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Conole mooc
The document discusses the evolving landscape of e-learning and new technologies. It examines how technologies are changing learner experiences and enabling new pedagogical approaches. The author explores open practices in education and questions how to best promote the adoption of new technologies and e-learning strategies among teachers.
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- 1. Transformation through new e-pedagogies– the future of learning Gráinne Conole, University of Leicester MOOC 2012 6th – 9th 2012
- 2. Outline • The evolving landscape of e-learning • Affordances of new technologies • From Gutenberg to Zuckerberg • Learner experience • New pedagogies and implications • Open practices • Teacher practice and paradoxes • Strategies for change – Intervention framework: linking research to policy and practice – The LMS as a Trojan horse – New approaches to design
- 3. Research questions • What: – Is the learner experience and teacher practice? – Are the emergent technologies and their affordances? – Resources, OER and Pedagogical Patterns are there and how are they been used? – E-Pedagogies are there and how do they facilitate different forms of learning? – New learning design approaches can be used to promote and support e-learning? – Strategies are in place to promote and support e- learning? – Theories and methodologies are been used?
- 4. Evolving e-learning landscape Emergent technologies and affordances Theory and methodology E-pedagogies, strategies and learning design Resources, OER and Pedagogical Patterns Evaluations Interventions
- 5. Technological trends • Mobilesand e-books • Gesture and augmented learning • Learning analytics • Personalised learning • Cloud computing • Ubiquitous learning • BYOD (Bring your own device) • Digital content • The flipped classroom http://learn231.wordpress.com/2011/10/25/trend-report-1/
- 6. Social & participatorymedia Media sharing Blogging Mash ups Messaging Collaborative Recommender editing systems Virtual worlds Social and games networking Social Syndication bookmarking http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/ 6 Conole and Alevizou, 2010
- 7. Peer Open critiquing User Collective generated aggregation content Networked Personalised Social media revolution The machine is us/ing us
- 8. 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 • Orwell (fear) or Huxley (pleasure) http://www.flickr.com/photos/wallyg/2617472088/ http://memex.naughtons.org/
- 9. Disruptive technologies • Theweb has transformed practice • No central ownership • Ecology of abundance • Examples – Napster – Malware
- 10. Learner experience •Technology immersed • Learning approaches: task- orientated, experiential, just in time, cumulative, social • Personalised digital learning environment • Mix of institutional systems and cloud-based tools and services • Use of course materials with free resources 10 Sharpe, Beetham and De Freitas, 2010
- 11. EDUCAUSE study • Studentsdrawn to new technologies but rely on more traditional ones • Consider technologies offer major educational benefits • Mixed views of VLEs 11
- 12. The essence oflearning Reflection Dialogue Collaboration Application
- 13. A pedagogy framework Social Information Informal Formal Experience Individual
- 14. Mapping e-Pedagogies totechnologies Pedagogies 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
- 15. Social Information Informal Formal Experience Individual
- 16. IBL/Twitter Social PBL/VW CoP/Google+ Dial/forum Dial/Skype Collab/Wiki Informal Formal Ref/Blog Ref/e-Portfolio IBL/Google Did/e-Book UGC/YouTube Individual Ass/MCQs
- 17. Social Information Informal Formal Experience Individual
- 18. Ref/Blog Experience PBL/VW CoP/Google+ Ref/e-Portfolio Dial/Skype Dial/Forum Informal Formal IBL/Twitter Coll/Wiki IBL/Google Did/e-Book UGC/YouTube Information Ass/MCQs
- 19. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting 19 Communication mechanisms
- 20. Inquiry-based learning My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/
- 21. Virtual genetics lab http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be The SWIFT project
- 22. Open practices Open resources Open courses Pandora’s box Open scholarship Open research 22
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- 24. Open courses: MOOC Massive Open Online Course http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/
- 25. Open scholarship • Exploitingthe digital network • New forms of dissemination and communication • Promoting reflective practice • Embracing the affordances of new technologies Weller: http://nogoodreason.typepad.co.uk/
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- 28. Open accreditation Peer toPeer University OER University www.p2pu.org/en/ wikieducator.org/OER_university/
- 29. Teacher practices: paradoxes •Technologiesnot extensively used (Molenda) • Lack of uptake of OER (McAndrew et al.) • Little use beyond early adopters (Rogers) • Despite rhetoric and funding Pandora’s box little evidence of transformation (Cuban, Ehlers) 29
- 30. Intervention framework: linking research to policy and practice OER Horizon scanning Learning design Virtual worlds Research Learner experience Web 2.0 Blackboard rollout Design practice Policy Teacher practice OER/iTunes Use of technologies Learning spaces Cloud computing Learner practice Use of technologies Diversity/culture
- 31. The LMS asa Trojan horse • LMS as a safe nursery slope • Shift from content to activities • Promote reflection and collaboration • Mobile LMS • Integration with cloud computing
- 32. Blackboard audit • Data – Online survey (260 returns) – Departmental visits • Key findings – Used as content repository and administration – Pockets of innovation – More support needed on effective design strategies – Tension between teaching and research – Usability issue
- 33. Blackboard+ at Leicester BBplus Google+ Maths video-lets Prof-casts History conundrum Voicethread
- 34. 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 practices Promotessharing and discussion
- 35. Conceptualise What do we want to design, who for and why? Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your design http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
- 36. Course views Learning outcomes Course map Pedagogy profile Course dimensions Task swimlane
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- 38. MSc in LearningInnovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning
- 39. The future ofe-learning Continuing emerging technologies and pedagogies New business Co-evolution of models tools & users Maturing theory & More sophisticated methodology mechanisms re: uptake
- 40. New metaphors Ecologies Spaces Memes Rhizomes http://e4innovation.com/?p=489
- 41. Final thoughts • Participatoryand social media enable new forms of communication and collaboration • Communities in these spaces are complex and distributed • Learners and teachers need to develop new digital literacy skills to harness their potential • We need to rethinkhow we design, support and assess learning • Open, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways • We are seeing a blurring of boundaries: teachers/learners, teaching/research, real/virtual spaces, formal/informal modes of communication and
- 42. Events Open Education Week Webinars 6 – 9th March 2012 28 – 30th March 2012
- 43. Conole, G. (forthcoming),Designing for learning in an open world, New York: Springer Chapters available on dropbox grainne.conole@le.ac.uk