Conole pe le_con

Digital identity and presence in the

social milieu

Gráinne Conole, University of Leicester11th April 2013

PELeCON conference, PlymouthDigital Landscapes:

meeting future challenges

National Teaching

Fellow 2012

Outline

• Digital landscapes• A pedagogical meta-model• Identity, presence and

interactions• Learning design• Future challenges

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The MATEL study

• Productivity and creativity• Networked collaboration• Content creation• Visualisation and simulation• Learning Management Systems• Learning environment• Games• Devices, interfaces and

connectivity

http://www.menon.org/matel/

Individual Social

Information

Experience

A pedagogical meta-model

Conole, et al., 2004

Non Reflective

Reflective

Individual Social

Information

Experience

A pedagogical meta-model

Jarvis, 1972

Non Reflective

Reflective

Individual Social

Information

Experience

A pedagogical meta-model

Dewey, 1916

Non Reflective

Reflective

Individual Social

Information

Experience

A pedagogical meta-model

Laurillard, 2002

Non Reflective

Reflective

Pedagogical approaches

Drill & practicelearning

Mobilelearning

Situated learning

Immersive learning

Drill and practice learning

Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms

Mobile learning

Situated learning

Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/

Immersive learning

Identity, presence and interactionIdentity

Presence Interaction

Identity

• How you present yourself online

• How you interact and communicate with others

• Facets– Reputation– Impact– Influence– Productivity– Openness

http://www.flickr.com/photos/easegill/8481750456/

Presence• Presence (markchilds.wordpress.com):

– Mediated presence • “being there” • immersion

– Social presence • projection of ourselves• perception of others

– Copresence • being somewhere with others

– Self presence • or embodiment

http://www.flickr.com/photos/deadair/4250153736/

Interaction

• Moore’s (1989) transactional distance: – Learners and teachers– Learners and learners– Learners and content

• Hillman et al. (1994)– Learners and interface

http://www.flickr.com/photos/easegill/8481750456/

Promise and reality

Social and participatory media offer new ways to communicate and collaborate

Wealth of free resources and tools

Not fully exploited

Replicating bad pedagogy

Lack of time and skills

Digital literacy skills

http://edudemic.com/2013/04/important-21st-century-skills/

Creativity

Multi-tasking

Performance

Simulation

Appropriation

Play

Distributed cognition

Judgment

Collective Intelligence

Transmedia Navigation

Networking

Negotiation

Jenkins et al., 2006

http://www.larnacadeclaration.org/

http://gti.upf.edu/metis-meeting-teachers-co-design-needs-by-means-of-integrated-learning-environments/

The 7Cs of Learning DesignConceptualise

Vision

CommunicateCapture ConsiderCollaborate

Activities

Combine

Synthesis

Consolidate

Implementation

http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration

http://cloudworks.ac.uk/cloud/view/5950

Principles

Theory based Practice based Cultural

Aesthetics

Political

International Serendipitous Community based

Sustainable

Professional

Pedagogical approaches

Inquiry based Problem based Case based

Dialogic

Situative

Vicarious Didactic Authentic

Constructivist

Collaborative

Guidance & Support

Learning pathway Mentoring Peer support

Scaffolded

Study skills

Tutor directed Help desk Remedial support

Library support

Step by step

Content & Activities

Brainstorming Concept mapping Annotation

Assimilative

Jigsaw

Aggregating resources

Learner generatedcontent

Information handling

Pyramid

Modeling

Reflection & Demonstration

Diagnostic E-Assessment E-Portfolio

Formative

Summative

Peer feedback Vicarious Presentation

Reflective

Feed forward

Communication & Collaboration

Structured debate Flash debate Group project

Group aggregation

Grouppresentation

Pair debate For/Against debate Question & Answer

Group project

Peer critique

Course Map

E-tivity Rubric: http://tinyurl.com/SPEED-e5

Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration.

Activity profile

• Types of learner activities– Assimilative– Information Handling– Communication– Production– Experiential– Adaptive– Assessment

Start End

Assessment

Learning Outcomes

Conceptualise

CommunicateCapture ConsiderCollaborate

Combine

Consolidate

The 7Cs of Learning DesignVision

Activities

Synthesis

Implementation

Conceptualise

• Vision for the course, including:– Why, who and what you want to

design– The key principles and

pedagogical approaches– The nature of the learners

Conceptualise

Course Features

Personas

Capture

• Finding and creating interactive materials– Undertaking a resource audit of

existing OER– Planning for creation of

additional multimedia such as interactive materials, podcasts and videos

– Mechanism for enabling learners to create their own content

Capture

Resource Audit

Learner Generate Content

Communicate

• Designing activities that foster communication, such as:– Looking at the affordances of

the use of different tools to promote communication

– Designing for effective online moderating

Communicate

Affordances

E-moderating

Collaborate

• Designing activities that foster collaboration, such as:– Looking at the affordances of

the use of different tools to promote collaboration

– Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc.

Collaborate

Affordances

CSCL Ped. Patterns

Consider

• Designing activities that foster reflection

• Mapping Learning Outcomes (LOs) to assessment

• Designing assessment activities, including– Diagnostic, formative,

summative assessment and peer assessment

Collaborate

LOs/Assessment

Assessment Ped. Patterns

Combine

• Combining the learning activities into the following:– Course View which provides a

holistic overview of the nature of the course

– Activity profile showing the amount of time learners are spending on different types of activities

– Storyboard: a temporal sequence of activities mapped to resources and tools

– Learning pathway: a temporal sequence of the learning designs

Combine

Course View

Activity Profile

Storyboard

Learning Pathway

Consolidate

• Putting the completed design into practice– Implementation: in the classroom,

through a VLE or using a specialised Learning Design tool

– Evaluation of the effectiveness of the design

– Refinement based on the evaluation findings

– Sharing with peers through social media and specialised sites like Cloudworks

Combine

Implementation

evaluation

Refinement

Sharing

Future challenges

• Disaggregation of Education

• Digital skills and jobs gap

• Future of work

http://www.flickr.com/photos/mrsdkrebs/6400358699/

Resources Learning pathways

Support Accreditation

Disaggregation of education

http://openclipart.org/

Resources

• Over ten years of the Open Educational Resource (OER) movement

• Hundreds of OER repositories worldwide

• Presence on iTunesU Podcasts - iTunes U

The OPAL metromap

http://www.oer-quality.org/

Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice

POERUP outputs

• An inventory of more than 100 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives

• 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries

• 7 in-depth case studies• 3 EU-wide policy papers

OER community case studies

• 7 case studies– Futurelearn– OER University– MOOC UVA– BC Campus– Wikiwijs– HwB– Book in progress

• Data collection– Survey– Interviews

• Methodology – Social Network Analysis to identify the nature of the interactions and key players

POERUP outputs

MOOCS

FreeDistributed global community

Social inclusion

High dropout ratesLearning income not learning outcome

Marketing exercisehttp://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html

Learning pathways

• Guided pathways through materials

• Can promote different pedagogical approaches– Didactic– Constructivist– Situative– Connectivist

Collaborative Pedagogical Patterns

Support

• Computer assisted• Peer support• Tutor support• Community support• Mentoring

Accreditation

www.p2pu.org/en/Peer to Peer University

wikieducator.org/OER_university/OER University

http://openbadges.org/Mozilla badges

Digital skills and jobs gap

http://ec.europa.eu/digital-agenda/en/grand-coalition-digital-jobs-0

Future of work

• 24/7 culture• Working across multiple

spaces• Aging workforce• Millennials and Gen Y• Mobile working• Innovation, collaboration

and new organisational structures

http://www.sourcewire.com/news/77099/is-this-the-end-of-work-as-we-know-it

Conclusion

• Nature of learning, teaching and research is changing

• It’s about– Harnessing new media– Adopting open practices

• New business models are emerging

http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond-distance-research-alliance

grainne.conole@le.ac.ukhttp://e4innovation.com