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Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
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Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
Conole icem keynote_final
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Conole icem keynote_final

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  • Free-tuition institutions are growing. These non-profit institutions are using OER. However, credible solutions for providing assessment and credentialisation services are neededhttp://www.onlineschools.org/inside-online-schools/wp-content/uploads/2012/07/Free.jpg
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    • 1. Design thinking, learning design and creativity Gráinne Conole, University of Leicester 28th September 2012 62nd ICEM conference, Nicosia
    • 2. Outline• Technologies trends• Technologies for learning• Teacher practice and paradoxes• Learning Design – The 7Cs of Learning Design – Learning Design timeline – Mapping the field – Socio-cultural perspectives• Design-Based Research• E-Pedagogies• Resource Based Learning – OPAL – POERUP• Conclusion
    • 3. http://www.flickr.com/photos/maxoz/5655569031/
    • 4. 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 http://www.flickr.com/photos/wallyg/2617472088/ http://memex.naughtons.org/
    • 5. 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
    • 6. The Internet of things• People, resources, thin gs• Semantic connectivity
    • 7. Google glasses project• Can ‘see’ the Internet on glasses• Context sensitive information• Context lenses planned
    • 8. Technologies for learning• Audio-graphics • Podcasts• Blogs • RSS feeds• E-Books • Second life• E-Portfolios • Social bookmarking• Games • Twitter• Instant Messaging • Video Mesaging• Mashups • Wikis• Mobile learning • Video clips and YouTube• Photo sharing • Video chat Rennie and Morrison, 2012
    • 9. Teacher practices: paradoxes• Technologiesnot extensively used (Molenda)• Lack of uptake of OER (McAndrew et al.)• Little use beyond early adopters (Rogers) Pandora’s box• Despite rhetoric and funding little evidence of transformation 9
    • 10. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
    • 11. Creating something new(physical artefact or concept)that is novel and valuableSocial and participatory mediaoffer new ways to share,communicate and collaborate
    • 12. 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/
    • 13. OULDI + Carpe DiemOpen University Learning Carpe Diem at LeicesterDesign Initiative (OULDI) The 7Cs of design and delivery framework Cascading institutions: Wider dissemination: Leicester, SAIDE, SPEED conferences, events
    • 14. OULDI Learning outcomeshttp://www.open.ac.uk/blogs/OULDI Course mapPedagogy profile Course dimensions Task swimlane
    • 15. Carpe Diem http://www.le.ac.uk/carpediem Content (under Format the appropriate Other (e.g. licences) Text & Slides (e.g. Audio Video Adobe graphics PowerPoint) Presenter) What I find and reuse as is What I find, tweak and use What I find, repurpose and use What I create for this moduleStoryboard Resource audit
    • 16. ConceptualiseWhat do we want to design, who for and why? The 7Cs Framework Consolidate Evaluate and embed your design
    • 17. Course Features http://linoit.comOrange = Guidance and supportBlue = Content and activitiesPurple = Reflection and demonstrationGreen = Communication and collaboration
    • 18. Course MapCourse/module summary:Key words: Guidance and support Content and experienceTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 1.2. 2.3. 3.4. 4.5. 5.6. 6.7. 7. Reflection and demonstration Communication and collaborationTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 1.2. 2.3. 3.4. 4.5. 5.6. 6.7. 7.
    • 19. ActivityProfile http://tinyurl.com/ActivityProfileFlash http://tinyurl.com/ActivityProfileExcel
    • 20. Storyboard http://linoit.com
    • 21. Resource Audit Format Content (underthe appropriate Other (e.g. Text & Slides (e.g.licences) Audio Video Adobe graphics PowerPoint) Presenter)What I find andreuse as isWhat I find, tweakand useWhat I find,repurpose and useWhat I create forthis module
    • 22. Evaluation of 7Cs Ming Nie
    • 23. SPEED http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed• JISC-funded, Transformation• Embed benefits from DUCKLING and 7Cs to: – Liverpool John Moores – London South Bank – Northampton – Derby• Repackage resources into 3 categories: – Course Design – Activity Design Free image courtesy of – Moderating Online FreeDigitalPhotos.net• Resources available as OERs
    • 24. Larnica, 25th September 2012
    • 25. Socio-cultural perspectives Mediating Design Mediating Artefacts Concepts Artefacts (MA) Tools Dialogues Activities Creates Learning activity Teacher or Resource Has an Design inherentResearch focusWhat Mediating Artefacts do teachers use? Other teachers and learnersWhat Mediating Artefacts can we create to can use or repurposeguide the design process? Vygotsky, Activity Theory
    • 26. Mediating Artefacts (MA) Creates Learning activity or Resource Teacher Division ofRules Community labour
    • 27. Design-Based ResearchA systematic, but flexible methodology aimed toimprove educational practice through iterativeanalysis, design, development andimplementation, based on collaboration betweenresearchers and practitioners in real-worldsettings, and leading to contextually-sensitive designprinciples and theories. Wang and Hannafin, 2005
    • 28. Benefits• Means of dealing with real learning contexts• Iterative: design, implementation, e valuation, refine• Gives rich insights into complex dynamics
    • 29. Facets• Make assumptions and theoretical bases explicit• Collect multiple types of data• Conduct ongoing data analysis• Invite multiple voices to critique• Have multiple accountability structures• Engage in dialectic among theory, design and extant literature Barab, 2006
    • 30. DBR and Learning Design• Builds on theory & prior • Builds on ID, OER, Ped Patterns research research etc.• Pragmatic • Practical tools & resources• Collaborative • Work with practitioners• Contextual • Real, authentic contexts• Integrative • Mixed-method approach• Iterative – problem, • Problem, implementation, evaluati solution, evaluation on and refinement• Adaptive and flexible • Agile, based on practice• Generalisation • Coherent LD framework
    • 31. Problem and solution• Teachers want – Examples of good practice – Others to talk to• Solution – Social networking site – Best of web 2.0 – Iterative design and evaluation http://cloudworks.ac.uk
    • 32. Mayes & De Freitas, 2004 Pedagogies of e-learning Conole 2010 E-training Inquiry learning Drill & practice Collective intelligence Resource-based Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment Reflective &Experiential, Problem-based Role dialogic learning,play Personalised learning
    • 33. E-Assessment, drill and practice
    • 34. Mobile learningStudy calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
    • 35. Collective intelligence
    • 36. Situated learning and role playArcheological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling
    • 37. Resource-based learning• Over ten years of the OER movement• Hundreds of OER repositories worldwide• Evaluation shows lack of uptake by teachers and learners• Shift from development to community building and articulation of OER practice Open Educational Resources
    • 38. The OPAL metromap
    • 39. Outputs• Inventory of more than 100 OER initiatives• 11 country reports and 13 mini-reports• 7 in-depth case studies• 3 EU-wide policy papers• 7 options brief packs for EU nations/regions
    • 40. Country reports: key themes• Diversity of educational contexts and maturity of internet provision and use of e-learning• Differences in policy support and funding for OER initiatives• Diversity from basic OER awareness to OER maturity and embedding• Few national OER initiatives
    • 41. Emergent themes• Shift from development to OER practices• Broader notion of open practices – open learning, teaching and research• Use of social and participatory media to foster OER communities
    • 42. UK Country Report• Significant funding from JISC/HEA – three phase OER programme with around 100 OER initiatives• Individual fellowships through SCORE and Olnet funding• Institutionally supported initiatives• Main activity in England, little in other countries Ming Nie
    • 43. UK Country Report• Funding mainly from government – top-down• Funding mainly on production/producers, little on end-users or impact on learning• Mainly HE/FE, little school-based• Most institutions don’t have an OER strategy• Lots on cascading and transferring of experience• Most institutions have an OER repository• Related work: iTunesU and MOOCs
    • 44. Learning Design MOOCMassiveOpenOnlineCourse http://www.youtube.com/watch?v=eW3gMGqcZQc http://cloudworks.ac.uk/cloudscape/view/2417 http://mooc.ca/
    • 45. Disaggregation of education OERu Rory McGreal
    • 46. Conclusion• Disaggregation: resources, support, learning pathways and accreditation• What is the role of traditional institutions?• How can we harness the power of new media? http://www.flickr.com/photos/ssoosay/6738302627/
    • 47. http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond-distance-research-alliance grainne.conole@le.ac.uk http://e4innovation.com
    • 48. Useful sites and resources• OULDI website http://www.open.ac.uk/blogs/OULDI/• Carpe Diem website http://www.le.ac.uk/carpediem• 7CsOER page http://www2.le.ac.uk/projects/oer/oers/beyond- distance-research-alliance/7cs-workshop-resources• Cloudworkshttp://cloudworks.ac.uk/cloudscape/vie w/2406• Slidesharehttp://tinyurl.com/7cs-bdra-11april

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