Examining the impact of e-learning on  the traditional role of a university    Gráinne Conole, University of Leicester    ...
Outline• Affordances of new technologies• From Gutenberg to Zuckerberg• Learner experience & teacher  practice• New pedago...
Ed tech trends• Mobiles and e-books• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own  de...
Social & participatory media         Media sharing                                                                       B...
Peer                                      OpencritiquingUser                                        Collectivegenerated   ...
Gutenberg to Zuckerberg•   Take the long view•   The Web is not the Net•   Disruption is a feature•   Ecologies not econom...
Disruptive technologies• The Web has transformed  practice• No central ownership• Ecology of abundance• Examples  – Napste...
Learner experience • Technology immersed • Learning approaches: task-   orientated, experiential,   just in time, cumulati...
EDUCAUSE study• Students drawn  to new  technologies but  rely on more  traditional ones• Consider  technologies  offer ma...
Mobile learning      E-books      Study calendars      Learning resources      Online modules      Annotation tools       ...
Inquiry-based learning                 My communityThe Personal Inquiry projectInquiry-based learning acrossformal and inf...
Virtual genetics lab   http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be                                        ...
Teacher practices: paradoxes • Technologiesnot   extensively used   (Molenda) • Lack of uptake of OER   (McAndrew et al.) ...
Open resources
Open courses: MOOCMassiveOpenOnlineCourse  http://www.youtube.com/watch?v=eW3gMGqcZQc                                     ...
Open accreditationPeer to Peer University              OER Universityhttp://www.p2pu.org/en/   http://wikieducator.org/OER...
Open research
Citation indicators
Linking research to policy and practice                         Horizon scanning           OER                            ...
The VLE as a Trojan horse• VlE as a safe nursery  slope• Shift from content to  activities• Promote reflection and  collab...
VLE audit• Data   – Online survey (260 returns)   – Departmental visits• Key findings   – Used as content repository     a...
Blackboard+ at LeicesterBB plus Google+                                    Maths video-lets                      Prof-cast...
Conceptualise                                 What do we want to design, who for                                          ...
Course views                                   Learning outcomes                      Course mapPedagogy profile          ...
Collaboration25
New metaphors  Ecologies                                          SpacesMemes                                    Rhizomes ...
Final thoughts• Participatory and social media enable new forms of  communication and collaboration• Communities in these ...
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springergrainne.conole@le.ac.uk     28
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Conole elearning summit

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Conole elearning summit

  1. 1. 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
  2. 2. 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
  3. 3. 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/
  4. 4. 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
  5. 5. Peer OpencritiquingUser Collectivegenerated aggregationcontent Networked Personalised Social media revolution The machine is us/ing us
  6. 6. 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/
  7. 7. Disruptive technologies• The Web has transformed practice• No central ownership• Ecology of abundance• Examples – Napster – Malware
  8. 8. 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
  9. 9. EDUCAUSE study• Students drawn to new technologies but rely on more traditional ones• Consider technologies offer major educational benefits• Mixed views of VLEs9
  10. 10. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting 10 Communication mechanisms
  11. 11. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning acrossformal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/ 11
  12. 12. Virtual genetics lab http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be The SWIFT project
  13. 13. 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?
  14. 14. Open resources
  15. 15. Open courses: MOOCMassiveOpenOnlineCourse http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/
  16. 16. Open accreditationPeer to Peer University OER Universityhttp://www.p2pu.org/en/ http://wikieducator.org/OER_university
  17. 17. Open research
  18. 18. Citation indicators
  19. 19. 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
  20. 20. 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
  21. 21. 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
  22. 22. Blackboard+ at LeicesterBB plus Google+ Maths video-lets Prof-casts History conundrum Voicethread
  23. 23. 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/
  24. 24. Course views Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane 24
  25. 25. Collaboration25
  26. 26. New metaphors Ecologies SpacesMemes Rhizomes http://e4innovation.com/?p=489
  27. 27. 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
  28. 28. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springergrainne.conole@le.ac.uk 28
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