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Going open – the implications for learning, teaching and research
Gráinne Conole, Leicester University13th June 2012UNISA, Pretoria
Outline
• Social and participatory media• Digital literacies• Fostering open practices• The problem• Learning design • Conclusions
From DE to TEL to OEP
• Origins of Distance Education• E-assessment and interactive tutorials• Emergence of web-based courses• Increased interactivity, communication and
collaboration• Virtual worlds, games and mobile learning• Open Educational Resources and MOOCs
Anderson and Dron
http://www.youtube.com/watch?v=SVOY2x81_bghttp://www.ctc.ie/2012/05/great-videos-for-social-media-and.html
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
Technologies• Have transformed
everything we do:– New forms of communication
and collaboration– Multiple rich representations– Tools to find, create, manage,
share– Networked, distributed, peer
reviewed, open– Complex, dynamic and co-
evolvinghttp://www.flickr.com/photos/oceanflynn/6638184545/
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/
Digital literacies: definition
• Set of social practices and meaning making of digital tools (Lankshear and Knobel, 2008) Socio-cultural view of digital literacy
• Continuum from instrumental skills to productive competence and efficiency
http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf
http://www.flickr.com/photos/r8r/4109502436/
Play
Performance
Simulation
Appropriation
Multitasking
Distributed cognition
Collective intelligence
Judgement
Transmedia navigation
Networking
Negotiation
Jenkins, 2009
Digital literaciesCreativity
http://www.imv.au.dk/icreanet/
Open resources Open courses
Open scholarship Open research
Fostering new open practices
Open accreditation
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/
Weller, 2011
Open research
Collective intelligence
Citation indicators
The problem
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
Open Educational Resources
Learning Design Pedagogical patterns
Solution
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/
21
DefinitionA methodology for enabling teachers/designers to
make more informed decisions in how they go about designing learning activities and
interventions, which is pedagogically informed and makes effective use of appropriate resources
and technologies. This includes the design of resources and individual learning activities right
up to curriculum-level design. A key principle is to help make the design process more explicit and
shareable. Learning design as an area of research and development includes both gathering
empirical evidence to understand the design process, as well as the development of a range of
learning design resources, tools and activities.
Representing pedagogy
Guiding design Sharing ideas
Empirical evidence base
Learning Design
“Open Design”
Characteristics of good pedagogy
Affordances of new technologies
Bridging the gap
PersonalisedSituativeSocialExperientialReflective
AdaptiveContextualNetworkedImmersiveCollective
Open Learning Design Methodology
Openness Communities and interactions
Design representations and tools
Mediating Artefacts Affordances
Social and participatory media
Theory and methodology
Related fields
Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
Learning design: defining the field
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/
7Cs of learning Design framework
Activity
• Think of a resource you have created• Describe its inherent design• Share with the person next to you• Share with the wider group
Visualisations - making design explicit
Course map
Learning outcomes
Pedagogy profileCourse dimensions
Task swimlane
Collaboration
CloudworksSpace to share and discuss
Design challengeCreate a course in a day!
Carpe diem2-day design workshop
Session 1•Overview of learning design•Mini-pres: background to workshop •Intro to e-tivity 1
Session 2•Review of Course Features•Intro to e-tivity 2
E-tivity: Course Features
E-tivity: Course Map
E-tivity: A Learning Design Resource Audit
Plenary work Course team work (e-tivities)
Session 3• Review completed course maps • Intro to e-tivity 3
http://cloudworks.ac.uk/cloudscape/view/2379
E-tivity: How to ruin a course
Session 5•Review of Activity Profiles •Intro to e-tivity 5
Session 6•Review of Storyboards •Task Swimlane •Intro to e-tivity 6•Stock-taking and target-setting for next day
E-tivity: Storyboard
E-tivity: E-tivities
Session 4• Review of completed resource audit• Intro to e-tivity 4
E-tivity: Activity Profile
Plenary work Course team work (e-tivities)
Background to the workshop• Useful sites and resources– OULDI website– Carpe Diem website– 7Cs OER page– Cloudworks cloudscape
How to ruin a course
How to ruin a course
Course Features resources
• http://tinyurl.com/coursefeatures
• http://tinyurl.com/coursefeatures-Excel • http://linoit.com
Course features
Linoit.com
Course Features Key
• Orange = Guidance and support• Blue = Content and activities• Green = Communication and collaboration• Purple = Reflection and demonstration
Course map view
Course Map resources
• www.tinyurl.com/coursemap-cloudworks
• www.tinyurl.com/ouldi-coursemap • www.tinyurl.com/coursemap-ds • www.tinyurl.com/coursemap-flickr
Develop your Activity Profile
• http://tinyurl.com/ActivityProfileFlash • http://tinyurl.com/ActivityProfileExcel
Activity Profile Resources
• www.cloudworks.ac.uk/cloud/view/3420
• www.tinyurl.com/activity-profile-ds• www.tinyurl.com/ActivityProfileFlash • www.tinyurl.com/ActivityProfileExcel
Learning outcomes
Assessment
START END
Story board
Develop your e-tivities
Benefits
• Guides design process• Makes design explicit• Enables sharing • Fosters repurposing• Highlights gaps• Representations for
learners
Pedagogial Patterns
• Derived from Alexander’s work
• “Solutions to problems”– Introduction– Context– Problem headline– Solution– Picture– Similar patters
Implications
• New forms of communication and collaboration
• Rich multimedia representation• Blurring boundaries• More open practices• New business models• New digital literacies• Harnessing the global network
http://www.flickr.com/photos/10537908@N07/5904661557/
Conclusion
• Co-evolving• Disruptive• Unpredictable• Complex• New opportunities• Social
http://www.flickr.com/photos/planeta/6239911583/
http://www.slideshare.net/grainneConole, G. (forthcoming), Designing for learning in an open world, New York: Springer
Chapters available on [email protected]
References• Conole, G. (forthcoming), Designing for learning in an open
world, New York: Springer• 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(3): 679 – 692
• Jameson, J. and De Freitas, S. (2012), The e-learning reader• Jenkins, H. (2009), Confronting the challenges of
participatory culture: Media education for the 21st century, Mit Pr.
• Naughton, J. (2012), From Gutenberg to Zuckerberg, what you really need to know about the internet
• Weller, M. (2011), The digital scholar - how technology is changing academic practice. London, Bloomsbury Academic
