Disruptive learning – towards PLE+?Gráinne Conole, University of Leicester
27th August 20145th International PLE conference, Kuala Lumpur
UNITAR International University
National Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
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
Disruptive innovation
Change
Something new
Unexpected
Christensen
Changing mindsets
Emergent technologies
• MOOCs• Badges to accredit learning• Learning analytics• Seamless learning• Crowd learning• Digital scholarship• Geo-learning• Learning from gaming• Maker Culture• Citizen inquiry
http://www.open.ac.uk/blogs/innovating/
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
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
http://mashable.com/2014/08/21/most-connected-man/
Discussion point
• What (if anything) is innovative and/or disruptive about these?
• How might they be used in a learning context?
Discussion
Innovative or disruptive Use in a learning context
http://www.gartner.com/newsroom/id/2819918
Disruptive learning innovations
• The flipped classroom• Mobile learning• Opening up education
– OER– MOOCs
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 learninghttp://net.educause.edu/ir/library/pdf/eli7081.pdf
www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf
Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
Mobile learning
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
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
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
Terese Bird
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
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 300 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
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• Recent developments
– UK-based FutureLearn– Launch of Massey on Open2Study
• List of MOOCs– http://www.mooc-list.com/
• EFQUEL series of blogs– http://mooc.efquel.org/
• ICDE list of MOOC reports– http://tinyurl.com/gconole-MOOC
• MOOC research reports– http://www.moocresearch.com/reports
• MOOCs for development– http://www.moocs4d.org/media.html
• 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
http://www.parlorpress.com/invasion_of_the_moocs
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
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
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
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
A new MOOC classificationDimension Connectivist Siemens MOOC
ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
For each dimension, give the MOOC a score: Low=1, Medium=2High=3
A new MOOC classificationDimension Connectivist Siemens MOOC
ContextOpen 3Massive 2Diversity 3LearningUse of multimedia 2Degree of communication 3Degree of collaboration 2Amount of reflection 3Learning pathway 1Quality assurance 1Certification 1Formal learning 1Autonomy 3
How to rate Open?
It’s 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=1500-10,000=2Over 10,000=3
http://tinyurl.com/OEWBirdConole
Associative Associating a stimulus with a response – operant conditioning. Create a new stimulus response.
Intermediate Chinese from Open University of China on iTunes Uhttp://tinyurl.com/chineselang
Cognitive Learning by experiencing a stimuli. The way in which a person is encouraged to contemplate.
Coursera Songwritinghttps://www.coursera.org/course/songwriting
Constructivist Adding meaning to, and building on what I already know
Open University Course Design MOOC ‘OLDS’http://www.olds.ac.uk
SituativeLearning that occurs in the same context in which it will be used.
Coursera Introduction to Clinical Neurologyhttps://www.coursera.org/course/clinicalneurology
ConnectivistAbout who or what learning resources we have access to. People as resources.
George Siemens original Connectivist MOOC http://cck11.mooc.ca/
MOOCs by pedagogical approachDimension Associative
ChineseCognitive Songwriting
Constructivist OLDS
Situative Neuro
Connectivist Siemens
Context
Open 1 1 3 1 3
Massive 1 2 1 2 2
Diversity 1 2 2 2 3
Learning
Use of multimedia 3 2 2 2 2
Degree of communication 1 1 2 2 3
Degree of collaboration 1 1 2 2 2
Amt of reflection 1 1 2 1 3
Learning pathway 1 1 2 2 2
Quality assurance 2 2 2 2 1
Certification 1 2 2 2 1
Formal learning 1 1 2 1 1
Autonomy 3 3 3 2 3
http://wp.europeanmoocs.eu/
Related projects
http://wikieducator.org/Emundus
http://vmpass.eu/
Formal
Informal
Individual Social
Blended courses
DL+ social media
Trad. campus courses
DL courses
OER
xMOOCs
OER + Social media
cMOOCs
APELePortforliosOERuBadges
Situating open learning
Facilitating learning
• Guidance and support• Content and activities• Communication and
collaboration• Reflection and
demonstration
Problem Based
Active
Cooperative Collaborative
Reflective
Peer assisted
Learner centred
https://tinyurl.com/hotelproject
From VLEs to PLEs to PLE+VLEs PLEs PLE+
Institutionally owned Mix of institutional and cloud-based
Mix of institutional and cloud-based
Teacher controlled Learner controlled Learner controlled
Clear set of components Nebulous set of components
Nebulous set of components
Digitally based Digitally based Digitally and physically based
Characteristics of a PLE+
• Relates to concepts of distributed cognition and PersonPlus
• We leave learning trails • Our learning environment is
culturally constructed• We co-evolve with our
environment • Technologies have
affordances • Blurring of physical and digital
Gibson, Pea. Perkins, Salomon, Wertsch
Learning Design
• To provide guidance and support to enable practitioners make design decisions that are pedagogically informed and make appropriate use of technologies
• Can also by learners to create their PLE+
The 7Cs of Learning DesignConceptualise
Vision
CommunicateCreate ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
Technology-Enhanced Learning Spaces
Aesthetics – pleasure (recognition of symmetry, harmony, simplicity and fitness for purpose)Affordances – the characteristics of the environmentBlending – a mix of f-t-f and technologiesComfort - a space that creates a physical and mental sense of easeEquity – considering the needs of cultural and physical differences Flow – the state of mind of the leaner when totally engaged with the learning processRepurposing – the potential for multiple use of the space
http://www.skgproject.com/
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
METIS ILDE
• Integrated Learning Design Environment
• Create designs:– Conceptualise– Author– Implement
• Share and adapt designs
http://ilde.upf.edu/pg/lds/
Disruptive innovation• Disruptive technologies are
challenging traditional institutions
• New business models emerging• New approaches needed for
designing and delivering MOOCs• Blurring of boundaries:
– formal/informal, real/virtual, teacher/learner, cross cultural
• Need for new pedagogies• Disaggregation of education
– High quality resources– Learning pathways– Support– Accreditation
http://www.le.ac.uk/ilihttp://www.slideshare.net/GrainneConole
[email protected]://e4innovation.com
@gconole
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