Shifting practice, changing cultures

Gráinne Conole, Open University, UKEnhancement Academy, Progress Meeting

17th-18th May, Northumbria University

The changing context of education

Need new approaches to the design and

delivery of courses

Changing technologiesAbundance of free online content and

toolsUbiquitous, networked access

Increase in mobile and smart devices

Changing learnersGrown up ‘digital’, technologically

immersedTask-orientated, group-based, ‘just in

time’Comfortable with multiple

representations

Web 2.0 landscape of practices

Conole, G. and Alevizou, P. (2010), Review of Web 2.0 in HE

From Web 1.0 to Web 2.0

Sharing

Communicating

Networking

Interacting

Media sharing

Blogs & wikis

Social networking

Virtual worlds

Web 2.0

New tools… new practices

Shift from:Web 1.0 – content repository and static

informationWeb 2.0 – user generated content and social

mediation

A typology of Web 2.0 technologies

Technology Examples

Media sharing Flckr, YouTube, Slideshare, Sketchfu

Media manipulation and mash ups

Geotagged photos on maps, Voicethread

Instant messaging, chat, web 2.0 forums

MSN, Paltalk, Arguementum

Online games and virtual worlds WorldofWarcraft, SecondLife

Social networking Facebook, Myspace, Linkedin, Elgg, Ning

Blogging Wordpress, Edublog, Twitter

Social bookmarking Del.icio.us, Citeulike, Zotero

Recommender systems Digg, LastFm, Stumbleupon

Wikis and collaborative editing tools

Wikipedia, GoogleDocs, Bubbl.us

Syndication/RSS feeds Bloglines, Podcast, GoogleReader

(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://cloudworks.ac.uk/cloudscape/view/1895

Examples of use

Posting queriesCommentingBackchannel

CrowdsourcingGathering opinionsSharing

events/ideasBrainstorming

Social presence

IssuesYour ‘a-ha’ moment

The right networkYour digital voiceInappropriateness Personal/private

Too much!Use with other

toolsA passing fad?

A Tweet is simply 140 characters…

Examples of use

Archeological digCyber-law

Virtual exhibitionsLanguage schools

Medical wardsGifted kids workshops

De-schooling spaces

Virtual conferences

IssuesTechnical barriers

CulturalTime

Aimless/emptyReplicating real-

lifeIdentityMisuse

Commercial use

I haven’t got enough time in my first life!

Web pages

Social bookmarking

File sharing sites

Mash ups

Google wave

Blogs

Twitter

Wikis

Virtual worldsOnline games

Social networking sites

Email

Forums

Instant messaging

Audio conferencing

Video conferencing

Communication

Interactivity

Redefining ICT…

Mapping to pedagogy

Personalised learning

Situated, experiential,

problem-based learning, role play

Inquiry or resource-based

learning

Reflective and dialogic learning

Use of RSS feeds and mash ups

Location aware devices, Virtual worlds, online

games

Google, media sharing

repositories, user-generated content

Blogs and e-portfolios, wikis, social networks

The gap between promise and reality

Little impact on the mainstream

Limited use of free resources

Replication of ‘traditional’ teaching

Scratching the surface of the potential

A complex set of reasons

Digital literacy skills The importance of context

Institutional barriers Digital identity

Policy

Research &development

Teacher practice

The learner’s experience

A framework for interventionInstitutional & national fundingEmbedding in strategyAligning to technology trendsHEA, JISC, OU Learning & Teaching strategy

Current trendsDrivers and challengesTheoretical perspectivesLearning Design research

Actual use in practiceWhat’s in it for me?Academic support

Evidence of impactIntegration into teaching

New approaches to design

Design

tools

Conceptualtools

Visualisationtools

Collaborationtools

Course viewsCourse mapPedagogy profileCourse dimensionLearning outcomesTask swimlaneFinance Course Performance

Sharing & discussionFace-to-face events (e.g. Design Challenge, ‘LD-lite’ workshops), Cloudworks (a social networking toolfor learning and teaching), Online (masters-level LD Course, LD toolbox)

VisualisationCompendiumLD: Tool for visualising and sharing designs, online widgets, paper and pen’ templates

Conceptual tools

Macro-level

Meso-level

Micro-level

Pedagogy profile

Course map

Course dimensions

Learning outcomes

Task swimlaneTask swimlane

Guidance & SupportCourse structure and

timetablee.g. course calendar, study

guide, tutorials

Reflection & DemonstrationInternalization and

reflection, e.g. in-text questions, blogs, e-portfolios

Diagnostic, formative or summative assessment

Content & ActivitiesCourse materials, prior

experience, learner-generated content, e.g.

readings, DVDs, podcasts, labs

Communication & Collaboration

Dialogic aspect of the course, interaction between

learners &tutors - course forum, email, etc.

Course summaryLevel, credits, duration, key features

Key worksDescription words indicating pedagogical

approach, special features

Course map

Pedagogy profile Map of student tasks

to time periods (weeks, semesters, etc)

Six types of student tasks + assessment: Assimilative Information handling Communication Productive Experiential Adaptive Assessment

Each cell indicates the amount of time spent on each type of task

Course dimensions Dimensions for each

of 4 categories in course view Guidance & support Content & activities Communication &

collaboration Reflection &

demonstration Consider extent (1 –

100) each is present

+Learning outcomes

Mapping learning outcomes to: Activities Assessment

Benefits Shows map and gaps Ensures constructive

alignment (Biggs)

Task swimlane

Based on: Roles – student, tutor, etc. Tasks – read, discuss, etc. Tools and resources Outputs

Advantages Makes design explicit Maps out design Sharable with others Good at activity level

Tool: CompendiumLD

Cost effectiveness and course performance views

Cost effectiveness view is derived from finance data and compares production/presentation costs against income generation

Course performance view is derived from student satisfaction, course retention and progression data and gives an indication of how well the course is perceived overall

Cloudworks: sharing teaching practice

A space for sharing and discussing learning and teaching ideas

Aims to bridge the gap between technologies and use

Teachers say they want examples and want to talk with others

Development of digital literacies through immersion in the technologies

Application of the best of web 2.0 practice to a teaching context

Homepage

Key concepts

Clouds: core objects in Cloudworks

Cloudscapes: collections of clouds

Clouds

Clouds: IdeasDesign or case studiesTools or resourcesQuestions or problems

Cloudscapes

Cloudscapes:ConferencesWorkshopsCourse teamStudent cohortResearch themeProjectOpen Reviews

A space to:- discuss- add- follow- collate - archive - share- expertise- experiences

Events and deadlines

Favourites and reputation

Flash Debate: Is twitter killing blogging?

49 comments1027 views summaries & additional content19 links 6 references

Matt has set up a quick survey to ask people how using twitter has impacted on how much they blog or not.

Matt has set up a quick survey to ask people how using twitter has impacted on how much they blog or not.

Recent activities

An evolving use-taxonomy Events cloudscapes

ETUG workshop, OER Meeting, Monterey, Int. conf on open and distance learning

Debate cloudscapes The changing nature of conferences, Is Twitter Killing Blogging?

Open review cloudscapes Literature review of Web 2.0, Positioning of educational technologists

Expert elicitation cloudscapes OPAL project review of OER and associated practices

Resource or topic cloudscapes Horizon reports, Using mindmapping in teaching

Learning and teaching cloudscapes Masters students, Business school tutors

Design cloudscapes Design course team

Reading cloudscapes ELESIG virtual reading cycle

Some stats….Aspect Everyone Team Non-team

Cloudscapes 289 100 189

Clouds 2408 1214 1194

Comments 3414 1012 2402

Links 3268 1678 1590

2376 registered users

Added Sept.

From 165 countries

Theoretical perspectives

Design Analysis

“Social objects”Social networking makes little sense if we leave out the objects that Mediate the ties between peopleEngeström

“Social objects”Social networking makes little sense if we leave out the objects that Mediate the ties between peopleEngeström Design framework for

sociality•Enabling practice•Mimicking reality•Building identity•Actualising selfBouman et al.

Design framework for sociality•Enabling practice•Mimicking reality•Building identity•Actualising selfBouman et al.

Ritual performance•Social life as ritual•How participants frame their contributions based on perceived audience and dynamics of specific situations Goffman

Ritual performance•Social life as ritual•How participants frame their contributions based on perceived audience and dynamics of specific situations Goffman

Collective intelligence•The power of the collective•Distributed cognition•Social dispersal of meaningLevy, Solomon, Surowiecki

Collective intelligence•The power of the collective•Distributed cognition•Social dispersal of meaningLevy, Solomon, Surowiecki

Transformation? Towards education 2.0Yes

Rich multi-representation of content

Multiple communication channels

Accessible anywhere, anytimeAbundance of free tools and

content

NoDigital divide narrower but

deeperIncreasing complex digital

landscapeSignificant cultural differences

Individual ‘position’ on technology

References and links

Conole, G. and Alevizou, P. (2010), The use(s) of web 2.0 in HE, Report for the HE Academy, Open University: Milton Keynes

Conole, G. (2010), A review of pedagogical models and frameworks, available online at http://cloudworks.ac.uk/index.php/cloudscape/view/2009

Conole, G. and Culver, J. (2010) 'The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs' Computers and Education, 54(2): 679 – 692.

Conole, G. and McAndrew, P. (2010), A new approach to supporting the design and use of OER: Harnessing the power of web 2.0, M. Edner and M. Schiefner (eds), Looking toward the future of technology enhanced education: ubiquitous learning and the digital nature.

De Freitas, S. and Conole. G. (forthcoming), Learners experiences: how pervasive and integrative tools influence expectations of study, in R. Sharpe and H. Beetham (Eds), Rethinking learning for a digital age, RoutledgeFalmer: London.

Images used from Flckr

Web2.0 city - http://www.flickr.com/photos/4everyoung/313308360/

Digital divide - http://www.flickr.com/photos/chrysti/2337913120/

One world-oneweb http://www.flickr.com/photos/psd/2731067095/

Network http://www.flickr.com/photos/seeminglee/2053060997/

Logos http://www.flickr.com/photos/mandymaarten/503716476/