Digital media: tools for excellent teaching

Gráinne Conole, Leicester University12th September, 2012

Gesekkschaft fur Medien in der Wissenschaft e. V.Vienna, Austria

Outline

• Technologies trends• E-pedagogies• Open Educational Resources• Teacher practice and paradoxes• The 7Cs of Learning Design• Implications

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/

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

Technological trends• Mobiles and e-books• Games-based learning• Learning analytics• Gesture-based learning• The Internet of things• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Digital content• The flipped classroom

The Internet of things

• People, resources, things

• Semantic connectivity

Google glasses project

• Can ‘see’ the internet on glasses

• Context sensitive information

• Context lenses planned

http://www.youtube.com/watch?v=9c6W4CCU9M4

Technologies for learning

• Audio-graphics• Blogs• E-Books• E-Portfolios• Games• Instant Messaging• Mashups• Mobile learning• Photo sharing

• Podcasts• RSS feeds• Second life• Social bookmarking• Twitter• Video Mesaging• Wikis• Video clips and YouTube• Video chat

Rennie and Morrison, 2012

A

AssociativeFocus on individualLearning through association and reinforcement

ConstructivistBuilding on prior knowledgeTask-orientated

SituativeLearning through social interactionLearning in context

ConnectivistLearning in a networked environment

Pedagogies of e-learning Mayes & De Freitas, 2004Conole 2010

E-trainingDrill & practice

Inquiry learningCollective intelligenceResource-based

Experiential, Problem-based Role play

Reflective & dialogic learning, Personalised learning

E-training, drill and practiceMcNaught, 2010, Edmedia Keynote

Mobile learning

E-booksStudy calendarsLearning resourcesOnline modulesAnnotation toolsCommunication mechanisms Podcasting

Inquiry-based learning

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

My community

Collective intelligence

Situated learning –exhibitions

Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling

Reflective and dialogic learningBlogs and E-portfolios for personal reflection Social bookmarking for resource aggregationWikis for project-based workCohort blogs for shared understandingE-portfolios for aggregation and evidenceTwitter for just-in-time learning

EDUCAUSE:7 things you should know about….

Resource-based learning

• Over ten years of the OER movement

• Hundreds of OER repositories worldwide

• Evaluation shows lack of uptake by teachers and learners

• Shift from development to community building and articulation of OER practice

Podcasts - iTunes U

Open Educational Resources

The OPAL metromap

Outputs• Inventory of more than 100 OER initiatives• 11 country reports and 13 mini-reports• 7 in-depth case studies• 3 EU-wide policy papers• 7 options brief packs for EU nations/regions

Country reports: key themes• Diversity of educational contexts and maturity

of internet provision and use of e-learning• Differences in policy support and funding for

OER initiatives• Diversity from basic OER awareness to OER

maturity and embedding• Few national OER initiatives

Emergent themes• Shift from development to OER practices• Broader notion of open practices – open

learning, teaching and research• Use of social and participatory media to foster

OER communities

UK Country Report• Significant funding from JISC/HEA – three

phase OER programme with around 100 OER initiatives

• Individual fellowships through SCORE and Olnet funding

• Institutionally supported initiatives• Main activity in England, little in other

countries Ming Nie

UK Country Report• Funding mainly from government – top-down• Funding mainly on production/producers, little

on end-users or impact on learning• Mainly HE/FE, little school-based• Most institutions don’t have an OER strategy• Lots on cascading and transferring of experience• Most institutions have an OER repository• Related work: iTunesU and MOOCs

Teacher practices: paradoxes

•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)

23

Pandora’s box

Promise and reality

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

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

http://www.open.ac.uk/blogs/OULDI/

OULDI + Carpe Diem

Open University Learning Design Initiative (OULDI) Carpe Diem at Leicester

The 7Cs of design and delivery framework

Cascading institutions: Leicester, SAIDE, SPEED

Wider dissemination: conferences, events

Course map

Learning outcomes

Pedagogy profile Course dimensions

Task swimlane

OULDIhttp://www.open.ac.uk/blogs/OULDI

Carpe Diem

Content (under the appropriate licences)

Format

Text & graphics Audio Video Slides (e.g.

PowerPoint)

Other (e.g. Adobe

Presenter)

What I find and reuse as is

What I find, tweak and use

What I find, repurpose and use

What I create for this module

Storyboard Resource audit

http://www.le.ac.uk/carpediem

ConceptualiseWhat do we want to design, who for and why?

ConsolidateEvaluate and embed your design

The 7Cs Framework

Course Featureshttp://linoit.com

Orange = Guidance and supportBlue = Content and activitiesPurple = Reflection and demonstrationGreen = Communication and collaboration

Course Map

Guidance and support Content and experienceTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 2. 3.4.5.6.7.

1. 2. 3.4.5.6.7.

Reflection and demonstration Communication and collaborationTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 2. 3.4.5.6.7.

1. 2. 3.4.5.6.7.

Course/module summary: Key words:

A completed course map

Activity Profile

http://tinyurl.com/ActivityProfileFlash

http://tinyurl.com/ActivityProfileExcel

Storyboardhttp://linoit.com

Content (under the appropriate licences)

Format

Text & graphics Audio Video Slides (e.g.

PowerPoint)

Other (e.g. Adobe

Presenter)

What I find and reuse as is

What I find, tweak and use

What I find, repurpose and use

What I create for this module

Resource Audit

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

E-tivity: How to ruin a course

SAIDE workshop

Gabi Witthaus

Session 5•Review of Activity Profiles •Intro to e-tivity 5

Session 6•Review of Storyboards •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 workCourse team work

(e-tivities)

SAIDE workshop

Evaluation of 7CsWe made a big breakthrough. We have achieved the insight about the need to structure it as a course, an online course, and not just simply as a set of learning activities plus integrated resources.

The visual nature of the tools and the quick and easy way that one could use it without too much elaborative training. They help stimulate us to look at the course in a different way, in a natural and creative way even if we didn’t see all the little links right upfront.

I wanted to have my thinking

challenged with regard to course

design and development and I

definitely left reflecting and

questioning our unit's current

approach and have some good

tools and approaches to pilot with

course design teams.

It’s a way of freeing your mind and putting all the

ideas of all the people in the course team down

somewhere, not having to be so prescriptive. It

was just a much freer and [more] creative

experience than getting the learning outcomes and

writing them as active verbs, and getting in at a

granular level. It was quite sort of a liberating

thing to just have everybody move components

around and say, ‘Do you know I really like all these

features. I’d like to do some problem-based

learning. I’d like to do peer-review.’

Ming Nie

SPEEDhttp://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed

Free image courtesy of FreeDigitalPhotos.net

• JISC-funded, Transformation• Embed benefits from DUCKLING and

7Cs to:– Liverpool John Moores– London South Bank– Northampton– Derby

• Repackage resources into 3 categories:– Course Design– Activity Design– Moderating Online

• Resources available as OERs

http://mooc.ca/

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

MassiveOpen Online Course

Learning Design MOOC

http://cloudworks.ac.uk/cloudscape/view/2417

• OULDI website http://www.open.ac.uk/blogs/OULDI/• Carpe Diem website http://www.le.ac.uk/carpediem• 7Cs OER page

http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7cs-workshop-resources

• Cloudworks http://cloudworks.ac.uk/cloudscape/view/2406

• Slideshare http://tinyurl.com/7cs-bdra-11april

Useful sites and resources

Implications

• Blurring of boundaries and changing roles

• New pedagogies emerging

• New business models• More open practices• Disruptive, complex,

co-evolving

http://www.flickr.com/photos/ssoosay/6738302627/