Conole soton final

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  • Conole soton final

    1. 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. 2. Outline• What is innovative teaching?• E-Learning timeline• Thetechnological context• Pedagogical approaches• Disaggregation of education• Learning design• Changing practices
    3. 3. Facets oflearning• Encourages reflection• Enables dialogue• Fosters collaboration• Applies theory• Creates community• Enables creativity• Evidence of learning• Motivates the learners!
    4. 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. 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. 6. CollectivePeer critiquing aggregationUsergenerated OpencontentNetworked Personalised
    7. 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. 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. 9. Pedagogical approachesDrill & practice Mobilelearning learningSituated Immersivelearning learning
    10. 10. Drill and practice learning
    11. 11. Mobile learningStudy calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
    12. 12. Situated learningArcheological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/
    13. 13. Immersive learning
    14. 14. Disaggregation of educationResources Learning pathwaysSupport Accreditation http://www.flickr.com/photos/emclibrary/2459359483/
    15. 15. Resources• Over ten years of the Open Educational Resource (OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU
    16. 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. 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. 18. Free Distributed global community Social inclusion MOOCS High dropout ratesLearning income not learning outcome Marketing exercise http://olds.ac.uk
    19. 19. Learning pathways• Guided pathways through materials• Can promote different pedagogical approaches
    20. 20. Support• Computer assisted• Peer support• Tutor support• Community support• Mentoring
    21. 21. AccreditationPeer to Peer University OER University www.p2pu.org/en/ wikieducator.org/OER_university/
    22. 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. 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. 24. http://www.larnacadeclaration.org/
    25. 25. Gabi Witthaus Ming Nie
    26. 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. 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. 28. Theory based Practice based CulturalAesthetics Professional PrinciplesPolitical SustainableInternational Serendipitous Community based
    29. 29. Inquiry based Problem based Case basedDialogic Collaborative Pedagogical approachesSituative ConstructivistVicarious Didactic Authentic
    30. 30. Learning pathway Mentoring Peer supportScaffolded Step by step Guidance & SupportStudy skills Library supportTutor directed Help desk Remedial support
    31. 31. Brainstorming Concept mapping AnnotationAssimilative Modeling Content & ActivitiesJigsaw PyramidAggregating Learner generated Informationresources content handling
    32. 32. Diagnostic E-Assessment E-PortfolioFormative Feed forward Reflection & DemonstrationSummative ReflectivePeer feedback Vicarious Presentation
    33. 33. Structured debate Flash debate Group projectGroup Peer critiqueaggregation Communication & CollaborationGrouppresentation Group project Question &Flash debate For/Against debate Answer
    34. 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. 35. Activity profile• Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
    36. 36. Learning OutcomesStart EndAssessment
    37. 37. The 7Cs of Learning Design Vision Conceptualise ActivitiesCapture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate
    38. 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. 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. 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. 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. 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. 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. 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. 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. 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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