Conole ple kl_final

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  • Conole ple kl_final

    1. 1. National Teaching Fellow 2012 EDEN fellow 2013 Ascilite fellow 2012 Disruptive learning – towards PLE+? Gráinne Conole, University of Leicester 27th August 2014 5th International PLE conference, Kuala Lumpur UNITAR International University
    2. 2. Outline • Disruptive innovation • Emergent technologies • Disruptive learning innovations – The flipped classroom – Mobile learning – Open learning • Facilitating learning – From VLEs to PLEs to PLE+ – Characteristics of a PLE+ • The 7Cs of Learning Design
    3. 3. Disruptive innovation Change Something new Unexpected Christensen Changing mindsets
    4. 4. Emergent technologies • MOOCs • Badges to accredit learning • Learning analytics • Seamless learning • Crowd learning • Digital scholarship • Geo-learning • Learning from gaming • Maker Culture • Citizen inquiry http://www.open.ac.uk/blogs/innovating/
    5. 5. A day made of glass Via Alice Godwin-Davey
    6. 6. The future of ICT in education
    7. 7. The Internet of things • Objects, animals or people given a unique identifier • Data transferred over the Internet • Examples: – Sensor which tells you when your tyres are flat – Remotely alter a thermostat
    8. 8. Most connected man • Uses ca. 700 tracking and life logging systems • Lights and music can be altered to change or reflect his mood • Can monitor habits to improve the quality of his life http://mashable.com/2014/08/21/most-connected-man/
    9. 9. Discussion point • What (if anything) is innovative and/or disruptive about these? • How might they be used in a learning context?
    10. 10. Discussion Innovative or disruptive Use in a learning context
    11. 11. http://www.gartner.com/newsroom/id/2819918
    12. 12. Disruptive learning innovations • The flipped classroom • Mobile learning • Opening up education – OER – MOOCs
    13. 13. The flipped classroom • Inverting the traditional approach: from lecture-centric to activity-centric • Watch videos in advance • Use classroom to discuss and do activities • More collaborative and problem-based • Increasing importance of mobile learning http://net.educause.edu/ir/library/pdf/eli7081.pdf www.asee.org/file_server/papers/attachment/file/0003/3259/6219.pdf
    14. 14. Mobile learning Study calendars E-books Learning resources Online modules Annotation tools Mind mapping tools Communication mechanisms
    15. 15. From E-Learning to M-Learning • More than just mobile e-learning – Anytime, anywhere for the learner (efficiency) – Enables learning in special location (i.e. fieldwork) • New affordances of mobile – Small and compact – Personal – Capturing sound, video, image – New tech i.e. augmented reality – Wearable tech Peacekeeper student using supplied iPad and course app – Security, Conflict & International Development Masters Distance
    16. 16. Other Leicester examples One iPad per medical undergraduate: •Paperlessness, Personalised •Anywhere •Medical references and apps for clinical settings Masters of International Education: •Personalised learning environment •Accessibility •iBooks Author to create iBook
    17. 17. Flexibility and mobility Small, compact size Continue reading, Bookmark Portability Capacity Readability Easy on the eyes Access from a single device without internet Long battery life Photo by Kzeng on Flickr Photo by Yummy Pancake on Flickr Terese Bird
    18. 18. Open learning • Over ten years of the Open Educational Resource (OER) movement • Hundreds of OER repositories worldwide • Presence on iTunesU • 2012 Times year of the MOOC
    19. 19. The OPAL metromap Evaluation shows lack of uptake by teachers and learners Shift from development to community building and articulation of OER practice http://www.oer-quality.org/
    20. 20. POERUP outputs • An inventory of more than 300 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
    21. 21. The emergence of MOOCs • CCK08 – Connectivist MOOC (cMOOC) – Siemens, Downes and Cormier – Evaluation (Fini, 2009)http://www.irrodl.org/index.php/irrodl/article/view/643/1402 • Emergence of large-scale xMOOCs • Recent developments – UK-based FutureLearn – Launch of Massey on Open2Study • List of MOOCs – http://www.mooc-list.com/ • EFQUEL series of blogs – http://mooc.efquel.org/ • ICDE list of MOOC reports – http://tinyurl.com/gconole-MOOC • MOOC research reports – http://www.moocresearch.com/reports • MOOCs for development – http://www.moocs4d.org/media.html
    22. 22. • Critiques the hype • History of MOOCs • More an interactive textbook than a course • Issue re feedback and assessment • Support models • Issue of support large-scale learning • Degrees of openness http://www.parlorpress.com/invasion_of_the_moocs
    23. 23. Free Distributed global community Social inclusion Massive Open Online Courses (MOOCs) High dropout rates Learning income not learning outcome Marketing exercise http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html JOLT, Vol. 9, No. 2, http://jolt.merlot.org
    24. 24. Beyond cMOOCs or xMOOCs cMOOCs • Weekly centred • Participant reflective spaces • Social and networked participation • Hashtag: #etmooc • Use of a range of social media xMOOCs • Linear learning pathway • Mainly text and video • Formative feedback through MCQs • Individually focused
    25. 25. A taxonomy of MOOCs 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 http://e4innovation.com/?p=727
    26. 26. A new MOOC classification Dimension Connectivist Siemens MOOC Context Open 3 Massive 2 Diversity 3 Learning Use of multimedia 2 Degree of communication 3 Degree of collaboration 2 Amount of reflection 3 Learning pathway 1 Quality assurance 1 Certification 1 Formal learning 1 Autonomy 3 For each dimension, give the MOOC a score: Low=1, Medium=2 High=3
    27. 27. A new MOOC classification Dimension Connectivist Siemens MOOC Context Open 3 Massive 2 Diversity 3 Learning Use of multimedia 2 Degree of communication 3 Degree of collaboration 2 Amount of reflection 3 Learning pathway 1 Quality assurance 1 Certification 1 Formal learning 1 Autonomy 3 How to rate Open? It’s free = 1 At least some CC materials = 2 All materials CC, and non-registered students can view materials=3 How to rate Massive? Under 500=1 500-10,000=2 Over 10,000=3 http://tinyurl.com/OEWBirdConole
    28. 28. Associative Associating a stimulus with a response – operant conditioning. Create a new stimulus response. Intermediate Chinese from Open University of China on iTunes U http://tinyurl.com/chineselang
    29. 29. Cognitive Learning by experiencing a stimuli. The way in which a person is encouraged to contemplate. Coursera Songwriting https://www.coursera.org/course/songwriting
    30. 30. Constructivist Adding meaning to, and building on what I already know Open University Course Design MOOC ‘OLDS’ http://www.olds.ac.uk
    31. 31. Situative Learning that occurs in the same context in which it will be used. Coursera Introduction to Clinical Neurology https://www.coursera.org/course/clinicalneurology
    32. 32. Connectivist About who or what learning resources we have access to. People as resources. George Siemens original Connectivist MOOC http://cck11.mooc.ca/
    33. 33. MOOCs by pedagogical approach Dimension Associative Chinese Cognitive Songwriting Constructivist OLDS Situative Neuro Connectivist Siemens Context Open 1 1 3 1 3 Massive 1 2 1 2 2 Diversity 1 2 2 2 3 Learning Use of multimedia 3 2 2 2 2 Degree of communication 1 1 2 2 3 Degree of collaboration 1 1 2 2 2 Amt of reflection 1 1 2 1 3 Learning pathway 1 1 2 2 2 Quality assurance 2 2 2 2 1 Certification 1 2 2 2 1 Formal learning 1 1 2 1 1 Autonomy 3 3 3 2 3
    34. 34. Related projects http://wp.europeanmoocs.eu/ http://wikieducator.org/Emundus http://vmpass.eu/
    35. 35. Situating open learning Formal Individual Social Informal Blended courses DL+ social media Trad. campus courses DL courses OER xMOOCs OER + Social media cMOOCs APEL ePortforlios OERu Badges
    36. 36. Facilitating learning • Guidance and support • Content and activities • Communication and collaboration • Reflection and demonstration Learner centred
    37. 37. https://tinyurl.com/hotelproject
    38. 38. From VLEs to PLEs to PLE+ VLEs PLEs PLE+ Institutionally owned Mix of institutional and cloud-based Mix of institutional and cloud-based Teacher controlled Learner controlled Learner controlled Clear set of components Nebulous set of components Nebulous set of components Digitally based Digitally based Digitally and physically based
    39. 39. Characteristics of a PLE+ • Relates to concepts of distributed cognition and PersonPlus • We leave learning trails • Our learning environment is culturally constructed • We co-evolve with our environment • Technologies have affordances • Blurring of physical and digital Gibson, Pea. Perkins, Salomon, Wertsch
    40. 40. Learning Design • To provide guidance and support to enable practitioners make design decisions that are pedagogically informed and make appropriate use of technologies • Can also by learners to create their PLE+
    41. 41. The 7Cs of Learning Design Vision Conceptualise Activities Create Communicate Collaborate Consider Synthesis Combine Implementation Consolidate http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
    42. 42. Course features http://cloudworks.ac.uk/cloud/view/5950 • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration
    43. 43. Technology-Enhanced Learning Spaces Aesthetics – pleasure (recognition of symmetry, harmony, simplicity and fitness for purpose) Affordances – the characteristics of the environment Blending – a mix of f-t-f and technologies Comfort - a space that creates a physical and mental sense of ease Equity – considering the needs of cultural and physical differences Flow – the state of mind of the leaner when totally engaged with the learning process Repurposing – the potential for multiple use of the space http://www.skgproject.com/
    44. 44. Activity profile • Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
    45. 45. Learning Outcomes LO1 LO2 LO3 LO4 Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4 Start End Assessment LO1 LO2 LO3 LO4
    46. 46. METIS ILDE • Integrated Learning Design Environment • Create designs: – Conceptualise – Author – Implement • Share and adapt designs http://ilde.upf.edu/pg/lds/
    47. 47. Disruptive innovation • Disruptive technologies are challenging traditional institutions • New business models emerging • New approaches needed for designing and delivering MOOCs • Blurring of boundaries: – formal/informal, real/virtual, teacher/learner, cross cultural • Need for new pedagogies • Disaggregation of education – High quality resources – Learning pathways – Support – Accreditation
    48. 48. http://www.le.ac.uk/ili http://www.slideshare.net/GrainneConole grainne.conole@le.ac.uk http://e4innovation.com @gconole

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