{"id":333,"date":"2014-11-18T08:44:22","date_gmt":"2014-11-18T08:44:22","guid":{"rendered":"http:\/\/eastmidslt.wordpress.com\/?p=333"},"modified":"2023-01-04T15:45:01","modified_gmt":"2023-01-04T15:45:01","slug":"experiences-of-a-learning-technologist-elearning-does-not-necessarily-labour-saving","status":"publish","type":"post","link":"https:\/\/altc.alt.ac.uk\/blog\/2014\/11\/experiences-of-a-learning-technologist-elearning-does-not-necessarily-labour-saving\/","title":{"rendered":"Experiences of a learning technologist: eLearning does not necessarily = labour saving"},"content":{"rendered":"

In my experience as a learning technologist in HE there can sometimes<\/em> be a misconception (and at times assumption) on the part of the teacher<\/em> that the use of eLearning should inevitably, or to a significant extent at least lead to a more efficient, less labour-intensive work flow. At times, having demonstrated a particular eLearning intervention the question that followed has been something along the lines of \u201cbut this means more work for me! I thought eLearning was about making things more efficient?\u201d<\/p>\n

This is perhaps an understandable misconception as the implementation of eLearning by definition involves the use of electronic\/computer-based technology, generally referred to as IT (or ICT). IT has historically been developed and implemented, to a lesser or greater extent as a labour-saving intervention, to make certain tasks less labour-intensive. Ergo: introducing IT into a particular teaching practice (i.e. eLearning) should ultimately result in less work for the teacher.<\/p>\n

But at its core \u2013 eLearning is not about creating less work for the teacher \u2013 it\u2019s about enhancing teaching and learning<\/em>.<\/p>\n

This is not to say that there aren\u2019t times when the introduction of technology<\/em> into teaching and learning can potentially, and does indeed lead to a more efficient workflow. But in some of these cases it\u2019s not necessarily about eLearning<\/em>, what is key here is that the student learning experience is not being enhanced in any significant way<\/em>. For example, shifting from marking hard copies of essays to marking electronically online (which can be classed as an eLearning intervention) may<\/em> result in a reduction in time taken to mark the work. But there may be no fundamental enhancing of learning<\/em> achieved because of this change in practice. One could perhaps argue that if research has shown that students are more likely to read the feedback given to them via electronic marking and feedback than they are with hard copies, then I may have not chosen the best example here \u2013 but I hope you can still see my point. Indeed, there can be instances where eLearning does both \u2013 enhance teaching and learning and save labour. E.g. implementing eLearning that facilitates more autonomous\/independent learning (peer and collaborative learning).<\/p>\n

Nevertheless, to reiterate \u2013 as its point of departure, eLearning is about enhancing teaching and learning<\/em>.<\/p>\n

Given that there may well be some cans of worms left significantly ajar in what I\u2019ve touched on above. I should perhaps contextualize this via the lens of certain current issues. Given what appears to be a general \u2018leaning\u2019 of the HE labour force over recent years (the rounds of voluntary and compulsory severance across the HE sector), one can perhaps understand how anything labour saving<\/em> would rate high on the priorities of what may be an over-stretched teaching labour force; and given that, in my experience the implementation of eLearning can in some cases lead to an increase<\/em> in workload, the desire on the part of the teacher to introduce eLearning that isn\u2019t fundamentally labour saving will be diminished. The question, \u201cwill this result in more work for me?\u201d may become more prevalent in direct relationship to the labour force \u2018over-stretching\u2019 and as a result the desire to engage in the implementation of eLearning will be diminished. Indeed, were we to arrive at a large-scale \u2018work to rule\u2019 situation with HE \u2013 could we see the ongoing innovation, development and implementation of eLearning across the curriculum becoming an untenable proposition, as teaching staff loading for eLearning does not realistically reflect the investment of time required?<\/p>\n

So on the one hand it is important that there is an understanding on the part of teachers as to what eLearning is fundamentally about \u2013 Enhancing Learning<\/strong> through Technology (ELT) \u2013 and not necessarily labour saving in the first instance. But also an understanding on the part of learning technologists who have a role in catalyzing and driving the implementation of ELT, that the current working environment might lead to a less accommodating attitude to eLearning implementations in direct correlation to the extra time required to implement them.<\/p>\n\n\n

Written by: Dr Rob Weale, De Montfort University<\/p>\n","protected":false},"excerpt":{"rendered":"In my experience as a learning technologist in HE there can sometimes be a misconception (and at times assumption) on the part of the teacher that the use of eLearning should inevitably, or to a significant extent at least lead to a more efficient, less labour-intensive work flow. At times, having demonstrated a particular eLearning […]","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1429],"tags":[],"class_list":["post-333","post","type-post","status-publish","format-standard","hentry","category-altemidlands"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":7110,"url":"https:\/\/altc.alt.ac.uk\/blog\/2018\/05\/alt-learning-technology-team-of-the-year-2017\/","url_meta":{"origin":333,"position":0},"title":"ALT Learning Technology Team of the Year 2017","author":"rchallen","date":"30 May 2018","format":false,"excerpt":"The ALT Learning Technologist of the Year Awards celebrate and reward excellent research and practice and outstanding achievement in Learning Technology. 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