Examining the impact of e-learning on the traditional role of a university Gráinne Conole, University of Leicester E-Learning Summit, Sydney 27-28th February 2012
Outline• Affordances of new technologies• From Gutenberg to Zuckerberg• Learner experience & teacher practice• New pedagogies & Implications• Strategies for change – Linking research to policy and practice – The VLE as a Trojan horse – New approaches to design
Ed tech trends• Mobiles and e-books• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Gesture and augmented learning• Digital content• The flipped classroom http://learn231.wordpress.com/2011/10/25/trend-report-1/
Social & participatory media Media sharing Blogging Mash ups Messaging Collaborative Recommender editing systems Virtual worlds Social and games networking Social Syndication bookmarking 4 http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/ Conole and Alevizou, 2010
Peer OpencritiquingUser Collectivegenerated aggregationcontent Networked Personalised Social media revolution The machine is us/ing us
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 http://www.flickr.com/photos/wallyg/2617472088/ http://memex.naughtons.org/
Disruptive technologies• The Web has transformed practice• No central ownership• Ecology of abundance• Examples – Napster – Malware
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 8 Sharpe, Beetham and De Freitas, 2010
EDUCAUSE study• Students drawn to new technologies but rely on more traditional ones• Consider technologies offer major educational benefits• Mixed views of VLEs9
Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting 10 Communication mechanisms
Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning acrossformal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/ 11
Virtual genetics lab http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be The SWIFT project
Teacher practices: paradoxes • Technologiesnot extensively used (Molenda) • Lack of uptake of OER (McAndrew et al.) • Little use beyond early adopted (Rogers) • Despite rhetoric and funding little evidence of transformation (Cuban, Pandora’s box Ehlers) What would it mean to adopt more open practices? Open design, open delivery, 13 open research and open evaluation?
Linking research to policy and practice Horizon scanning OER Learning design Virtual worlds Research Learner experience Web 2.0 Blackboard rollout Design practice Policy Teacher practiceOER/iTunes Use of technologies Learning spaces Cloud computing Learner practice 19 Diversity/culture Use of technologies
The VLE as a Trojan horse• VlE as a safe nursery slope• Shift from content to activities• Promote reflection and collaboration• Mobile VLE• Integration with cloud computing
VLE 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 – Useability issue
Blackboard+ at LeicesterBB plus Google+ Maths video-lets Prof-casts History conundrum Voicethread
Conceptualise What do we want to design, who for and why? Consolidate Evaluate and embed your designhttp://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
New metaphors Ecologies SpacesMemes Rhizomes http://e4innovation.com/?p=489
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 rethinkhow 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
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springergrainne.email@example.com 28
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