Do learners dream of digital seminars? What do learners dream of?

1. Do learners dream of digital seminars? What do learners dream of? Dr Rhona Sharpe, Oxford Brookes University Helen Beetham, independent consultant Greg Benfield, Oxford Brookes University Ellen Lessner, Abingdon & Witney College Eta DeCicco, NIACE

2. Programme aims • How are learners using personal and social technologies? • What skills and strategies are developed? • What critical choices do learners make? • What role do institutional practices play in learners' experiences of e-learning?

3. Phase 2 Projects THEMA Oxford University Exploring the experiences of Master’s students in technology rich environments STROLL Hertfordshire and Hertford Regional College Student Reflections on Lifelong e.Learning E4L University of Northampton, Northampton College, Norths Adult and Community Learning e-Learning for Learners LEaDUniversity of Edinburgh Learner Experiences across the Disciplines BLUPs Warwick and Northumbria Students' Blending Learning User Patterns PB-LXP The Open University Learners’ experiences of blended learning environments in a practice-based context LExDis University of Southampton Disabled Learners’ Experiences of e-learning

5. Methodology • Holistic, technology use within their lives while in education • Rich, thick descriptions • Learners making sense of it themselves • Participatory approaches • Engaging learners in sustained, productive dialogues

6. The learners

7. Data collection methods Interviewing • Interview plus (E4L, LexDis) • Email interviews ‘pen-pal’ (Thema) • Card sorts (E4L) • Telephone interviews (PB-LXP) Diary keeping • Video logs (Stroll) • Diaries in format of learner’s choice (Lead)

8. Expectations • The role of technology in society is influencing learners' expectations of technology in post-compulsory education. • Expectations for ubiquitous access, flexibility, convenience and rapid response are high. • Learners value access to academic digital content, consistency in use and a blend with face to face teaching.

9. Concerns • a lack of basic information literacy • a resistance to changing established patterns of study (conservatism) • a narrowing and deepening digital divide • a tendency for learners to be largely led by their tutors in their choice and use of technology for learning

10. Technology use • Some learners are disadvantaged by a lack of functional access to technology and skills to use it properly. • Some learners make deliberate choices to adopt sophisticated technology mediated learning strategies. How can we explain these differences?

11. Learners’ Journeys Over time, we saw increases in • amount of technology use, especially online academic information sources and discipline specific technology • confidence • learning skills development • organisational skills

12. Context • Technology used in ways suggested by course and tutor. • Discipline predicts perceptions and use of technology for work based learners but not perceptions or use of technology for leisure (PB-LXP) • The perception of an emerging professional community of practice e.g. Hashini, Vets (Lead). • Tutors are trusted to know best.

13. Individual differences • Equivocal findings related to age, although prior educational experience clearly important. • Technology use to enable a specific learning requirement e.g. international students, learners with disabilities.

14. Conclusions • We noted the agility of some learners atfinding and using tools, skills and social networks to support their study in creative ways. • Technology use was prompted by the course, the tutor, peers and/or specific learning requirements. • Learners use technology to meet their own needs and the demands of their context.

15. Want to know more? • JISC Responding to learners pack • Sharpe, R. et al (2009) Learners’ experiences of e-learning synthesis report: Explaining learner differences at https://mw.brookes.ac.uk/display/JISCLE2 • ELESIG, next event 7 Oct • ‘Rethinking Learning for a digital age’ Routledge book (Spring 2010)