- 1. Bridging the gap between policy & practice: a reflective review & looking forward to the future Grinne Conole, Open University, UK VI Congresso Nazionale della SIe-L: E-learning, creativit ed innovazione Salerno University, 17/09/09 More info, slides and references: http://cloudworks.ac.uk/cloud/view/2295
- Scrutinising thee-learning history line
- Emergentthemes and challenges
- Aframeworkfor making policy work
- Reflections and questionsfor the future
3. Key focus
- Is there agapbetween e-learning policy and actual practice?
- How can webridge the gap ?
- Does e-learning policy adequatereflect current technological advances
- If not how can weensure it does ?
4. Scrutinising the e-learning timeline Conole, (2007) in Andrews & Haythornwaite Context Globalisation, networked society, changing societal norms, ICT advances UK : Dearing review of ICT TLTP projects, CTI, HE Academy, JISC US : Fragmented policy, driven by individuals and commercial imperative Education/Industry partnerships, spin offs, Open Educational MovementImpact Local culture vs global hegemony, changing roles & structures, commercial vs. government supported, dissemination and impact evaluation Policy Practice Drivers Widening participation, personalization, lifelong learning, quality assurance, developing the work force, commercial imperative 5. A glimpse into the future 6. Inspire by Pea &Wallis, 2008 Wecannow interact atadistance,accessing complex& usefulresourcesinwaysunimaginablein earlyeras Whats the next stage of the co-evolution? Phases of developmentTool-userco-evolution 1 2 3 b a c + Internet Mobile devices TV Radio Smart tools Phone 7. Converging practices
- Locationaware technologies
- Adaptation& customisation
- Second life/ immersiveworlds
- Expert badges , World of warcraft
- Contextualised andsituatedlearning
- OpenEducational Resources
8. Tensions & implications Loosely coupled tools Integrated IT systems Personalisedtools Institutionaltools Studentcontrolled Institutionalcontrolled The VLE/LMS is dead debate http://cloudworks.ac.uk/index.php/cloud/view/2162 9. A framework for making policy work Policy Teacherpractice Research & development The learnersexperience 10. Avoiding failures of the past
- Myresearchis more important
- I dont have theskillsto do this
- Idont believein this, it wont work
- Commonresistance strategies:
- Ill say yes (anddo nothing )
- Underminethe person involved
- Emphasis on thetechnologies , not thepeople and processes
- Funding for technology developments but notuse and support
Great policy initiatives often fail why? 11. Cloudworks: Harnessing web 2.0 12. Key concepts Clouds:Learning & teaching ideas Design or case studies Tools or resources Questions or problems Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project 13. User profile 14. Activity stream 15. Features
- Dynamic list of clouds + new comments
- Comments on clouds + cloudscapes
- Can follow people + cloudscapes
- RSS feeds of cloudscapes + people
- Embedding: pictures, video, presentations
- Twitter feeds for people +cloudscapes
16. Emergent patterns of use
- Events: conferences and workshops
- ALT-C conference , 8-11 thSeptember 2009
- Discussions: Flash debates
- Is Twitter killing blogging?
- Literature reviewof educational technologist
17. Olnet: redefining openness 18. A definition The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes(UNESCO 2002) 19. A broader definition of OER Learning resources Courseware, content modules, learning objects, learner support & assessment tools, online learning communities Resources to support teachers Tools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachers Resources to assure the quality of education and educational practices (UNESCO 2004) 20. Bridging the gap Personalised Situative Social Experiential Reflective Adaptive Contextual Networked Immersive Collective Open Design Characteristics ofgood pedagogyAffordances of new technologies 21. A mediating layer Can we develop new innovative mediating artifacts? How can we make the design more explicit and sharable ? Designer Design Has aninherent OER Creates Mediatingartifacts
- Design visualisation tools - CompendiumLD
User can now repurpose 22. Mapping the case studies Policy Research & development Teacherpractice The learnersexperience Institutional & national funding Embedding in strategy Aligning to technology trends Changing user behaviour Drivers and challenges Actual use in practice Whats in it for me? Evidence of impact 23. Questions and reflections
- What is the relationship between Governmentrhetoricand actualpractice ?
- How cantechnologiessupport new forms of pedagogy?
- What is the relationship betweentechnologies , physical and virtualspacesandpedagogy ?
- How do we take account of adigital dividethat is ever narrower but deeper?
- Whatnew digital literacy skillswill learners and teachers need ?
- E-learning innovationwill require a radical rethinking of the curriculum,
- E-learningchallenges existing norms about assessment
24. Bridging the gap between policy & practice: a reflective review & looking forward to the future Grinne Conole,Open University, UK VI Congresso Nazionale della SIe-L: E-learning, creativit ed innovazione Salerno University, 17/09/09 More info, slides and references: http://cloudworks.ac.uk/cloud/view/2295