Conole edinburgh

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  • 1. Pushing the boundaries:openness and new approach to design Grinne Conole, University of LeicesterUniversity of Edinburgh13thApril 2012

2. Outline Technologies trends Learner experience Open practices Teacher practice and paradoxes New approaches to design Metaphors 3. Technological trends Mobiles and e-books Games-based learning &learning analytics Gesture-based learning &the Internet of things Personalised learning Cloud computing Ubiquitous learning BYOD (Bring your own device) Digital content The flipped classroom 4. PeerOpencritiquingUserCollectivegeneratedaggregationcontentNetworked PersonalisedSocial media revolution The machine is us/ing us ou_2010.pdf 5. Gutenberg to Zuckerberg Take the long view The web is not the net Disruption is a feature Ecologies not economics Complexity is the new reality The network is now the computer The web is evolving Copyright or copywrong Orwell (fear) or Huxley (pleasure) 6. Learner experience Technology immersed Learning approaches: task- orientated, experiential, jus t in time, cumulative, social Personalised digital learning environment Mix of institutional systems and cloud-based tools and services Use of course materials with free resources Sharpe, Beetham and De Freitas, 2010 7. Open practicesOpen resources Open courses Pandoras boxOpen scholarship Open research7 8. Open resources 9. Open coursesMassiveOpenOnlineCourse 10. Open accreditationPeer to Peer UniversityOER University 11. Open scholarship Exploiting the digital network New forms of disseminationand communication Promoting reflective practice Embracing the affordances ofnew technologiesWeller: 12. Open research 13. Citation indicators 14. Teacher practices: paradoxes Technologiesnot extensivelyused (Molenda) Lack of uptake of OER(McAndrew et al.) Little use beyond earlyadopters (Rogers) Despite rhetoric and funding Pandoras boxlittle evidence oftransformation(Cuban, Ehlers) 14 15. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of freeReplicating bad pedagogyresources and toolsLack of time and skills 16. Learning DesignShift frombelief-based, implicit approaches todesign- based,explicit approachesLearning Design A design-based approach to creation and support of courses Encouragesreflective,scholarlypracticesPromotessharing and discussion 17. ConceptualiseWhat do we want to design, who for and why?Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your design 18. MSc in Learning InnovationDissertation Case Studies of Innovation Research Design and MethodsLearning Design Technology-Enhanced Learning 19. Programme part 1 In-session workOut-of-session workSession 1Intros & expectations(e-tivities)Mini-pres: background to workshopHow to ruin a courseIntro to e-tivity 1Session 2E-tivity 1: ConsiderWarm-up (how is it going?)Discussion of discussion forums, blogsyour Course Featuresand wikisIntro to e-tivity 2Session 3 Warm-upE-tivity 2: Develop(Surprises, discoveries, frustrations, higyour Course Maphlights) Review completed course maps Mini-presentation: How OERs arebeing used & reused E-tivity 3: Do a LearningIntro to e-tivity 3 Design Resource AuditSession 4 Warm-up (how is it going?)Review of completed resource audits Mini-pres: Salmons 5-stage model E-tivity 4: Develop yourIntro to e-tivity 4 Activity Profile 20. Programme part 2 In-session workSession 5Out-of-session workWarm-up (Progress made so far?)Review of Activity Profiles (e-tivities)Brainstorm: Soft/hard outcomesIntro to e-tivity 5Session 6E-tivity 5: DevelopWarm-up (Revisit How to Ruin a Course)Review of Storyboardsyour StoryboardDo Info Literacy Card Sort activityIntro to e-tivity 6Session 7 E-tivity 6: Develop Warm-up ()your e-tivities Review completed e-tivities Mini-pres: Embedding your e-tivities inthe VLEIntro to e-tivity 7 E-tivity 7: Consider yourSession 8 VLE (LMS) design Warm-up ()Review of completed VLE designs Brainstorm: actions needed to complete E-tivity 8:our coursesIntro to e-tivity 8Action Planning 21. How to ruin a course 22. E-tivity 1: Course Features 23. Course Features Key Colours relate to the course view map Green = collaboration and communication Blue = content and student experience Purple = reflection and demonstration Orange = guidance and support 24. What are discussion forums, blogs and wikis good for? Discussion BlogsWikisforums PersonalReflection Collaboration reflection ModeratedCreating anCollating discussion e-portfolioresources 25. E-tivity 2: Course Map 26. The Course Map template 27. E-tivity 3: Learning Design Resource Audit FormatContentText &AudioVideoSlides (e.g. Other (e.g.(under thegraphicsPowerPoint) Adobeappropriate Presenter)licences)What I findand reuse asisWhat I find,tweak anduseWhat I find,repurposeand useWhat I createfor thismodule 28. E-tivity 4: Activity Profile Assimilative Reading, viewing, listening Information handling Manipulating data Communicative Dialogic interactions Productive Creating an artefact Experiential Practicing, mimicking Adaptive Modeling or simulation 29. Outcomes (from University of Gloucestershire) 30. Learning outcomesSTARTEND Assessment 31. Task Swimlane Lane of roles Lane with tools and resources 32. E-tivity 5: Develop your e-tivities 33. Including information Literacy in e-tivities 34. E-tivity 6B: Action PlanningB 35. MSc in Learning InnovationDissertation Case Studies of Innovation Research Design and MethodsLearning Design Technology-Enhanced Learning 36. MetaphorsEcologiesSpacesMemesRhizomes 37. Ecologies Co-evolution oftools and users Nichescolonisation ofnew habitats Survival of thefittest 38. MemesAn internet meme is somethingThat spreads like wildfire on theWeb (Blackmore)To describe the interaction What makes us differentwith digital technologies Is our ability to imitateThe Internet allows forThe unprecedentedSpreading of ideasIssues in terms ofconvergence of thought 39. Spaces Campbell, 72 40. Rhizomes A rhizome is a stem of a plant that sends out roots as it spreads. Describes the way that ideas are multiple, interconnected and self- replicating. A rhizome has no beginning or end like a learning process 41. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on