Transcript E-moderating: the key to successfully teaching and

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Open University Business School
Est. 1983
30,000 students pa
Lecturers, 850
Staff 270
Awards 11,000 MBA, 40,000
cert/dip
44 countries
Pass rate 85%
t/o GBP 40m p/a
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AMBA
EQUIS
CIPD
ACCA
Investors in People
CIMA
Largest business school in
Europe.
Largest provider of MBAs in the
world.
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Dr. Gilly Salmon
Centre for
Innovation,
Knowledge &
Enterprise, Open
University Business
School
Chair Professional
Certificate in
Management
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Visiting Professor,
Glasgow
Caledonian
Business School
Director ‘All Things
in Moderation Ltd’
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The 21st Century: the discontinuities
adoption of technology
highly unpredictable
Apples don’t grow on trees…
Chips aren’t a high fat food…
Gates don’t open…
Windows don’t offer a better view
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Throughout education, throughout the
world….
Traditions of knowledge transmission & acquisition are
challenged
neatly packaged client/customers “needs” do not present
themselves.
the use of technologies grows in a way that has little to do with
demographics
Terrific opportunities pass us by in a haze of commercialism..or a
flash in the pan of new initiative exhaustion
There’s a need to focus…
Find your niche and make a difference!
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Why research teaching online
“…any teacher who manages to use…computers has
somehow overcome a host or 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
teacher’s practical needs…”
(Cuban 2001 p. 173)
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Is it all worth while?
70 Nobel Laureates:
impact of Internet over next 20 years
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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Has technology taken over?
There is no evidence that e-learners wish to
do without their human supporters
They need support in pacing, timing, learning.
assessment, working together
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A ‘solution’ ? :Scenarios
look at possibilities
These scenarios include role of
research,
creatively explore
uncertainties & complexity technologies, teaching
philosophies, assessment &
undertake strategic
role
of
online
teachers/trainers
conversations
relevance to further education
make choices
prepare!
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Playlet One: Contenteous
Playlet Three: Nomadict
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Playlet Two: Instantia
Playlet Four: Cafélattia
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Contenteous
Choices based on
media profiles
online resource availability
league tables
Transmission
model of teaching:
content rich
Big Brother learning
Virtuality, simulations
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Technology
as a delivery system;
content & learning
management systems,
multi media,
Digital radio
DVDs, digital & cable TV.
standards
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Contenteous
Assessment
Technology:
Diagnostic
very good navigation,
tests determine
multi media capacity
content pathways
‘eye into reality’ simulations
reproduction &
virtuality
critique
asynchronicity
frequent automated testing
& synchronicity
sophisticated feedback
automatic tracking & testing
& guidance
extremely robust
excellent scheduling
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Contenteous
Economies of
scale through reduced
interaction
Teaching:
content experts
build online libraries & resource pathways
become e-lecturers
captivate big audiences
(support of the elite few
needs high level of research)
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Contenteous
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choice:
Instantia
Just for me, just in time,
just for now, just enough
E-learning
Continuous, applied,
Flexible
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Computer based courses
from desks & learning centres
IT as tools
learning objects
rule!
Speed of mind
absorption=
speed of technology
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Learning Objects
The technology delivered learning of tomorrow will be
assembled, not authored from large reservoirs of content
presented to the learner…and more emphasis will be on
building knowledge bases that can be published ‘on the fly’
Elliot Masie
Learning objects may be constructed through combining
several elements, such as HTML, graphics, audio, video,
documents, Java, to provide interactivity
Charles Jennings
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Paul’s
students
Paul
Teaches computing
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Frances
Cross cultural marketing
Report
writing
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Analysing
Analysing
Presenting
Presenting
Report
data
data
inf
inf
development
Martin
Systems analysis
Compare
Compare Understanding Equality
& diversity
&contrast
contrast
culture
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Instantia
assessment:
authenticity,
tracking,
links to
performance
assessment submittable in
different media
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Technology
available 24/7/52
sophisticated
metagged data bases
easily manipulated
highly reliable and scalable
quick easy customisation
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Instantia
Teaching:
support
autonomous learning,
available 24 hours a day,
synchronously
& asynchronously
focus on:
skills development
& adoption of in-house
knowledge cultures
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The customised computer
Just for me, just in time,
just for now, just enough
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Instantia
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Nomadict
truly any time
any place learning,
learner chooses style,
focused learning
components interact
with learners’ environments
& provide pacing,
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Wearable,
portable & embedded
technologies:
PDAs, Palms tops,
Tablet PCs
mobile phones
with keyboards
GPS, wireless &
personal
national & international
comms networks
biometrics provide security
of identity
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Nomadict
Assessment:
small bites,
highly transferable
mainly outcomes, projects
student
designed assessments
(with helpers)
biometrics provide security
of identity
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Technology
Colleges become server farms
Halls of residents
become satellite stations
no tolerance for old style VLEs
low cost streamed learning
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Nomadict
Mobile, portfolio
teaching
work with varying cultures
& traditions,
create tiny chunks of
learning activities,
relate to students
without meeting,
promote student
ownership of
learning process
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The mobile phone example!
Class & wealth impact on ownership BUT not as much as
other technologies (80% professionals, 51% unskilled). A
way of bridging the digital divide?
As many 40-50 years olds own mobile phones as
teenagers
40% over 65s have a mobile
72% of all men have mobiles and use them 66 minutes a
day (53 mins previously on land lines)
Women 67%, 55 mins
i.e. Men now spend more time on the phone than women
ICM/Guardian Survey Nov 2002
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Emoderator
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Nomadict
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Cafélattia
social context for
learning,
acquisition, argument
& application,
find & interact with
like-minded others,
free expression,
intellectual extension by dialogue
reflection, engagement,
professional communities,
sharing of tacit knowledge
assessment is negotiated:
knowledge construction
& problem solving skills,
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Developed Internet
(beyond the browser!)
technologies
as mediating devices, as
contexts
& community space,
asychronous &
synchronous groupware,
clicks & mortar,
hi & lo bandwidth
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Cafélattia Technology
assessment
is negotiated:
knowledge construction
&
complex problem
solving skills,
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mediating device
between people
free expression through
text and voice
sharing of contexual &
tacit knowledge
reflection & creativity tools
group work space
sophisticated
document sharing
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Cafélattia
Tim Berners-Lee
had the orginal idea
for this play!
“Keep the web open”
teaching:
think global, local action,
Partnerships between teachers
& media developers
Mentoring
and expert moderating,
build online
Groups & communities
intelligent agents,
Lead information exchange
& knowledge
construction processes
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spark
invitation
interaction
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‘the spark’
‘the invitation’
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Example
Cafélattia course in 2002:
first two hundred participants
Completion?
Full
(certificate)144
good 28
dropped out
(typically 2-3
weeks in) 28
Countries
Educational Sectors
Universities 68
College/vocational 56
Professional networks 38
Corporate 26
Schools 12
Reasons for
participation
strategic 24
Skills 178
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UK 50
Australia 56
S. America 32
Cont. W Europe 24
N. America 16
Asia 14
English as 1st
language 156
English as 2nd
language 44
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Make a distinction
- find your niche- make a difference
Explore the scenarios:
disciplines, cultures,
traditions
Be clear about your own
(learning & teaching)
objectives) and distinctiive
markets
Guide the consequences
Choose a scenarios
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Choose based on “fit for
purpose”
Learn by doing, share,
collaborate
develop online teaching
skills (e-moderating)
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staff as the
Changing the educators experience
Solution
(not the problem)
Hi tolerance
professionalism
teaching
Practice/
discipline
Innovators
Adopters
(1&2)
change
agents
1= understanding
2= action
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organisation
restructure
exploration:
how & why
mindsets
change
(1)
funding/
resources
mindset
change
(2)
control
acceptance
Scale up
operational
changes
lo tolerance
implementaion
Later
adopters
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Skills for educators in the knowledge media
age
Develop fast!
online communication
Prerequisites!
& group skills,
Flexibility towards
pacing & use of time online,
online teaching & learning,
ability to teach &
Empathy
with online learners,
Train onlinee-moderate cross-culturally
& value diversity
Willingness to be
to work
relate to
trained & developed
online
learners without meeting
assess online
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Write your own script?
Great mind
To make a difference faster:
do NOT think alike!
focus on the human
Enterprise intervention
not silosnot the technology
From Built to Last
J. Collins & J.I. Porras
HarperBusiness 1997
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The Web is not good as a
broadcast medium
People use the Web for
self publishing and
interaction
Look at what your learners
use for their everyday
lives/work =use for
learning
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Learning happens with others
Learners need strong
motivation, participation,
emotions and time
‘management’
All the scenarios need E-moderators
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What planet are you on?
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Researching within the scenarios:
bringing them closer
Aspects of Internet Time: (rhythm, integration)
E-moderating: recruitment, training, development
E-tivities structure & process
CARPE DIEM introducing online as a development
process as well as product
Application of the 5 stage model to new contexts,
disciplines, levels and cultures
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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
...there’s 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
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...data processing is a
fad that won't last out the year."
Editor of business books
Prentice Hall, 1957.
There’s 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.
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More?
[email protected]
http://oubs.open.ac.uk/gilly
http://oubs.open.ac.uk/e-moderating
http://www.e-tivities.com
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