The 24 hour University:

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Pedagogical requirements of VLEs PETS PLANETS

• The 24 hour University
• Stretching the
• Limits
• UCISA TLIG-SDG
• User Support Conference
• Leeds April 2002

Dr Gilly Salmon
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Dr. Gilly Salmon

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

• Centre for Innovation, Knowledge Enterprise,
• Open University Business School, UK

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So whats the
problem?
OPPORTUNITY

• any teacher who manages to usecomputers has
  somehow overcome a host of organisational
  obstacles, political decisions made by others
  remote from the classroom, and difficulties
  associated with the technology itself, including
  mismatches between rampant featurism and the
  teachers practical needs(Cuban 2001 p. 173)

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What we know so far about learning online

• Active and social learning must not be lost!
  Human intervention critically important
• We need focus. We need pathways. We need choices
• We need to make a difference. Key issues to
  address are Participation, Emotions and Time

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3 main arenas

• Changing role of the lecturer and teacher. How
  can VLEs support and develop this role?
• The second is the needs of all online
  participants PARTICIPATION, EMOTIONAL,TIME
  (PET).
• Peak at the future. Which Planet does your VLE
  belong on? Are we all on the same one? Can we
  influence the future through VLEs?

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Concept of affordance

• Properties of a system which
• allow certain actions to be performed
• encourage certain types of behaviour

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Succeeding Online Tackling the 3 BIG issues
PET

• Participation
• Emotions
• Time

Lecturers Learners
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level 1
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level 2
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level 3
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level 4
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level 5
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Scaffolding

• Evolving set of skills for developing mastery of
  performance
• Link to reflective practice
• Based on researched model, applied in wide
  variety of contexts

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e-tivities easy cheap active online
learning e-tivities address either one stage of
the 5 stage model and/or movement between them
DVPT.
KNOWLEDGE CONSTRUCT
INF. EXCHANGE
SOCIALISATION
ACCESS MOTIVATION
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Janison Toolbox
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The numbers game

• Depends on
• on level of of the 5-step model purpose
• extent e-moderators relax about new constructions
  of time
• paradox of participation
• 151

VLE to support groups!
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PETs requirements of VLEs

• make scaffold building easy (focus on process
  tools), focus online activities, trigger content
  on same page as discussions.
• Groups communication tools

• Efficiency effectiveness for e-moderators
• archiving, summarising, tracking
• accessible from anywhere

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Scenarios

• These scenarios include role of research,
• technologies, teaching philosophies, assessment
  
• role of e-moderators
• pedagogy technology

• look at possibilities
• creatively explore uncertainties complexity
• undertake strategic conversations
• make choices
• prepare!

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4 e-learning scenarios
Planet of Contenteous
Planet Instantia
Nomadict Planet
Planet of Cafélattia
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Planet of Contenteous
Transmission model of teaching content rich Big
Brother learning automated testing
feedback assessment on reproduction critique
Technology as a delivery system content
learning management systems, multi
media, industry standards DVDs, digital cable
TV.a
VLE support different media automatic testing
tracking mass viewing, individual
assessment submissions in different media eye
into reality, simulations, virtuality asynchronous
synchronous scheduling sports bag media
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Contenteous
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Planet Instantia
Tick-tock
Tick-tock
E-learning Continuous, applied, flexible
instant Just for me, just in time, just for now,
just enough dynamic, visualisation assessment
authenticity, tracking, links to performance
management
Computer based courses from desks IT as
tools learning objects rule the planet!
VLE high reliability scalable as courses
increase individualisation, customisation
Tick-tock
Tick-tock
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Instantia
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Nomadict
Wearable, portable embedded
technologies PDAs, Palms tops, 3rd generation
mobile phones GPS, wireless personal national
international comms networks biometrics provide
security of identity
truly any time any place learning, learner
chooses style, focused learning components
interact with learners environments provide
pacing, student designed assessments (with
helpers)
Accessible anywhere without client
software support modularity ambient
intelligence personalised assessment overcome
Gap problems
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Nomadict
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gps
Future Uni Lecture Hall
Is English the language of the future? VLE
automatic translation?
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Planet of Cafélattia
Developed Internet (beyond the
browser!) technologies as mediating devices, as
contexts community space, asychronous
synchronous groupware, clicks mortar, hi lo
bandwidth distributed computing resources use
of grids shared memory space
social context for learning, acquisition,
argument application, find interact with
like-minded others, free expression, intellectual
extension by dialogue reflection, professional
communities, sharing of tacit knowledge assessment
is negotiated knowledge construction
problem solving skills,
VLE support many standards and/or compatibility
addressed knowledge management tools much
improved group working tools sophistication in
collaborative environments
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NETWORKS REPLACE INSTITUTIONS
A late version of the Palace of
Delight? (Walter Besant)
Cafélattia
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You dont think any of this will happen?

• 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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Imagine your own scenario?
From Built to Last J. Collins J.I.
Porras HarperBusiness 1997
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Summaries and last thoughts!
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Avoiding multi-media mediocrity
PET
VLE's the last word minimise filters!

• Explore the scenarios disciplines, cultures,
  traditions
• Be clear about your own (learning teaching)
  objectives)

• Choose based on fit for purpose
• Learn by doing, research as you travel

Guide the consequences
Recruit, train develop e-moderate!
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Skills for e-moderators in the knowledge media
age
Prerequisites! Flexibility towards online
teaching learning, Empathy with online
learners, Willingness to be trained developed
Develop fast! online communication group
skills, pacing use of time online, ability to
teach e-moderate cross-culturally value
diversity relate to learners without
meeting assess online
training for staff through the VLE itself
train
develop
recruit
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Key questions for teaching staff to ask of a VLE

• Ask not what can the VLE can do for (to?) me
  but
• what I can do with it?
• What are its special affordances and
  limitations?
• Can I learn to teach online through the platform
  itself?
• if not, why not?
• How can I adapt the VLE to suit my current and
  future teaching and learning practices?
• Point me to successful and active e-learning
  examples in this VLE in my discipline?
• How will this VLE offer me the opportunity to
  create active learning?
• What planet does your VLE come from?
• How will it help create Participation and manage
  Time?

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CONTACT PAPERS

• G.K.Salmon_at_open.ac.uk
• http//oubs.open.ac.uk/gilly
• http//oubs.open.ac.uk/e-moderating

Many thanks for your attention