Lesley mres dissertation final february 2017

Open Research Online The Open University’s repository of research publications and other research outputs Using Technology-Enabled Learning Networks To Achieve Practical Improvement Outcomes: A Pilot Project To Explore Impact Of Student-Made Videos On Student Engagement In The IET MAODE Programme At The OU Thesis How to cite: Boyd, Lesley (2017). Using Technology-Enabled Learning Networks To Achieve Practical Improvement Outcomes: A Pilot Project To Explore Impact Of Student-Made Videos On Student Engagement In The IET MAODE Programme At The OU. MRes thesis The Open University. For guidance on citations see FAQs.

c 2017 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.0000ef43 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page.uk Using technology-enabled learning networks to achieve practical improvement outcomes: a pilot project to explore impact of student-made videos on student engagement in the IET MAODE programme at the OU Dissertation for Masters in Research Skills Lesley Boyd February 2017 Learning networks MRes Dissertation – Lesley Boyd Version 4.2 February 2017 Abstract This project investigated how technology-enabled learning networks can be used to achieve practical improvement outcomes at the OU. Koper (2009) defines a technology-enabled learning network as ‘a technology supported community of people who are helping each other to better understand and handle certain events and concepts in work or life’. In a literature review of organisational learning in public service organisations in the UK, Rashman et al.

(2009) observe that ‘learning within and between organisations has been identified as central to the processes of public service improvement’. However, little is known about the mechanisms of technology-enabled organisational learning to achieve practical improvement outcomes. Existing work on technology-enabled learning networks tends to be dominated by academic or professional learning, the primary objective being the improvement of knowledge or practice residing in individuals. The aim of this research is to address that gap, using an innovative technology-enabled participatory action research approach.

Action research simultaneously seeks improvement outcomes whilst reflecting on the learning taking place. The project established a learning network, using the Masters in Online and Distance Education (MAODE) programme in the OU Institute of Educational Technology, as a case study. The practical improvement outcome sought was to increase the sense of student engagement with the MAODE learning community, by using student-made engagement videos. The project investigated the extent to which student-made videos assisted in providing the student with a sense of engagement within their learning community.

It then reflected on the collaborative learning taking place in seeking the improvement. Learning networks MRes Dissertation – Lesley Boyd Version 4.2 February 2017 Three conceptual frameworks from the literature were compared, applied to the learning network, and evaluated. Data from the learning network interactions was thematically analysed to determine the utility of the three identified frameworks, and whether a new framework was justified which would support the innovative technology-enabled participatory action research approach. Despite numerous challenges, the learning network was able to proceed as far as the evaluation stage in the first cycle of an action research spiral.

Some insightful and useful feedback was provided by students, and two additional videos were produced. Future project work could include establishing the ongoing operation of the learning network within IET, following through the improvement suggestions which have been made, embracing a more systemic approach, and evaluating success in achieving practical improvement outcomes. The three applications of the identified frameworks to the learning network illustrated that they are indeed descriptive tools which can help to analyse component parts and critical success factors necessary in a learning network environment. However it appears that they are still not adequate in identifying the mechanism by which the learning happens.

The data analysis suggests there is some justification for a new framework, potentially combining the necessary elements of the three frameworks identified in the literature, with a narrative based series of events which represent the collaborative mechanisms by which technology-enabled organisational learning may occur. This may form the basis of further PhD research. Learning networks MRes Dissertation – Lesley Boyd Version 4.2 February 2017 Contents Chapter 1: Aims and objectives .1 Introduction and rationale .2 What do we mean by learning to improve and the achievement of practical outcomes? 3 1.3 Overall aim of the research. 5 Chapter 2: Literature review .1 Communities of Practice: Value creation in communities and networks .2 Cultural Historical Activity Theory .3 Activity-centred analytic framework .4 Comparison of the three frameworks.5 Pilot project research questions and objectives.

15 Chapter 3: Research methodology & methods of data collection.2 Why action research? .3 The process of action research .4 Identification and development of the case study project. 21 Identification and rejection of case study project A. 21 Identification and rejection of case study project B. 22 Identification and adoption of the final case study project – plan C .5 What do we mean by student engagement? .6 Capturing the student feedback data .7 Identifying a technical platform for the learning network .9 Justification for data analysis method .10 Ensuring ethical conduct throughout duration of the project.

38 Learning networks MRes Dissertation – Lesley Boyd Version 4.11 Managing project risks .12 Approval from the Student Research Project Panel for an innovative project .13 Summary of methodology and approach. 42 Chapter 4: Collecting and analysing the data.1 Collecting the student feedback data .2 Analysis of the student feedback data .3 Collecting the discussion forum data .4 Challenges in data collection .5 Analysis of the discussion forum data. 48 Chapter 5: Interpreting the data .1 Assessment of findings .2 Limitations of study. 70 Learning networks MRes Dissertation – Lesley Boyd Version 4.2 February 2017 Chapter 1: Aims and objectives 1.1 Introduction and rationale Since the advent of the internet and web-based communications technologies, the analysis and research of the impact of technology-enabled learning networks has been a growing inter-disciplinary endeavour (Carvalho and Goodyear, 2014).

Koper (2009) defines a technology-enabled learning network as ‘a technology supported community of people who are helping each other to better understand and handle certain events and concepts in work or life’. Today, online networks are used extensively across the globe to share knowledge, resources, experiences and insights about aspects of professional practice. Web portals, discussion forums, blogs, wikis and social networking tools are being combined to enable communication, interaction and learning on an unprecedented scale. A 2011 United Nations publication Networks for Prosperity: Achieving Development Goals Through Knowledge Sharing observes that ‘networks, formal and informal, local and global, are increasingly important channels for pursuing policy goals in a globalizing world’ (UNIDO, 2011).

In the UK, technology-enabled learning networks have been widely implemented in the public sector in answer to the call for self improvement, based on the voluntary sharing of good practices between and within organisations. Internationally, one example is the One Laptop Per Child (OLPC) not-for-profit foundation which provides rugged, low-cost laptops with customised software to children in developing and disadvantaged regions of the world (Carvalho and Goodyear, 2014). In OLPC Australia, a Yammer network forms part of the project, the purpose of which is to nurture exchanges amongst educators about their experiences in using the laptops and software in the classroom, with a focus on remote, rural or disadvantaged communities. The network helps to build knowledge and connections for participants who would otherwise be isolated, and helps to re-inforce the culture of the OLPC project (Carvalho and Goodyear, 2014).

Learning networks MRes Dissertation – Lesley Boyd Version 4.2 February 2017 Page 1 of 74 Therefore technology-enabled learning networks possess the capability to engender individual, group and organisational learning, connecting people together across different contexts and boundaries to share information and learn in a collaborative fashion. Recognising that public service organisations possess important distinctive characteristics for the study of organisational learning, Rashman et al. (2009) conducted a systematic literature review. They observed that ‘learning within and between organisations has been identified as central to the processes of public service improvement’.

They confirm that organisational learning can be thought of as a ‘process of individual and shared thought and action’, in contrast to organisational knowledge which is a resource or asset that can be aggregated, codified, stored and shared. Organisational learning puts knowledge into action. Rashman et al. (2009) conclude that organisational learning in general is under-researched in relation to the (UK) public sector context, that ‘foundational and classic works in the field rarely consider the public organisational domain’, and a fragmented debate has ‘centered on theoretical conceptualisations and operational features, with less emphasis on managerial implications and the means to recognise, enact and measure organisational learning’.

In addition, the mechanism of organisational and inter-organisational learning using web- based communications technologies is an emerging field. Current research and the body of expertise being established on technology-enabled learning networks tends to be dominated by academic or professional learning, the primary objective being the improvement of knowledge or practice residing in individuals. This individual learning can take the form of academic education, professional development, or freely available learning platforms such as MOOCs. Learning networks MRes Dissertation – Lesley Boyd Version 4.2 February 2017 Page 2 of 74 As Rashman et al.

(2009) observe, there is, however, an ‘action’ element to organisational learning, which embraces the achievement of organisational outcomes in comparison to individual learning outcomes. Learning to improve on some organisational aspect involves the achievement of a practical outcome. General examples of practical outcomes which could be contemplated include:  changes or improvements to working practice  acquiring shared visibility and understanding of organisational processes and associated guidelines and operating standards  achieving more efficient / rapid project co-ordination, especially when using temporary consultants or other staff  problem solving and learning lessons from previous problematic scenarios  designing and implementing completely new forms of work practice. Therefore, research is required about the mechanisms of technology-enabled organisational learning and improvement in public service, and about practical improvement outcomes that may be contemplated or achieved using technology-enabled learning networks.2 What do we mean by learning to improve and the achievement of practical outcomes? In an international example of a project with practical improvement outcomes (as opposed to academic or individual learning), Fresen and Boyd (2005) describe a web-based learning network facilitated for an e-learning design and production unit at a South African university.

It was implemented in 2002 as a Quality Management System (QMS) to seek improvements in response to defined managerial problems. The system was co-created to become a vehicle for different role players to learn about the steps involved in the instructional design process, to collaboratively evaluate and refine them, and to provide an immediate and enabling view of current practice at the university to all interested stakeholders and new joiners. Learning networks MRes Dissertation – Lesley Boyd Version 4.2 February 2017 Page 3 of 74 The outcomes of this project were evaluated in 2006 by the instructional designers who contributed to it, and written up in a European CEN-ISSS Workshop report on Quality Development in Learning Technologies (Fresen and Boyd, 2007). The instructional designers considered the position of the online QMS on Gartner’s hype cycle1 which reflects how any innovation tends to go through progressive stages of ‘peak of inflated expectations’, ‘trough of disillusionment’, ‘slope of enlightenment’ and finally ‘plateau of productivity’, usually measured in years rather than months.

The evaluation confirmed that some immediate benefits were fairly readily agreed upon by the community, but some became apparent only in the medium term. Short term improvements included formalising existing documentation, establishing new pilot procedures, streamlining checklists and forms, and replacing certain terms in use that were considered negative or undesirable. Medium term improvements especially concerned the induction of new staff.