1. Serendipity and fun as ingredients for transforming practice Grinne 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
2. 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
3. The gap between promise & reality
Common reactions:
I havent got time
My research is more important
Whats in it for me ?
Where is my reward ?
I dont have the skills to do this
I dont believe in this, it wont work
Common resistance strategies:
Ill 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
4. Addressing the Whats 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
5. The solution? Connection Institutional & national funding Embedding in strategy Aligning to technology trends Changing user behaviour Drivers and challenges Actual use in practice Whats in it for me? Evidence of impact Policy Teacher practice Research & development The learners experience
6. Bridging the gap Characteristics of good pedagogy Personalised Situative Social Experiential Reflective Affordances of new technologies Adaptive Contextual Networked Immersive Collective Open Design Explicit Shareable Cross boundaries Collective Cummulative
7. Open Design: a definition/approach
Aims to widen access to good ideas and designs, to share practice
Design for all types of learning activity
Formal course
Individual learning activity
Informal study group activity
Blurring of boundaries
Teacher Learner
Formal informal
Real virtual
Principles
Open
Sharable
Explicit: design process explicit & sharable
Designers and users
Builds on open source principles
Assessment Learning outcomes Tasks Aspects of design
8. Realising open design 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) Open University Learning Design Initiative & The Olnet network
Technology-enhanced learning but what about technology-enhanced teaching? . Or beyond
Need to rethink education in a modern context
What is it for, who is it for, what are the roles and how is it supported
Blurring of boundaries of learner, teacher and other towards actors interacting with each other in a technology-enhanced environment, where actors and their practice co-evolve with the tools
12. New environment, new practices
What would characterise this?
Open
Changing roles
User-centric and personalised
Evolving
Co-operative and collaborative users helping each other, peer critiquing, regulating, fostering communities and clusters of engagement
Cummulatively intellligent harnessing the affordances of the technologies to meet specific needs, but to build and aggregate knowledge, and to distribute this in multiple ways for multiple purposes
13. Open design and mediation Can we develop new innovative mediating artefacts? How can we make the design more explicit and sharable ? Designer Design Has an inherent Learning activity or OER Creates Mediating artefacts
Mediating artefacts
Visualisation: CompendiumLD
Methods: Schema & patterns
Sharing: Cloudworks
User can now repurpose
14. 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
15. Open Design: Visualising and sharing
16. Explicit design
17. Design, use, reuse Designer OER Design Creates Deposits Deposits Learner A OER Design Learner B Tutor Chooses Uses Quiz + beginners route Uses Quiz + advanced route Repurposes & deposits
