Self-directed e-learners and their social relations

1. Self-directed e-learnersand their social relations Perry Williams The Open University's Institute for Educational Technology

2. Self-directed learners:the next generation? Anticipated since at least Knowles 1970! • for reasons of educational effectiveness, psychological and political maturity, economic preparedness Enabled by technology? • A world of learning from which to choose Creating a paradox for learning design • The “tension between personally meaningful interaction and guidance by a structured curriculum” (Carroll 1990) How are our efforts to encourage and enable self-directed e-learning actually experienced by learners? The Open University's Institute for Educational Technology

3. Discourse analysis and e-learning Theoretical alignment of this research • social, situated, discourse analytical (rather than individualist, rationalist, cognitive) Discourse analytical approach means here: • NOT use of conversation model (Laurillard, Pask) • NOT focus on collaborative learning or ALNs • treating talk as accomplishing social actions,co-constructing meaning, negotiating relations • treating technology as mediator of human discourse and relations The Open University's Institute for Educational Technology

4. Who or what does the e-learnerexperience? Controls Interface IT system Content Agency Socialstructures The Open University's Institute for Educational Technology

5. Investigating learners’ experience ofe-learning Criteria for data collection method • Situated (not abstract) • Sequential (not synoptic) • Authentic (not artificial) Method – ethnographic, “observation plus” • Audio-recording of “think-aloud”, reconstructions, reflections • Observational notes of screen content and action • Interviews The Open University's Institute for Educational Technology

6. Case studies Pilot study • Software courses (postgraduate students) Higher education (The Open University) • Study skills resources (first-time students) • Postgraduate course on educational technology(e-learning professionals) Workplaces (two large public sector organisations) • People management courses • Health and safety management course The Open University's Institute for Educational Technology

7. Construction of a subject:“What do ‘they’ want?” “It wants me to put the cursor in there” “This little guy’s telling me to go on” “Right, I’m going to do exactly what they say” “Is that what they want me to do?” (Who is “they”?) The Open University's Institute for Educational Technology

8. Negotiation • “What should I be doing this week” • “Where am I supposed to be” “No, I don’t follow what [my tutor] says, but it’s good to know; you do need that sort of sense where you should be.” The Open University's Institute for Educational Technology

9. The Open University's Institute for Educational Technology

10. Resistance If you actually do it wrong, it doesn’t give you an option saying, “oh you did it wrong, do you want to know how you should have done it.” It’s like: “this is how you should have done it.” “No!” (Laugh.) So I’m really conscious of the fact now if I (laughing) make a mistake it’s just going to: “Ochhhh! This is how you should have done it.” “No, no, no, no! I want another go!” You learn by your mistakes. (Laugh) Stupid thing! And, and his voice is very annoying! (Laughs) (Whispering) Sorry! The Open University's Institute for Educational Technology

11. Trust - losing it “This is now  really not worth my while now. Because I’m, I’m thinking that this facility is just not that useful for me to spending this much sodding time on it. You know, this is something I could do in my free time, now and I can piss about when I’ve got free time. But I’m in work, and I don’t. I’ve got better things to do, is what I’m feeling.” The Open University's Institute for Educational Technology

12. The Open University's Institute for Educational Technology

13. Trust - gaining it (1) Although I’ve got through the first two weeks, I’ll just have a quick look at this tip to see how what I’ve achieved fits in with these ideas. (5 secs silence) Right. (4 secs silence) That’s right. The course study guide book was very useful. The Open University's Institute for Educational Technology

14. Trust - gaining it (2) Ah. The First Class conference. I’ve been through to First Class conference, um, and read about it, and received any messages that were already there. Er. What I have to do with that now is, to learn how to, um, converse with other students, through the, um, First Class conference facilities. Right. Yeah. I’m working on a diary. Yeah. Yeah. Certainly my family know what I’m up to and, er, they’re trying to keep out of my way! (4 secs silence) The Open University's Institute for Educational Technology

15. Trust - gaining it (3) Yeah-um. Probably I have asked too much of myself in the initial two weeks, but now I’ve sort of got into a, a regular routine. Er, I don’t think I’ll bother with the electronic planner. Um, I’d rather do it manually. (He clicks on the sidebar title ‘Keeping your momentum going’.) Keeping your momentum going. Yeah, I would agree with that sentiment. Planning is one thing, getting going is another. Um. These hints and tips look very useful. Yeah. The Open University's Institute for Educational Technology

16. Conclusion We are in a social relationship with our learners • They have their construction of “us” • With which they negotiate their actions • Push them too hard, and they will resist • We may lose their trust … but we can also gain it. The Open University's Institute for Educational Technology

17. Perry Williams perry.williams@open.ac.uk http://iet.open.ac.uk/pp/perry.williams/ The Open University's Institute for Educational Technology