Presentation given to E-Learning Committee and others in Northumbria Law School, March 2010. Accompanied by exemplars and demos of webcasts, podcasts, etc. Simulation to be dealt with at a later date.

1. e-learning
paul maharg

2. SCOTLAND
ENGLAND

3. Glasgow

4. preview
• multimedia
• web/podcasts
• simulation (f2f + web)
• ways forward...?

5. multimedia
• used as exemplars of good/poor
practice
• support for high-stakes
assessment
• deep-linked to spiral curriculum
!

6. web/podcasts
• used to replace large group teaching -- well-liked by students
• surgery model of large-group interaction developed by staff
• dovetailed into conventional &
innovative T&L+self-assessment
• interactive module now piloted
and in use:
http://services.law.strath.ac.uk/webcasts/civil/OT/demo/

7. simulation, f2f or web
• standardised client, supported by video annotation software + flexible cool e-
portfolio that’s completely in student control
• web-based sim, eg SIMPLE
• ... and currently being extended
into Open Educational Resources
(OER)

10. ways forward...?
• expensive, niche apps?
• gotta be joking...
• ... screen’s
way too small...
http://www.tuaw.com/2010/01/19/barmax-offers-bar-prep-on-the-iphone-for-1000/

11. ways forward...?
• ... but doesn’t it depend
on content design?
• and curriculum design?
• and how students want
to learn?
• and the market?
http://www.tuaw.com/page/2/

12. ways forward...?
• cool hardware,
relatively cheap
• full DRM + local content
• better than a netbook?
• entire courses
downloadable

13. ways forward...?
• dull, corporate VLEs? No! Look back to last great technology shift:
manuscript > book.
• m-learning: see http://mlearning.uow.edu.au/index.html
• plus the above, well organised, flexible, small granules of learning re-usable
by staff and students
• networked learning for collaboration online.
• OER
• teacher-as-designer -- probably the most significant shift of all.

14. tensions...
aware... plan...
global
teacher-as-researcher community of practice
local
stabilise... transform...

15. ways forward?
How to stop learning...
• closed circuit learning: do X in this
order, don’t do Y, do it with ABC, etc
• present barriers to student
flexibility, choice, power.
• baffle students
• think of e-learning as different from text

16. ways forward?
• Are we in this position? What scandalized the serious
scholar Erasmus (as it fascinated
Dürer) was the fact that, not much
• Are we in control of the more than half a century after the
technology we use with students? first appearance of the printed
Or have we given control over book, demand had turned it into a
(yet again) to major corporations...? product beyond the control of the
scholars and specialists. The book
had taken over as the transmitter
• In this transitional phase we’re of European written culture, before
living in, how are we ‘coming to scholars and educators had had
terms’ with the power and time to come to terms with its
influence of the internet? power and influence.
Jardine, L. (1996) Worldly Goods: A New History of the Renaissance,
London, Macmillan, p.228.

17. ways forward?
• social networking sites as:
• sites of learning between students,
right from Induction (peer-mentoring)
through to Graduation (alumni/a activities)

19. intermediate online learning...
• Still focused on:
Organisations, ie LMSs, silos of knowledge
Products, ie handbooks, CDs, closely-guarded downloads
Content, ie modules, lock-step instruction
Snapshot assessment of taught substantive content

20. online learning 2010+
• Focus shifts:
Organisation having weak boundaries, strong presence through resource
based, integrated learning networks, with open access, eg MIT & OU open
courseware
No longer on static content but on web-based, aggregated content
E-learning as understanding & conversation, just-in-time learning
Assessment of situated learning

21. how do we achieve this?
Surface Tacit
structure structure
• Observable, • Values and
Sullivan, W.M., Colby, A., Wegner, J.W., behavioural dispositions that
features the behaviour
Bond, L., Shulman, L.S. (2007) Educating
implicitly models
Lawyers. Preparation for the Profession of
Law, Jossey-Bass, p. 24
Deep Shadow
structure structure
• Underlying • The absent
intentions, pedagogy that is,
rationale or theory or is only weakly,
that the behaviour engaged
models

22. how do we achieve this?
Experience Ethics
• Law in the world • Ethical education in
• Interdisciplinary action
trading zones • Habitual action
• Creative, purposeful • Reclamation of
acts moral spaces in the
curriculum
Technology Collaboration
• Our discipline, our • Between students
technologies • Between institutions
• Learner-driven • Between academic
control & professional
• Transactional learning
learning • Open-access culture
• Maharg, P. (2007) Transforming Legal Education: Learning and Teaching in the Twenty-first Century, Ashgate Publishing

23. what changes...?
• staff roles: staff become designers, collaborators
• less planning, more co-ordination
• more student autonomy, flexibility, collaborative learning