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Session 2: Methods How can we understand learners better?

Session 2: Methods How can we understand learners better?. How have we investigated e-learners?. Background survey of existing research Sharpe et al 2006

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Session 2: Methods How can we understand learners better?

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  1. Session 2: MethodsHow can we understand learners better?

  2. How have we investigated e-learners? • Background survey of existing research Sharpe et al 2006 • ‘Scarcity of studies on learner experience, often about very specific and narrow aspects of learning (e.g. CMC), often discussing observable behaviours rather than intentions, beliefs, feelings’ • Phase 1: two large-scale studies Creanor et al 2006, Conole et al 2006 • Phase 2: seven focused studies to investigate specific issues plus support and synthesis (ongoing) BLUPS | e4L | Lead | LexDis PB-LXP | STROLL | Thema

  3. What were our questions? • How do specific groups of students experience learning with technology? • What is the experience of highly skilled online communicators and networkers? How can learners' existing skills be developed and exploited more effectively? • How do learners' experiences change through their learning journey, particularly at points of transition such as induction? • What are the critical choices that learners make about when, where and how to study? How do these influence their experience of e-learning?

  4. What were our questions? • How do learners make use of technology for learning in ways that are not expected or supported by their institution? • How are learners personalising and adapting their learning tools and environments? • How do students conceive of the role of technology in their learning? Is there a relationship between students' conceptions of learning with technology and their success? • What, if any, is the impact of institutional strategies and course level practices - such as widening participation, developing skills for global citizenship, accessibility, designing for difference - on the learner experience

  5. What methods did we use (and develop)? • Interview (plus), card sort and other elicitation techniques • Logs and diaries (video, audio) • ‘Penpals’, learners-as-researchers • Focus groups • Case studies, ‘day in the life’ • Learner profiles • Surveys (institutional cohorts)

  6. Methodological issues • Elicitation • Ethical issues • Participatory research • Recruitment and retention • Using available technologies to collect data

  7. Activity #2: Methods carousel • Split your table into three pairs or small groups (3-4) • Each pair take one ‘method’ activity • Follow the instructions and try out the method • After 5 minutes be ready to move on to another method • After 15 minutes, be ready to feed back on what you found

  8. Discussion • What were some of the issues that came up? • How different were the methods you tried? • Which methods would work in your community? Which would translate well from research into reflective practice, evaluation and/or institutional research?

  9. Using these ideas in practice • Researchers’ forum (ELESIG) • Web resources on methods • Learner-centred evaluation toolkit • Methods ‘recipe cards’ (two more in your pack!) • Listening to learners: check-list on embedding learners’ perspectives into institutional and personal practice research reflectivepractice

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