Conole lund final


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  • VW: 3D space; represented by avatarCreate any context in which to learnSimulation – real, imagined, impossibleDemo: SWIFT Genetics lab (experiential; computer as tutor)Demo: Language-learning in context / with nativesDemo: SWIFT XP3 (Abstract)Demo: Artistic (Castle)SL; OpenSim; HTML5
  • PBL:Constructivist approach to learningLearner focusedLearners develop problem-solving, self regulated learning and team based learning skillsGeared toward “real world” tasks; projects or problems have more than one approachEmphasis on authentic, performance based assessmentContext: EU-funded;10 partner organisations ; 6 languages; adapted for each culture (GR,RO,IT,TU,PG,EN)Theoretical andpracticalelements - participants work alone &in groups  engaging and interactiveEmploysSalmon’s (2002) E-tivity model:Stage 1 - Access and motivationStage 2 - On-line socializationStage 3 - Information exchangeStage 4 - Knowledge constructionStage 5 - DevelopmentVirtual Facilitator: expert system to guide learners in designing PBL sessions by asking questions/offering suggestions.An open access area for participants to share their own PBL scenarios / designPBL repository: An open access area for participants to share their own PBL scenarios / design
  • Academic literacies learning development, study skills and academic writing, New literacies multimodal learning, transliterciesMedia literacies critical use of non textual communication formats, critical skillsDigital literacies Ethics and e-safetly; computer literacy and functional skills, search skills
  • Conole lund final

    1. 1. Navigating digital landscapes to foster creativity and innovation Gráinne Conole, University of Leicester 15th August 2013 Creating Knowledge Conference Lund, Sweden National Teaching Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
    2. 2. About me… • Irish but living in England • PhD in Chemistry • Two girls (14 and 18) • Professor of Learning Innovation at the University of Leicester
    3. 3. Institute of Learning Innovation • Mission – To research and apply learning innovations to inform policy and shape practice • Vision – To enable creativity, quality and innovation in learning and teaching to enhance the learner experience
    4. 4. Areas of activity • Research • Teaching • Supervision • Consultancy • Visiting scholars • Institutional advice
    5. 5. Brochure:
    6. 6. Outline • Why e-learning? • E-learning timeline and digital landscapes • Emergent technologies • A pedagogical meta-model • Pedagogical approaches • Learning design and digital literacies • Future challenges
    7. 7. 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
    8. 8. E-Learning timeline Multimediaresources 80s TheInternetandtheWeb 93 LearningManagementSystems 95 OpenEducationalResources 01 Mobiledevices 98 Gamingtechnologies 00 Socialandparticipatorymedia 04 Virtualworlds 05 E-booksandsmartdevices MassiveOpenOnlineCourses 07 08 LearningDesign 99 Learningobjects 94
    9. 9. Digital landscapes Open Social Distributed Participatory Distributed Networked Complex Dynamic Conole and Alevizou, 2010
    10. 10. Technological trends • MOOCs • Tablet computing • Games and gamification • Learning analytics • 3D-printing • Wearable technologies
    11. 11. The MATEL study • Productivity and creativity • Networked collaboration • Content creation • Visualisation and simulation • Learning Management Systems • Learning environment • Games • Devices, interfaces and connectivity
    12. 12. Co-evolution of tools and practice Evolving practices Characteristics of tools Reflection Dialogue Aggregation Interactivity Characteristics of people Preferences Skills Interests Context
    13. 13. Individual Social Information Experience A pedagogical meta-model Conole, et al., 2004 Conole, 2010 Non Reflective Reflective Mapping different types of learning to three dimensions of learning
    14. 14. Individual Social Information Experience A pedagogical meta-model Jarvis, 2004 Non Reflective Reflective Pre-conscious learning
    15. 15. Individual Social Information Experience A pedagogical meta-model Dewey, 1916 Non Reflective Reflective Reflective learning
    16. 16. Individual Social Information Experience A pedagogical meta-model Laurillard, 2002 Non Reflective Reflective Dialogic learning
    17. 17. Pedagogical approaches Drill & practice learning Mobile learning Situated learning Immersive learning
    18. 18. Drill and practice learning
    19. 19. Study calendars E-books Learning resources Online modules Annotation tools Mind mapping tools Communication mechanisms Mobile learning
    20. 20. Mobile is important • In mid-2012, 51% of UK citizens owned a smartphone (The Paypers, 2012) • 14% of adults in Europe owned tablet in 2012 (Lomas, 2013) • 35% of UoL Medical School 3rd years own an iPad Terese Bird
    21. 21. Flexibility and mobility Small, compact size Readability Easy on the eyes Access from a single device without internet Portability Capacity Long battery life Continue reading, Bookmark Photo by Kzeng on Flickr Photo by Yummy Pancake on Flickr
    22. 22. Natalie Auer, PhD student
    23. 23. Situated learning Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
    24. 24. SWIFT – Learning in virtual worlds Features: • Harnesses imagination • Experiential learning • Creates learning context • Computer as personal tutor Example applications: • Practical subjects • Language practice • Abstract concepts • Artistic creation Paul Rudman
    25. 25. SCENE – Problem-Based Learning (PBL) Aims: • Promote the use of PBL as a teaching method in the EU • Train teachers, trainers and head teachers on PBL pedagogy Online course video, discussion forums, virtual classrooms PBL repository To share PBL scenarios Virtual Facilitator To assist learners Paul Rudman and Pal Edirisingha
    26. 26. Immersive learning
    27. 27. 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
    28. 28. Digital literacy skills Creativity Multi-tasking Performance Simulation Appropriation Play Distributed cognition Judgment Collective Intelligence Transmedia Navigation Networking Negotiation Jenkins et al., 2006 Lisa Marie Blaschke on fb
    29. 29. Academic literacies New literacies Media literacies Digital literacies Information literacies Jane Secker (2011)Future work skills report
    30. 30. The 7Cs of Learning Design Conceptualise Vision CommunicateCapture ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation
    31. 31. Conceptualise • Vision for the course, including: – Why, who and what you want to design – The key principles and pedagogical approaches – The nature of the learners Conceptualise Course Features 6 design frames Personas
    32. 32. Course features • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration
    33. 33. Principles Theory based Practice based Cultural Aesthetics Political International Serendipitous Community based Sustainable Professional
    34. 34. Pedagogical approaches Inquiry based Problem based Case based Dialogic Situative Vicarious Didactic Authentic Constructivist Collaborative
    35. 35. Guidance & Support Learning pathway Mentoring Peer support Scaffolded Study skills Tutor directed Help desk Remedial support Library support Step by step
    36. 36. Content & Activities Brainstorming Concept mapping Annotation Assimilative Jigsaw Aggregating resources Learner generated content Information handling Pyramid Modeling
    37. 37. Reflection & Demonstration Diagnostic E-Assessment E-Portfolio Formative Summative Peer feedback Vicarious Presentation Reflective Feed forward
    38. 38. Communication & Collaboration Structured debate Flash debate Group project Group aggregation Group presentation Pair debate For/Against debate Question & Answer Group project Peer critique
    39. 39. 6 frames of informed design • Content • Competency • Learning to learn • Personal relevance • Social impact • Relational Christine Bruce,
    40. 40. Capture • Finding and creating interactive materials – Undertaking a resource audit of existing OER – Planning for creation of additional multimedia such as interactive materials, podcasts and videos – Mechanism for enabling learners to create their own content Capture Resource Audit Learner Generate Content
    41. 41. Communicate • Designing activities that foster communication, such as: – Looking at the affordances of the use of different tools to promote communication – Designing for effective online moderating Communicate Affordances E-moderating
    42. 42. Collaborate • Designing activities that foster collaboration, such as: – Looking at the affordances of the use of different tools to promote collaboration – Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc. Collaborate Affordances CSCL Ped. Patterns
    43. 43. Consider • Designing activities that foster reflection • Mapping Learning Outcomes (LOs) to assessment • Designing assessment activities, including – Diagnostic, formative, summative assessment and peer assessment Collaborate LOs/Assessment Assessment Ped. Patterns
    44. 44. Combine • Combining the learning activities into the following: – Course View which provides a holistic overview of the nature of the course – Activity profile showing the amount of time learners are spending on different types of activities – Storyboard: a temporal sequence of activities mapped to resources and tools – Learning pathway: a temporal sequence of the learning designs Combine Course View Activity Profile Storyboard Learning Pathway
    45. 45. Course View E-tivity Rubric: Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration.
    46. 46. Activity profile • Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
    47. 47. Start End Learning Outcomes LO1 LO2 LO3 LO4 Assessment LO1 LO2 LO3 LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4
    48. 48. Storyboard for a design workshop
    49. 49. Consolidate • Putting the completed design into practice – Implementation: in the classroom, through a VLE or using a specialised Learning Design tool – Evaluation of the effectiveness of the design – Refinement based on the evaluation findings – Sharing with peers through social media and specialised sites like Cloudworks Combine Implementation evaluation Refinement Sharing
    50. 50. • Definition of Learning Design • Teachers need guidance to make informed design decisions that are pedagogically effective and make appropriate use of technologies
    51. 51. The METIS Integrated Learning Design Environment • Conceptualize • Author • Implement
    52. 52. Future challenges • Disaggregation of Education • Digital skills and jobs gap • Future of work
    53. 53. Resources Learning pathways Support Accreditation Disaggregation of education
    54. 54. Resources • Over ten years of the Open Educational Resource (OER) movement • Hundreds of OER repositories worldwide • Presence on iTunesU
    55. 55. The OPAL metromap Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice
    56. 56. POERUP outputs • An inventory of more than 100 OER initiatives • 11 country reports and 13 mini-reports • 7 in-depth case studies • 3 EU-wide policy papers
    57. 57. OER community case studies • 7 case studies – Futurelearn – OER University – MOOC UVA – BC Campus – Wikiwijs – HwB – Book in progress • Data collection – Survey – Interviews • Methodology – Social Network Analysis to identify the nature of the interactions and key players POERUP outputs
    58. 58. The emergence of MOOCs • CCK08 – Connectivist MOOC (cMOOC) – Siemens, Downes and Cormier – Evaluation (Fini, 2009) – • Emergence of large-scale xMOOCs • UK-based FutureLearn • What are MOOCs? – • List of MOOCs – • EFQUEL series of blogs –
    59. 59. Massive Open Online Courses (MOOCs) Free Distributed global community Social inclusion High dropout rates Learning income not learning outcome Marketing exercise
    60. 60. 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 A taxonomy of MOOCs
    61. 61. Learning pathways • Guided pathways through materials • Can promote different pedagogical approaches – Associative – Constructivist – Situative – Connectivist Collaborative Pedagogical Patterns
    62. 62. Support • Computer assisted • Peer support • Tutor support • Community support • Mentoring
    63. 63. Accreditation Peer to Peer University OER University Mozilla badges
    64. 64. Digital skills and jobs gap
    65. 65. Future of work • 24/7 culture • Working across multiple spaces • Aging workforce • Millennials and Gen Y • Mobile working • Innovation, collaboration and new organisational structures
    66. 66. Conclusion • Nature of learning, teaching and research is changing • Changing roles • Technology Enhanced Learning spaces • It’s about – Harnessing new media – Adopting open practices • New business models are emerging
    67. 67.
    68. 68. References • Conole, G. (2010) Review of pedagogical frameworks and models and their use in e-learning, • 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), literacy-e-learning-and-the-changing-role-of-the-librarian • Learning Design workshop resources workshop