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A holistic approach to design for learning – a vision for the future

Gráinne Conole, Open University, UKAnnual International CODE Symposium, Chiba, Japan, 18th February 2010

More info, slides and references:http://cloudworks.ac.uk/cloud/view/2695

+Context

My background:IrishPhD ChemistryProfessor of e-learning

Open University, UK:1st ‘Open University’More than 200, 000 students570 courses in 70 subjectsSupported Open Learning:(Materials+Tutor+Assessment)7,000 tutors20 partnerships in 30 countriesExpertise in e-learningLearning innovation

Learning environment: Moodle+YouTube channeliTunesOpenLearnSecondLife

+Outline Context

Recent key reports and research Convergence of technology and pedagogy? Paradoxes created by ‘digital’ and educational dilemmas The gap between the promise and the reality

Daring to think differently Designing for learning

Representing and guiding design Discussing and sharing

Drawing on related research

A framework for intervention Research evidence Policy direction The learner voice Academic practice

The landscape of the web 2.0 world….

Exploring new digital territories

+ Technologies: changing, evolving…

Abundance of online resourcesUbiquitous, just-in-time, learningMobile technologiesIT services decentralised (Cloud computing)

+Virtual learning

+Redefining content

+The learner voice Technologically immersed

Learning processes Task orientated, experiential,

cummulative

Attitudes and approaches group orientated, experiential,

able to multi-task, just in time mindset, comfortable with multiple representations

Disconnect between student & institutional approaches

Caution re: net gen claims, importance of taking account of student differences

Do seem to be age related changes taking place and these are strongly linked to social networking and the use of a range of new

Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Mary Thorpe, JISC LEX projects, Sharpe and Beetham (forthcoming)

+Personalised and mobile Individualised Personal

Learning Environment

Synchronised information across devices

Location and context aware

Have we crossed a threshold?

The i-phone as truly transformative

….but what’s next?

+Reflection: e-portfolios

+New learning spaces Combining the

affordances of new technologies with good pedagogy

Taking account of context, location and time

Blurring of real and virtual

SKG: Learning Spaces project, Australia

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12 3

bac+

Inspire by Pea &Wallis, 2008

We can now interactat a distance, accessing complex & useful resources in ways unimaginable in early eras

What’s the next stage of the co-evolution?

Tool-user co-evolution Internet

Mobile devices

TV

Radio

Smart tools

Phone

+Converging practices

Modern technologies Modern pedagogy Web 2.0 practices

Location aware technologies

Adaptation & customisation

Second life/immersive worlds

Google it!

“Expert badges”, World of warcraft

User-generated content

Blogging, peer critiquing

Cloud computing

From individual to social

Contextualised and situated learning

Personalised learning

Experiential learning

Inquiry learning

Peer learning

Open Educational Resources

Reflection

Distributed cognition

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Expansive knowledge domain

Death of expertise/everyone an expert

Hierarchy & control less meaningful

Multiple pathways/lost in cyberspace

Increasingly complex digital landscape

Beyond ‘digital space’/New metaphors

Content distributed, everything is miscellaneous

Multiple (co-)locations/loss of content integrity

Collective intelligence

Social collective/digital individualism

Free content & tools, open APIs and mash ups

Issues re: ownership, value, business models

Paradoxes created by the digital

+Expansive knowledge domain

Challenges the role of the teacher

Hierarchy & control less meaningful

Need for new learner pathways

Increasingly complex digital landscape

Widening skills gap between ‘tech savy’/others

Content distributed, everything is miscellaneous

Need to rethink the design process

Collective intelligence

Potential for new forms of learning

Free content & tools, open APIs and mash ups

Lack of uptake

Educational dilemmas

+Digital literacies Jenkins twelve skills for participatory culture

Play – experimentation/problem solving Performance – alternative identities Simulation – construct models of real-

world processes Appropriation – sample and remix of

media content Multitasking – scanning and then focusing

on salient details Distributed cognition – interaction to

expand mental capacities Collective intelligence - to pool knowledge

with others Judgment – evaluation reliability of

different information Transmedia navigation – follow the flow of

stories across modalities Networking – search for, synthesize and

dissemination information Negotiation – travel diverse communities,

multiple perspectives Visualisation – different data

representations for ideas, patterns, trends

+The gap between promise & reality Common reactions:

“I haven’t got time” “My research is more important” “What’s in it for me?” “Where is my reward?” “I don’t have the skills to do this” “I don’t believe in this, it won’t work”

Common resistance strategies: I’ll say yes (and do nothing) Undermine the initiative Undermine the person involved Do it badly

Classic mistakes: Emphasis on the technologies, not the people and processes Funding for technology developments but not use and support

Free resources Little reuse

Array of technologies

Not fully exploited

+Daring to think differently

Can we develop new technology-enabled approaches to support ‘core’ learning and teaching? Finding (resources, information, tools,

expertise) Creating and adapting (resources) Designing/aggregating (learning activities or

pathways) Communicating (peer-peer, learner-teacher) Reflection (assessment, professional

development)

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Representing pedagogy

Guiding design Sharing ideas

Empirical evidence base

Andrew Brasher, Paul Clark, Gráinne Conole Simon Cross, Juliette Culver, Rebecca Galley & Paul Mundin

Designing for Learning

OULDIOpen University Learning Design Initiative

+OULDI….

Design methods:schema & patterns

Tools: Visualisation & guidance

Events:

Cloudworks: sharing & discussing

+VisualisationTo support effective design

Identifying key requirements at different levels

Integrating design advice and support at key points in the process

+CompendiumLD

Tool for visualising designs

Based on: Roles – student, tutor, etc. Tasks – read, discuss, etc. Tools and resources Outputs

Advantages Makes design explicit Maps out design Sharable with others Good at activity level

+Course map &Pedagogy profile

Course map Gives an ‘at a glance’ view Based on 5 mains aspects of a

course Can differentiate ‘real’ & digital

Pedagogy profile Maps to types of activities the

students do Can look at different timeframes

Advantages Profiles pedagogical overview Can compare with other courses

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Guidance and Support“Learning pathway”: Course

structure and timetablee.g. course calendar, study

guide, tutorials

Thinking and reflection“Meta-cognition”: Internalisation and

reflection, e.g. in-text questions, blog, e-portfolio

Evidence and demonstration

“Assessment”: Diagnostic, formative or summative, e.g.

multiple choice questions, TMAs, ECAs

Information and experience

“Contents and activities”: Course materials, prior

experience, learner-generated content, e.g.

reading, DVDs, podcasts, labwork

Communication and Interaction

“Dialogue”: Social dimensions of the course,

interaction between learners and tutors, e.g.

course forum, email

Course Map View: Course title

Course summaryLevel, credits, duration, key features

Key worksDescription words indicating pedagogical

approach, special features

Course map

+Pedagogy profile

Map of student tasks to time periods (weeks, semesters, etc)

Six types of student tasks + assessment

Each cell indicates the amount of time spent in that period on each type of task

Widget provides graphical view

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Key part of informal process

Sharing best practice

Ideas, support and advice

Enhancing professional knowledge

Collaboration

Cloudworks

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+Key concepts

Clouds: core objects in Cloudworks

Cloudscapes: collections of clouds

Activity streams: dynamic filters of new activity

Follow and be followed: Personal activity stream

and peer recognition

+ToolboxBringing together tools, resources and frameworks

developed over a number of years across projects

Mapped to ‘touch-points’ and gaps identified

Supporting advice and guidance

Trialled across a range of teaching and learning environments

LD Toolbox

+Training and supportActivities graded:

introductory, intermediate and advanced

4 interventions offered (Independent, community peer support, tailored events, side-by-side mentoring)

Co-creative approach to ensure relevance and uptake

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Policy

Research & development

Teacher practice

The learner’s experience

A framework for interventionInstitutional & national fundingEmbedding in strategyAligning to technology trends

Changing user behaviourDrivers and challenges

Actual use in practiceWhat’s in it for me?

Evidence of impact

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A holistic approach to design for learning – a vision for the future

Gráinne Conole, Open University, UKAnnual International CODE Symposium, Ciba, Japan, 18th February 2010

More info, slides and references:http://cloudworks.ac.uk/cloud/view/2695

+Flickr images

Treasure island 1 http://www.flickr.com/photos/tontoncopt/2075310775/

Web 2.0 city http://www.flickr.com/photos/4everyoung/313308360/

Grand challenges http://www.kamaelia.org/GrandChallengesCover.png

Flexible Open Space InQbate CETL in Creativity University of Sussex http://www.flickr.com/photos/jiscinfonet/403331689/

Secondlife image http://www.flickr.com/photos/ramona538/ / CC BY 2.0