Conole Canada Keynote

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Text of Conole Canada Keynote

  • 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
  • 9. OU Learning Design Initiative Design methods: schema & patterns Tools: Visualisation & guidance Events: Cloudworks: sharing & discussing
  • 10. Olnet: redefining openness
  • 11. Technology enhanced
    • 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
  • 18. Process design Pr