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  • 1. National Teaching Fellow 2012 EDEN fellow 2013 Ascilite fellow 2012 Disruptive learning towards PLE+? Grinne Conole, University of Leicester 27th August 2014 5th International PLE conference, Kuala Lumpur UNITAR International University
  • 2. Outline Disruptive innovation Emergent technologies Disruptive learning innovations The flipped classroom Mobile learning Open learning Facilitating learning From VLEs to PLEs to PLE+ Characteristics of a PLE+ The 7Cs of Learning Design
  • 3. Disruptive innovation Change Something new Unexpected Christensen Changing mindsets
  • 4. Emergent technologies MOOCs Badges to accredit learning Learning analytics Seamless learning Crowd learning Digital scholarship Geo-learning Learning from gaming Maker Culture Citizen inquiry
  • 5. A day made of glass Via Alice Godwin-Davey
  • 6. The future of ICT in education
  • 7. The Internet of things Objects, animals or people given a unique identifier Data transferred over the Internet Examples: Sensor which tells you when your tyres are flat Remotely alter a thermostat
  • 8. Most connected man Uses ca. 700 tracking and life logging systems Lights and music can be altered to change or reflect his mood Can monitor habits to improve the quality of his life
  • 9. Discussion point What (if anything) is innovative and/or disruptive about these? How might they be used in a learning context?
  • 10. Discussion Innovative or disruptive Use in a learning context
  • 11.
  • 12. Disruptive learning innovations The flipped classroom Mobile learning Opening up education OER MOOCs
  • 13. The flipped classroom Inverting the traditional approach: from lecture-centric to activity-centric Watch videos in advance Use classroom to discuss and do activities More collaborative and problem-based Increasing importance of mobile learning
  • 14. Mobile learning Study calendars E-books Learning resources Online modules Annotation tools Mind mapping tools Communication mechanisms
  • 15. From E-Learning to M-Learning More than just mobile e-learning Anytime, anywhere for the learner (efficiency) Enables learning in special location (i.e. fieldwork) New affordances of mobile Small and compact Personal Capturing sound, video, image New tech i.e. augmented reality Wearable tech Peacekeeper student using supplied iPad and course app Security, Conflict & International Development Masters Distance
  • 16. Other Leicester examples One iPad per medical undergraduate: Paperlessness, Personalised Anywhere Medical references and apps for clinical settings Masters of International Education: Personalised learning environment Accessibility iBooks Author to create iBook
  • 17. Flexibility and mobility Small, compact size Continue reading, Bookmark Portability Capacity Readability Easy on the eyes Access from a single device without internet Long battery life Photo by Kzeng on Flickr Photo by Yummy Pancake on Flickr Terese Bird
  • 18. Open learning Over ten years of the Open Educational Resource (OER) movement Hundreds of OER repositories worldwide Presence on iTunesU 2012 Times year of the MOOC
  • 19. The OPAL metromap Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice
  • 20. POERUP outputs An inventory of more than 300 OER initiatives 11 country reports and 13 mini-reports 7 in-depth case studies 3 EU-wide policy papers
  • 21. The emergence of MOOCs CCK08 Connectivist MOOC (cMOOC) Siemens, Downes and Cormier Evaluation (Fini, 2009) Emergence of large-scale xMOOCs Recent developments UK-based FutureLearn Launch of Massey on Open2Study List of MOOCs EFQUEL series of blogs ICDE list of MOOC reports MOOC research reports MOOCs for development
  • 22. Critiques the hype History of MOOCs More an interactive textbook than a course Issue re feedback and assessment Support models Issue of support large-scale learning Degrees of openness
  • 23. Free Distributed global community Social inclusion Massive Open Online Courses (MOOCs) High dropout rates Learning income not learning outcome Marketing exercise JOLT, Vol. 9, No. 2,
  • 24. Beyond cMOOCs or xMOOCs cMOOCs Weekly centred Participant reflective spaces Social and networked participation Hashtag: #etmooc Use of a range of social media xMOOCs Linear learning pathway Mainly text and video Formative feedback through MCQs Individually focused
  • 25. A taxonomy of MOOCs Dimension Characteristics Context Open 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
  • 26. A new MOOC classification Dimension Connectivist Siemens MOOC Context Open 3 Massive 2 Diversity 3 Learning Use of multimedia 2 Degree of communication 3 Degree of collaboration 2 Amount of reflection 3 Learning pathway 1 Quality assurance 1 Certification 1 Formal learning 1 Autonomy 3 For each dimension, give the MOOC a score: Low=1, Medium=2 High=3
  • 27. A new MOOC classification Dimension Connectivist Siemens MOOC Context Open 3 Massive 2 Diversity 3 Learning Use of multimedia 2 Degree of communication 3 Degree of collaboration 2 Amount of reflection 3 Learning pathway 1 Quality assurance 1 Certification 1 Formal learning 1 Autonomy 3 How to rate Open? Its free = 1 At least some CC materials = 2 All materials CC, and non-registered students can view materials=3 How to rate Massive? Under 500=1 500-10,000=2 Over 10,000=3
  • 28. Associative Associating a stimulus with a response operant conditioning. Create a new stimulus response. Intermediate Chinese from Open University of China on iTunes U
  • 29. Cognitive Learning by experiencing a stimuli. The way in which a person is encouraged to contemplate. Coursera Songwriting