Conole victoria

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  • 1. Transformation through newe-pedagogies the future of learning Grinne Conole, University of Leicester University of Victoria1st March 2012

2. Outline The evolving landscape of e-learning Affordances of new technologies From Gutenberg to Zuckerberg Learner experience New pedagogiesandimplications Open practices Teacher practice and paradoxes Strategies for change Intervention framework: linkingresearch to policy and practice TheLMSasa Trojan horse New approaches to design 3. Research questions What: Is the learner experience and teacher practice? Are the emergent technologies and their affordances? Resources, OER and Pedagogical Patterns are there andhow are they been used? E-Pedagogies are there and how do they facilitatedifferent forms of learning? New learning design approaches can be used topromote and support e-learning? Strategies are in place to promote and support e-learning? Theories and methodologies are been used? 4. Evolving e-learning landscape Emergent technologies and affordancesTheory and methodologyE-pedagogies, strategiesand learning design Resources, OER and Pedagogical PatternsEvaluationsInterventions 5. Technological trends Mobiles and e-books Gesture and augmentedlearning Learning analytics Personalised learning Cloud computing Ubiquitous learning BYOD (Bring your own device) Digital content The flipped classroom 6. Social & participatory mediaMedia sharing Blogging Mash ups MessagingCollaborative Recommenderediting systemsVirtual worlds Socialand games networkingSocialSyndicationbookmarking and Alevizou, 2010 7. PeerOpencritiquingUserCollectivegeneratedaggregationcontentNetworked PersonalisedSocial media revolution The machine is us/ing us 8. Gutenberg to Zuckerberg Take the long view Theweb is not the net Disruption is a feature Ecologies not economics Complexity is the new reality Thenetwork is now the computer The web is evolving 9. Disruptive technologies The web has transformedpractice No central ownership Ecology of abundance Examples Napster Malware 10. Learner experience 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 10 Sharpe, Beetham and De Freitas, 2010 11. EDUCAUSE study Students drawnto newtechnologies butrely on moretraditional ones Considertechnologiesoffer majoreducationalbenefits Mixed views ofVLEs11 12. 8-Learning Events Model The essence of learningReflectionDialogueCollaboration Application 13. A pedagogy frameworkSocial InformationInformal FormalExperience Individual 14. Mapping e-Pedagogies to technologiesPedagogiesTechnologies 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 15. Social InformationInformal FormalExperience Individual 16. IBL/Twitter Social PBL/VWCoP/Google+Dial/forumDial/Skype Collab/WikiInformalFormalRef/Blog Ref/e-PortfolioIBL/Google Did/e-BookUGC/YouTube Individual Ass/MCQs 17. Social InformationInformal FormalExperience Individual 18. Ref/BlogExperiencePBL/VWCoP/Google+ Ref/e-PortfolioDial/SkypeDial/ForumInformal FormalIBL/Twitter Coll/WikiIBL/GoogleDid/e-BookUGC/YouTube Information Ass/MCQs 19. Mobile learningE-booksStudy calendarsLearning resourcesOnline modulesAnnotation tools Podcasting 19 Communication mechanisms 20. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning acrossformal and informal settingsSharples, Scanlon et al. 21. Virtual genetics lab The SWIFT project 22. Open practicesOpen resources Open courses Pandoras boxOpen scholarship Open research22 23. Open resources 24. Open courses: MOOCMassiveOpenOnlineCourse 25. Open scholarship Exploiting the digital network New forms of disseminationand communication Promoting reflective practice Embracing the affordances ofnew technologiesWeller: 26. Open research 27. Citation indicators 28. Open accreditationPeer to Peer UniversityOER University 29. Teacher practices: paradoxes Technologiesnot extensivelyused (Molenda) Lack of uptake of OER(McAndrew et al.) Little use beyond earlyadopters (Rogers) Despite rhetoric and funding Pandoras boxlittle evidence oftransformation (Cuban,Ehlers) 29 30. Intervention framework: linkingresearch to policy and practiceOER Horizon scanningLearning design Virtual worldsResearchLearner experienceWeb 2.0Blackboard rolloutDesign practicePolicyTeacher practiceOER/iTunes Use of technologiesLearning spaces Cloud computingLearner practiceUse of technologies Diversity/culture 31. TheLMS as a Trojan horse LMS as a safe nursery slope Shift from content toactivities Promote reflection andcollaboration MobileLMS Integration with cloudcomputing 32. 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 33. Blackboard+ at LeicesterBB plus Google+ Maths video-lets Prof-casts History conundrumVoicethread 34. Learning DesignShift frombelief-based, implicitapproaches todesign- based,explicit approachesLearning Design A design-based approach to creation and support of courses Encouragesreflective,scholarlypracticesPromotessharing and discussion 35. Conceptualise What do we want to design, who forand why? Carpe Diem:7Cs of learning DesignConsolidateEvaluate and embed your design 36. Course views Learning outcomesCourse mapPedagogy profile Course dimensions Task swimlane 37. Collaboration37 38. MSc in Learning InnovationDissertation Case Studies of Innovation Research Design and MethodsLearning Design Technology-Enhanced Learning 39. The future of e-learning Continuing emerging technologies and pedagogiesNew businessCo-evolution ofmodels tools & users Maturing theory & More sophisticatedmethodology mechanisms re: uptake 40. New metaphorsEcologiesSpacesMemesRhizomes 41. Final thoughts Participatory and social media enable new forms ofcommunication and collaboration Communities in these spaces are complex anddistributed Learners and teachers need to develop new digitalliteracy skills to harness their potential We need to rethinkhow we design, support and assesslearning Open, participatory and social media can providemechanisms for us to share and discuss teaching andresearch ideas in new ways We are seeing a blurring of boundaries:teachers/learners, teaching/research, real/virtualspaces, formal/informal modes of communication and 42. Events Open EducationWeek Webinars6 9th March 2012 28 30th March 2012 43. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on