Conole plenary

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  • 1. Design-Based Research in TEL Grinne Conole, Leicester University 23rdMay 2012 Plenary, JTEL Summer School Estoril, Portugal
  • 2. Outline The TEL landscape Potential of new technologies Digital literacies Fostering open practices Mapping pedagogies to technologies The problem Learning design Design-Based Research Conclusions
  • 3. The TEL landscape Emergent technologies and affordances Theory and methodology E-pedagogies, strategies and learning design Resources, OER and Pedagogical PatternsEvaluations Jameson and De Freitas, 2012 Interventions
  • 4.
  • 5. Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution s/EvidenceNet/Conole_Alev The machine is us/ing us ou_2010.pdf
  • 6. Technologies Transforming 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- evolving
  • 7. 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)
  • 8. The Internet of
  • 9. 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
  • 10. Digital literacies Creativity Play Collective intelligence Performance Judgement Simulation Transmedia navigation Appropriation Networking Multitasking Negotiation Distributed cognition Jenkins, 2009
  • 11. Fostering new open practicesOpen resources Open courses Open accreditationOpen scholarship Open research
  • 12. Open resources
  • 13. Open coursesMassiveOpenOnlineCourse
  • 14. Open accreditationPeer to Peer University OER University
  • 15. Open scholarship Exploiting the digital network New forms of dissemination and communication Promoting reflective practice Embracing the affordances of new technologies Weller, 2011 Weller:
  • 16. Open research
  • 17. Collective intelligence
  • 18. Citation indicators
  • 19. Mapping pedagogies to technologies Social InformationInformal Formal Experience Individual
  • 20. Mapping e-Pedagogies to technologiesPedagogies Technologies Problem-Based Learning (PBL) Virtual Worlds (VW) Inquiry-Based Learning (IBL) Google Didactic (Did) E-Books Reflection (Ref) Blogs, e-Portfolios Dialogic Learning (Dial) Discussion Forums (DF) Collaboration (Collab) Wikis Assessment (Ass) MCQs Communities of Practice (CoP) Google+ IBL social Twitter User-Generated Content (UGC) Youtube
  • 21. Social InformationInformal Formal Experience Individual
  • 22. IBL/Twitter Social PBL/VWCoP/Google+ Dial/forumDial/Skype Collab/WikiInformal FormalRef/Blog Ref/e-PortfolioIBL/Google Did/e-BookUGC/YouTube Individual Ass/MCQs
  • 23. Social InformationInformal Formal Experience Individual
  • 24. Ref/Blog Experience PBL/VWCoP/Google+ Ref/e-PortfolioDial/Skype Dial/ForumInformal FormalIBL/Twitter Coll/WikiIBL/Google Did/e-BookUGC/YouTube Information Ass/MCQs
  • 25. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting Communication mechanisms
  • 26. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning acrossformal and informal settingsSharples, Scanlon et al.
  • 27. Virtual genetics lab The SWIFT project
  • 28. The problemSocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
  • 29. Solution Shift frombelief-based, implicit approaches todesign- based,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practicesPromotessharing and discussion
  • 30. Conceptualise What do we want to design, who for and why? 7Cs of learning Design framework Consolidate Evaluate and embed your design
  • 31. Benefits Guides design process Makes design explicit Enables sharing Fosters repurposing Highlights gaps Representations for learners