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Pushing the boundaries:openness and new approach to design
Gráinne Conole, University of Leicester University of Edinburgh
13th April 2012
Outline• Technologies trends• Learner experience• Open practices• Teacher practice and paradoxes• New approaches to design• Metaphors
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 classroomhttp://learn231.wordpress.com/2011/10/25/trend-report-1/
User generated content
Peer critiquing
Networked
Collective aggregation
Personalised
Open
Social media revolutionThe machine is us/ing us
www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf
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)http://www.flickr.com/photos/wallyg/2617472088/
http://memex.naughtons.org/
• Technology immersed• Learning approaches: task-
orientated, experiential, just 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
Learner experience
http://www.educause.edu/studentsAndTechnologyInfographic
7
Pandora’s box
Open resources Open courses
Open scholarship Open research
Open practices
Open resources
http://www.oer-quality.org/
Open courses
http://mooc.ca/
http://www.youtube.com/watch?v=eW3gMGqcZQc
MassiveOpen Online Course
Open accreditation
www.p2pu.org/en/
Peer to Peer University
wikieducator.org/OER_university/
OER University
• Exploiting the digital network• New forms of dissemination
and communication• Promoting reflective practice• Embracing the affordances of
new technologies
Open scholarship
Weller: http://nogoodreason.typepad.co.uk/
Open research
Citation indicators
14
•Technologies not extensively used (Molenda)
•Lack of uptake of OER (McAndrew et al.)
•Little use beyond early adopters (Rogers)
•Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers)
Pandora’s box
Teacher practices: paradoxes
Promise and reality
Social and participatory media offer new ways to communicate and collaborate
Wealth of free resources and tools
Not fully exploited
Replicating bad pedagogy
Lack of time and skills
Learning Design
Shift from belief-based, implicit approaches to design-
based, explicit approaches
Encourages reflective, scholarly practices
Promotes sharing and discussion
Learning DesignA design-based approach to creation and support of
courses
http://www.open.ac.uk/blogs/OULDI/
ConsolidateEvaluate and embed your design
ConceptualiseWhat do we want to design, who for
and why?
http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
Carpe Diem:7Cs of learning Design
MSc in Learning Innovation
Technology-Enhanced Learning
Learning Design
Research Design and Methods
Case Studies of Innovation
Dissertation
Session 1•Intros & expectations•Mini-pres: background to workshop•How to ruin a course•Intro to e-tivity 1
Session 2•Warm-up (how is it going?)•Discussion of discussion forums, blogs and wikis•Intro to e-tivity 2
E-tivity 1: Consider your Course Features
E-tivity 2: Develop your Course Map
E-tivity 3: Do a Learning Design Resource Audit
E-tivity 4: Develop your Activity Profile
In-session workOut-of-session work
(e-tivities)
Session 3 • Warm-up (Surprises, discoveries, frustrations, highlights)• Review completed course maps• Mini-presentation: How OERs are being used & reused•Intro to e-tivity 3
Session 4• Warm-up (how is it going?)•Review of completed resource audits• Mini-pres: Salmon’s 5-stage model•Intro to e-tivity 4
Programme part 1
Session 5•Warm-up (Progress made so far?)•Review of Activity Profiles•Brainstorm: “Soft”/“hard” outcomes•Intro to e-tivity 5
Session 6•Warm-up (Revisit How to Ruin a Course)•Review of Storyboards•Do Info Literacy Card Sort activity•Intro to e-tivity 6
E-tivity 5: Develop your Storyboard
E-tivity 6: Develop your e-tivities
E-tivity 7: Consider your VLE (LMS) design
E-tivity 8:Action Planning
In-session work
Out-of-session work (e-tivities)
Session 7 • Warm-up (…)• Review completed e-tivities• Mini-pres: Embedding your e-tivities in the VLE•Intro to e-tivity 7
Session 8• Warm-up (…)•Review of completed VLE designs• Brainstorm: actions needed to complete our courses•Intro to e-tivity 8
Programme part 2
How to ruin a course
E-tivity 1: Course Features
Linoit.com
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
What are discussion forums, blogs and wikis good for?Discussion
forumsBlogs Wikis
Reflection
Moderated discussion
Personal reflection Collaboration
Collating resources
Creating an e-portfolio
http://www.flickr.com/photos/44251404@N06/4727339064/in/photostream/
E-tivity 2: Course Map
The Course Map template
E-tivity 3: Learning Design Resource Audit Format
Content (under the appropriate licences)
Text & graphics
Audio Video Slides (e.g. PowerPoint)
Other (e.g. Adobe
Presenter)
What I find and reuse as is
What I find, tweak and use
What I find, repurpose and use
What I create for this module
• Assimilative– Reading, viewing, listening
• Information handling– Manipulating data
• Communicative– Dialogic interactions
• Productive– Creating an artefact
• Experiential– Practicing, mimicking
• Adaptive– Modeling or simulation
E-tivity 4: Activity Profile
http://tinyurl.com/ActivityProfileFlash http://tinyurl.com/ActivityProfileExcel
Learning Outcomeshttp://tinyurl.com/outcomes-verbs (from University of Gloucestershire)
Learning outcomes
Assessment
START END
Task Swimlane
• Lane of roles• Lane with tools and
resources
http://cloudworks.ac.uk/cloud/view/3421
E-tivity 5: Develop your e-tivities
Including information Literacy in e-tivities
http://jiscdesignstudio.pbworks.com/w/page/48915295/OULDI-Information%20Literacy%20facilitation%20cards
E-tivity 6B: Action Planning
B
MSc in Learning Innovation
Technology-Enhanced Learning
Learning Design
Research Design and Methods
Case Studies of Innovation
Dissertation
Metaphors
EcologiesSpaces
Memes Rhizomeshttp://e4innovation.com/?p=489
Ecologies
• Co-evolution of tools and users
• Niches colonisation of new habitats
• Survival of the fittest
MemesAn internet meme is somethingThat spreads like wildfire on theWeb (Blackmore)
To describe the interactionwith digital technologies
What makes us different Is our ability to imitate
The Internet allows forThe unprecedented Spreading of ideas
Issues in terms of convergence of thought
Spaces
Campbell, 72
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
http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/
Conole, G. (forthcoming), Designing for learning in an open world, New York: SpringerChapters available on dropbox
