Conole score

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Text of Conole score

  • 1. Theory and methodology
    Grinne Conole
    SCORE presentation, 27th January 2011
  • 2. Impact
    Changes
    Organisational
    structures
    Learning & teaching
    Technology
    Roles and skills
    Funding
    Initiatives
    New technologies
    Drivers
  • 3. Linking research to theory, practice and policy
    Research
    Theory
    Practice
    Policy
  • 4. Practice
    Resources
    Development
    Learning
    Theory
    Develops
    Enhances
    Shapes
    Builds
    Policy
    Networks
    Guides
    Improves
    Consolidates
    Informs
    Strategy
    Research
  • 5. Contextual factors
    Funding and policy drivers
    Cultural dimensions
    Subject-specific aspects
    Current hot topics
    Accessibility and social inclusion
    Widening participation
    Lifelong learning
    Open Educational Resources
    Learning Design
    Personalised Learning Environments
    Use of new social and participatory media
    New business models
    Plagiarism, digital rights, IPR
    Digital scholarship
  • 6. Underpinning technologies
    New and emerging technologies
    mobile and ubiquitous
    intelligent agents
    social and participatory media
    Understanding the media
    multiple forms of representation
    different characteristics of media
    A distributed electronic environment
    standards and interoperability
    infrastructure and architectures
    Access to information
    structuring and distributing information
    integrating different portals, gateways and resources
    exploiting the different communication mechanisms
  • 7. Pedagogical aspects
    Student and staff experiences
    Best methods of
    representing information
    designing and accessing resources and learning activities
    encouraging communication and collaboration
    integrating with other learning and teaching methods
    Development issues
    new forms of literacy needed (Jenkins et al., 2006)
    mechanisms for skills updating and development
    Understanding the affordances of technologies
    Exploring the potential for new forms of pedagogy
  • 8. Organisational issues
    Developing models for
    mapping institutional structures
    supporting institutional processes
    sharing knowledge
    distributing information
    supporting change
    engaging different stakeholders
    Awareness of external factors
    Understanding changing roles and identities
    Linking strategy and practice
  • 9. Common characteristics
    Change
    Political dimension
    Interdisciplinary
    Access and inclusion
    Convergence and interoperability
    Interactivity
  • 10. Reality check on OER research
    Vision: free resources for education
    Significant investments (UNESCO, Hewlett, JISC)
    Focus to date mainly on developing repositories
    Now many high quality resources available
    BUT: Not much evidence of uptake and little reuse
    Evaluation given us deeper understanding of barriers and challenges
    Olnet and OPAL projects
  • 11. Discipline issues
    Variety of feeder disciplines
    education research, cognitive psychology, instructional design, computer science, business and management, philosophy, semiotics, critical discourse analysis
    Benefits
    wealth of methods and approaches
    different perspectives
    Drawbacks
    no shared language and understanding
    lack of cohesion to the area
  • 12. Research questions
    Most effective ways to develop OER?
    Intellectual property issues?
    Barriers and enablers to development and use?
    Models of production, QA etc?
    Sustainable business models?
    Accessibility, inclusion and cultural issues?
    Pedagogical models?
    How to evaluate?
    Conole and McAndrew, 2010
  • 13. Theoretical frameworks
    Drawing on broader theoretical frameworks from Social Sciences
    Socio-cultural perspective dominate
    Activity Theory, Actor Network Theory, Communities of Practice, Systems Thinking, Distributed Cognition
    New learning theories: constructivist, situative and connectivism
  • 14. Key names
    In the field: Laurillard, Salmon, Mayes, Oliver, Reeves, Luckin, Duval, Goodyear, Cantoni, De Laat, Hawthornthwaite, McConnell, Anderson, Wiley, Siemens, Downes
    More broadly: Vygotsky, Engestrom, Laurillard, Collins, Patton, Lave, Wenger, Rogoff, Boden, Gardener, Wertsch, Cole, Schon, Becher and Trowler, Salomon, Suchman, Kay, Dowling and Brown, Strathern, Daniels, Latour, Nardi, Salomon
  • 15. Methodological approaches
    Ethnography and virtual ethnography
    Case studies
    Action research
    Evaluation
    Design-Based Research
  • 16. Methods
    Surveys
    Interview
    Learning analytics
    Focus groups
    Content analysis
    Audio and video logs
    Diaries
  • 17. Choice of research methods
    Tension between
    Focus on evaluation or research
    Quantitative vs. qualitative approaches
    Choice of methodologies
    Has an impact on outcomes
    Tends to be based on previous experience, favoured methods
    Approaches
    Exploring individual case studies
    Developing generic models
    Undertaking systematic reviews
    Applying specific theoretical perspectives
    Active involvement and action research
    Accounting for context - Activity theory, Actor Network Theory
  • 18. Discussion - additional questions
    What additional OER research questions are there?
    What other theoretical perspectives are OER researchers drawing on?
    What other methodologies are OER researchers using?
    What other methods are OER researchers using?
  • 19. Themes
    The good and the bad of ICT
    Speed of change
    New collaborations and discourses
    User focussed
    Changing practice
    Wider impact
  • 20. Theme I
    The good and the bad of ICT
    Institutional vs. loosely coupled systems
    The affordances of technologies
    Appropriateness, fit for purpose
    Ownership vs. open source
    Simplifying the complex
    Balance of content and activity
  • 21. Theme II
    Speed of change, the Web in 2011
    Explosion of Web 2.0 (and 3.0 and)
    Immense amounts of information
    New tools and resources
    The Web for nomads
    Predicting the unpredictable
    Researching where the light is
    A world beyond the Web
    Conole and Alevizou, 2000
  • 22. Theme III
    Supporting new collaborations and discourses
    New distributed Communities of Practice
    Self-sustaining Communities of Practice
    Interacting with the media
    Tailored and contextualised
    Making sense of it all - new forms of digital literacy and the power of narrative
  • 23. Theme IV
    Harnessing needs, understanding end users
    Adaptive and personalised
    Ethnographic approach to users
    The (semantic) web of meaning
    Supporting the whole learning cycle
    The perpetual beta
    Developing for the unknowable