Conole Japan

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  • 1.A holistic approach to design for learning: a student-centered approach Grinne Conole, Open University, UK Annual International CODE Symposium,Chiba, Japan, 18 thFebruary 2010 Slides and links:

2. My context My background: Irish PhDChemistry Professor ofe-learning

  • Open University, UK:
  • 1 stOpen University
  • More than200, 000 students
  • 570 coursesin 70 subjects
  • Supported Open Learning:
  • (Materials+Tutor+Assessment)
  • 7,000 tutors
  • 20partnershipsin 30 countries
  • Expertise in e-learning
  • Learning innovation
    • Learning environment: Moodle+
    • YouTube channel
    • iTunes
    • OpenLearn
    • SecondLife

3. Towards student-centered learning Teacher Student Teaching Learning Content Activities New technologies: Opportunities and challenges New tools and resources: To help teachers design 4. Locating educational approaches Formal, traditionalcourses Problem-based learning Contract-basedlearning Informal web-based learning Teacher-centred Student- centred Activity-based Content-based A lecture Why is a river polluted? Amateur photography Professional development 5. Blurring boundaries Teacher-centred Student- centred Activity-based Content-based Teaching Learning How do we deal with this new complexity? Learning Design as a conceptual framework 6. Outline

  • Education in an increasingly technology context
    • Changing technologies
    • The learner voice
    • Examples of technology innovation
    • Converging practice
    • Paradoxes
    • The gap between promise and reality
  • Work at the OUUK
    • OU Learning Design Initiative
    • OLnet

The landscape of the web 2.0 world. Exploring new digital territories 7. Technologies: changing, evolving Abundance of online resources Ubiquitous, just-in-time, learning Mobile technologies IT services decentralised(Cloud computing) 8. The learner voice

  • Technologically immersed
  • Learning processes
    • Task orientated,experiential, cummulative
  • Attitudes and approaches
    • group orientated, experiential, able to multi-task, just in time mindset, comfortable with multiple representations
  • Disconnect between student & institutional approaches
  • Caution re: net gen claims, importance of taking account of student differences
  • Do seem to be age relatedchanges taking place and these are strongly linked to social networking and the use of a range of new

Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.),Ecar reports, Kennedy survey, Chris Jones, Mary Thorpe, JISC LEX projects, Sharpe and Beetham (forthcoming) 9. Content defined Open University UK: From broadcast TVto multi-channel 10. Personalised and mobile New learning opportunities Individualised personal environments Synchronising across devices Location and context aware The i-phone:a transformative technology But what next? 11. Reflection: e-portfolios 12. Virtual learning 13. New learning spaces

  • Combining the affordances of new technologies with good pedagogy
  • Taking account of context, location and time
  • Blurring of real and virtual

New spaces, new metaphors, new ways of working SKG: Learning Spaces project, Australia JISC Designing spaces for effective learning 14. Converging practices

  • Modern technologies
  • Modern pedagogy
  • Web 2.0practices
  • Locationaware technologies
  • Adaptation& customisation
  • Second life/ immersiveworlds
  • Googleit!
  • Expert badges , World of warcraft
  • User- generated content
  • Blogging, peercritiquing
  • Cloudcomputing
  • From individual tosocial
  • Contextualised andsituatedlearning
  • Personalisedlearning
  • Experientiallearning
  • Inquirylearning
  • Peerlearning
  • OpenEducational Resources
  • Reflection
  • Distributedcognition

15. Paradoxes created by the digital Expansiveknowledgedomain Hierarchy& control less meaningful Increasinglycomplexdigital landscape Contentdistributed,everything is miscellaneous Collective intelligence Freecontent & tools, open APIs and mash ups Technology aspect Generic impact Educational impact Death of expertise / everyone an expert Multiple pathways / lost in cyberspace Beyond digital space/ NewmetaphorsMultiple (co-)locations / loss of content integrity Socialcollective/digitalindividualism Issues re:ownership , value, business models Challenges the role of the teacher Need for new learner pathways Widening skills gap from tech savy Need to rethink the design process Potential for new forms of learning Lack of uptake 16. Digital literacies

  • Jenkins twelve skills for participatory culture
    • Play experimentation/problem solving
    • Performance alternative identities
    • Simulation construct models of real-world processes
    • Appropriation sample and remix of media content
    • Multitasking scanning and then focusing on salient details
    • Distributed cognition interaction to expand mental capacities
    • Collective intelligence- to pool knowledge with others
    • Judgment evaluation reliability of different information
    • Transmedia navigation follow the flow of stories across modalities
    • Networking search for,synthesize and dissemination information
    • Negotiation travel diverse communities, multiple perspectives
    • Visualisation different data representations for ideas, patterns, trends

17. The gap between promise & reality

  • Commonreactions:
    • I havent gottime
    • Myresearchis more important
    • Whats in it forme ?
    • Where is myreward ?
    • I dont have theskillsto do this
    • Idont believein this, it wont work
  • Commonresistance strategies:
    • Ill say yes (anddo nothing )
    • Underminethe initiative
    • Underminethe person involved
    • Do itbadly
  • Classicmistakes :
    • Emphasis on thetechnologies , not thepeople and processes
    • Funding for technology developments but notuse and support

Free resources Little reuse Array oftechnologies Not fullyexploited 18. Designingfor LearningRepresenting pedagogy Guiding design Sharing ideas Empiricalevidencebase OULDI Open University Learning Design Initiative OLnet Supporting researchers and users of Open Educational Resources 19. OULDI. Design methods: schema & patterns Visualisation: CompendiumLD Support and guidance: Events Sharing and discussing: Cloudworks 20. Visualisation

  • Helps articulate and share designs
  • Supports effective design
  • Highlights key requirements at different levels
  • Integrates design advice and support at key points in the process

21. CompendiumLD

  • Tool for visualising designs
  • Based on:
    • Roles student, tutor, etc.
    • Tasks read, discuss, etc.
    • Tools and resources
    • Outputs
  • Advantages
    • Makes designexplicit
    • Mapsout design
    • Sharablewith others
    • Good atactivity level

22. Course map & Pedagogy profile

  • Course map
    • Gives anat a glanceview
    • Based on the 5 key aspects of a course
  • Pedagogy profile
    • Maps to thetypes of studentactivities
    • Can look at different timeframes
  • Advantages of these views
    • Providepedagogical overviews
    • Cancomparewith other courses

23. Guidance and Support Learning pathway:Course structure and timetable e.g. course calendar, study guide, tutorials Thinking and reflection Meta-cognition : Internaliza