University of Manchester

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University of Manchester E-learning policy
informed by e-learning research 30 November 2005
Targeting research on policy objectives A gap
analysis Diana Laurillard
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Outline
Origins of research policy, practice,
theory Where does research fit? Priorities for an
e-learning research strategy at national
level Priorities for an e-learning research
strategy at institution level
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Origins of research
Policy-driven Practice-driven Theory-driven
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Personalisation and choice
Flexibility and independence
The aims for a 21st century system
Opening up services
Staff development
Collaborative partnerships

• Personalise teaching and learning

will need the contributions ICT and e-learning
can make, to

• Include the hard to reach groups

• Open up a more flexible system

• Improve efficiency and effectiveness

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Origins of research
Policy-driven Practice-driven Theory-driven
- focus on the challenging objectives
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The contribution of digital technologies to the
learners journey
Personalised needs analysis Access to information
and guidance
Assessment when ready Formative feedback Progress
files and e-portfolios
Adaptive, interactive learning environments Adapti
ng to learning style and pace Personalised
feedback and support
Partnerships offering flexible courses, modes,
locations and patterns of study
Curriculum choice through partnerships Provider
flexibility and online support
Early years School Adult skills HE
Personalised needs-benefits analysis Links to
informal learning opportunities Access to advice
and guidance
at any age
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What does it take to create the step change to
meet our objectives?
Drivers
things you cant ignore

• Strategic plans
• Funding imperatives
• Learner needs
• Stakeholder demands
• Career opportunities
• Curriculum requirements
• Assessment requirements
• Quality standards

Teachers Designers Leaders
We must address all these drivers
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What does it take to create the step change to
meet our objectives?
Enablers
things you cant do without

• Training and development
• Information guidance
• Shareable resources
• Online communities
• Learning design toolkits
• Economic modelling
• RD on pedagogies
• ICT systems and services
• Rights and IPR advice

Teachers Designers Leaders
We must provide all these enablers
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The strategic focus must be to work with the
system
We need
To support
Citizens Learners Designers Teachers Leaders
Cross-sector information, advice and guidance on
education Shared ICT systems that recognise
their information, data and personal
resources High quality interactive learning
resources that adapt to learners
needs E-learning development, shareable
resources, easy learning design tools A
leadership package with self assessment tools,
advice and guidance
Underpinned by universal, robust, interoperable
ICT systems
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The contribution of digital technologies to the
learners journey
Personalised needs analysis Access to information
and guidance
Assessment when ready Formative feedback Progress
files and e-portfolios
Adaptive, interactive learning environments Adapti
ng to learning style and pace Personalised
feedback and support
Partnerships offering flexible courses, modes,
locations and patterns of study
Curriculum choice through partnerships Provider
flexibility and online support
Early years School Adult skills HE
Personalised needs-benefits analysis Links to
informal learning opportunities Access to advice
and guidance
at any age
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Where is research needed?
Personalised needs analysis Access to information
and guidance
Assessment when ready Formative feedback Progress
files and e-portfolios
Adaptive, interactive learning environments Adapti
ng to learning style and pace Personalised
feedback and support
Partnerships offering flexible courses, modes,
locations and patterns of study
Curriculum choice through partnerships Provider
flexibility and online support
Personalised needs-benefits analysis Links to
informal learning opportunities Access to advice
and guidance
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Basic Action Planning RD
research Management
Where is research needed?
Personalised needs analysis Access to information
and guidance
Assessment when ready Formative feedback Progress
files and e-portfolios
Adaptive, interactive learning environments Adapti
ng to learning needs Personalised feedback and
support
Partnerships offering flexible courses, modes,
locations and patterns of study
Curriculum choice through partnerships Provider
flexibility and online support
Personalised needs-benefits analysis Links to
informal learning opportunities Access to advice
and guidance
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Origins of research
Policy-driven Practice-driven Theory-driven
- focus on the challenging objectives
- focus on what we need to do
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There is a common thread
in the development of our understanding of
learning
- the learner as active agent in the learning
process
- the learner as active agent in the learning
process
John Dewey Jean Piaget Lev Vygotsky Jerome
Bruner Paulo Freire Gordon Pask Terry
Winograd Seymour Papert Lauren Resnick John Seely
Brown Ference Marton Roger Säljö John Biggs Yrjo
Engestrom Jean Lave
1890 . . 1940 . . 1960 . . 1980 . . 2000 . .
Inquiry-based education Constructivism Mediated
learning Discovery learning Learning as
problematization Learning as conversation Problem-
based learning Reflective practice Meta-cognition
Experiential learning Learner-oriented
approach Social constructivism Situated
learning Activity theory
share a common conception of the learning process
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What does theory tell us about active learning?
Inquiry-based education Constructivism Mediated
learning Discovery learning Learning as
conversation Problem-based learning Reflective
practice Meta-cognition Experiential
learning Learner-oriented approach Social
constructivism Situated learning Activity theory

• Learners need to be
• engaged in goal-oriented tasks
• practising skills
• exploring and interpreting
• building and experimenting
• using feedback to adapt actions
• discussing what they do
• reflecting on what happens
• articulating what happens

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Research is need to establish how digital tools
and technologies can help the learner to

• engage in goal-oriented tasks
• practise skills
• explore and interpret
• build and experiment
• use feedback to adapt actions
• discuss what they do
• reflect on what happens
• articulate what happens

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Origins of research
Policy-driven Practice-driven Theory-driven
- focus on the challenging objectives
- focus on what we need to do
- focus on what we need to find out
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Where does research fit?
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Ideal information flows
Educators
ICT industry
Policy-makers
Researchers
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Ideal information flows
Educators
Findings to inform practice
Requirements Resources
Effective products
Experience Advice
Fieldwork Experience
Policy-makers
Researchers
Experience Stable market
Findings for design
Fieldwork Route to market
ICT industry
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Actual funding flows
Educators
Policy-makers
Researchers
ICT industry
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Funding flows - plugging some gaps
Educators
ELCs General teaching funds
ELCs Targeted teaching funds
Policy-makers
General research funds
Targeted research funds
Free advice
Researchers
ELCs
Consultancy funds
Collaboration and royalties
Innovation funds
Increased innovation funds
ICT industry
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Priorities for an e-learning research strategy
at national level
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E-Learning research call
Targeted on policy objectives (personalisation,
inclusion, flexibility, efficiency) Robust
methodologies (for both basic research and action
research) Tractable research problems Collaboratio
n with practitioners and industry Building a
sustainable research programme
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Building a sustainable research programme
Educators
Proposals that identify the inter-disciplinary
research challenges that will contribute to
achieving the objectives of personalisation incl
usion flexibility efficiency to a degree that
would be impossible without e-learning
ICT industry
Policy-makers
Researchers
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Priorities for an e-learning research strategy
at institution level
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Activities
How?
What?
Research call Contacts with HMT, eGU, No 10
policy unit PR and Comms plan
Research reports and discussion papers for
policy-makers, strategists, RCs
Economic modelling for productive time Influence
nature of e-learning products
Learner modelling Adaptive formats Generic
formats Cross-discipline and cross-sector
Collaboration with educators and commercial
e-learning publishers
Present case to industry sponsors and
collaborators Work through teachers
Project teams in LKL Papers and reports on theory
findings Work with IoE projects Skilled
personnel
MFL skills - adaptive tasks and formative
feedback Cog. disability diagnosis, remedn, PL
Research focus on specific learning needs ??
capabilities of digital technologies
Intensive theory-based testing of practice-based
design
LKL seminars Links to other research labs
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University of Manchester E-learning policy
informed by e-learning research 30 November 2005
Targetting research on policy objectives A gap
analysis Diana Laurillard www.lkl.ac.uk