Designing for learning in an open world
Gráinne Conole Learning and Teaching Day
University of Suffolk 14th December 2016
National Teaching
Fellow 2012 Ascilite fellow 2012 EDEN fellow 2013
Outline
• The broader context – Education 2020 – Innovating pedagogy – E-pedagogies
• Focus – Disruptive innovation – Open practices – New digital literacies – Digital identity – New approaches to design
• The argument for slowing down
What are the key technologies that have transformed education?
E-Learning timeline M
ultim
edia
reso
urce
s
80s
The
Web
93
Lear
ning
Man
agem
ent S
yste
ms
95
Ope
n Ed
ucat
iona
l Res
ourc
es
01
Mob
ile d
evic
es
98
Gam
ing
tech
nolo
gies
00 So
cial
and
par
ticip
ator
y m
edia
04
Virt
ual w
orld
s
05
E-bo
oks a
nd sm
art d
evic
es
Mas
sive
Ope
n O
nlin
e Co
urse
s
07 08
Lear
ning
Des
ign
99
Lear
ning
obj
ects
94
Lear
ning
Ana
lytic
s
10
5 transformative technologies
• The web/WiFi • Learning Management
Systems (LMSs) • Mobile devices • OER/MOOCs • Social media
Transformative characteristics
• Access to rich interactive resources
• Many ways to communicate and collaborate
• Instant access to knowledge • Enable open practices • Portable across devices and
locations
Challenges • Web/Wifi
– Lack of connectivity – Online 24/7
• LMS – Institutionally focused – Not transferable post
course • Mobile devices
– Battery life – Fragile – Web pages not rendered
properly
Challenges
• OER/MOOCs – Finding relevant resources – Evaluating quality and
relevance – Lack of support – High drop out rates – No formal recognition
• Social media – Confusing – Balance between white
noise/relevance
Peering into the future….
• Artificial intelligence • Cloud computing • Augmented and virtual
reality • Learning Analytics and
adaptive learning • Affective computing
https://storify.com/ProfKarim/new-culture-of-learning
Education 2020
Innovating pedagogy • Learning through social media • Productive failure • Teachback • Design thinking • Learning from the crowd • Learning through video games • Formative analytics • Learning for the future • Translanguaging • Blockchain for learning
http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf
Mobile
Across devices
Dynamic
Personalised
Connected
Free
Interactive
Intuitive
Global
Open
Robust Ubiquitous
Unreliable
Battery life
Cost
Training
Time consuming
Privacy
Quantity
Accessibility
Quality
Insecure
Intrusive Trivial Connectivity
Transitory
http://hotel-project.eu/sites/default/files/Learning_Theory_v6_web/Learning%20Theory.html
Focus
• Disruptive innovation • Open practices • New digital literacies • New approaches to design
1. Disruptive innovation
• Challenging the established – Practices – Business models – Pedagogies
• Resulting in new practices
Christensen
Disruptive innovation Replacing
Wikipedia Encyclopedias
Google Drive Office software
Word processing Typewriters
Mobile phones Land lines
OER/MOOCs Course resources and courses
2. Open Practices
• Digital technologies enable more open practices
• Increase of free resources and expertise - via Webinars, blogs, open repositories and journals, and social media
• Increasing importance of OER and MOOCs
OER and MOOCs • Hundreds of high quality OER
repositories • Education as a fundamental
human right • MOOCs are challenging formal
education • New business models emerging • New ways to accredit informal
and non-formal learning • Useful links
– OER research hub – IPTS report on open education – EFQUEL MOOC blogs – MOOC-IT
The OPAL metromap
http://www.oer-quality.org/
Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice
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
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
A taxonomy of MOOCs
http://e4innovation.com/?p=727
Recognising non-formal learning
• Analysed practices for assessment and recognition of non-formal learning
• Barriers: – Online seen as lower value – Lack of guidance on
recognition options – Cost of recognition – Need to unbundle learning
provision
http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf
3. Digital literacies
• Digital literacies are those capabilities needed for an individual to live, learn and work in a digital society
• From access and awareness to higher level capabilities and identities
Beetham and Sharpe
https://www.jisc.ac.uk/guides/developing-digital-literacies
Digital literacies
JISC
Digital literacies • Jenkins
– Play – Performance – Simulation – Appropriation – Multitasking – Distributed cognition – Collective intelligence – Judgment – Transmedia navigation – Networking – Negotiation – Visualisation
Critical thinking and creativity
• Ability to transcend traditional ideas, rules etc. to create meaningful new ideas: – Beyond knowledge recall – Thinking laterally – Using problem solving – Fostering collaboration – Utilising visualisation and
metaphors
Learning in a Digital Age (LiDA) MOOC • Drawing on existing courses from:
– Thomas Edison State University – University of Southern Queensland
• Aimed at first year undergraduates • Develop digital literacy skills for learning
Development process
• Kanban for brainstorming • Zoom for meetings • Wikieducator for content development • A forum and char for communication • Wordpress for publication
LiDA microcourses
• Principles – Help learners develop their digital
literacies – Open practices – Use of social media – Participant interaction encouraged
• 4 microcourses/40 learning hours each – Digital skills for online learning – Digital citizenship – Open education – Media literacy and digital practices
http://course.oeru.org/lida101/
4. New approaches to design
Promise • Technologies enable rich
interaction, communication and collaboration
• Plethora of free tools, resources and courses
Reality • Not fully exploited • Bad pedagogies • Teachers are daunted by
digital technologies • Teachers don’t have the
time or the skills
Learning Design
• A pedagogically informed approach to design that makes appropriate use of technologies
• Builds on concepts of: • affordances • mediating artefacts
Guidance Visualisation
Sharing
The 7Cs of Learning Design Conceptualise
Vision
Communicate Create Consider Collaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://e4innovation.com/?p=831
Course features • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and
demonstration • Communication and
collaboration
Technologies – pros and cons
Impact • Access to limitless free tools,
resources, courses and expertise
• Instantaneous interaction and communication
• A global, distributed community of peers
• Multiple ways to learn • New forms of recognition of
learning • Enabling more open practices
Challenges • Balance of ‘noise’/relevance • Finding quality resources • Fragmented identities • New digital literacies • Professional development • Assessment practices
The argument for slowing down
Slow food movement • Reaction against the increase in
fast food • Defending regional traditions,
good food, gastronomic pleasure and a slow pace of life
• Reinvigorate people’s interest in the food they eat, where it comes from and how our food choices affect the world around us
Slow learning movement • Promoting deep learning in the
context of a broad curriculum that recognises the talents of all students
• Quality of the educational engagement between teacher and learner is more important than judging student ability by standardised tests
• Importance of quality, creative teaching which enables students to think independently and cope with the challenges of life today Slow learning
Future challenges • Disaggregation of education:
– Content – Support – Learning pathways – Accreditation
• New – Digital literacies – Business models – Pedagogies
• Blurring of boundaries – Teacher/Learner – Formal/Informal – Real/Virtual http://www.flickr.com/photos/mrsdkrebs/6400358699/
Email: [email protected] Website: http://e4innovation.co.uk
Twitter: @gconole