1. Predicting the future fact or fantasy?Grinne Conole,The Open University, UKFuture learninglandsacapes conference http://cloudworks.ac.uk/cloud/view/4111 Greenwich, 7th July

2. Outline Review of the technology landscape Currentlandmarks Future trajectories Focus on learning Pedagogiesof e-learning Case study examples The gap between promise and reality Issues Possible solutions 3. Changing context of educationChanging technologies Abundance of free online content and tools Ubiquitous, networked access Increase in mobile and smart devices Need new approaches tothe design and supportof learningChanging learnersGrown up digital,technologically immersed Task-orientated, group-based, just in time Comfortable with multiple representations 4. A typology of new technologies Technology Examples Media sharingFlckr, YouTube, Slideshare, Sketchfu Media manipulation and mash upsGeotagged photos on maps,Voicethread Instant messaging, chat, web 2.0 MSN, Paltalk, Arguementum forums Online games and virtual worldsWorldofWarcraft, SecondLife Social networkingFacebook, Myspace, Linkedin, Elgg,Ning Blogging Wordpress, Edublog, Twitter Social bookmarking Del.icio.us, Citeulike, Zotero Recommender systemsDigg, LastFm, StumbleuponWikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.us (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher EducationSyndication/RSS feeds Bloglines, Podcast, GoogleReader http://cloudworks.ac.uk/cloudscape/view/1895 5. Predicting the future Cant compare with the past and extrapolate Cant keep up - rapid growth of knowledge Our knowledge grows in steps, its not linear Were in for more surprises than we think Technology use/acceptance cant be predicted Acceptancelinked to external circumstances A jump in quantity brings new qualities Developments will continue rapidly Hermann Maurer, Edmedia Keynote 2010 6. but then again 7. So what is learning? Thought by itself, however, moves nothing; what moves us is thought Human learning is the combination of aiming at some goal and concerned processes whereby whole persons with action (Aristotle) construct experiences of situation and transform them into knowledge, skills attitudes, values, emotions and the senses, and integrate the outcomes into their own biographies (Jarvis, 2004) Knowledge is information already transformed: selected, analyzed, interpreted, integrated, articulated, tested evaluated (Laurillard, 1993) 8. Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 E-trainingInquiry learning Drill & practiceResource-basedAssociative ConstructivistFocus on individual Building on priorLearning throughknowledgeassociation and Task-orientatedreinforcementA Situative ConnectivistLearning throughLearning in asocial interactionnetworked Experiential,Learning in context environmentReflective & problem-based,dialogic learning, role play Personalised learning 9. Harnessing the technologiesE-training, drill and Interactive materials, practicee-assessmentGoogle, media sharing Inquirylearning, resourc repositories, user-e-based learning generated content Location aware devices, Experiential, problem- Virtual worlds, online based, role play gamesReflective and dialogic Blogs, RSS feeds, e- learning, Personalised portfolios, wikis, social learning networks 10. 10 interactivity levels of help little didactic material use of visual material wide range of materials well evaluated http://k2.chem.uh.edu/Chem3111/chembio_home.jpgTwo Peters and a Paul et al. https://chemcal.chemistry.unimelb.edu.au/MMindex.html 11. E-training, drill and practiceMcNaught, 2010, Edmedia Keynote 12. Going mobilehttp://sclater.com/blog/?p=453 13. Inquiry-based learning http://www.pi-project.ac.uk/ 14. Resource-based learning 15. Situated learning virtual exhibitions Aims to develop proficient technical writing and design skills Cohort of 82 students created a movie poster of the film, Avatar Virtual exhibition in SecondLife What can avatars do? Virtual realities in collaborative learning Li et al., 2010, Edmedia conference 16. Role-based learningPheny and Shun, 2009, Ascilite conference Wills et al., 2010 17. Reflective and dialogic learningUsesBlog writing to understand course contentCohort blog to aggregate resourcesCommunication with wider audienceBlogs and Eportfolios for personal reflectionE-portfolios for aggregation and evidenceTwitter just-in-time learning Joyes, 2009, Ascilite conference 18. Connectivism Personalised learning and Connective knowledge Critical literacies online 19. A redefining of what ICT meansCommunication+ Virtual worlds, online games & Audio & video immersive environments conferencing Socialnetworking Google Forums wave WikisEmailBlogsInstant messaging TwitterWeb pages Media sharingMash ups Interactivity 20. Co-evolution of tools and practice Affordances of Characteristics technologies of usersReflectionPreferencesAffordances (Gibson) All"action possibilities" latent in an environmentt Dialoguebut always inEvolving to the actor relationInterests and therefore dependent on theirpractices capabilities. Aggregation Skills For instance, a tall tree offers the affordances of food for a Giraffe Interactivity a sheep. but not Context BasicSymbolic 1st wave technologies2nd wave technologies communications representations(phone, radio, fax,networks, mobiles, the & gestures (words, numbers) TV, CD/DVDs) Internet) 21. A Tweet is simply 140 charactersExamples of use IssuesPosting queries Your a-ha moment Commenting The right network BackchannelYour digital voiceCrowdsourcingInappropriateness Gathering opinions Personal/private Sharing ideas Too much! BrainstormingUse with other toolsSocial presenceA passing fad? 22. The reality gap Paradoxes Technologies not fully exploitedLittle evidence of use of OER Predominance of old practices Media sharing Blogs & wikis Reasons Technical, pedagogical, organisationalLack of time, research vs. teaching,lack of skills, no rewards, no support. Open approaches Design: Learning Design Delivery: OER, free courses Virtual worlds &Research: iSpot, Olnet Evaluation: Cloudworks, X-DeliaSocial networking online games World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/ 23. Approaches to addressing the problem 8LEM hybrid model The OU Learning Design Initiative Representation Dialogue Pedagogical patterns Pedagogical planner tools 24. 8LEM hybrid model 25. The OU Learning Design InitiativeShift from belief-based, implicit approachesto design-based, explicit approaches A design-based approach to creation and support of coursesEncourages reflective, scholarly practices Promotes sharing and discussion Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin 26. The learning design concept wheelCloudworksTheory Dialogue RepresentationDesign Challenge ResourcesExcel template CompendiumLDCourse views 27. RepresentationThe Open University, UKKE312 How are courses typically represented?Working together with children How explicit is the inherent design? Whats the problem?Text-based/focus on contentDoesnt show what the course is reallylike or what it consists of 28. Course views: conceptual and data-driven Learning Outcomes Pedagogy Profile Course MapCourse DimensionsTask SwimlaneCourse Performance Cost effectiveness 29. KE312 - Course map Guidance & Support Course guide, study calendar, study planner, 20 learning guides, General assessmentguidelines and assignments Content & ActivitiesTutor support: 1:20, 21 hoursCommunication 3 co-published books, DVDs of 3 practice settings, core questions,&Collaborationthinking points in course booksF-t-F tutorials near beginning, Own experience and practice middle and end, Course-wide PDFs, e-journal articles & caf forum, Tutor-group forums websites, activities in learningReflection & with sub-groups for each blockguides, 5 website interactivities Demonstration Journal space in the Mystuffe- portfolio, 6 assignments online (50% of overall score) Course summary Key words KE312 - Working together with Children, Practice-related, aligned to latest professional60 pt course over 32 weeks, 3 blocks/20 guidesframework for multi-agency working, rich cases Whole weeks devoted to assignments Read-Relate to practice Reflect - Write Consolidation week (week 22) 30. Pedagogy profile Map of learner tasks to time periods (weeks, semesters, etc.) 6 types of learner task + assessment Assimilative Information handling Communication Productive Experiential Adaptive Assessment Each cell indicates the amount of time spent on each type of task Learning Activity Taxonomy - Conole, 2008 31. Course dimensions Guidance &Content & Support Activities Reflection &Communication demonstration & Collaboration 32. Learning outcomes Mapping learning outcomes to:ActivitiesAssessment Based on Biggs work (1999) on constructive alignment Maps course and highlights any gaps 33. Task swimlaneFocus on the tasks learners do Base on: Roles (learner, tutor, etc.) Tasks (read, discuss, etc.) Tools and resources Outputs Advantages Makes design explicit Maps out design Sharable with others Good at activity level Use Mind mapping tools CompendiumLD, CMap, Freemind Pen, paper and stickers 34. Visualisation tools Mind mapping tools Pen, paperand stickers Excel templates 35. Tutor costs 36. Working between the viewsLearning outcomesCourse map Pedagogy profileCourse dimensions Task swimlane 37. Modeling with data-derived viewsWhat happens to course performance, ifInclude more collaborationDecrease the amount of tutor supportIncrease use of Web 2.0 tools? 5 conceptual viewsWhat are the cost implications of Including more online assessment More student-generated content Introducing use of SecondLife?Course Business Models project Mick Jones, Andrew Russell, Paul Mundin, Peter Wilson 38. + Workshop, 28th May 2010 BenefitsNeed Facilitates new conversations Buy-in from all stakeholders Clear communication and Important to have good and bad demonstration of benefitexamples Dont underestimate the Shared language betweendifficulty of changingteachers, learners, supportpracticesstaff, developers, etc. Next steps Need to build into institutionalsystems and processes Build repository of views across faculties Use: for brainstorming, new Faculty roadshows to raiseideas, planning, comparing awarenesscourses, reviewing and Co-negotiation with Associationreflecting Deans Evaluation and impact Shift thinking from content- Cloudworks as a pedagogicalfocus to activitywrapper 39. Dialogue Design challengeCreate a course in a day! Cloudworks Space to share and discuss 40. Cloudworks A space for sharing and discussing learning and teaching ideas and designs Application of the best of web 2.0 practice to a teaching context To bridge the gap between technologies and use Teachers say they want examples/want to share/discuss Helps develop skills needed for engaging with new technologies 41. Quick language guide Cloud: Anything to do with learning and teachingCloudscape:A collection ofclouds Activity stream: Latest activities on a Cloudscape or people Favourites:Vote for thingsyour like Follow:RSS feeds: Attend: Cloudscapes, CloudsFor Cloudscapes, Conferences & or peopleClouds & peopleworkshops 42. Title Author CoreTags Location Discussions Improvements 43. Pedagogical patterns Derived fromSolution Alexanders work in ArchitectureProblemContextRetalis, 2010 Goodyear & Retalis, 2010 Practical design patterns for teaching & learning with technology Winters, Warburton &Mor, ForthcomingSource: http://gsic.tel.uva.es/collage Demitriadis et al, 2010Conole et al., 2010 Networked Learning Symposium 44. Pedagogical planners 45. + The problem with designProsCons Makes design explicit Design is a complex process! Foregrounds specific aspects of thedesign Understanding the views Acts as a scaffold/guide to the design Recognising their limitationsprocess The dangers of a formulaic approach Views act as a shared dialogicmediating artefact Time to master/appropriate Comparative analysis The difficulty of shifting entrenched Check points and reflectionpractice The power of sharing and discussing Still to be empirically validated 46. Final thoughts We dont know the future, but we can say this There will be an ongoing co-evolution of tools and use New digital literacies are needed for both teachers and learners There is a narrower but deeper digital divide Pathways for navigating an increasingly complex digital landscape We need new language and metaphors to make sense of this Changing roles: of learners, teachers, institutions We need a better link between theory and practice We need to develop a better theoretical basis for the field 47. Sources Mash ups http://www.flickr.com/photos/richardellard/4524139966/ Molecule http://www.flickr.com/photos/8272941@N07/498827420/ Periodic table http://www.flickr.com/photos/chemheritage/3984920162/ Music sheet http://www.flickr.com/photos/anyaka/21848267/ One world http://www.flickr.com/photos/psd/2731067095/ World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/ Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/ http://suifaijohnmak.files.wordpress.com/2009/11/communication-sep08_leskovec_tdef_page_03_480.jpg Yin-Yang image http://learn4kicks.files.wordpress.com/2009/09/yinyangconceptmap.gif Imperial collage second life island http://knowledgecast.wordpress.com/2009/07/10/icl-tour2/ Personal Inquiry project http://www.pi-project.ac.uk/resources/ E-Portfolios http://www.jiscinfonet.ac.uk/infokits/e-portfolios 48. Sources http://www.geeky-gadgets.com/samsung-galaxy-s2-android-3-0-and-a-2ghz-processor-06-07-2010/ http://thehottestgadgets.com/2008/05/samsung-to-debut-3m-mini-projectors-with-new-phones-00280 http://www.dontwasteyourtime.co.uk/elearning/ipad-is-it-any-good-for-the-classroom-or-learning/ http://www.erwinvanlun.com/images/uploads/SmartGlasses.jpg