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Visioning for the future, harnessing the power of opennessGráinne Conole,The Open University, UKE-learning expo conference, Athens, 2nd October
+Orientation
Open, social and participatory media
A vision of openness – Open Practices Open Design Open Delivery Open Research Open Evaluation
Implications for learning and teaching
Focus
Social inclusion
Innovation Quality
Web 2.0
Sharing
Communicating
Networking
Interacting
Media sharing
Blogs & wikis
Social networking
Virtual worlds
New tools/practices are leading to new forms of learning and teaching
Shift from:Web 1.0 – content repository and static
informationWeb 2.0 – user generated content and social
mediation
Open, social and participatory media
A typology of new technologies
Technology Examples
Media sharing Flckr, YouTube, Slideshare, Sketchfu
Media manipulation and mash ups
Geotagged photos on maps, Voicethread
Instant messaging, chat, web 2.0 forums
MSN, Paltalk, Arguementum
Online games and virtual worlds WorldofWarcraft, SecondLife
Social networking Facebook, Myspace, Linkedin, Elgg, Ning
Blogging Wordpress, Edublog, Twitter
Social bookmarking Del.icio.us, Citeulike, Zotero
Recommender systems Digg, LastFm, Stumbleupon
Wikis and collaborative editing tools
Wikipedia, GoogleDocs, Bubbl.us
Syndication/RSS feeds Bloglines, Podcast, GoogleReader
(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://cloudworks.ac.uk/cloudscape/view/1895
Web pages
Communication+
Interactivity
A redefining of what ICT means
Blogs
Wikis
Virtual worlds, online games & immersive environments
Social networking
Google wave
Media sharing Mash ups
Forums
Instant messaging
Audio & video conferencing
Co-evolution of tools and practice
Evolving practices
Characteristics of users
Preferences
Skills
Interests
Context
Affordances of technologies
Reflection
Dialogue
Aggregation
Interactivity
Affordances (Gibson)‘All "action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities.’For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
Basic communications & gestures
Symbolic representations (words, numbers)
1st wave technologies (phone, radio, fax, TV, CD/DVDs)
2nd wave technologies networks, mobiles, the Internet)
Digital skills (Jenkins, et al., 2008)Play
Performance
Appropriation
Multi-tasking
Distributed cognition
Collective intelligence
Judgment
Transmedia navigation
Networking
Simulation
Visualisation
Negotiation
The reality gapParadoxes
Technologies not fully exploitedLittle evidence of use of OER
Predominance of ‘old practices’Media sharing
Blogs & wikis
ReasonsTechnical, pedagogical,
organisational…“Lack of time, research vs. teaching, lack of skills, no rewards, no support….”
Solutions?Models and frameworks
Learning designPedagogical patterns
Open Educational ResourcesVirtual worlds &online games
Social networking
Redefining openness…
DesignCourses design
& shared openly
DeliveryUse of free
tools & resources
EvaluationCritical
reflection
ResearchSharing of
research data
Open practices
Peer critiquing
Sharing Repurposing
Collectiveintelligence
Networking Inquiry
What is/will be the impact of an increasingly
open technologically mediated learning
environment in learning and teaching?
Also see Alex Couros, Edmedia, 2010
Open Design
Open Research
X-Delia
Open Evaluation
Open Delivery
Open Design: Learning design
Shift from belief-based, implicit approaches to design-based, explicit
approaches
Encourages reflective, scholarly practices
Promotes sharing and discussion
A design-based approach to creation and support of
courses
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
The learning design concept wheel
Tools
Resources
Act
ivit
ies
Tools
Resources
Activities
Tools
Res
ourc
es
Activities
Foundations
Representation
Collaboration
Learning Design taxonomyMediating artefactsAffordances
Excel template
CompendiumLD
Course views
Cloudworks
’DesignChallenge’DialogPlus toolkit
Phoebe plannerPedagogic planner
Translates into…
Awareness sessions
‘LD-lite’ workshops
Design challenges
Master’s level OER
Free format
Tailored guided
pathways of different levels of intensity
and length
RepresentationThe Open University, UK
KE312Working together with children
What’s the problem?Text-based/focus on content
Doesn’t show what the course is really like or what it consists of
How are courses typically represented?How explicit is the inherent design?
Course views: conceptual and data-driven
Course Map
Learning Outcomes
Task Swimlane
Pedagogy Profile Course Dimensions
Course Performance Cost effectiveness
Guidance & SupportCourse guide, study
calendar, study planner, 20 learning guides, General
assessment guidelines and assignments
Tutor support: 1:20, 21 hours
Reflection & Demonstration
Journal space in the Mystuff e-portfolio,
6 assignments online (50% of overall score)
Content & Activities3 co-published books, DVDs of 3 practice settings, core
questions, thinking points in course books
Own experience and practicePDFs, e-journal articles &
websites, activities in learning guides, 5 website
interactivities
Communication & Collaboration
F-t-F tutorials near beginning, middle and end,
Course-wide café forum, Tutor-group forums with sub-
groups for each block
Course summaryKE312 - Working together with
Children, 60 pt course over 32 weeks, 3 blocks/20
guidesWhole weeks devoted to assignments
Consolidation week (week 22)
Key wordsPractice-related, aligned to latest
professional framework for multi-agency working, rich cases
Read-Relate to practice – Reflect - Write
KE312 - Course map
Pedagogy profile
Learning Activity Taxonomy - Conole, 2008
Map of learner tasks to time periods (weeks, semesters, etc.)6 types of learner task + assessment
AssimilativeInformation handlingCommunicationProductiveExperientialAdaptiveAssessment
Each cell indicates the amount of time spent on each type of task
Course dimensions
Guidance &Support
Content &Activities
Reflection &demonstration
Communication & Collaboration
Learning outcomes
Mapping learning outcomes to:
ActivitiesAssessment
Based on Biggs’ work (1999) on constructive alignmentMaps course and highlights any gaps
Task swimlane
Focus on the tasks learners doBase on:
Roles (learner, tutor, etc.)Tasks (read, discuss, etc.)Tools and resourcesOutputs
AdvantagesMakes design explicitMaps out designSharable with othersGood at activity level
UseMind mapping tools – CompendiumLD, CMap, FreemindPen, paper and stickers
Visualisation tools
Pen, paper and stickers
Mind mapping tools
Excel templates
Tutor costs
Working between the views
Course map
Learning outcomes
Pedagogy profile
Task swimlane
Course dimensions
Modeling with data-derived views
What are the cost implications of…Including more online assessmentMore student-generated contentIntroducing use of SecondLife?
What happens to course performance, if…Include more collaborationDecrease the amount of tutor supportIncrease use of Web 2.0 tools?
Course Business Models projectMick Jones, Andrew Russell, Paul Mundin, Peter Wilson
5 conceptual
views
+Weighing it all up
Pros Cons
Makes design explicit
Foregrounds specific aspects of the design
Acts as a scaffold/guide to the design process
Views act as a shared dialogic mediating artefact
Comparative analysis
Check points and reflection
The power of sharing and discussing
Design is a complex process!
Understanding the views
Recognising their limitations
The dangers of a formulaic approach
Time to master/appropriate
The difficulty of shifting entrenched practice
Still to be empirically validated
CloudworksA space for sharing and
discussing learning and teaching ideas
Application of web 2.0 practice
Examples for teachers & learners to share/discuss
A space for collaboration & communication
Helps develop skills needed for engaging with new technologies’
Core
ImprovementsDiscussions
Author
Tags
Location
Title
Open Delivery – Use of OER
Basic definitionThe open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002)
Broader definitionLearning resourcesCourseware, content modules, learning objects, learner support & assessment tools, online learning communitiesResources to support teachersTools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachersResources to assure the quality of education and educational practices (UNESCO 2004)
Pedagogically rich
Olnet: Open Learning network
Network
Research
Fellowships
From producing open resources to use of open resources•Build capacity•Find evidence•Refine the issues
Conole, McAndrew & Demtriadis, Forthcoming
Conole, McAndrew & Demtriadis, Forthcoming
Making reuse possible
Explicit design
Design, use, reuse
Teacher A
OER
Design
Creates
Deposits
Deposits
Learner A
OER
DesignLearner B
Teacher B
Chooses
UsesQuiz + beginners route
UsesQuiz + advanced route
Repurposes & deposits
A vision of transformationBeyond content – focus on activity and use
Learners as self-directed and autonomous
More of a focus on sharing, refinement, iteration, critical reflection
OER as a potential catalyst to transforming educational practice
Improvements in social inclusion, quality and innovation
From resources to practices
37The OPAL vision
Open Educational Resource Practice
OEP constitute the range of practices around the creation, use and management of OER
with the intent to improve quality and innovate education.
Focus on the practice around OER rather than the resources
Better understanding will lead to improvements in the quality of OER and more
innovation
Abstracting dimensions of Practice
Approach60+ case studies of OER
collectedDimensions of OEP derivedDerivation of the OEP cube
model
http://cloudworks.ac.uk/cloudscape/view/2105
ValidationSpotlight on OER on
CloudworksEDEN workshop
OER activity on CloudworksOngoing online consultation
process
Validation: OER activity on Cloudworks 27 Cloudscapes and 13
Clouds evaluated
Kinds of activities Reviews, events, debates,
other Intentional, practical, social
Types of Clouds Instructional, informational,
archival Notes, resource
aggregator, project descriptions, discussion &
debate spaces, interviews
Alevizou et al. 2010
Emergent issues from OER research Motivations for sharing and
incentives for participation
Financial sustainability and licensing jurisdictions
OER tracking, usage patterns and users motivations
Quality and credentials
Effectiveness metrics
Types of research and dissemination of empirical results
Linking research with policy and practice
41The OEP cube model
THE DIMENSION: What? Strategies and Policies Barriers and Success Factors Tools and Tool Practices Skills Development and Support
THE CONTEXT: Where? Macro level (society) Meso level (organisation) Micro level (individuals)
MATURITY: How well is it established? Initial (not yet started) Managed Defined Optimizing (embedded / advanced)
DIMENSION
CONTEXT
MATURITY
The cube model
3AX 3BX
2AX 2BX
1AX 1BX
3AX 3BX
2AX 2BX
1AX 1BX
3AY 3BY1AX 1BX
2AY 2BY2AX 2BX
1AY 1BY3AX 3BX
3BX
2BX
1BX
3BX
2BX
1BX
3BY1CX
2BY2CX
1BY3CX
3BX
2BX
1BX
3BX
2BX
1BX
3BY1DX
2BY2DX
1BY3DX
42
Macro-level: Societal
Meso-level: Organisation
Micro-level: Individual
Levels
Str
ate
gie
s &
polic
ies
Barr
iers
&
succ
ess
fact
ors
Tools
& t
ool
pra
ctic
es
Ski
lls D
ev &
Support
DimensionsOER embedded in strategy
Institutional OER repository
Adapted from diagram by T. Koskinen
Level o
f maturit
y
Optim
izing
Defined
Managed
Initial
43Uses and benefits
Three uses Benchmarking Guidance Reflection and comparison
Benefits Guides users in understanding how to think
about the key issues. Flexible enough to cover the multiple
stakeholders Sub-cubes provide practical illustrative
examples Useful as a mechanism for institutions to
self-benchmark
Final thoughts
Learning and the context of learning have changed
We need new approaches to learning and teaching
How can we harness increasingly sophisticated tools and OERs?
How can we support innovation in the use and reuse of OER?
Will openness enable or restrict social inclusion?
What are the quality implications in an increasingly open context?
How can we ensure research better informs policy and practice?
A vision for the future, harnessing the power of openness
Sources Mash ups http://www.flickr.com/photos/richardellard/4524139966/ Molecule http://www.flickr.com/photos/8272941@N07/498827420/ Periodic table
http://www.flickr.com/photos/chemheritage/3984920162/ Music sheet http://www.flickr.com/photos/anyaka/21848267/ One world http://www.flickr.com/photos/psd/2731067095/ World of warcraft
http://www.flickr.com/photos/shardsofblue/3981216281/ Questionmark
http://www.flickr.com/photos/crystaljingsr/3914729343/ http://suifaijohnmak.files.wordpress.com/2009/11/communication-
sep08_leskovec_tdef_page_03_480.jpg
Yin-Yang image http://learn4kicks.files.wordpress.com/2009/09/yinyangconceptmap.gif
Imperial collage second life island http://knowledgecast.wordpress.com/2009/07/10/icl-tour2/
Personal Inquiry project http://www.pi-project.ac.uk/resources/ E-Portfolios http://www.jiscinfonet.ac.uk/infokits/e-portfolios
Sources
http://www.geeky-gadgets.com/samsung-galaxy-s2-android-3-0-and-a-2ghz-processor-06-07-2010/
http://thehottestgadgets.com/2008/05/samsung-to-debut-3m-mini-projectors-with-new-phones-00280
http://www.dontwasteyourtime.co.uk/elearning/ipad-is-it-any-good-for-the-classroom-or-learning/
http://www.erwinvanlun.com/images/uploads/SmartGlasses.jpg
OpenLearningInitiative
http://distancelearn.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=distancelearn&cdn=education&tm=6&f=00&su=p897.9.336.ip_&tt=11&bt=1&bts=1&zu=http://www.cmu.edu/oli/
Molecule http://www.flickr.com/photos/8272941@N07/498827420/
Periodic table http://www.flickr.com/photos/chemheritage/3984920162/
Music sheet http://www.flickr.com/photos/anyaka/21848267/
One world http://www.flickr.com/photos/psd/2731067095/
World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
Questionmark http://www.flickr.com/photos/crystaljingsr/3914729343/
Crystal ball http://mashable.com/2009/08/20/ted-future/
Sources
iPhone http://virulentwordofmouse.files.wordpress.com/2009/12/iphone.jpg
eBook readers http://wowio.files.wordpress.com/2007/07/reader-options2.jpg
