Here are some concepts that may be useful as I consider introducing innovations to our Excellence Distance Learning Programme.
Relative Advantage: What problem is it that the innovation is required to solve, and do colleagues share my view of what we are seeking to improve? Whatever innovation I recommend must be seen by others to offer a benefit commensurate with the effort that will be required.
Compatibility: This is likely to be a major factor for my very experienced colleagues when faced with an elearning innovation. Their sense of self is connected strongly with their face to face practice, and the online arena is an uncomfortable fit for them. I think it will be important to introduce changes progressively, enabling colleagues to embrace the changes, and edging them gradually towards less compatible innovations. (ref H807)
Complexity: This must be considered both for teachers and learners.New skills and difficult concepts must be accommodated. With a disparate group of learners such as ours, complexity must be kept to a minimum. For teachers, I must be aware of new skills and structures they might require in order to be enthusiastic participants.
Trialability: Any experiments must not disadvantage the learners as we develop the programme pedagogy of our Excellence Distance Learning programme. Our version of Trialability is Quick Prototyping, and taking bite sized chunks upon which to experiment gives us access to feedback from both teachers and learners.
Observability: This takes us right back to relative advantage. We are measuring the success of our online efforts based on the extent to which learners are able to take and use what they have learned with their clients. Our current design requires learners to demonstrate what they have learned with their first client, and so far, a small proportion have taken the plunge (3 out of 15). It occurs to me that this may be too big a jump from theory into practice, and we might benefit for designing in an earlier opportunity to observe learners' progress.
Ref:
Rogers, E.M. (2003) Diffusion of Innovations (5th edn), New York, Simon and Schuster.
Tuesday, 22 February 2011
Sunday, 13 February 2011
Innovation Case Studies Block 1, Week 2.2
In this task, we are asked to study a number of case studies - too many to read them all;-) I have decided to choose cases that have some relevance to my work life.
- Bradford University Physiotherapy Course - a module that brings the user (customer in my parlance) to life, and helps with the transfer of learning. The case based scenario module incorporated media rich elements, to make them more emotionally engaging. The scenarios were used in a blended learning format, which encouraged problem solving debate on the cases. Student feedback shows they are engaging with the material.
- Derby University BA in Business Studies. This course has been transformed by being available fully online. This has attracted a more mature student, that is motivated to complete the course. As well as being available online, there is flexibility about when modules are taken, which means that a three year course can be completed in two years. Student enrollments and satisfaction levels have been on the increase. No particular evidence of any pedagogical innovations.
- Swansea University BA and MA in Archaeology. The use of a combination of images from archaeological site, with an accompanying podcast commentary by an academic who is working on/visitng the site has been very well received. The larger number of requests to attend field study summer schools is an example of this greater level of engagement. The evidence is that students find the input much more engaging. It is also an excellent option for students with mobility issues, who would otherwise miss out on the experience of 'visiting' a site. The staff have extended their use of podcasting technology to respond to specific student enquiries. These can then become a shared resource for the future.
- Warwick University Team Based approach to creating e-resources. This project focuses on the method used by the UReCA department which has over 1000 part time students and more than 80 modules. Previously course materials were provided in paper based form - e-resources were provided only by enthusiasts. By taking a collaborative, whole department approach to developing e-resources, the project raised the confidence and competence of staff to engage with elearning. As a result, not only has the student experience been enhanced, but staff development and collaboratiion continues on the VLE that was used for the collaborative project. Free lunches were used to reward, entice participation of reluctant members of staff!!
Week One Reflections H807
In Block One of H07, we were encouraged to share our initial thoughts about innovation in elearning. There were several strands of discussion, one of which was 'what is the definition of innovation?'
As for new uses of existing technology, that, in my mind is definitely an innovation. Technologies are simply tools, and finding new ways to use them opens up our understanding both of the subject being studied and of the potential of the tool. On both counts, that is definitely innovation.
If we take the definition of innovation as being to create new or to renew, the fact that an innovation is known to one group, does not mean in my mind that it is not innovative to a new audience. And as that new audience interacts with the innovation, they are very likely to create new meaning for themselves.
Without trying to summarise what I made of the activity, there are a number of points that have given me pause for thought.
The reference which Anita Houghton made to digital storytelling took me to an excellent paper. http://www.elearnmag.org/subpage.cfm?section=articles&article=120-1 The author, Nalin Sharda, pointed out that digital technologies give learners access to incredible amounts of information, but that making sense of that information was more tricky. Simply using the electronic media to present (even more!) information does not guarantee learning, never mind superior learning. His solution of engaging learners in reading and/or creating digital stories that force them to investigate a subject, and engage with the material is an innovation that enhances learning. Sounds good to me, although I'm sure it's harder than it sounds. Sharda sums up the pedagogical challenge of elearning as follows: "E-learning systems that just transform the traditional educational content (for example, books or lecture notes) into digital media are not successful; because, e-learning content that presents only facts and figures can loose the learners attention more easily than a good lecturer, who can capture the learners' attention with personal charisma. With e-learning content, the lack of personal connection (with a real teacher) can be overcome by creating "educational stories" that embody good storytelling principles."
Nicholas Keene drew attention to the difficulty of getting colleagues who were not schooled in ICT on board with innovations. "I could name 10 professors who were hostile the varying degrees to incorporating technolouyg more into their teaching forevery 1 who was in favour." Nicholas Keene Post 36 in reply to 23 • 11 February 2011, 00:10
It is very clear that there has been an explosion in the use of technology in learning in some academic circles. This however is not reflected in business. Although all my clients are electronically wired for producing their product/service, I don't see the innovation in using technology to the degree that seems present in some academic circles. Most business leaders see elearning as a way to deliver training more easily and many assume that this will mean it is cheaper. Grasping that elearning presents a pedagogical challenge is not on many non academic radars;-)
One last thought. Nicholas also found that "My first introduction to e-learning in an HE environment was chaotic. "Nicholas Keene Post 47 in reply to 44 • 13 February 2011, 01:39 This is a very typical response to a disruptive technology - we are suddenly presented with a brand new tool and working out how to use it is always going to be a bit messy.It would be nice to think that its introduction could be more orderly, but my sense is that the chaos creates learning, and it is only then that we can create order;-)
I think we all agreed that innovation was about creating something new, but there were several debates
- Does a new idea/application have to be successful to qualify as an innovation?
- Is a new use of a existing technology an innovation?
- Can an application that is new to a person (although not new to the world) be counted as innovation?
As for new uses of existing technology, that, in my mind is definitely an innovation. Technologies are simply tools, and finding new ways to use them opens up our understanding both of the subject being studied and of the potential of the tool. On both counts, that is definitely innovation.
If we take the definition of innovation as being to create new or to renew, the fact that an innovation is known to one group, does not mean in my mind that it is not innovative to a new audience. And as that new audience interacts with the innovation, they are very likely to create new meaning for themselves.
Without trying to summarise what I made of the activity, there are a number of points that have given me pause for thought.
The reference which Anita Houghton made to digital storytelling took me to an excellent paper. http://www.elearnmag.org/subpage.cfm?section=articles&article=120-1 The author, Nalin Sharda, pointed out that digital technologies give learners access to incredible amounts of information, but that making sense of that information was more tricky. Simply using the electronic media to present (even more!) information does not guarantee learning, never mind superior learning. His solution of engaging learners in reading and/or creating digital stories that force them to investigate a subject, and engage with the material is an innovation that enhances learning. Sounds good to me, although I'm sure it's harder than it sounds. Sharda sums up the pedagogical challenge of elearning as follows: "E-learning systems that just transform the traditional educational content (for example, books or lecture notes) into digital media are not successful; because, e-learning content that presents only facts and figures can loose the learners attention more easily than a good lecturer, who can capture the learners' attention with personal charisma. With e-learning content, the lack of personal connection (with a real teacher) can be overcome by creating "educational stories" that embody good storytelling principles."
Nicholas Keene drew attention to the difficulty of getting colleagues who were not schooled in ICT on board with innovations. "I could name 10 professors who were hostile the varying degrees to incorporating technolouyg more into their teaching forevery 1 who was in favour." Nicholas Keene Post 36 in reply to 23 • 11 February 2011, 00:10
It is very clear that there has been an explosion in the use of technology in learning in some academic circles. This however is not reflected in business. Although all my clients are electronically wired for producing their product/service, I don't see the innovation in using technology to the degree that seems present in some academic circles. Most business leaders see elearning as a way to deliver training more easily and many assume that this will mean it is cheaper. Grasping that elearning presents a pedagogical challenge is not on many non academic radars;-)
One last thought. Nicholas also found that "My first introduction to e-learning in an HE environment was chaotic. "Nicholas Keene Post 47 in reply to 44 • 13 February 2011, 01:39 This is a very typical response to a disruptive technology - we are suddenly presented with a brand new tool and working out how to use it is always going to be a bit messy.It would be nice to think that its introduction could be more orderly, but my sense is that the chaos creates learning, and it is only then that we can create order;-)
Thursday, 10 February 2011
Innovation in Elearning - initial thoughts (Block 1:3)
The main issue that I see around the understanding of the definition of Innovation in Elearning is that much more emphasis is placed on innovation around the E than on innovation around the learning.
Technology is seen as the innovation - a new medium for delivery of content - and there is insufficient awareness of what it takes to learn via this medium. I am from a generation that has been brought up 'delivering' training and sees ICT as a way of delivering what they used to deliver in a face to face setting in a remote (and cheaper??) way.
Over the past 8 years, I have had a number of experimental forays into offering elearning modules, with varying degrees of success. In every case, the technology has proved somewhat of a distraction, and has delivered disappointing outcomes. My sense is that it is a mistake to focus too much on the innovative technology, and that instead, we must couple that with the learning dynamics we are seeking to create.
Technology is seen as the innovation - a new medium for delivery of content - and there is insufficient awareness of what it takes to learn via this medium. I am from a generation that has been brought up 'delivering' training and sees ICT as a way of delivering what they used to deliver in a face to face setting in a remote (and cheaper??) way.
Over the past 8 years, I have had a number of experimental forays into offering elearning modules, with varying degrees of success. In every case, the technology has proved somewhat of a distraction, and has delivered disappointing outcomes. My sense is that it is a mistake to focus too much on the innovative technology, and that instead, we must couple that with the learning dynamics we are seeking to create.
Saturday, 5 February 2011
After the dust has settled...
Looking back on our second DL programme, I can see that some of the improvements I introduced following H808 had a positive impact in what I could see of the learning.
Getting the learners to keep their own 'blog' journal had some success - a couple did make several blog posts on their own site. But what did work was that I gave all participants permission to begin their own blog posts on our programme group blog. This was very useful, and was used by all participants, and certainly kept me focused on what was being learned, and what wasn't.
The experience of using Elluminate platform was mostly very good. It certainly has great technology features,which we made good use of; the chance to run an audio presentation and discussion, being able to show video clips, the whiteboard, and the instant message/chat function. Being able to record the whole presentation was also a great asset, as on a couple of occasions, participants were not able to attend in person.
Two observations on Ellluminate; one on the audio capability and another on the file sizes.
The audio capability can be problematic if people don't set up their computers so that the internal microphones are turned off. Even though we had an audio set up session ahead of the programme start, it seemed that some people's computers reverted to default settings, and they forgot how to reset them. Others joined in on each session from different computers, and were not aware of how to change settings on unfamiliar computers. Even quite experienced colleagues struggled to be able to make audio inputs on occasions.
Another problem occurred when we invited participants the option of sending in slides for a discussion session. A couple sent (what I discovered later were) very large files, and completely disrupted the smooth running of our session!!
Both of these situations can be planned for, and next time around, we'll be aware of good housekeeping in both areas.
The scripts from the first DL Programme were incredibly useful, and gave us a brilliant base from which to create new scripts for version 2. We continued the discipline of making new scripts, and were able to add the audio recordings of sessions to the record we kept of activities.
I will be incorporating further changes to DL Programme 3, which I hope to start before the end of March 2011. The main innovation I plan to introduce is to make use of the Blackboard learn coursesites, which will allow me to keep all of the resources, discussions and journaling in one place.
One final point of disappointment. Although I feel we did a better educational job on DL Programme No 2 than on No 1, our conversion of learners into active users of our audit product, was no better. Only one of the 7 participants has gone on to conduct their first audit with clients of their own. What I am not sure about is whether the issue our participants are dealing with is a market in which their customers are very reluctant to commit to the cost of the audit. I was also rather disappointed with the extent to which the one that did use the audit was able to articulate her learning in analysing her audit results - albeit there was a gap of over three months between the course finishing and her looking at her results.
The disappointing outcome is definitely on my H807 agenda. The way I see it at the moment is that I will use the 'articulating the model' module as the subject of my H807 Examinable component. But I am sure the whole of H807 will give me food for thought on how to improve the impact of this DL Programme.
Getting the learners to keep their own 'blog' journal had some success - a couple did make several blog posts on their own site. But what did work was that I gave all participants permission to begin their own blog posts on our programme group blog. This was very useful, and was used by all participants, and certainly kept me focused on what was being learned, and what wasn't.
The experience of using Elluminate platform was mostly very good. It certainly has great technology features,which we made good use of; the chance to run an audio presentation and discussion, being able to show video clips, the whiteboard, and the instant message/chat function. Being able to record the whole presentation was also a great asset, as on a couple of occasions, participants were not able to attend in person.
Two observations on Ellluminate; one on the audio capability and another on the file sizes.
The audio capability can be problematic if people don't set up their computers so that the internal microphones are turned off. Even though we had an audio set up session ahead of the programme start, it seemed that some people's computers reverted to default settings, and they forgot how to reset them. Others joined in on each session from different computers, and were not aware of how to change settings on unfamiliar computers. Even quite experienced colleagues struggled to be able to make audio inputs on occasions.
Another problem occurred when we invited participants the option of sending in slides for a discussion session. A couple sent (what I discovered later were) very large files, and completely disrupted the smooth running of our session!!
Both of these situations can be planned for, and next time around, we'll be aware of good housekeeping in both areas.
The scripts from the first DL Programme were incredibly useful, and gave us a brilliant base from which to create new scripts for version 2. We continued the discipline of making new scripts, and were able to add the audio recordings of sessions to the record we kept of activities.
I will be incorporating further changes to DL Programme 3, which I hope to start before the end of March 2011. The main innovation I plan to introduce is to make use of the Blackboard learn coursesites, which will allow me to keep all of the resources, discussions and journaling in one place.
One final point of disappointment. Although I feel we did a better educational job on DL Programme No 2 than on No 1, our conversion of learners into active users of our audit product, was no better. Only one of the 7 participants has gone on to conduct their first audit with clients of their own. What I am not sure about is whether the issue our participants are dealing with is a market in which their customers are very reluctant to commit to the cost of the audit. I was also rather disappointed with the extent to which the one that did use the audit was able to articulate her learning in analysing her audit results - albeit there was a gap of over three months between the course finishing and her looking at her results.
The disappointing outcome is definitely on my H807 agenda. The way I see it at the moment is that I will use the 'articulating the model' module as the subject of my H807 Examinable component. But I am sure the whole of H807 will give me food for thought on how to improve the impact of this DL Programme.
Sunday, 30 January 2011
Getting Organised for H807
I am very excited to be coming back to the subject of elearning technology. My very first MAODE module was on this very topic, back in the pre web 2.0 days of 2002!! It is going to be fascinating to get underneath the surface of all of the changes that have taken place since then, and to work out which technologies can play a bigger part in my company's embryonic distance learning offering.
Before getting stuck into the content of H807, I have decided to take time to reflect on some of my H808 experiences.
My overwhelming memory of H808 was of confusion. I found it hard to make connections between the various topics we covered, in particular what the eportfolio was, and how it connected with the various etivities in which we took part. The fact that my eportfolio (the H808 Examinable Component) gained me the lowest mark of any of my 14 academic submissions so far tells me something about the extent to which I did eventually work that out!
With this in mind, I have decided to spend time during the week before the module starts by studying the course structure and the assignments, and by re-reading the TMAs from H802. This will make it much easier to be making connections with H807 material right from the start. I am confident I will find the connections on H807 easier to make, given my H802 experience and the fact that I do use web 2.0 applications of various kinds already (Facebook, Twitter, Blog, Linkedin, Elluminate, Google Apps etc). Let's hope I haven't been picking up too many bad habits on my own!!
Another frustration, I now realise, was that I allowed the timing of the TMA's and the EC to dictate how I organised my thoughts. I suspect that this made the execution of these assignments more laboured than they needed to be. My mind works in quite a butterfly way, and this time around, I want to do a better job at picking up these disorderly thoughts as I go. I have created an electronic notebook which has separate sections for each of the assignments, and I plan to collect nuggets of information there, as they occur to me. There is no rule that says that you can't start collecting your thoughts for future TMA's before you have finished the current one, is there?
One last note to myself; isn't it time I reviewed the experience of the changes that I made on the second Distance Learning Programme as a result of my H808 experiences? I really must do that before I become engrossed in H807 thinking; I am planning to use this same DL Programme for my H807 Examinable Component, so summarising the progress I have made will be a great discipline for me.
Before getting stuck into the content of H807, I have decided to take time to reflect on some of my H808 experiences.
My overwhelming memory of H808 was of confusion. I found it hard to make connections between the various topics we covered, in particular what the eportfolio was, and how it connected with the various etivities in which we took part. The fact that my eportfolio (the H808 Examinable Component) gained me the lowest mark of any of my 14 academic submissions so far tells me something about the extent to which I did eventually work that out!
With this in mind, I have decided to spend time during the week before the module starts by studying the course structure and the assignments, and by re-reading the TMAs from H802. This will make it much easier to be making connections with H807 material right from the start. I am confident I will find the connections on H807 easier to make, given my H802 experience and the fact that I do use web 2.0 applications of various kinds already (Facebook, Twitter, Blog, Linkedin, Elluminate, Google Apps etc). Let's hope I haven't been picking up too many bad habits on my own!!
Another frustration, I now realise, was that I allowed the timing of the TMA's and the EC to dictate how I organised my thoughts. I suspect that this made the execution of these assignments more laboured than they needed to be. My mind works in quite a butterfly way, and this time around, I want to do a better job at picking up these disorderly thoughts as I go. I have created an electronic notebook which has separate sections for each of the assignments, and I plan to collect nuggets of information there, as they occur to me. There is no rule that says that you can't start collecting your thoughts for future TMA's before you have finished the current one, is there?
One last note to myself; isn't it time I reviewed the experience of the changes that I made on the second Distance Learning Programme as a result of my H808 experiences? I really must do that before I become engrossed in H807 thinking; I am planning to use this same DL Programme for my H807 Examinable Component, so summarising the progress I have made will be a great discipline for me.
Monday, 3 May 2010
FSW Distance Learning Second Programme May 2010
Having run the first consultants DL programme in October 2009, there are a number of improvements that I want to incorporate in the second version, which begins on 10th May 2010.
The overall purpose of the programme is to create an extra route to market for our consulting tool, the Excellence Audit. This means that our training programme has three important strands; firstly to introduce and explain the key features of our Future Shape of the Winner Model and Excellence Audit; then to help consultants to work out how the model connects with, and hopefully strengthens their existing consulting practice; finally to help them to identify the client situations in which the model can be of most use and to consider how they can promote its use to these prospects.
On the first programme, I was not clear enough in my own mind about these three different learning objectives.
In effect, this is a progression from articulating meaning right through to making new meaning. On our first programme, one consultant has most successfully made this transition, with another two who are making progress. We would like to improve that performance on the second programme.
In creating the learning plan for Programme number 2, I will encourage participants to create their own learning journal, hopefully on their own blog, and will set assignments that draw attention to these three different strands of the Programme.
It will be most interesting to see whether I can persuade this group of mature professionals to keep a blog record of their reflections, but of the seven participants, three already have their own blog, and two of these three are enthusiastic users of blogging. I am hoping that their example to the rest of the group will encourage others to join in. I have tried to replicate my H808 experience, where an e-portfolio was a required element of the ECA, by pointing out to participants that the blog can be evidence of learning which can be included in their submission for accreditation.
I also plan to use the Elluminate Web Platform for the first time on the Programme. This will be an improvement on the previous Webinar platform that we have used, as it has a number of useful educational features, such as a whiteboard, breakout rooms, a session planner, recording and polling. It also has an audio feature which allows group discussions during a session. The educational features offer us the change to shift from a largely transmission approach to include more interaction. An option we plan to experiment with on programme 2 is to provide some of the inputs in a podcast format, again freeing up web tutorial time for discussions and questions.
The use of this platform seems very 'lumpy' at the moment, but will doubtless get smoother as we become more familiar with the technology. In order to iron out any basic sound or technology issues, we have scheduled an introductory session for all participants to try out the web platform before our first full session.
I am very pleased that we maintained the discipline on Programme 1 of writing scripts for the four web tutorials. Although we will make changes to these, we can go back to a basic structure that has run smoothly. I see that the Elluminate platform has a Planner feature which enables you to set up your session including your script, slides and choreographed actions on the web platform. I plan to begin simply with mainly script, slides and audio discussions, but to experiment with the whiteboard and breakout rooms in later sessions, assuming all goes to plan;-)
Lots to think about, but it is most exciting to have the chance to go again with the benefit of H808 in the forefront of my thinking.
The overall purpose of the programme is to create an extra route to market for our consulting tool, the Excellence Audit. This means that our training programme has three important strands; firstly to introduce and explain the key features of our Future Shape of the Winner Model and Excellence Audit; then to help consultants to work out how the model connects with, and hopefully strengthens their existing consulting practice; finally to help them to identify the client situations in which the model can be of most use and to consider how they can promote its use to these prospects.
On the first programme, I was not clear enough in my own mind about these three different learning objectives.
In effect, this is a progression from articulating meaning right through to making new meaning. On our first programme, one consultant has most successfully made this transition, with another two who are making progress. We would like to improve that performance on the second programme.
In creating the learning plan for Programme number 2, I will encourage participants to create their own learning journal, hopefully on their own blog, and will set assignments that draw attention to these three different strands of the Programme.
It will be most interesting to see whether I can persuade this group of mature professionals to keep a blog record of their reflections, but of the seven participants, three already have their own blog, and two of these three are enthusiastic users of blogging. I am hoping that their example to the rest of the group will encourage others to join in. I have tried to replicate my H808 experience, where an e-portfolio was a required element of the ECA, by pointing out to participants that the blog can be evidence of learning which can be included in their submission for accreditation.
I also plan to use the Elluminate Web Platform for the first time on the Programme. This will be an improvement on the previous Webinar platform that we have used, as it has a number of useful educational features, such as a whiteboard, breakout rooms, a session planner, recording and polling. It also has an audio feature which allows group discussions during a session. The educational features offer us the change to shift from a largely transmission approach to include more interaction. An option we plan to experiment with on programme 2 is to provide some of the inputs in a podcast format, again freeing up web tutorial time for discussions and questions.
The use of this platform seems very 'lumpy' at the moment, but will doubtless get smoother as we become more familiar with the technology. In order to iron out any basic sound or technology issues, we have scheduled an introductory session for all participants to try out the web platform before our first full session.
I am very pleased that we maintained the discipline on Programme 1 of writing scripts for the four web tutorials. Although we will make changes to these, we can go back to a basic structure that has run smoothly. I see that the Elluminate platform has a Planner feature which enables you to set up your session including your script, slides and choreographed actions on the web platform. I plan to begin simply with mainly script, slides and audio discussions, but to experiment with the whiteboard and breakout rooms in later sessions, assuming all goes to plan;-)
Lots to think about, but it is most exciting to have the chance to go again with the benefit of H808 in the forefront of my thinking.
Subscribe to:
Posts (Atom)
