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Conole pe le_con

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    • 1. National Teaching Fellow 2012 Digital identity and presence in the social milieuGráinne Conole, University of Leicester 11th April 2013 PELeCON conference, Plymouth Digital Landscapes: meeting future challenges
    • 2. Outline• Digital landscapes• A pedagogical meta-model• Identity, presence and interactions• Learning design• Future challenges
    • 3. Multimedia resources80s93 The Internet and the Web94 Learning objects Learning Management Systems95 Mobile devices98 Learning Design99 Gaming technologies00 E-Learning timeline01 Open Educational Resources Social and participatory media04 Virtual worlds0507 E-books and smart devices08 Massive Open Online Courses
    • 4. The MATEL study http://www.menon.org/matel/• Productivity and creativity• Networked collaboration• Content creation• Visualisation and simulation• Learning Management Systems• Learning environment• Games• Devices, interfaces and connectivity
    • 5. A pedagogical meta-model Experience Non ReflectiveIndividual Social Reflective Information Conole, et al., 2004
    • 6. A pedagogical meta-model Experience Non ReflectiveIndividual Social Reflective Information Jarvis, 1972
    • 7. A pedagogical meta-model Experience Non ReflectiveIndividual Social Reflective Information Dewey, 1916
    • 8. A pedagogical meta-model Experience Non ReflectiveIndividual Social Reflective Information Laurillard, 2002
    • 9. Pedagogical approachesDrill & practice Mobilelearning learningSituated Immersivelearning learning
    • 10. Drill and practice learning
    • 11. Mobile learningStudy calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
    • 12. Situated learningArcheological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/
    • 13. Immersive learning
    • 14. Identity, presence and interaction IdentityPresence Interaction
    • 15. Identity• How you present yourself online• How you interact and communicate with others• Facets – Reputation – Impact – Influence – Productivity – Openness http://www.flickr.com/photos/easegill/8481750456/
    • 16. Presence• Presence (markchilds.wordpress.com): – Mediated presence • “being there” • immersion – Social presence • projection of ourselves • perception of others – Copresence • being somewhere with others – Self presence • or embodiment http://www.flickr.com/photos/deadair/4250153736/
    • 17. Interaction• Moore’s (1989) transactional distance: – Learners and teachers – Learners and learners – Learners and content• Hillman et al. (1994) – Learners and interface http://www.flickr.com/photos/easegill/8481750456/
    • 18. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
    • 19. Multi-tasking Digital literacy skills JudgmentPerformance Collective IntelligenceSimulation Transmedia NavigationAppropriation NetworkingPlay NegotiationDistributed cognition Creativity Jenkins et al., 2006 http://edudemic.com/2013/04/important-21st-century-skills/
    • 20. http://www.larnacadeclaration.org/http://gti.upf.edu/metis-meeting-teachers-co-design-needs-by- means-of-integrated-learning-environments/
    • 21. The 7Cs of Learning Design Vision Conceptualise Activities Capture Communicate Collaborate Consider Synthesis Combine Implementation Consolidatehttp://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
    • 22. Course features http://cloudworks.ac.uk/cloud/view/5950• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
    • 23. Theory based Practice based CulturalAesthetics Professional PrinciplesPolitical SustainableInternational Serendipitous Community based
    • 24. Inquiry based Problem based Case basedDialogic Collaborative Pedagogical approachesSituative ConstructivistVicarious Didactic Authentic
    • 25. Learning pathway Mentoring Peer supportScaffolded Step by step Guidance & SupportStudy skills Library supportTutor directed Help desk Remedial support
    • 26. Brainstorming Concept mapping AnnotationAssimilative Modeling Content & ActivitiesJigsaw PyramidAggregating Learner generated Informationresources content handling
    • 27. Diagnostic E-Assessment E-PortfolioFormative Feed forward Reflection & DemonstrationSummative ReflectivePeer feedback Vicarious Presentation
    • 28. Structured debate Flash debate Group projectGroup Peer critiqueaggregation Communication & CollaborationGrouppresentation Group project Question &Pairdebate For/Against debate Answer
    • 29. Course MapPurpose: To start mapping out your module/course, including your plans forguidance and support, content and the learner experience, reflection anddemonstration, and communication and collaboration.E-tivityRubric: http://tinyurl.com/SPEED-e5
    • 30. Activity profile• Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
    • 31. Learning OutcomesStart EndAssessment
    • 32. The 7Cs of Learning Design Vision Conceptualise ActivitiesCapture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate
    • 33. Conceptualise• Vision for the course, including: Conceptualise – Why, who and what you want to design Course Features – The key principles and Personas pedagogical approaches – The nature of the learners
    • 34. Capture• Finding and creating interactive materials Capture – Undertaking a resource audit of existing OER Resource Audit Learner Generate – Planning for creation of Content additional multimedia such as interactive materials, podcasts and videos – Mechanism for enabling learners to create their own content
    • 35. Communicate• Designing activities that foster communication, such as: Communicate – Looking at the affordances of the use of different tools to Affordances promote communication E-moderating – Designing for effective online moderating
    • 36. Collaborate• Designing activities that foster collaboration, such as: Collaborate – Looking at the affordances of the use of different tools to Affordances promote collaboration CSCL Ped. Patterns – Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc.
    • 37. Consider• Designing activities that foster reflection Collaborate• Mapping Learning Outcomes LOs/Assessment (LOs) to assessment Assessment• Designing assessment Ped. Patterns activities, including – Diagnostic, formative, summative assessment and peer assessment
    • 38. Combine• Combining the learning activities into the following: – Course View which provides a Combine holistic overview of the nature of the course Course View – Activity profile showing the amount of time learners are Activity Profile spending on different types of activities Storyboard – Storyboard: a temporal sequence Learning Pathway of activities mapped to resources and tools – Learning pathway: a temporal sequence of the learning designs
    • 39. Consolidate• Putting the completed design into practice Combine – Implementation: in the classroom, through a VLE or using a Implementation specialised Learning Design tool evaluation – Evaluation of the effectiveness of the design Refinement – Refinement based on the Sharing evaluation findings – Sharing with peers through social media and specialised sites like Cloudworks
    • 40. Future challenges• Disaggregation of Education• Digital skills and jobs gap• Future of work http://www.flickr.com/photos/mrsdkrebs/6400358699/
    • 41. Disaggregation of educationResources Learning pathwaysSupport Accreditation http://openclipart.org/
    • 42. Resources• Over ten years of the Open Educational Resource (OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU
    • 43. The OPAL metromapEvaluation shows lack of uptakeby teachers and learnersShift from development tocommunity building andarticulation of OER practice http://www.oer-quality.org/
    • 44. POERUP outputs• An inventory of more than 100 OER initiatives http://poerup.referata.com/wiki/Countries_with_OER_initiatives• 11 country reports and 13 mini-reports http://poerup.referata.com/wiki/Countries• 7 in-depth case studies• 3 EU-wide policy papers
    • 45. OER community case studies POERUP outputs• 7 case studies • Data collection – Futurelearn – Survey – OER University – Interviews – MOOC UVA • Methodology – Social – BC Campus Network Analysis to – Wikiwijs identify the nature of – HwB the interactions and key – Book in progress players
    • 46. Free Distributed global community Social inclusion MOOCS High dropout rates Learning income not learning outcome Marketing exercisehttp://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
    • 47. Learning pathways• Guided pathways through materials• Can promote different pedagogical approaches – Didactic – Constructivist – Situative – Connectivist Collaborative Pedagogical Patterns
    • 48. Support• Computer assisted• Peer support• Tutor support• Community support• Mentoring
    • 49. AccreditationPeer to Peer University www.p2pu.org/en/ OER University wikieducator.org/OER_university/ Mozilla badges http://openbadges.org/
    • 50. Digital skills and jobs gaphttp://ec.europa.eu/digital-agenda/en/grand-coalition-digital-jobs-0
    • 51. Future of work• 24/7 culture• Working across multiple spaces• Aging workforce• Millennials and Gen Y• Mobile working• Innovation, collaboration and new organisational structures http://www.sourcewire.com/news/77099/is-this-the-end-of-work-as-we-know-it
    • 52. Conclusion• Nature of learning, teaching and research is changing• It’s about – Harnessing new media – Adopting open practices• New business models are emerging
    • 53. http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond-distance-research-alliance grainne.conole@le.ac.uk http://e4innovation.com

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