Conole salamanca final

New digital ecologies of learning Gráinne Conole, University of Leicester University of Salamanca LTEC conference, #ltec12 11th July 2012

Outline• Technologies for learning• On the horizon• Learner experience• Pedagogies of e-learning• Digital literacies• Strategies to make better use of technologies• Ecologies of learning

Technologies for learning• Audio-graphics • Podcasts• Blogs • RSS feeds• E-Books • Second life• E-Portfolios • Social bookmarking• Games • Twitter• Instant Messaging • Video Mesaging• Mashups • Wikis• Mobile learning • Video clips and YouTube• Photo sharing • Video chat Rennie and Morrison, Forthcoming

Mapping Technologies Communication+ Virtual worlds, online games & Audio & video Social immersive environments conferencing networking Google What ever happened Forums wave to Google Wave? Wikis Email Blogs Conole and Alevizou, 2010 Instant messaging Web page Media sharing Mash ups Interactivity+

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/

The Internet of things• People, resources, thin gs• Semantic connectivity

Google glasses project• Can ‘see’ the Internet on glasses• Context sensitive information• Contact lenses plannedhttp://www.youtube.com/watch?v=9c6W4CCU9M4

Game changers• How do we harness the power of new media?• How can we reach more learners, more effectively?• What – is the impact of free resources, tools and expertise? – new business models are there? – new digital literacies are needed?• We need to rethink education http://www.educause.edu/game-changers

Learner experience • Technology immersed • Learning approaches: task- orientated, experiential, jus t 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 Sharpe, Beetham and De Freitas, 2010 http://www.educause.edu/studentsAndTechnologyInfographic

Mayes & De Freitas, 2004 Pedagogies of e-learning Conole 2010 E-training Inquiry learning Drill & practice Resource-based Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment Reflective &Experiential, Problem-based Role dialogic learning,play Personalised learning

Some case study examplesE-training, Interactive materials,drill and practice E-assessment Google, Media sharingInquiry learning, resource- repositories, User-based learning generated content Virtual worlds,Experiential, problem- Location aware devices,based, role play Online gamesReflective and dialogic Blogs, RSS feeds,learning, Personalised E-portfolios, Wikis,learning Social networks

E-training, drill and practice McNaught, 2010, Edmedia Keynote

Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting Communication mechanisms

Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning across formal andinformal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/

Resource-based learning Open Educational Resources

From OER to OEP• Little use or repurposing of OER• OPAL looked at Open Educational Practices• Analysed 60 OER initiatives• POERUP: Country reports and case studies

The OPAL metromap http://www.oer-quality.org/

Situated learning –exhibitions Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling

Reflective and dialogic learning Blogs and E-portfolios for personal reflection Social bookmarking forresource aggregation Wikis for project-based work Cohort blogs for shared understanding E-portfolios for aggregation and evidence Twitter for just-in-time learningEDUCAUSE:7 things you should know about….

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/

Transmedia navigationMassiveOpenOnlineCourse http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/

Distributed cognitionOur brain Our devices Social and Salomon, 1993 participatory media

Playhttp://www2.le.ac.uk/projects/swift/

Networking

Collective intelligence

Performance• Digital identity• Degree of openness• Communication and collaboration• Digital footprint

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

The solutionUsing the LMS as a TrojanhorseNew approaches to design forlearning: Conceptual design views Frameworks Workshops Social media

TheLMSas a Trojan horse• LMSas a safe nursery slope• Consistent interface• Good accessibility• Back end monitoring tools• Help teachers to: – Shift focus from content to activities – Promote reflection and collaboration

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

Blackboard+ at LeicesterBB plus Google+ Maths video-lets Prof-casts History conundrum Voicethread

Learning Design Shift frombelief-based, implicit approaches todesign- based,explicit approaches A design-based approach to creation and support of courses Encouragesreflective,scholarly practicesPromotessharing and discussion http://www.open.ac.uk/blogs/OULDI/

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/

Conceptual design views• Helps – Guide the design process – Focus on activities not content Course map• Each view foregrounds different aspects of the design• Can oscillate between the views and iteratively improve• Makes designs explicit and Pedagogy profile shareable

Course features view Linoit.com

Course Map viewhttp://www.flickr.com/photos/44251404@N06/4727339064/in/photostream/

Pedagogy profile viewShow spread of the time the learner spends ondifferent types of activity

Story board view

A pedagogy framework SocialInformationInformal Formal Experience Individual

Mapping e-Pedagogies to technologies Pedagogies Technologies • Virtual Worlds (VW)• Problem-Based Learning (PBL) • Google• Inquiry-Based Learning (IBL) • E-Books• Didactic (Did) • Blogs, e-Portfolios• Reflection (Ref) • Discussion Forums (DF)• Dialogic Learning (Dial) • Wikis• Collaboration (Collab) • MCQs• Assessment (Ass) • Google+• Communities of Practice (CoP) • Twitter• IBL – social • Youtube• User-Generated Content (UGC)

Social InformationInformal Formal Experience Individual

IBL/Twitter Social PBL/VWCoP/Google+ Dial/forumDial/Skype Collab/WikiInformal Formal Ref/Blog Ref/e-PortfolioIBL/Google Did/e-BookUGC/YouTube Individual Ass/MCQs

Social InformationInformal Formal Experience Individual

Ref/Blog Experience PBL/VW CoP/Google+ Ref/e-Portfolio Dial/Skype Dial/ForumInformal Formal IBL/Twitter Coll/WikiIBL/Google Did/e-Book UGC/YouTube Information Ass/MCQs

Workshops Design challenge Create a course in a day!Carpe diem2-day design workshop

Social media• Twitter, fb, LinkedIn• Special interest groups• Slideshare, dropbox, Go ogle docs• Cloudworks http://cloudworks.ac.uk

Ecologies of learning• Co-evolution of tools and users• Niches colonisation of new habitats• Survival of the fittest

Co-evolution of tools and practices Affordances (Gibson) Representation Preferences All "action possibilities" latent in an environment… but always in relation to the Communication actor and therefore Interests Evolving dependent on their practices capabilities. Connection instance, a tall tree Skills For offers the affordances of food for a Giraffe but not a Interactivity sheep. Context Affordances of Characteristics technologies of users

Summary• Changing nature of education• New forms of communication collaboration & rich multimedia representation• New digital literacies• New approaches to design http://www.flickr.com/photos/10537908@N07/5904661557/

Implications• Blurring of boundaries and changing roles• New pedagogies emerging• New business models• More open practices• Disruptive, complex, co-evolving http://www.flickr.com/photos/ssoosay/6738302627/

Blog: http://e4innovation.com Slides: http://slideshare.net/grainne Twitter: gconoleConole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox grainne.conole@le.ac.uk

Conole salamanca final

by Grainne Conole on Jul 11, 2012

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