Conole keynote in_suedu


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Conole keynote in_suedu

  1. 1. New ecologies and trajectories of learning Gráinne Conole University of Leicester 1st October 2012 InSuEdu conference Thessiloniki, GreeceNational Teaching Fellow 2012
  2. 2. Outline• Technologies trends• Technologies for learning• Teacher practice and paradoxes• Learning Design• Design-Based Research• E-Pedagogies & technologies• Facets of learning• Ecologies of learning• Conclusion
  3. 3.
  4. 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
  5. 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)
  6. 6. The Internet of things• People, resources, things• Semantic connectivity
  7. 7. Google glasses project• Can ‘see’ the Internet on glasses• Context sensitive information• Context lenses planned
  8. 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. 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 (Cuban, 10
  10. 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. 11. 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
  12. 12. 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
  13. 13. ConceptualiseWhat do we want to design, who for and why? The 7Cs Framework Consolidate Evaluate and embed your design
  14. 14. Course Features http://linoit.comOrange = Guidance and supportBlue = Content and activitiesPurple = Reflection and demonstrationGreen = Communication and collaboration
  15. 15. 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.
  16. 16. ActivityProfile
  17. 17. Storyboard
  18. 18. 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
  19. 19. 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• Resources available as OERs
  20. 20. Evaluation of 7Cs Ming Nie
  21. 21. 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
  22. 22. Activity Theory Mediating Artefacts (MA) Creates Learning activity or Resource Teacher Division ofRules Community labour
  23. 23. 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
  24. 24. • Means of dealing with real learning contexts• Iterative: design, implementation, evaluation, refine• Gives rich insights into complex dynamics
  25. 25. 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, implementation, problem, solution, evaluati evaluation and refinement on • Agile, based on practice• Adaptive and flexible • Coherent LD framework• Generalisation
  26. 26. 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
  27. 27. The essence of learningReflection DialogueCollaboration Application
  28. 28. Facets of educationResources Learning pathwaysSupport Accreditation
  29. 29. Resources• 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
  30. 30. The OPAL metromap
  31. 31. 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
  32. 32. 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
  33. 33. 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 Ming Nie
  34. 34. Massive Open Online Course
  35. 35. Learning pathways
  36. 36. Support• Computer assisted• Peer support• Tutor support• Community support• Mentoring
  37. 37. AccreditationPeer to Peer University OER University
  38. 38. Mapping e-Pedagogies to technologiesPedagogies Technologies• Problem-Based Learning (PBL) • Virtual Worlds (VW)• Inquiry-Based Learning (IBL) • Google• Didactic (Did) • E-Books• Reflection (Ref) • Blogs, e-Portfolios• Dialogic Learning (Dial) • Discussion Forums (DF)• Collaboration (Collab) • Wikis• Assessment (Ass) • MCQs• Communities of Practice (CoP) • Google+• IBL – social • Twitter• User-Generated Content (UGC) • Youtube
  39. 39. A pedagogy framework Social InformationInformal Formal Experience Individual
  40. 40. IBL/Twitter Social PBL/VWCoP/Google+ Dial/forumDial/Skype Collab/WikiInformal FormalRef/Blog Ref/e-PortfolioIBL/Google Did/e-BookUGC/YouTube Individual Ass/MCQs
  41. 41. Social InformationInformal Formal Experience Individual
  42. 42. Ref/Blog Experience PBL/VWCoP/Google+ Ref/e-PortfolioDial/Skype Dial/ForumInformal FormalIBL/Twitter Coll/WikiIBL/Google Did/e-BookUGC/YouTube Information Ass/MCQs
  43. 43. Mayes & De Freitas, 2004Pedagogies of e-learning Conole 2010 E-Assessment 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 dialogic learning,Role play Personalised learning
  44. 44. E-Assessment, drill and practice
  45. 45. Mobile learningStudy calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
  46. 46. Collective intelligence
  47. 47. Situated learning and role playArcheological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling
  48. 48. Ecologies of learning• Co-evolution of tools and users• Niches colonisation of new habitats• Survival of the fittest
  49. 49. Rhizomatic learning A rhizome is a stem of a plant that sends out roots as it spreads. Describes the way that ideas are multiple, interconnected and self- replicating. A rhizome has no beginning or end like a learning process
  50. 50. Conclusion• Disaggregation: resources, support, lear ning pathways and accreditation• What is the role of traditional institutions?• How can we harness the power of new media?
  51. 51.
  52. 52. Useful sites and resources• OULDI website• Carpe Diem website• 7CsOER page distance-research-alliance/7cs-workshop-resources• Cloudworks w/2406• Slideshare
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