Reaching for Online Stars: exploring principles

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Reaching for Online Starsexploring principles
models for e-learning in 21st centiury
Dr Gilly Salmon

• Innsbruck
• October 2003

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Dr. Gilly Salmon
Michael Young Building

• Centre for Innovation, Knowledge Enterprise,
  Open University Business School
• Chair Professional Certificate in Management

• Visiting Professor,
• Glasgow Caledonian Business School
• Director All Things in Moderation Ltd

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Nobel Laureatesimpact of Internet over next 20
years
how to be a star...

• 87 positive impact to improve education
• 91 improve educational opportunities
• 69 believe they could have done their work
  faster (medicine, physics, peace literature)
• www.cisco.com/nobel/survey

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About stars...
Well researched Sustainable Low cost High Quality
The context OU The models frameworks
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Open University

• Single mode distance learning only
• Undergraduate degrees, Masters degrees and
  professional qualifications
• 200,000 students
• 150,000 online
• All business processes online by 2005

www.open.ac.uk
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Open University

• Open to
• People
• Places
• Ideas
• Methods

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How do we get quality with quantity?

• fit for purpose
• Constant monitoring, mainly by peers
• Open, transparent and accountable assessment
  systems
• Always always team working

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Researching online teaching
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1980s
1990s
00s
1970s
Broadcast (TV)
Video
Computing
Multi media
Resources
Web
CMC (online networking)
Interaction
Brief History of Technology in the OU
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00s
1980s
1990s
CMC (online networking OU)
voluntary conferencing
compulsory/integrated conferencing MBA
Business School
integrated conferencing Professional courses
Grounded model
testing exploring expanding applying
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Research to practice Ground to global
00s
1990s
Content Analysis of 1993 messages
Online Tutor training 1 95-6
1st model
Model developed
Online Tutor training 2 96-7
Cognitive Mapping of 1994 messages
In-house Training (university corporate)
2st model
Practical Applications/ ways forward
Global courses
Point of learning Reflections Critical
incidents Exit questionnaires
Focus groups
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Ground to Global Application action research
in 2001-2003

• Global training in different VLEs in different
  languages
• Training for different contexts (e-democracy)
• Cultural and intercultural issues
• Academic staff as change agents
• Virtual teams
• Time

Training for E-moderating in global
constructivist contexts key success issues
(participation, emotions, time)
E-tivities research into cheap, active,
scalable online learning pedagogy In the hands
of the E-moderators
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OU and online appropriate media
Interaction
Course resources
Electronic library Document/slides in
VLEs Printed units Web sites CD-ROMs Simulations
Online conferences Bulletin boards Forums
asynchronous
Web cast Video streaming
Text chat Audio chat Video conferencing
synchronous
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Modelling the experience
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LINKS
ENABLE
conference
DVPT.
FACILITATE
SEARCH PERSONAL
KNOWLEDGE CONSTRUCT
SUPPORT TASK
BUILD BRIDGES
SEND READ
INF EXCHANGE
SET UP SYSTEM
ONLINE SOCIALISATION
WELCOME
ACCESS MOTIVATION
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instructivist
constructivist
e-tivities needed here
amount of e-moderator intervention
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Underlying literature for e-tivities
Third culture (Goodfellow 2001)
Joint Enterprise, Mutuality Shared
Repertoire (Wenger 2000, 2)
Teaching learning Biggs, 1999, Prosser
Trigwell 1998
Engagement theory (Kearsley Schneiderman 1988)
Knowledge management McDermott 1999 Duguid
Brown 2000 Polanyi 1966
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E-tivities

• Participative group work online
• Motivating,engaging purposeful
• Based on interaction between learners/students
  active student contribution
• Designed led by an e-moderator
• Usually asynchronous (i.e over time)
• Cheap easy to run- usually simple text based
  bulletin boards
• On or off campus, blended or online only

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Key applications of the model
constructivist courses
Staff development
online communities
e-democracy
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Key applications of the model
Staff development
constructivist courses
online communities
e-democracy
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Problems
opportunities
Strong emphasis on technical fix Reinforced
by solution of VLEs Selwyn et al 2001
When a new technology is introduced methods
reflect the norm rather than transform
practice Our current paradigm of teaching is
designed for sorting Reigeluth Joseph
2002, Elmore 1996, Slevin 2003
This is our moment .
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Background literature
Academic staff development Kling 2002
over idealising of online communities Armstrong
Hagel 1996 Flexibility in learning Richards
2002 Equivalence McLaughlin 2002
Reflection practice Edwards et al 2002
E-tivities scaffolding Salmon 2002
Paradox of freedom online Shedletsky
Aitken 2001
Understanding Definition of media
platforms Sufert et al 2002
Online Pedagogy Montieth Smith 2001 Forsyth 2002
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Stage 1 Write blue print
Stage 2 story board
Stage 4 Reality check
Stage 3 Build prototype online
Stage 6 Approve, plan go
Stage 5 Adjust
3 day workshop
CARPE DIEM
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Key applications of the model
constructivist courses
Staff development
online communities
e-democracy
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Many contexts
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Key applications of the model
constructivist courses
Staff development
online communities
e-democracy
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concept
Modelling 21st Century network partnerships for
e-learning
Virtual partnerships
applications
Customers clients
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Dissemination Exploration Acts of
faith Incremental growth
tip
Networked partners undertake Roles Business
models
slip
flip
Generic concept took off Wide range of
applications discovered
5 stage model Academic Staff as
change agents E-tivities
Customer client responses Concept applications
dvpt.
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Key applications of the model
Staff development
constructivist courses
online communities
e-democracy
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spark
invitation
interaction
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Organisational change research
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Changing educational practice
professionalism
early adopters
organisation restructure
control
exploration how why
teaching practice
mindset change (2)
change agents
funding/ resources
acceptance
mindsets change (1)
Scale up
operational changes
implementaion
1 understanding 2 action
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Minds Meanings - change as a process of
clarification -
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Current researh

• Exploring wider application of 5 stage model
• Cross cultural e-tivities
• Virtual learning groups
• Academic staff as change agents
• CARPE DIEM

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You think this is just a fantasy?

• this telephone has too many shortcomings to be
  seriously considered as a means of communication.
  Western Union memo 1876
• ...theres a world market for about 5 computers.
  Thomas Watson, Chairman IBM 1943.
• Computers in the future may weigh no more than
  1.5 tons." Popular Mechanics, 1949

• ...data processing is a
• fad that won't last out the year." Editor of
  business books Prentice Hall, 1957.
• Theres no reason for
• any individual to have a computer in their
  homes, Ken Olson, Chairman, Digital Corp. 1977
• 640K ought to be enough for anybody." Bill Gates,
  1981.

the future is here...
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Contact Follow Up
Many thanks for your attention

• Contact
• G.K.Salmon_at_open.ac.uk
• Papers www.atimod.com/presentations
• Book web sites
• www.e-moderating.com
• www.e-tivities.com