome the genetic ﬂaws of institutions designed in
the nineteenth century to answer the emerging needs of
the industrial revolution.
borrowed to Sir Ken Robinson on TED: Changing Education Paradigms
http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html
Open
transformation

Among1.5 billion people living in the Arab Gulf
neighbourhood, more than 50% are under the
age of 25.
Some 80 million young people in the Arab
world are seeking jobs.
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demography
why does education need to expand ?

6
How to secure economic and social transformations while
preserving cultural identity and keeping control on the resources ?
”the challenge is to transform a centralized
bureaucratic system into a student-centred,
decentralized learning environment.”
UAE National Media Council Yearbook 2009
culture

7
How to secure broad
access and high quality
while reducing costs ?
economy
Economic pressures and new models of education are
bringing unprecedented competition to the traditional
models of tertiary education.
The global drive to increase the number of students
participating in undergraduate education is placing
pressure across the system.

8
How to support learning and
knowledge emergence, beyond
the borders of traditional
systems of education?
What pedagogies will help
passive learners to become
active knowledge producers ?
creativity?
leadership?
entrepreuneurship?
pedagogy

Traditional systems of education
cater mainly for level 1
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Bateson’s Logical Categories of
Learning and Communication
pedagogy

entrepreuneurship and leadership
require more of levels 2 and 310
pedagogy

11
the knowledge creation metaphor of learning
Paavola, S., Hakkarainen, K. (2005) The Knowledge Creation Metaphor, An Emergent Epistemological Approach to Learning, Science & Education, 14: 535–557 Springer.
Engeström, Y. (1996) Developmental work research as educational research, Nordisk Pedagogik 16(no 3): pp. 131-143.
pedagogy

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Appropriate metrics of evaluation lag the emergence of new scholarly forms of
authoring, publishing, and researching.
Dividing learning into ﬁxed units such as credit hours limits innovation across the board.
Institutional barriers present formidable challenges to moving forward in a constructive
way with emerging technologies.
Most academics are not using new and compelling technologies for learning and
teaching, nor for organizing their own research.
Simply staying organized and current presents a challenge in a world where
information, software tools, and devices proliferate at the rate they do today.
pedagogy

Individual Group Capability
Discipline Open-Ended Exploration
Competition Cooperation
ActionReﬂection
Just-In-Time LearningPreparatory Learning
Intrinsic MotivationExtrinsic Motivation
Supportive FacilitationEvaluative Assessment
Outcome FocusedProcess Focused
enduringdilemmas
ADVANCING INVENTIVE CREATIVITY THROUGH EDUCATION (Massachusetts Institute of Technology, 2003)
web.mit.edu/invent/n-pressreleases/downloads/education.pdf
enduringdilemmas

How to research in ODL, eL, and TEE ?
from a developmental perspective, research can be
deﬁned as a scientiﬁc approach to face these
challenges, resolve these dilemmas, provide some data
and/or outline solutions in this transformation process.
data collection problem solving

Connecting learners is concerned with the potential of ICT to
connect people with others who may be in some way relevant
to their learning. It includes using ICT for knowledge building
and sharing, communication and collaboration. How to
develop new ways of knowledge building using ICT ? How to
design and organise technologies to make new ways of
communicating possible?
Orchestrating learning uses the metaphor of orchestration to
conceptualise the role of the teacher in organizing learning
situations and making them productive. How to support
teachers in orchestrating TEL ? How to use digital
technologies to orchestrate learning?
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Contextualising virtual learning environments and instrumentalising learning contexts.
This section discusses the importance of the context in TEL. How to design ICT to take
into account the cultural context ? How mobile technologies can provide learners with
novel experiences in a wider range of contexts ?
European Network of Excellence STELLAR (Sustaining Technology Enhanced Learning
Large-scale multidisciplinary Research): Delphi study on Technology-Enhanced Learning (TEL)
research sub-themes at the intersection of technology and learning
CONNECT ORCHESTRATE CONTEXT

Design-Based Research is based on synergetic relations between
researching, designing, and engineering. Design-based research
actively involves the researchers through scientific processes of
discovery, exploration, confirmation, and dissemination (Kelly, 2003).
• Feng Wang, Hannafin, M.J.(2005) Design-Based Research and Technology-Enhanced Learning Environments, ETR&D, Vol.
53, No. 4, 2005, pp. 5-23 ISSN 1042-1629
• Kelly, A. E. (2003). Research as design. Educational Researcher,32(1), 3-4.
trendy research methodologies in ODL, eL, TEE
The design-based research paradigm cuts across most
reports and publications about research trends in ODL,
eLearning, and Technology-Enhanced Education.

cc. by. sa. McNaught (2011) eLEX

Methods for
Development Work
and Research
Developmental work research
(expanding activity theory in practice)
trendy research methodologies in ODL, eL, TEE

key trends and examples
What research on ODL, eL, and TEE ?

Computers as we know them are in the process of a massive reinvention because we increasingly expect
media to be touchable and interactive.
Increasingly, students want to use their own technology for learning.
Lecture capture, podcasting, and cheap personal video recorders increasingly make it much easier to
prepare lecture-style content for students to see/hear before coming to class.
The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
Key Trends [Technology]
A second ‘big issue’ that has come of age is thus higher education virtualization,
with mobile technology and innovative learning gaining more solid ground as
social sharing processes continue to make education inroads in 2011.

Dr. Larry Johnson, CEO of the New Media Consortium :
“devices becoming more mobile, more connected,
smaller, faster and more capable, so easy to use [...]
natural user interfaces [...] children can use before they
can even speak. ”

Marshall
McLuhan
the medium is the message ?
M. McLuhan(1964) Understanding Media

Fake interview with Marshall McLuhan (1911-1980) published in WIRED by Gary Wolf
http://www.v2.nl/archive/articles/marshall-mcluhan-interview-2013-1996
ubiquity

The abundance of resources and relationships made easily accessible via the
Internet is increasingly challenging us to revisit our roles as educators.
Education paradigms are shifting to include online learning, hybrid learning
and collaborative models.
People expect to be able to work, learn, and study whenever and wherever
they want to.
There is a new emphasis in the classroom on more challenge-based active
learning.
The world of work is increasingly collaborative, driving changes in the way
student projects are structured.
Key Trends [Pedagogy]

27
not
desirable Key Trends [Pedagogy]

2
socioconstructivism
(Lev Vygotski)
constructivism
(Jean Piaget)
situated cognition
(J. Lave, E. Wenger)
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(Schneider, 2005)
Activity-Based Learning
Learning Design & Open Practices
Authentic Situations
desirable

29
The malleability of OERs allow to use
them as building blocks in creative
activities [open practices] that will make
them become meaningful in a different
context than the one they were initially
designed for.
context free !
Key Trends [Pedagogy]

Gráinne Conole and Juliette Culver (2009) Cloudworks: Social networking for learning design,
Australasian Journal of Educational Technology 2009, 25(5), 763-782.
Can we apply the best of Web 2.0 principles to an educational context?
Can we use this as a means of shifting teaching practice to a culture of
sharing learning ideas and designs?
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Cloudworks is a new social networking site which aims to provide a
mechanism for sharing, discussing and ﬁnding learning and teaching
ideas and designs.
The key associated concepts are 'clouds' and 'cloudscapes', the notion of
'social objects' in social networking and a framework for 'sociality' for
transforming user practice online.

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Learning Design & Open Practices
http://www.educause.edu/Resources/
BeyondOERShiftingFocustoOpenEd/224619

Like other design professionals – architects, engineers, programmers – teachers have to
work out creative and evidence-based ways of improving what they do.
Every day, teachers design and test new ways of teaching, using learning technology to
help their students.
By representing and communicating their best ideas as structured pedagogical patterns,
teachers could develop this vital professional knowledge collectively.
From this unique perspective on the nature of teaching, Diana Laurillard argues that a
twenty-ﬁrst century education system needs teachers who work collaboratively to design
effective and innovative teaching.
Laurillard, D. (2012) Teaching as a Design Science: Building Pedagogical
Patterns for Learning and Technology - New York/London: Routledge, 258 pp
teaching is now a design science

Diana Laurillard, Sept 2012 cc: by-nc-sa
Teachers as an
innovative professional
learning community
Acknowledge teaching as ‘a design science’:
• Teachers building on the designs of others
• Articulating their pedagogy
• Adopting, adapting, testing, improving learning designs
• Co-creating and sharing learning designs
• A computational representation of pedagogic design

Categorised
teaching-learning
activities
Expressing
pedagogy
as design
plans
Timings
Short
description
Learning
outcome
Colour-coded
content

a computational representation

36
From design idea to adoption to implementation
Design for trainee teachers, in PPC
[Automatic export to Moodle and other VLEs under development]

36
Design exported to Moodle for teachers
Design adapted for trainee medics
Design exported to Moodle for medics

36
Enabling teachers to express pedagogy directly in a VLE

36
Enabling teachers to ﬁnd, adopt
and adapt existing designs

36
Enabling teachers to ﬁnd, adopt
and adapt existing designs
Reuse reduces teaching
costs for online courses

37
Key Trends [OER integration]

http://sidecap.wetpaint.com/
http://sidecap.wetpaint.com/
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ACP-EU Cooperation Programme in Higher Education (EDULINK) 2007-2010.
Staff Improvement in Distance Education for
Caribbean, African and Paciﬁc universities
example
38

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1. Identify the main generic
headings for course content
(key topics for discussion and
learning)
2. Search for
relevant
resources that
can be re-used
for these
headings
3. Write ‘wrap-around’
materials that contextualise
and support the learning
resources
4. Add your
new materials
to the common
pool (if
required)
5. Select the
format for
sharing (wiki
etc)
✓ the process of repurposing in course design
23

40
Key Trends
[business models]

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Massive Open Online Course (MOOCs)
http://www.youtube.com/watch?v=eW3gMGqcZQc
http://cck11.mooc.ca/

https://www.coursera.org/

Thank you for your attention

Odl res tr 061212

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