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The implications of open practice
Gráinne Conole, University of Leicester21st January 2014
HEA Inspirational Leaders Seminar SeriesYork
National Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
Outline
• The importance of e-learning• E-learning timeline • Emergent technologies• A framework for intervention– Learning Design– OER and MOOCs– Learning analytics
Why e-learning?
• For learning– Potential to support interaction, communication
and collaboration– Developing digital literacy skills– Promoting different pedagogical approaches– Fostering creativity and innovation– Connecting students beyond the formal course
• For life– Preparing students for an uncertain future– Improving employability opportunities– Increased importance of technology in society
E-Learning timelineM
ultim
edia
reso
urce
s
80s
The
Web
93
Lear
ning
Man
agem
ent S
yste
ms
95
Ope
n Ed
ucati
onal
Res
ourc
es
01
Mob
ile d
evic
es
98
Gam
ing
tech
nolo
gies
00So
cial
and
par
ticip
ator
y m
edia
04
Virt
ual w
orld
s
05
E-bo
oks
and
smar
t dev
ices
Mas
sive
Ope
n O
nlin
e Co
urse
s
07 08
Lear
ning
Des
ign
99
Lear
ning
obj
ects
94
http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html
Lear
ning
Ana
lytic
s
10
A glimpse of the future…
• Online, hybrid & collaborative learning• Social media use in learning• The creator society• Data driven learning and assessment• Agile approaches to change• Making online learning natural
http://www.nmc.org/pdf/2014-horizon-he-preview.pdf
Innovating pedagogy
• MOOCs• Badges to accredit learning• Learning analytics• Seamless learning• Crowd learning• Digital scholarship• Geo-learning• Learning from gaming• Maker Culture• Citizen inquiry
http://www.open.ac.uk/blogs/innovating/http://www.menon.org/matel/
Factors impending adoption
• Low digital fluency• Lack of rewards for teaching• Competition from new
models of education• Scaling teaching innovations• Expanding access• Keeping education relevant
User generated content
Peer critiquing
Networked
Collective aggregation
Personalised
Open
Social media revolution 2013
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
Learner practice
Use of technologies Diversity/culture
Teacher practice
Design practice
Use of technologies
Research
OER/MOOCs
Learning design
Social media
Virtual worlds & games
Learner experience
Horizon scanning
PolicyOER/iTunes
Learning spaces
Cloud computing
Learning Management System
Mobile learning
Digital literacies
Learning Analytics
OER and MOOCs
Learning Design Learning Analytics
Linking design, learning intervention and analytics
http://www.larnacadeclaration.org/
• Definition of Learning Design• Teachers need guidance to make informed
design decisions that are pedagogically effective and make appropriate use of technologies
The 7Cs of Learning DesignConceptualise
Vision
CommunicateCapture ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
Course features• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
Activity profile
• Types of learner activities– Assimilative– Information Handling– Communication– Production– Experiential– Adaptive– Assessment
Start End
Learning OutcomesLO1LO2LO3LO4
Assessment LO1LO2 LO3 LO4
Week 1Topic 1
Week 2Topic 2
Week 3Topic 3
Week 4Topic 4
METIS Integrated Learning Design Environment
• Conceptualize• Author• Implement
http://ilde.upf.edu/
OER and MOOCs• Over ten years of the Open Educational Resource
(OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU• 2012 Times year of the MOOC
The OPAL metromap
http://www.oer-quality.org/
Evaluation shows lack of uptake by teachers and learnersShift from development to community building and articulation of OER practice
POERUP outputs
• An inventory of more than 300 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives
• 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries
• 7 in-depth case studies• 3 EU-wide policy papers
The emergence of MOOCs• CCK08
– Connectivist MOOC (cMOOC)– Siemens, Downes and Cormier– Evaluation (Fini, 2009)
– http://www.irrodl.org/index.php/irrodl/article/view/643/1402• Emergence of large-scale xMOOCs• UK-based FutureLearn• Launch of Massey on Open2Study• What are MOOCs?
– http://www.youtube.com/watch?v=eW3gMGqcZQc• List of MOOCs
– http://www.mooc-list.com/ • EFQUEL series of blogs
– http://mooc.efquel.org/• ICDE list of MOOC reports
– http://tinyurl.com/gconole-MOOC
Massive Open Online Courses (MOOCs)
FreeDistributed global community
Social inclusion
High dropout ratesLearning income not learning outcome
Marketing exercisehttp://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
Dimension Characteristics
ContextOpen Degree to which the MOOC is open
Massive How large the MOOC is
Diversity The diversity of the learners
Learning
Use of multimedia Extent of use of rich multimedia
Degree of communication Amount of communication incorporated
Degree of collaboration Amount of collaboration incorporated
Amount of reflection Ways in which reflection is encouraged
Learning pathway Degree to which the learning pathway is supported
Quality assurance Degree of quality assurance
Certification Mechanisms for accreditation
Formal learning Feed into formal learning offerings
Autonomy Degree of learner autonomy
A taxonomy of MOOCs
http://e4innovation.com/?p=727
Learning Analytics
Measurement, collection, analysis and reporting of data about learners and their contexts, for the purposes of understanding and optimising learning and the environments in which it occurs
US Department of Education
We leave trails everywhere we go and that data is valuable (George Siemens)
Erik Duval
The future…
• Challenging traditional institutions
• New business models emerging
• Need for appropriate pedagogies
• Disaggregation of education– High quality resources– Learning pathways– Support– Accreditation
http://www.slideshare.net/GrainneConolehttp://www.le.ac.uk/ili
[email protected]://e4innovation.com
Twitter: @gconole
References• Conole, G. (2010) Review of pedagogical frameworks and models and
their use in e-learning, http://cloudworks.ac.uk/cloud/view/2982. • Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in
Higher Education. • Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for
effective learning design." Computers and Education 43(1-2): 17-33.• Dewey, J. (1916). Experience and Nature. New York, Dover.• Jarvis, P. (2004). Adult education and lifelong learning. London,
RoutledgeFalmer.• Laurillard, D. (2002). Rethinking university teaching, Routledge %@
0415256798, 9780415256797.• Secker, J.(2011), http://www.slideshare.net/seckerj/information-
literacy-e-learning-and-the-changing-role-of-the-librarian• Learning Design workshop resources http://tinyurl.com/LD-workshop
