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Designing for learning in an open world: e-Pedagogies and transformation Gráinne Conole, University of Leicester Southern Cross University 5 th March 2012

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Designing for learning in an open world: e-Pedagogies and transformation

Gráinne Conole, University of LeicesterSouthern Cross University

5th March 2012

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Outline• The evolving landscape of e-learning• Affordances of new technologies• From Gutenberg to Zuckerberg• Learner experience• New pedagogies and implications• Open practices• Teacher practice and paradoxes• Strategies for change

– Intervention framework: linking research to policy and practice

– Harnessing the functionality of the LMS – New approaches to design

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Research questions• What:

– Is the learner experience and teacher practice?– Are the emergent technologies and their affordances?– Resources, OER and Pedagogical Patterns are there and

how are they been used?– E-Pedagogies are there and how do they facilitate different

forms of learning?– New learning design approaches can be used to promote

and support e-learning?– Strategies are in place to promote and support e-learning?– Theories and methodologies are been used?

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Emergent technologies and affordances

Resources, OER and Pedagogical Patterns

Evolving e-learning landscape

E-pe

dago

gies

, str

ateg

ies

and

lear

ning

des

ign

Interventions

Theo

ry a

nd m

etho

dolo

gy

Evaluations

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Technological trends• Mobiles and e-books• Gesture and augmented

learning• Learning analytics• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Digital content• The flipped classroom

http://learn231.wordpress.com/2011/10/25/trend-report-1/

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Media sharing

Collaborative editing

Social networking

Virtual worlds and games

Syndication

Messaging

Social bookmarking

Recommender systems

Mash ups

Blogging

Conole and Alevizou, 2010

Social & participatory media

http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/

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User generated content

Peer critiquing

Networked

Collective aggregation

Personalised

Open

Social media revolutionThe machine is us/ing us

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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/

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Disruptive technologies

• The web has transformed practice

• No central ownership• Ecology of abundance• Examples

– Napster– Malware

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• Technology immersed• Learning approaches: task-

orientated, experiential, just in time, cumulative, social

• Personalised digital learning environment

• Mix of institutional systems and cloud-based tools and services

• Use of course materials with free resources

Sharpe, Beetham and De Freitas, 2010

Learner experience

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EDUCAUSE study• Students drawn

to new technologies but rely on more traditional ones

• Consider technologies offer major educational benefits

• Mixed views of VLEs

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Reflection Dialogue

Collaboration Application

The essence of learning

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Social

Individual

Informal Formal

Information

Experience

A pedagogy framework

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Mapping e-Pedagogies to technologies

Pedagogies• Problem-Based Learning (PBL)• Inquiry-Based Learning (IBL)• Didactic (Did)• Reflection (Ref)• Dialogic Learning (Dial)• Collaboration (Collab)• Assessment (Ass)• Communities of Practice (CoP)• IBL – social• User-Generated Content (UGC)

Technologies• Virtual Worlds (VW)• Google• E-Books• Blogs, e-Portfolios• Discussion Forums (DF)• Wikis• MCQs• Google+• Twitter• Youtube

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Social

Individual

Informal Formal

Information

Experience

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Social

Individual

Informal Formal

PBL/VWDial/forumCollab/Wiki

IBL/TwitterCoP/Google+Dial/Skype

Ref/BlogIBL/GoogleUGC/YouTube

Ref/e-PortfolioDid/e-BookAss/MCQs

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Social

Individual

Informal Formal

Information

Experience

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Experience

Information

Informal Formal

PBL/VWRef/e-PortfolioDial/Forum

Ref/BlogCoP/Google+Dial/Skype

IBL/TwitterIBL/GoogleUGC/YouTube

Coll/WikiDid/e-BookAss/MCQs

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Mobile learning

E-booksStudy calendarsLearning resourcesOnline modulesAnnotation toolsCommunication mechanisms Podcasting

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The Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/

My community

Inquiry-based learning

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Virtual genetics lab

http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be

The SWIFT project

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Pandora’s box

Open resources Open courses

Open scholarship Open research

Open practices

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Open resources

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Open courses: MOOC

http://mooc.ca/

http://www.youtube.com/watch?v=eW3gMGqcZQc

MassiveOpen Online Course

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• 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/

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Open research

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Citation indicators

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Open accreditation

www.p2pu.org/en/

Peer to Peer University

wikieducator.org/OER_university/

OER University

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•Technologies not extensively used (Molenda)

•Lack of uptake of OER (McAndrew et al.)

•Little use beyond early adopters (Rogers)

•Despite rhetoric and funding little evidence of transformation (Cuban, Ehlers)

Pandora’s box

Teacher practices: paradoxes

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Policy

Blackboard rollout

OER/iTunes

Learning spaces

Cloud computingLearner practice

Use of technologies Diversity/culture

Teacher practice

Design practice

Use of technologies

Research

OERLearning design

Web 2.0

Virtual worlds

Learner experience

Horizon scanning

Intervention framework: linking research to policy and practice

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Harnessing the functionality of the LMS

• LMS as a safe nursery slope• Shift from content to

activities• Promote reflection and

collaboration• Mobile LMS• Integration with cloud

computing

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Blackboard audit

• Data– Online survey (260 returns)– Departmental visits

• Key findings– Used as content repository and

administration– Pockets of innovation– More support needed on

effective design strategies– Tension between teaching and

research– Usability issue

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Blackboard+ at Leicester

BB plus Google+Maths video-lets

Prof-casts

History conundrum Voicethread

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Learning Design

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

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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/

Carpe Diem:7Cs of learning Design

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Course views

Course map

Learning outcomes

Pedagogy profile

Task swimlane

Course dimensions

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Collaboration

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MSc in Learning Innovation

Technology-Enhanced Learning

Learning Design

Research Design and Methods

Case Studies of Innovation

Dissertation

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Continuing emerging technologies and pedagogies

New business models

Co-evolution of tools & users

Maturing theory & methodology

More sophisticated mechanisms re: uptake

The future of e-learning

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New metaphors

EcologiesSpaces

Memes Rhizomeshttp://e4innovation.com/?p=489

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Final thoughts• Participatory and social media enable new forms of

communication and collaboration• Communities in these spaces are complex and

distributed• Learners and teachers need to develop new digital

literacy skills to harness their potential• We need to rethink how we design, support and assess

learning• Open, participatory and social media can provide

mechanisms for us to share and discuss teaching and research ideas in new ways

• We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication

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Events

28 – 30th March 2012

Open Education Week Webinars

6 – 9th March 2012

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Conole, G. (forthcoming), Designing for learning in an open world, New York: SpringerChapters available on dropbox

[email protected]