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Conole soton final

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    • 1. National Teaching Fellow 2012 Ascilite fellow 2013Harnessing new media, pedagogicalinnovation and new approaches to design Gráinne Conole, University of Leicester 25th January 2013 E-learning symposium University of Southampton
    • 2. Outline• What is innovative teaching?• E-Learning timeline• Thetechnological context• Pedagogical approaches• Disaggregation of education• Learning design• Changing practices
    • 3. Facets oflearning• Encourages reflection• Enables dialogue• Fosters collaboration• Applies theory• Creates community• Enables creativity• Evidence of learning• Motivates the learners!
    • 4. 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
    • 5. Technologies• Transforming 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/
    • 6. CollectivePeer critiquing aggregationUsergenerated OpencontentNetworked Personalised
    • 7. Technological trends• Mobiles and e-books• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Technology-Enhanced learning spaces• Learning analytics http://www.nmc.org/horizon-project
    • 8. 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
    • 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. Disaggregation of educationResources Learning pathwaysSupport Accreditation http://www.flickr.com/photos/emclibrary/2459359483/
    • 15. Resources• Over ten years of the Open Educational Resource (OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU
    • 16. The OPAL metromapEvaluation shows lack of uptakeby teachers and learnersShift from development tocommunity building andarticulation of OER practice http://www.oer-quality.org/
    • 17. 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
    • 18. Free Distributed global community Social inclusion MOOCS High dropout ratesLearning income not learning outcome Marketing exercise http://olds.ac.uk
    • 19. Learning pathways• Guided pathways through materials• Can promote different pedagogical approaches
    • 20. Support• Computer assisted• Peer support• Tutor support• Community support• Mentoring
    • 21. AccreditationPeer to Peer University OER University www.p2pu.org/en/ wikieducator.org/OER_university/
    • 22. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
    • 23. Learning Design Shift frombelief-based, implicit approaches todesign-based,explicit approaches Learning Design A design-based approach to creation and support of coursesEncouragesreflective,scholarly practices Promotessharing and discussion http://www.larnacadeclaration.org/
    • 24. http://www.larnacadeclaration.org/
    • 25. Gabi Witthaus Ming Nie
    • 26. 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
    • 27. Course features http://cloudworks.ac.uk/cloud/view/5950• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
    • 28. Theory based Practice based CulturalAesthetics Professional PrinciplesPolitical SustainableInternational Serendipitous Community based
    • 29. Inquiry based Problem based Case basedDialogic Collaborative Pedagogical approachesSituative ConstructivistVicarious Didactic Authentic
    • 30. Learning pathway Mentoring Peer supportScaffolded Step by step Guidance & SupportStudy skills Library supportTutor directed Help desk Remedial support
    • 31. Brainstorming Concept mapping AnnotationAssimilative Modeling Content & ActivitiesJigsaw PyramidAggregating Learner generated Informationresources content handling
    • 32. Diagnostic E-Assessment E-PortfolioFormative Feed forward Reflection & DemonstrationSummative ReflectivePeer feedback Vicarious Presentation
    • 33. Structured debate Flash debate Group projectGroup Peer critiqueaggregation Communication & CollaborationGrouppresentation Group project Question &Flash debate For/Against debate Answer
    • 34. 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
    • 35. Activity profile• Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
    • 36. Learning OutcomesStart EndAssessment
    • 37. The 7Cs of Learning Design Vision Conceptualise ActivitiesCapture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate
    • 38. 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
    • 39. 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
    • 40. 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
    • 41. 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.
    • 42. 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
    • 43. 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
    • 44. Consolidate• Putting the completed design into practice Combine – Implementation: in the classroom, through a VLE or using Implementation a 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
    • 45. Changing practices• Nature of learning, teaching and research is changing• It’s about – Harnessing new media – Adopting open practices• New business models are emerging
    • 46. http://olds.ac.uk OLDS Learning Design MOOC 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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