Conole lund

Navigating digital landscapes to foster creativity and innovation

Gráinne Conole, University of Leicester15th August 2013

Creating Knowledge ConferenceLund, Sweden

National Teaching

Fellow 2012 Ascilite fellow 2012EDEN fellow 2013

About me…

• Irish but living in England• PhD in Chemistry• Two girls (14 and 18)• Professor of Learning

Innovation at the University of Leicester

Institute of Learning Innovation

• Mission– To research and apply

learning innovations to inform policy and shape practice

• Vision– To enable creativity, quality

and innovation in learning and teaching to enhance the learner experience

Areas of activity

• Research• Teaching• Supervision• Consultancy• Visiting scholars• Institutional advice

Brochure: http://tinyurl.com/pewrek4

Outline

• Why e-learning?• E-learning timeline and digital

landscapes• Emergent technologies• A pedagogical meta-model• Pedagogical approaches• Learning design and digital

literacies• Future challenges

Why e-learning?

• For learning– Potential to support interaction, communication

and collaboration– Developing digital literacy skills– Promoting different pedagogical approaches– Fostering creativity and innovation– Connecting students beyond the formal course

• For life– Preparing students for an uncertain future– Improving employability opportunities– Increased importance of technology in society

E-Learning timelineM

http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html

Digital landscapes

http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/

Social

Distributed

Participatory Distributed

Networked

Complex Dynamic

Conole and Alevizou, 2010

Technological trends

• MOOCs • Tablet computing• Games and gamification• Learning analytics• 3D-printing• Wearable technologies

http://www.nmc.org/horizon-project

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/

Co-evolution of tools and practice

Evolving practices

Characteristics of tools

Reflection

Dialogue

Aggregation

Interactivity

Characteristics of people

Preferences

Skills

Interests

Context

Individual Social

Information

Experience

A pedagogical meta-model

Conole, et al., 2004Conole, 2010

Non Reflective

Reflective

Mapping different types of learning to three dimensions of learning

Individual Social

Information

Experience

Jarvis, 2004

Non Reflective

Reflective

Pre-conscious learning

Individual Social

Information

Experience

Dewey, 1916

Non Reflective

Reflective

Reflective learning

Individual Social

Information

Experience

Laurillard, 2002

Non Reflective

Reflective

Dialogic learning

Pedagogical approaches

Drill & practicelearning

Mobilelearning

Situated learning

Immersive learning

Drill and practice learning

Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms

Mobile learning

Mobile is important

• In mid-2012, 51% of UK citizens owned a smartphone (The Paypers, 2012)

• 14% of adults in Europe owned tablet in 2012 (Lomas, 2013)

• 35% of UoL Medical School 3rd years own an iPad

Terese Bird

Flexibility and mobility

Small, compact size

Readability

Easy on the eyes

Access from a single device without internet

Portability Capacity

Long battery life

Continue reading, Bookmark

Photo by Kzeng on Flickr

Photo by Yummy Pancake on Flickr

Natalie Auer, PhD student

Situated learning

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

SWIFT – Learning in virtual worldsFeatures:• Harnesses imagination• Experiential learning• Creates learning context• Computer as personal tutor

Example applications:• Practical subjects• Language practice• Abstract concepts• Artistic creation

Paul Rudman

SCENE – Problem-Based Learning (PBL)

Aims:• Promote the use of PBL

as a teaching method in the EU

• Train teachers, trainers and head teachers on PBL pedagogy

Online coursevideo, discussion

forums, virtual classrooms

PBL repositoryTo share PBL

scenarios

Virtual Facilitator

To assist learners

Paul Rudman and Pal Edirisingha

Immersive learning

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

Distributed cognition

Judgment

Collective Intelligence

Transmedia Navigation

Networking

Negotiation

Jenkins et al., 2006Lisa Marie Blaschke on fb

Academic literacies

Newliteracies

Medialiteracies

Digitalliteracies

Information literacies

Jane Secker(2011)Future work skills report

http://cdn.theatlantic.com/static/front//docs/sponsored/phoenix/future_work_skills_2020.pdf

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

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

6 design frames

Personas

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

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

6 frames of informed design

• Content• Competency• Learning to learn• Personal relevance• Social impact• Relational

Christine Bruce, http://www.ics.heacademy.ac.uk/italics/vol5-1/pdf/sixframes_final%20_1_.pdf

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

Course View

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

Learning OutcomesLO1LO2LO3LO4

Assessment LO1LO2 LO3 LO4

Week 1Topic 1

Week 2Topic 2

Week 3Topic 3

Week 4Topic 4

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

http://www.larnacadeclaration.org/

• Definition of Learning Design• Teachers need guidance to make informed

design decisions that are pedagogically effective and make appropriate use of technologies

The METISIntegrated Learning Design Environment

• Conceptualize• Author• Implement

http://ilde.upf.edu/

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

The emergence of MOOCs

• CCK08 – Connectivist MOOC (cMOOC)– Siemens, Downes and Cormier– Evaluation (Fini, 2009)

– http://www.irrodl.org/index.php/irrodl/article/view/643/1402• Emergence of large-scale xMOOCs• UK-based FutureLearn• What are MOOCs?

– http://www.youtube.com/watch?v=eW3gMGqcZQc• List of MOOCs

– http://www.mooc-list.com/ • EFQUEL series of blogs

– http://mooc.efquel.org/

Massive Open Online Courses (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

Dimension Characteristics

ContextOpen Degree to which the MOOC is open

Massive How large the MOOC is

Diversity The diversity of the learners

Learning

Use of multimedia Extent of use of rich multimedia

Degree of communication Amount of communication incorporated

Degree of collaboration Amount of collaboration incorporated

Amount of reflection Ways in which reflection is encouraged

Learning pathway Degree to which the learning pathway is supported

Quality assurance Degree of quality assurance

Certification Mechanisms for accreditation

Formal learning Feed into formal learning offerings

Autonomy Degree of learner autonomy

A taxonomy of MOOCs

http://e4innovation.com/?p=727

Learning pathways

• Guided pathways through materials

• Can promote different pedagogical approaches– Associative– 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

• Changing roles• Technology Enhanced

Learning spaces• 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

References• Conole, G. (2010) Review of pedagogical frameworks and models and

their use in e-learning, http://cloudworks.ac.uk/cloud/view/2982. • Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in

Higher Education. • Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for

effective learning design." Computers and Education 43(1-2): 17-33.• Dewey, J. (1916). Experience and Nature. New York, Dover.• Jarvis, P. (2004). Adult education and lifelong learning. London,

RoutledgeFalmer.• Laurillard, D. (2002). Rethinking university teaching, Routledge %@

0415256798, 9780415256797.• Secker, J.(2011), http://www.slideshare.net/seckerj/information-

literacy-e-learning-and-the-changing-role-of-the-librarian• Learning Design workshop resources http://tinyurl.com/LD-workshop

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