Conole mooc


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Conole mooc

  1. 1. Transformation through newe-pedagogies – the future of learning Gráinne Conole, University of Leicester MOOC 2012 6th – 9th 2012
  2. 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. 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. 4. Evolving e-learning landscape Emergent technologies and affordances Theory and methodology E-pedagogies, strategies and learning design Resources, OER and Pedagogical PatternsEvaluations Interventions
  5. 5. Technological trends• Mobiles and e-books• Gesture and augmented learning• Learning analytics• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Digital content• The flipped classroom
  6. 6. Social & participatory media Media sharing Blogging Mash ups Messaging Collaborative Recommender editing systems Virtual worlds Social and games networking Social Syndication bookmarking Conole and Alevizou, 2010
  7. 7. Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution The machine is us/ing us
  8. 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)
  9. 9. Disruptive technologies• The web has transformed practice• No central ownership• Ecology of abundance• Examples – Napster – Malware
  10. 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. 11. EDUCAUSE study• Students drawn to new technologies but rely on more traditional ones• Consider technologies offer major educational benefits• Mixed views of VLEs11
  12. 12. The essence of learningReflection DialogueCollaboration Application
  13. 13. A pedagogy framework Social InformationInformal Formal Experience Individual
  14. 14. 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
  15. 15. Social InformationInformal Formal Experience Individual
  16. 16. IBL/Twitter Social PBL/VWCoP/Google+ Dial/forumDial/Skype Collab/WikiInformal FormalRef/Blog Ref/e-PortfolioIBL/Google Did/e-BookUGC/YouTube Individual Ass/MCQs
  17. 17. Social InformationInformal Formal Experience Individual
  18. 18. Ref/Blog Experience PBL/VWCoP/Google+ Ref/e-PortfolioDial/Skype Dial/ForumInformal FormalIBL/Twitter Coll/WikiIBL/Google Did/e-BookUGC/YouTube Information Ass/MCQs
  19. 19. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting 19 Communication mechanisms
  20. 20. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning acrossformal and informal settingsSharples, Scanlon et al.
  21. 21. Virtual genetics lab The SWIFT project
  22. 22. Open practicesOpen resources Open courses Pandora’s boxOpen scholarship Open research22
  23. 23. Open resources
  24. 24. Open courses: MOOCMassiveOpenOnlineCourse
  25. 25. Open scholarship• Exploiting the digital network• New forms of dissemination and communication• Promoting reflective practice• Embracing the affordances of new technologies Weller:
  26. 26. Open research
  27. 27. Citation indicators
  28. 28. Open accreditationPeer to Peer University OER University
  29. 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. 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 practiceOER/iTunes Use of technologies Learning spaces Cloud computing Learner practice Use of technologies Diversity/culture
  31. 31. The LMS as a Trojan horse• LMS as a safe nursery slope• Shift from content to activities• Promote reflection and collaboration• Mobile LMS• Integration with cloud computing
  32. 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. 33. Blackboard+ at LeicesterBB plus Google+ Maths video-lets Prof-casts History conundrum Voicethread
  34. 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 practicesPromotessharing and discussion
  35. 35. Conceptualise What do we want to design, who for and why? Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your design
  36. 36. Course views Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane
  37. 37. Collaboration37
  38. 38. MSc in Learning Innovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning
  39. 39. The future of e-learning Continuing emerging technologies and pedagogiesNew business Co-evolution of models tools & users Maturing theory & More sophisticated methodology mechanisms re: uptake
  40. 40. New metaphors Ecologies SpacesMemes Rhizomes
  41. 41. Final thoughts• Participatory and 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. 42. Events Open Education Week Webinars6 – 9th March 2012 28 – 30th March 2012
  43. 43. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox