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
•
•
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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…
•
•
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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
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
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
•
•
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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
29. The future…
• Challenging traditional
institutions
• New business models
emerging
• Need for appropriate
pedagogies
• Disaggregation of education
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–
–
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High quality resources
Learning pathways
Support
Accreditation
31. 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
