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Conole openness

Conole openness






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  • http://cloudworks.ac.uk/cloudscape/view/2379 –Cloudscape for the SAIDE workshop
  • Add all the URLs here
  • For participants to fill in – silent brainstorm.
  • First askparticipants to guesswhat the colours represent. (See previous slide.)
  • Include link to Course Map in Excel
  • Include link to Course Map in Excel
  • Include link to Course Map in Excel

Conole openness Conole openness Presentation Transcript

  • Going open – the implications for learning, teaching and research Gráinne Conole, Leicester University 13th June 2012 UNISA, Pretoria
  • Outline• Social and participatory media• Digital literacies• Fostering open practices• The problem• Learning design• Conclusions
  • From DE to TEL to OEP• Origins of Distance Education• E-assessment and interactive tutorials• Emergence of web-based courses• Increased interactivity, communication and collaboration• Virtual worlds, games and mobile learning• Open Educational Resources and MOOCs Anderson and Dron
  • http://www.youtube.com/watch?v=SVOY2x81_bghttp://www.ctc.ie/2012/05/great-videos-for-social-media-and.html
  • Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution www.heacademy.ac.uk/asse s/EvidenceNet/Conole_Alev The machine is us/ing us ou_2010.pdf
  • Technologies• Have transformed everything we do: – New forms of communication and collaboration – Multiple rich representations – Tools to find, create, manage, share – Networked, distributed, peer reviewed, open – Complex, dynamic and co- evolving http://www.flickr.com/photos/oceanflynn/6638184545/
  • 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/
  • Digital literacies: definition• Set of social practices and meaning making of digital tools (Lankshear and Knobel, 2008) Socio-cultural view of digital literacy• Continuum from instrumental skills to productive competence and efficiency http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf
  • Digital literacies Play Creativity Collective intelligence Performance Judgement Simulation Transmedia navigation Appropriation Networking Multitasking Negotiation Distributed cognition Jenkins, 2009http://www.imv.au.dk/icreanet/ http://www.flickr.com/photos/r8r/4109502436/
  • Fostering new open practicesOpen resources Open courses Open accreditationOpen scholarship Open research
  • Open resourceshttp://www.oer-quality.org/
  • Open coursesMassiveOpenOnlineCourse http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/
  • Open accreditationPeer to Peer University OER University www.p2pu.org/en/ wikieducator.org/OER_university/
  • Open scholarship• Exploiting the digital network• New forms of dissemination and communication• Promoting reflective practice• Embracing the affordances of new technologies Weller, 2011 Weller: http://nogoodreason.typepad.co.uk/
  • Open research
  • Collective intelligence
  • Citation indicators
  • The problemSocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
  • Open Educational ResourcesPedagogical patterns Learning Design
  • Solution 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 http://www.open.ac.uk/blogs/OULDI/
  • Definition A methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies. This includes the design of resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and shareable. Learning design as an area of research and development includes both gathering empirical evidence to understand the design process, as well as the development of a range of learning design resources, tools and activities.21
  • Representing pedagogy Empirical evidence baseGuiding design Sharing ideas
  • “Open Design”AdaptiveContextual Affordances of new Characteristics of PersonalisedNetworked technologies good pedagogy SituativeImmersive SocialCollective Experiential Reflective
  • Learning design: defining the field Design representations Communities and Openness and tools interactions Mediating Open Learning Design Methodology Affordances Artefacts Theory and Related Social and methodology fields participatory mediaConole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
  • Conceptualise What do we want to design, who for and why? 7Cs of learning Design framework Consolidate Evaluate and embed your designhttp://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
  • • Think of a resource you have created• Describe its inherent design• Share with the person next to you• Share with the wider group
  • Visualisations - making design explicit Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane
  • Collaboration Design challenge Create a course in a day! Carpe diem 2-day design workshopCloudworksSpace to share and discuss
  • Course team work Plenary work (e-tivities)Session 1•Overview of learning design•Mini-pres: background to E-tivity: How to ruin a courseworkshop•Intro to e-tivity 1 E-tivity: Course FeaturesSession 2•Review of Course Features•Intro to e-tivity 2 E-tivity: Course MapSession 3• Review completed course E-tivity: A Learning Designmaps Resource Audit• Intro to e-tivity 3 http://cloudworks.ac.uk/cloudscape/view/2379
  • Course team work Plenary work (e-tivities)Session 4• Review of completed resourceaudit• Intro to e-tivity 4Session 5 E-tivity: Activity Profile•Review of Activity Profiles•Intro to e-tivity 5 E-tivity: StoryboardSession 6•Review of Storyboards•Task Swimlane•Intro to e-tivity 6•Stock-taking and target-setting E-tivity: E-tivitiesfor next day
  • Background to the workshop• Useful sites and resources – OULDI website – Carpe Diem website – 7Cs OER page – Cloudworks cloudscape
  • How to ruin a course
  • How to ruin a course
  • The Course Features template http://linoit.com
  • Course Features resources• http://tinyurl.com/coursefeatures• http://tinyurl.com/coursefeatures-Excel• http://linoit.com
  • Course features Linoit.com
  • Course Features Key• Orange = Guidance and support• Blue = Content and activities• Green = Communication and collaboration• Purple = Reflection and demonstration
  • Develop a Course Map www.tinyurl.com/coursemap-flickr
  • www.tinyurl.com/ouldi-coursemapThe Course Map template
  • Course map view
  • Course Map resources• www.tinyurl.com/coursemap-cloudworks• www.tinyurl.com/ouldi-coursemap• www.tinyurl.com/coursemap-ds• www.tinyurl.com/coursemap-flickr
  • Learning Design Resource Audit www.tinyurl.com/resource-audit
  • Develop your Activity Profile• http://tinyurl.com/ActivityProfileFlash• http://tinyurl.com/ActivityProfileExcel
  • Activity Profile Resources• www.cloudworks.ac.uk/cloud/view/3420• www.tinyurl.com/activity-profile-ds• www.tinyurl.com/ActivityProfileFlash• www.tinyurl.com/ActivityProfileExcel
  • LearningoutcomesSTART END Assessment
  • Storyboard template http://linoit.com
  • Story board
  • Develop your e-tivities
  • Benefits• Guides design process• Makes design explicit• Enables sharing• Fosters repurposing• Highlights gaps• Representations for learners
  • • Derived from Alexander’s work• “Solutions to problems” – Introduction – Context – Problem headline – Solution – Picture – Similar patters
  • Implications• New forms of communication and collaboration• Rich multimedia representation• Blurring boundaries• More open practices• New business models• New digital literacies• Harnessing the global network http://www.flickr.com/photos/10537908@N07/5904661557/
  • Conclusion• Co-evolving• Disruptive• Unpredictable• Complex• New opportunities• Social http://www.flickr.com/photos/planeta/6239911583/
  • http://www.slideshare.net/grainneConole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox grainne.conole@le.ac.uk
  • References• Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer• Conole, G. and Culver, J. (2010), The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs, Computers and Education, 54(3): 679 – 692• Jameson, J. and De Freitas, S. (2012), The e-learning reader• Jenkins, H. (2009), Confronting the challenges of participatory culture: Media education for the 21st century, Mit Pr.• Naughton, J. (2012), From Gutenberg to Zuckerberg, what you really need to know about the internet• Weller, M. (2011), The digital scholar - how technology is changing academic practice. London, Bloomsbury Academic