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  • Full Name Full Name Comment goes here.
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  • @GrainneConole Hi back!
    Hmmmm...... as far as understand for the FB comments your focus is on the design of learning activities, so slide 4 pays attention on the elarning timeline in reference of the resources available to design such learning activities. Am I correct? If I am understanding well, so I get confused not only on the game technologies but also on the mobile devices....

    The idea of the time line is nice and powerful. I have done a time line only for mobile technologies, and I started since before the 60s, with relevant research finding for late 1800s. :) It help me, and hopefully also my students, to understand a lot of what we have now as smart-phones.! :)

    Now I need to think on your slide because my intuition tells me that 00 and 01 might not be those technologies that you are pointing, and they have might need to be re-allocated. On the other years I feel fine. However, right now I am talking by impulse without concrete evidence. Let me finish what I am doing and I will put a careful eye on this. I am interested in the time line as it can represent ant tell us a lot.

    We keep posted!
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  • Hi Carolina
    To be honest I wasnt quite sure where to locate gaming technologies of course they were around before but felt around then was when they became more prevalent - what are your views?
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  • Dear Grainne, one question from your presentation, specifically from slide 4, why did you locate gaming technologies on 2000 in the e-learning time line?
    I found this interesting :) If you have answer to give a reply I appreciate it :)
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  • Hi adaptive activities are things like simulations - for example a model of an ecosystem where you introduce a poison and see what the effect is or a model of a pendulum where you can alter the parameters
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  • What are adaptive activities?
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  • http://www.flickr.com/photos/jamescridland/613445810/ James Cridland

Conole keynote Conole keynote Presentation Transcript

  • E-Learning in Higher Education Gráinne ConoleNational Teaching University of Leicester Fellow 2012 19th October 2012 New technologies and education for multilingualism European Parliament, Brussels
  • Outline• E-Learning timeline• Technologies trends• Technologies for learning• Learning Management Systems• Teacher practice and paradoxes• Learning Design• E-Pedagogies• Conclusion
  • E-learning – a definitionThe development andresearch of the applicationof technologies ineducation.
  • Multimedia resources80s93 The Internet and the Web Learning Management Systems95 Mobile devices9800 Gaming technologies01 Open Educational Resources Social and participatory media04 E-Learning timeline Virtual worlds0507 E-books and smart devices08 Massive Open Online Courses
  • Technological trends• Mobiles and e-books• Games-based learning• Learning analytics• Gesture-based learning• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)
  • 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
  • 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
  • Wiki• 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
  • 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 Shift from belief-based, implicit approaches to design- based, explicit approaches Learning Design A design-based approach to creation and support of coursesEncourages reflective, scholarly practicesPromotes sharing and discussion
  • Institutional External context context Learning Design of a Learning Activity Teacher Learner practice characteristicsTechnology Pedagogiesaffordances
  • 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 Handing• Communicative• Productive• Experiential• Adaptive• Assessment http://tinyurl.com/ActivityProfileFlash
  • Storyboard http://linoit.com
  • 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
  • Evaluation Ming Nie
  • Pedagogies of e-learning 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 Role dialogic learning,play Personalised learning
  • 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
  • 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