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+ Serendipity and fun as ingredients for transforming practice Gráinne Conole, Open University, UK Learning Design Conference, Vancouver Simon Fraser University, 21/10/09 More info, slides and references: http://cloudworks.ac.uk/ cloud/view/2544 http://static.worldarchitecturenews.com/news_images/ 11190_3_JLB%20PREFERRED%20External %20Image%201000px%20wide.jpg

Conole Canada Keynote

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Page 1: Conole Canada Keynote

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Serendipity and fun as ingredients for transforming practice

Gráinne Conole, Open University, UKLearning Design Conference, VancouverSimon Fraser University, 21/10/09

More info, slides and references:

http://cloudworks.ac.uk/cloud/view/2544

http://static.worldarchitecturenews.com/news_images/11190_3_JLB%20PREFERRED%20External%20Image%201000px%20wide.jpg

Page 2: Conole Canada Keynote

+Converging practices

Modern technologies Modern learning & teaching

Web 2.0 practices

Location aware technologies

Adaptation & customisation

Second life/immersive worlds

Google it!

“Expert badges”, World of warcraft

User-generated content

Blogging, peer critiquing

Cloud computing

From individual to social

Contextualised and situated

Personalised learning & teaching

Experiential learning & teaching

Inquiry learning & teaching

Peer learning & teaching

Open Educational Resources

Reflection

Distributed cognition

Page 3: Conole Canada Keynote

+The gap between promise & reality Common reactions:

“I haven’t got time” “My research is more important” “What’s in it for me?” “Where is my reward?” “I don’t have the skills to do this” “I don’t believe in this, it won’t work”

Common resistance strategies: I’ll say yes (and do nothing) Undermine the initiative Undermine the person involved Do it badly

Classic mistakes: Emphasis on the technologies, not the people and processes Funding for technology developments but not use and support

OER Little reuse

Array of technologies

Not fully exploited

Page 4: Conole Canada Keynote

+Addressing the “What’s in it for me?”

The inertia dilemma – why has so little innovation spread?

Too difficult, bewildering, no incentive or support, no recognition

Want examples, someone to talk to,

Needs to be fun, motivating and useful

Web 2.0 practices: egocentric, addictive, motivational, peer support/regulation

Evolving ecology of tools and practices

People connected using tools: collective technical infrastructure

Changing practice – new ways of interacting and communicating

The problem A socio-technical “space”

Page 5: Conole Canada Keynote

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Policy

Teacher practice

Research & development

The learner’s experience

The solution? Connection…Institutional & national fundingEmbedding in strategyAligning to technology trends

Changing user behaviourDrivers and challenges

Actual use in practiceWhat’s in it for me?

Evidence of impact

Page 6: Conole Canada Keynote

+Bridging the gap

Characteristics of good pedagogy

PersonalisedSituativeSocialExperientialReflective

Affordances of new technologies

AdaptiveContextualNetworkedImmersiveCollective

“Open Design”

ExplicitShareableCross boundariesCollectiveCummulative

Page 7: Conole Canada Keynote

+Realising “open design”

Open University Learning Design

Initiative&

The Olnet network

Evidence base(interviews, surveys,observation, web stats, expert panels, focus groups)

Development(resources, methods, tools, session types, interventions)

Trialing (within the OU, workshops & conferences, project partners)

Page 8: Conole Canada Keynote

+OU Learning Design Initiative

Design methods:schema & patterns

Tools: Visualisation & guidance

Events:

Cloudworks: sharing & discussing

Page 9: Conole Canada Keynote

Olnet: redefining openness

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+Open design and mediation

Designer DesignHas an inherent

Learning activityor OERCreates

Mediating artefacts

Mediating artefacts1.Visualisation: CompendiumLD2.Methods: Schema & patterns3.Sharing: Cloudworks

Can we develop new innovative mediating artefacts?How can we make the design more explicit and sharable?

User – can now repurpose

Page 11: Conole Canada Keynote

+Mediating artefacts

Individuals use a range of mediating artefacts to achieve something – write a paper, design a learning event

With new technologies there is now a greater range of MA and new ways for individuals to connect and communicate with others

Taking a socio-cultural approach allows us to make sense of this because it helps articulate the MA and look at the context of use – rules, community, division of labour, as well as look over time at the evolving system as user-practice changes and co-evolves with the technologies

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Open Design: Visualising and sharing

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+Explicit design

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Design, use, reuse

Designer

OER

Design

Creates

Deposits

Deposits

Learner A

OER

DesignLearner B

Tutor

Chooses

UsesQuiz + beginners route

UsesQuiz + advanced route

Repurposes & deposits

Page 15: Conole Canada Keynote

Process designPrior designs & resources New designs

Content: (OER repositories, etc)

Designs: (Pedagogical Patterns, CompendiumLD designs)

New OER & designs

Page 16: Conole Canada Keynote

+Open design: Social and collective

Page 17: Conole Canada Keynote

+Key concepts: Clouds

Clouds: IdeasDesign or case studiesTools or resourcesQuestions or problems

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+Key concepts: CloudscapesCloudscapes:ConferencesWorkshopsCourse teamStudent cohortResearch themeProject

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+Key concepts: Activity streams

Clouds Cloudscapes Comments Links References Extra content

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Page 23: Conole Canada Keynote

+Theoretical perspectives

“Social objects”Social networking makes little sense if we leave out the objects that mediate the ties between peopleEngeström

Design framework for socialityEnabling practiceMimicking realityBuilding identityActualising selfBouman et al.

Page 24: Conole Canada Keynote

+Approach

Agile development: initially build in Drupal, now Codeigniter

Series of phases: design decisions, development, evaluation

Empirical evidence Web stats including google analytics Interviews and focus groups Cloudfests Workshops and conferences Observation and reflective diaries Critical friends group and design summits

Page 25: Conole Canada Keynote

+Principles

Open

Drawing on web 2. practices

Intentionally both built around “communities”/’clusters of interest” and cross-boundaries

Clouds as core objects – social, cummulative, intelligent

Dynamic and evolving through use alongside real events as well as virtual ones

Variety of types of activities and uses but focus always on sharing, finding and discussing educational ideas and designs

Page 26: Conole Canada Keynote

+Design decisions

Cloud metaphor

Seeding the site

Including social features

Tagging by pedagogy, tool, discipline

Low barrier to entry

No private content

User profiles

Cloud types

Using: Workshops, focus groups, surveys, “cloudfests”

“What’s in it for me”?

Privacy and provenance

Sustainability

Barriers to sharing

Lack of spontaneous use

Phase 1 Evaluation

Page 27: Conole Canada Keynote

+Design decisions

Amalgamate cloud types

Increase social features

Foster communities - cloudscapes

Follow functionality

My cloudstream

Usability report

Lack of spontaneous use

Navigation

Quality control

Phase 2 Evaluation

Page 28: Conole Canada Keynote

+Design decisions

Add RSS feeds

Integrate streams from other web 2.0 sites

Merge tag categories

Improve homepage

New patterns of behaviour

Divided views about “open”

Cognitive barrier to getting use to the tool and then using it

Significant increase in use of the site as a result of tools

Phase 3 Evaluation

Page 29: Conole Canada Keynote

+Emergent patterns of use

Events: conferences and workshops ALT-C conference, 8-11th September 2009 http://cloudworks.ac.uk/index.php/cloudscape/view/1870

Discussions: Flash debates Is Twitter killing blogging? http://cloudworks.ac.uk/index.php/cloud/view/2266

Eliciting expertise and open reviews Literature review of educational technologist http://cloudworks.ac.uk/index.php/cloudscape/view/1872

Aggregating resources En Rumbo Spanish course http://cloudworks.ac.uk/index.php/cloudscape/view/776

Page 30: Conole Canada Keynote

+Conclusions

Motivation: helping teachers/designers make more innovative use of technologies to create better learner experiences

Approach: development of a range of resources, tools, methods and events to support this

Evidence-base and agile development: on-going evaluation and reflection to enhance understanding and drive future developments

Reflection: How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be?

Page 31: Conole Canada Keynote

+Conclusions

Motivation: helping teachers/designers make more innovative use of technologies to create better learner experiences

Approach: development of a range of resources, tools, methods and events to support this

Evidence-base and agile development: on-going evaluation and reflection to enhance understanding and drive future developments

Reflection: How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be?