Conole keynote brussels
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Conole keynote brussels Conole keynote brussels Presentation Transcript

  • E-Learning in Higher Education Gráinne Conole National Teaching University of Leicester Fellow 2012 19th October 2012New technologies and education for multilingualism European Parliament, Brussels
  • Outline• E-Learning timeline• Technologies trends• Learning Management Systems• Teacher practice and paradoxes• Learning Design• Some examples• Conclusion
  • E-learning – a definitionThe development andresearch of the applicationof technologies ineducation Conole and Oliver, 2007, Contemporary perspectives in e-learning
  • Multimedia resources80s93 The Internet and the Web Learning Management Systems95 Mobile devices98 Gaming technologies00 E-Learning timeline01 Open Educational Resources Social and participatory media04 Virtual worlds0507 E-books and smart devices08 Massive Open Online Courses
  • Technological trends• Mobiles and e-books• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Learning analytics
  • Google glasses project• Can ‘see’ the Internet on glasses• Context sensitive information• Context lenses planned
  • Learning Management Systems CommunicationLibrary Content tools Registration Collaboration AssessmentFinance tools tools TimetablingStudent Upload Trackingrecords tools tools Conole, forthcoming, UNESCO briefing paper
  • Forums• Provides a space for structured asynchronous and moderated discussion• Forum for question and answer sessions• Can be used as an informal social space http://edublogs.org/2010/07/07/using-forums-for-learning/
  • Blogs• An online, chronological collection of personal commentary and links• Sequential posts of content and multimedia• Facility to add comments• Can be used to foster reflection• Group blogs to aggregate resources http://net.educause.edu/ir/library/pdf/eli7006.pdf http://www.flickr.com/photos/acroamatic/310140834/
  • Wikis• Web space that can be viewed and modified by a group• Promotes asynchronous communication and collaboration• A shared space for group activities• A record of who has contributed http://net.educause.edu/ir/library/pdf/eli7004.pdf http://shtmteacherswiki.pbworks.com/f/1158829114/wiki%20in%20classes-1.jpg
  • ComparisonDiscussion Forums Blogs Wikis• Structured and • Reflective space • Knowledge moderated • Aggregation of gathering and discussion resources sharing• Problem Solving • Portfolio of • Collaboration and• Brainstorming learning group work• Quick response to achievements • Aggregation of questions • Share ideas with resources• FAQs at start of a the wider • Record of module/course community contributions• Promotion of new • Relating theory to ideas and concepts practice in a work- based context
  • Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
  • Learning Design Guidance Shift from belief-based, implicitapproaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practicesVisualisation sharing and discussion Promotes Sharing
  • Institutional External context context Learning Design of a Learning Activity Teacher Learner practice characteristicsTechnology Pedagogiesaffordances http://openclipart.org/
  • Course Features http://linoit.com
  • 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.
  • Activity Profile• Assimilative (Read, view, listen)• Information Handling• Communicative• Productive• Experiential• Adaptive• Assessment http://tinyurl.com/ActivityProfileFlash
  • Storyboard http://linoit.com
  • Evaluation Ming Nie
  • E-Assessment, drill and practice
  • Mobile learningStudy calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
  • Collective intelligence
  • Situated learning and role playArcheological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling
  • Immersive learning
  • 100 million adults can’t afforduniversity (UNESCO) Image by James Cridland
  • Resource-based learning• Over ten years of the Open Educational Resource (OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU
  • The OPAL metromapEvaluation shows lack of uptakeby teachers and learnersShift from development tocommunity building andarticulation of OER practice http://www.oer-quality.org/
  • 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
  • Massive Open Online Coursehttp://www.olds.ac.uk/ http://www.youtube.com/watch?v=eW3gMGqcZQc
  • Disaggregation of educationResources Learning pathwaysSupport Accreditation http://www.flickr.com/photos/emclibrary/2459359483/
  • Open accreditationPeer to Peer University OER University www.p2pu.org/en/ wikieducator.org/OER_university/
  • Implications for institutions• Disaggregation: resources, learning pathways, support and accreditation• What is the role of traditional institutions?• Tension of institutionally support systems and Cloud services• More open approaches to learning, teaching and research http://www.flickr.com/photos/ssoosay/6738302627/
  • http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond-distance-research-alliance grainne.conole@le.ac.uk http://e4innovation.com