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Conole HEA seminar

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  • 1. National Teaching Fellow 2012 EDEN fellow 2013 Ascilite fellow 2012 The implications of open practice Gráinne Conole, University of Leicester 21st January 2014 HEA Inspirational Leaders Seminar Series York
  • 2. Outline • • • • The importance of e-learning E-learning timeline Emergent technologies A framework for intervention – Learning Design – OER and MOOCs – Learning analytics
  • 3. Why e-learning? • For learning – Potential to support interaction, communication and collaboration – Developing digital literacy skills – Promoting different pedagogical approaches – Fostering creativity and innovation – Connecting students beyond the formal course • For life – Preparing students for an uncertain future – Improving employability opportunities – Increased importance of technology in society
  • 4. The Web Learning objects 80s 93 94 95 98 99 00 Virtual worlds E-books and smart devices Massive Open Online Courses Learning Analytics 01 Social and participatory media Open Educational Resources Gaming technologies Learning Design Mobile devices Learning Management Systems Multimedia resources E-Learning timeline 04 05 07 08 10 http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html
  • 5. A glimpse of the future… • • • • • • Online, hybrid & collaborative learning Social media use in learning The creator society Data driven learning and assessment Agile approaches to change Making online learning natural http://www.nmc.org/pdf/2014-horizon-he-preview.pdf
  • 6. Innovating pedagogy • • • • • • • • • • MOOCs Badges to accredit learning Learning analytics Seamless learning Crowd learning Digital scholarship Geo-learning Learning from gaming Maker Culture Citizen inquiry http://www.menon.org/matel/ http://www.open.ac.uk/blogs/innovating/
  • 7. Factors impending adoption • Low digital fluency • Lack of rewards for teaching • Competition from new models of education • Scaling teaching innovations • Expanding access • Keeping education relevant
  • 8. Peer critiquing Open User generated content Collective aggregation Networked Personalised Social media revolution 2013
  • 9. 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
  • 10. OER/MOOCs Learning design Horizon scanning Virtual worlds & games Research Learner experience Social media Learning Management System OER/iTunes Mobile learning Design practice Teacher practice Policy Use of technologies Learning spaces Cloud computing Digital literacies Learner practice Learning Analytics Use of technologies Diversity/culture
  • 11. Linking design, learning intervention and analytics OER and MOOCs Learning Design Learning Analytics
  • 12. http://www.larnacadeclaration.org/ • Definition of Learning Design • Teachers need guidance to make informed design decisions that are pedagogically effective and make appropriate use of technologies
  • 13. The 7Cs of Learning Design Vision Conceptualise Activities Capture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
  • 14. Course features http://cloudworks.ac.uk/cloud/view/5950 • • • • • • Pedagogical approaches Principles Guidance and support Content and activities Reflection and demonstration Communication and collaboration
  • 15. Activity profile • Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
  • 16. Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4 Learning Outcomes LO1 LO2 LO3 LO4 Start Assessment End LO1 LO2 LO3 LO4
  • 17. METIS Integrated Learning Design Environment • Conceptualize • Author • Implement http://ilde.upf.edu/
  • 18. OER and MOOCs • Over ten years of the Open Educational Resource (OER) movement • Hundreds of OER repositories worldwide • Presence on iTunesU • 2012 Times year of the MOOC
  • 19. The OPAL metromap Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice http://www.oer-quality.org/
  • 20. POERUP outputs • An inventory of more than 300 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives • 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries • 7 in-depth case studies • 3 EU-wide policy papers
  • 21. The emergence of MOOCs • CCK08 – Connectivist MOOC (cMOOC) – Siemens, Downes and Cormier – Evaluation (Fini, 2009) – http://www.irrodl.org/index.php/irrodl/article/view/643/1402 • • • • Emergence of large-scale xMOOCs UK-based FutureLearn Launch of Massey on Open2Study What are MOOCs? – http://www.youtube.com/watch?v=eW3gMGqcZQc • List of MOOCs – http://www.mooc-list.com/ • EFQUEL series of blogs – http://mooc.efquel.org/ • ICDE list of MOOC reports – http://tinyurl.com/gconole-MOOC
  • 22. Free Distributed global community Social inclusion Massive Open Online Courses (MOOCs) High dropout rates Learning income not learning outcome Marketing exercise http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html JOLT, Vol. 9, No. 2, http://jolt.merlot.org
  • 23. A taxonomy of MOOCs Dimension Characteristics Context Open Degree to which the MOOC is open Massive How large the MOOC is Diversity The diversity of the learners Learning Use of multimedia Extent of use of rich multimedia Degree of communication Amount of communication incorporated Degree of collaboration Amount of collaboration incorporated Amount of reflection Ways in which reflection is encouraged Learning pathway Degree to which the learning pathway is supported Quality assurance Degree of quality assurance Certification Mechanisms for accreditation Formal learning Feed into formal learning offerings Autonomy Degree of learner autonomy http://e4innovation.com/?p=727
  • 24. Learning Analytics Measurement, collection, analysis and reporting of data about learners and their contexts, for the purposes of understanding and optimising learning and the environments in which it occurs US Department of Education
  • 25. We leave trails everywhere we go and that data is valuable (George Siemens)
  • 26. Erik Duval
  • 27. The future… • Challenging traditional institutions • New business models emerging • Need for appropriate pedagogies • Disaggregation of education – – – – High quality resources Learning pathways Support Accreditation
  • 28. http://www.slideshare.net/GrainneConole http://www.le.ac.uk/ili grainne.conole@le.ac.uk http://e4innovation.com Twitter: @gconole
  • 29. References • Conole, G. (2010) Review of pedagogical frameworks and models and their use in e-learning, http://cloudworks.ac.uk/cloud/view/2982. • Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in Higher Education. • Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for effective learning design." Computers and Education 43(1-2): 17-33. • Dewey, J. (1916). Experience and Nature. New York, Dover. • Jarvis, P. (2004). Adult education and lifelong learning. London, RoutledgeFalmer. • Laurillard, D. (2002). Rethinking university teaching, Routledge %@ 0415256798, 9780415256797. • Secker, J.(2011), http://www.slideshare.net/seckerj/informationliteracy-e-learning-and-the-changing-role-of-the-librarian • Learning Design workshop resources http://tinyurl.com/LDworkshop