Conole scu

Designing for learning in an open world: e-Pedagogies and transformation Gráinne Conole, University of Leicester Southern Cross University 5th March 2012

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 – Harnessing the functionality of the LMS – New approaches to design

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?

Evolving e-learning landscape Emergent technologies and affordances Theory and methodology E-pedagogies, strategies and learning design Resources, OER and Pedagogical PatternsEvaluations Interventions

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 http://learn231.wordpress.com/2011/10/25/trend-report-1/

Social & participatory media Media sharing Blogging Mash ups Messaging Collaborative Recommender editing systems Virtual worlds Social and games networking Social Syndication bookmarking http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/6 Conole and Alevizou, 2010

Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution The machine is us/ing us

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/

Disruptive technologies• The web has transformed practice• No central ownership• Ecology of abundance• Examples – Napster – Malware

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

EDUCAUSE study• Students drawn to new technologies but rely on more traditional ones• Consider technologies offer major educational benefits• Mixed views of VLEs11

The essence of learningReflection DialogueCollaboration Application

A pedagogy framework Social InformationInformal Formal Experience Individual

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

Social InformationInformal Formal Experience Individual

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

Social InformationInformal Formal Experience Individual

Ref/Blog Experience PBL/VWCoP/Google+ Ref/e-PortfolioDial/Skype Dial/ForumInformal FormalIBL/Twitter Coll/WikiIBL/Google Did/e-BookUGC/YouTube Information Ass/MCQs

Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting 19 Communication mechanisms

Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning acrossformal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/

Virtual genetics lab http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be The SWIFT project

Open practicesOpen resources Open courses Pandora’s boxOpen scholarship Open research22

Open resources

Open courses: MOOCMassiveOpenOnlineCourse http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/

Open scholarship• Exploiting the digital network• New forms of dissemination and communication• Promoting reflective practice• Embracing the affordances of new technologies Weller: http://nogoodreason.typepad.co.uk/

Open research

Citation indicators

Open accreditationPeer to Peer University OER University www.p2pu.org/en/ wikieducator.org/OER_university/

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

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

Harnessing the functionality of the LMS• LMS as a safe nursery slope• Shift from content to activities• Promote reflection and collaboration• Mobile LMS• Integration with cloud computing

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 Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practicesPromotessharing and discussion

Conceptualise What do we want to design, who for and why? Capture Resource audit Consider Create Reflect, pilot, enhanc Storyboard, activitie e s, content, artefacts, pathways Carpe Diem: 7Cs of learning Design Collaborate Communicate Synchronously and Improve the design asynchronously with others Consolidate Evaluate and embed your designhttp://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/

Course views Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane

Collaboration37

MSc in Learning Innovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning

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

New metaphors Ecologies SpacesMemes Rhizomes http://e4innovation.com/?p=489

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

Events Open Education Week Webinars6 – 9th March 2012 28 – 30th March 2012

Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox grainne.conole@le.ac.uk

Conole scu

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