Pushing the boundaries:openness and new approach to design     Gráinne Conole, University of Leicester            Universi...
Outline•   Technologies trends•   Learner experience•   Open practices•   Teacher practice and paradoxes•   New approaches...
Technological trends• Mobiles and e-books• Games-based learning &  learning analytics• Gesture-based learning &  the Inter...
Peer                                          OpencritiquingUser                                              Collectivege...
Gutenberg to Zuckerberg•   Take the long view•   The web is not the net•   Disruption is a feature•   Ecologies not econom...
Learner experience • Technology immersed • Learning approaches: task-   orientated, experiential, jus   t in time, cumulat...
Open practicesOpen resources                     Open courses                   Pandora’s boxOpen scholarship             ...
Open resourceshttp://www.oer-quality.org/
Open coursesMassiveOpenOnlineCourse  http://www.youtube.com/watch?v=eW3gMGqcZQc                                           ...
Open accreditationPeer to Peer University          OER University www.p2pu.org/en/         wikieducator.org/OER_university/
Open scholarship• Exploiting the digital network• New forms of dissemination  and communication• Promoting reflective prac...
Open research
Citation indicators
Teacher practices: paradoxes• Technologiesnot extensively  used (Molenda)• Lack of uptake of OER  (McAndrew et al.)• Littl...
Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate           Not fully exploitedW...
Learning Design  Shift frombelief-based, implicit       approaches todesign-   based,explicit approaches          Learning...
Conceptualise                                What do we want to design, who for                                           ...
MSc in Learning Innovation          Dissertation   Case Studies of Innovation Research Design and Methods        Learning ...
Programme part 1   In-session work                                                                Out-of-session workSessi...
Programme part 2     In-session workSession 5                                                      Out-of-session work•War...
How to ruin a course
E-tivity 1: Course Features                       Linoit.com
Course Features Key• Colours relate to the course view map  – Green = collaboration and communication  – Blue = content an...
What are discussion forums, blogs and wikis good for?     Discussion         Blogs            Wikis      forums           ...
E-tivity 2: Course Maphttp://www.flickr.com/photos/44251404@N06/4727339064/in/photostream/
The Course Map template
E-tivity 3: Learning Design Resource Audit                                       Format      Content        Text &    Audi...
E-tivity 4: Activity Profile• Assimilative   – Reading, viewing, listening• Information handling   – Manipulating data• Co...
http://tinyurl.com/outcomes-verbsLearning Outcomes   (from University of Gloucestershire)
Learning outcomesSTART                END Assessment
Task Swimlane   • Lane of roles   • Lane with tools and     resourceshttp://cloudworks.ac.uk/cloud/view/3421
E-tivity 5: Develop your e-tivities
Including information Literacy in e-tivities   http://jiscdesignstudio.pbworks.com/w/page/48915295/OULDI-Information%20Lit...
E-tivity 6B: Action PlanningB
MSc in Learning Innovation          Dissertation   Case Studies of Innovation Research Design and Methods        Learning ...
Metaphors  Ecologies                                          SpacesMemes                                    Rhizomes     ...
Ecologies• Co-evolution of  tools and users• Niches  colonisation of  new habitats• Survival of the  fittest
MemesAn internet meme is somethingThat spreads like wildfire on theWeb (Blackmore)To describe the interaction         What...
Spaces         Campbell, 72
Rhizomes   A rhizome is a stem of a   plant that sends out   roots as it spreads.   Describes the way that   ideas are mul...
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer                           Chapters a...
Conole edinburgh
Conole edinburgh
Conole edinburgh
Conole edinburgh
Conole edinburgh
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  • For participants to fill in – silent brainstorm.
  • First askparticipants to guesswhat the colours represent. (See previous slide.)
  • Include link to Course Map in Excel
  • Include link to Course Map in Excel
  • Include link to Course Map in Excel
  • Get audio of Ale explaining how to do this.
  • Conole edinburgh

    1. 1. Pushing the boundaries:openness and new approach to design Gráinne Conole, University of Leicester University of Edinburgh 13thApril 2012
    2. 2. Outline• Technologies trends• Learner experience• Open practices• Teacher practice and paradoxes• New approaches to design• Metaphors
    3. 3. 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 http://learn231.wordpress.com/2011/10/25/trend-report-1/
    4. 4. Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution www.heacademy.ac.uk/asse s/EvidenceNet/Conole_Alev The machine is us/ing us ou_2010.pdf
    5. 5. 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/
    6. 6. Learner experience • Technology immersed • Learning approaches: task- orientated, experiential, jus t 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 http://www.educause.edu/studentsAndTechnologyInfographic
    7. 7. Open practicesOpen resources Open courses Pandora’s boxOpen scholarship Open research7
    8. 8. Open resourceshttp://www.oer-quality.org/
    9. 9. Open coursesMassiveOpenOnlineCourse http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/
    10. 10. Open accreditationPeer to Peer University OER University www.p2pu.org/en/ wikieducator.org/OER_university/
    11. 11. Open scholarship• Exploiting the digital network• New forms of dissemination and communication• Promoting reflective practice• Embracing the affordances of new technologies Weller: http://nogoodreason.typepad.co.uk/
    12. 12. Open research
    13. 13. Citation indicators
    14. 14. Teacher practices: paradoxes• Technologiesnot extensively used (Molenda)• Lack of uptake of OER (McAndrew et al.)• Little use beyond early adopters (Rogers)• Despite rhetoric and funding Pandora’s box little evidence of transformation (Cuban, Ehlers) 14
    15. 15. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
    16. 16. Learning Design 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 http://www.open.ac.uk/blogs/OULDI/
    17. 17. Conceptualise What do we want to design, who for and why? Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your designhttp://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
    18. 18. MSc in Learning Innovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning
    19. 19. Programme part 1 In-session work Out-of-session workSession 1•Intros & expectations (e-tivities)•Mini-pres: background to workshop•How to ruin a course•Intro to e-tivity 1Session 2 E-tivity 1: Consider•Warm-up (how is it going?)•Discussion of discussion forums, blogs your Course Featuresand wikis•Intro to e-tivity 2Session 3• Warm-up E-tivity 2: Develop(Surprises, discoveries, frustrations, hig your Course Maphlights)• Review completed course maps• Mini-presentation: How OERs arebeing used & reused E-tivity 3: Do a Learning•Intro to e-tivity 3 Design Resource AuditSession 4• Warm-up (how is it going?)•Review of completed resource audits• Mini-pres: Salmon’s 5-stage model E-tivity 4: Develop your•Intro to e-tivity 4 Activity Profile
    20. 20. Programme part 2 In-session workSession 5 Out-of-session work•Warm-up (Progress made so far?)•Review of Activity Profiles (e-tivities)•Brainstorm: “Soft”/“hard” outcomes•Intro to e-tivity 5Session 6 E-tivity 5: Develop•Warm-up (Revisit How to Ruin a Course)•Review of Storyboards your Storyboard•Do Info Literacy Card Sort activity•Intro to e-tivity 6Session 7 E-tivity 6: Develop• Warm-up (…) your e-tivities• Review completed e-tivities• Mini-pres: Embedding your e-tivities inthe VLE•Intro to e-tivity 7 E-tivity 7: Consider yourSession 8 VLE (LMS) design• Warm-up (…)•Review of completed VLE designs• Brainstorm: actions needed to complete E-tivity 8:our courses•Intro to e-tivity 8 Action Planning
    21. 21. How to ruin a course
    22. 22. E-tivity 1: Course Features Linoit.com
    23. 23. Course Features Key• Colours relate to the course view map – Green = collaboration and communication – Blue = content and student experience – Purple = reflection and demonstration – Orange = guidance and support
    24. 24. What are discussion forums, blogs and wikis good for? Discussion Blogs Wikis forums Personal Reflection Collaboration reflection Moderated Creating an Collating discussion e-portfolio resources
    25. 25. E-tivity 2: Course Maphttp://www.flickr.com/photos/44251404@N06/4727339064/in/photostream/
    26. 26. The Course Map template
    27. 27. E-tivity 3: Learning Design Resource Audit Format Content Text & Audio Video Slides (e.g. Other (e.g. (under the graphics PowerPoint) Adobe appropriate Presenter) licences) 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
    28. 28. E-tivity 4: Activity Profile• Assimilative – Reading, viewing, listening• Information handling – Manipulating data• Communicative – Dialogic interactions• Productive – Creating an artefact• Experiential – Practicing, mimicking• Adaptive http://tinyurl.com/ActivityProfileFlash – Modeling or simulation http://tinyurl.com/ActivityProfileExcel
    29. 29. http://tinyurl.com/outcomes-verbsLearning Outcomes (from University of Gloucestershire)
    30. 30. Learning outcomesSTART END Assessment
    31. 31. Task Swimlane • Lane of roles • Lane with tools and resourceshttp://cloudworks.ac.uk/cloud/view/3421
    32. 32. E-tivity 5: Develop your e-tivities
    33. 33. Including information Literacy in e-tivities http://jiscdesignstudio.pbworks.com/w/page/48915295/OULDI-Information%20Literacy%20facilitation%20cards
    34. 34. E-tivity 6B: Action PlanningB
    35. 35. MSc in Learning Innovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning
    36. 36. Metaphors Ecologies SpacesMemes Rhizomes http://e4innovation.com/?p=489
    37. 37. Ecologies• Co-evolution of tools and users• Niches colonisation of new habitats• Survival of the fittest
    38. 38. MemesAn internet meme is somethingThat spreads like wildfire on theWeb (Blackmore)To describe the interaction What makes us differentwith digital technologies Is our ability to imitate The Internet allows for The unprecedented Spreading of ideas Issues in terms of convergence of thought
    39. 39. Spaces Campbell, 72
    40. 40. Rhizomes A rhizome is a stem of a plant that sends out roots as it spreads. Describes the way that ideas are multiple, interconnected and self- replicating. A rhizome has no beginning or end like a learning processhttp://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/
    41. 41. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox grainne.conole@le.ac.uk

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