National
Teaching
Fellow 2012

EDEN fellow 2013

Ascilite fellow 2012

Trajectories of e-learning
Gráinne Conole
Universit...
About me…
•
•
•
•

Irish but living in England
PhD in Chemistry
Two girls (15 and 18)
Professor of Learning
Innovation at ...
Institute of Learning Innovation
http://www.le.ac.uk/ili

•
•
•
•
•
•

Research
Teaching
Supervision
Consultancy
Visiting ...
Areas of research
•
•
•
•
•
•
•
•

Openness (OER, MOOCs, digital scholarship)
– POERUP, OER in Rwanda
Learning Design
– SP...
Outline
• Disruptive technologies or
pedagogies?
• Why e-learning?
• E-learning timeline and back
to the future
• Emergent...
Disruptive technologies or pedagogies?

Changing educational paradigms – Ken Robinson
Why e-learning?
• For learning
– Potential to support interaction, communication
and collaboration
– Developing digital li...
The Internet and the Web
Learning objects
Learning Management Systems
Mobile devices
Learning Design
Gaming technologies
O...
A glimpse of the future…
•
•
•
•
•
•

MOOCs
Tablet computing
Games and gamification
Learning analytics
3D-printing
Wearabl...
Innovating pedagogy
•
•
•
•
•
•
•
•
•
•

MOOCs
Badges to accredit learning
Learning analytics
Seamless learning
Crowd lear...
Pedagogical approaches
Drill & practise
learning

Inquiry
learning

Situated
learning

Immersive
learning
Drill and practise learning
Inquiry-based learning

• Promoting inquirybased approaches for
Science –nQuire tools
• Developing public
understanding of...
Situated learning

Mark Childs
Archeological digs
Medical wards
Art exhibitions
Cyber-law
Virtual language exchange
Beyond...
Swift project

Paul Rudman and Suzanne Lavelle
Immersive learning
E-Assessment
• Types: Diagnostic, Formative,
Summative
• Examples
– Computer-marked tests to assess
knowledge level
– Tuto...
From E- to ‘M-pedagogy’

Mayes & De Freitas, 2004
Conole 2010

E-training
Drill & practice

Flashlets App

Inquiry learnin...
Flashlets app
Springpad curation
Outbreak App
OLDS MOOC
Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Wealth of free
resources ...
http://www.larnacadeclaration.org/

• Definition of Learning Design
• Teachers need guidance to make informed
design decis...
Challenge

Creating learning experiences aligned to particular pedagogical approaches and learning objectives
Teaching Cyc...
The 7Cs of Learning Design
Vision

Conceptualise

Activities
Capture

Communicate

Collaborate

Consider

Synthesis
Combin...
Conceptualise
• Vision for the course,
including:
– Why, who and what you want to
design
– The key principles and
pedagogi...
Course features

http://cloudworks.ac.uk/cloud/view/5950

•
•
•
•
•
•

Pedagogical approaches
Principles
Guidance and supp...
Theory based

Practice based

Aesthetics

Cultural

Professional

Principles

Political
Sustainable

International

Serend...
Inquiry based

Problem based

Dialogic

Case based

Collaborative

Pedagogical
approaches
Situative
Constructivist

Vicari...
Learning pathway

Mentoring

Scaffolded

Peer support

Step by step

Guidance &
Support
Study skills
Library support

Tuto...
Brainstorming

Concept mapping

Assimilative

Annotation

Modeling

Content &
Activities
Jigsaw
Pyramid

Aggregating
resou...
Diagnostic

E-Assessment

Formative

E-Portfolio

Feed forward

Reflection &
Demonstration
Summative
Reflective

Peer feed...
Structured debate

Group
aggregation

Flash debate

Peer critique

Communication &
Collaboration

Group
presentation

Pair...
Capture
• Finding and creating
interactive materials
– Undertaking a resource audit of
existing OER
– Planning for creatio...
Communicate
• Designing activities that foster
communication, such as:
– Looking at the affordances of
the use of differen...
Collaborate
• Designing activities that foster
collaboration, such as:
– Looking at the affordances of
the use of differen...
Consider
• Designing activities that foster
reflection
• Mapping Learning Outcomes
(LOs) to assessment
• Designing assessm...
Combine
• Combining the learning activities
into the following:
– Course View which provides a
holistic overview of the na...
Course View
Purpose: To start mapping out your module/course, including your plans for
guidance and support, content and t...
Activity profile
• Types of learner activities
– Assimilative
– Information Handling
– Communication
– Production
– Experi...
Week 1
Topic 1

Week 2
Topic 2

Week 3
Topic 3

Week 4
Topic 4

Learning
Outcomes
LO1
LO2
LO3
LO4

Start

Assessment

End
...
Storyboard for a design workshop
Consolidate
• Putting the completed design
into practice
– Implementation: in the classroom,
through a VLE or using a
spec...
METIS Integrated Learning Design Environment

• Conceptualize
• Author
• Implement

http://ilde.upf.edu/
A pedagogical meta-model

Two uses:
1. To map different learning theories
2. Map use of a technology in a
particular conte...
A pedagogical meta-model
Experience

Non Reflective

Social

Individual

Reflective

Information
A pedagogical meta-model
Experience

Non Reflective

Social

Individual

Reflective

Information

Pre-conscious learning
J...
A pedagogical meta-model
Experience

Non Reflective

Social

Individual

Reflective

Information

Reflective learning
Dewe...
A pedagogical meta-model
Experience

Non Reflective

Social

Individual

Reflective

Information

Dialogic learning
Lauril...
Mapping e-Pedagogies to technologies
Pedagogies

Technologies

•
•
•
•
•
•
•
•
•
•

•
•
•
•
•
•
•
•
•
•

Problem-Based Lea...
Social
Information

Formal

Informal

Experience
Individual
IBL/Twitter
CoP/Google+
Dial/Skype

Social

Formal

Informal

Ref/Blog
IBL/Google
UGC/YouTube

PBL/VW
Dial/forum
Collab/Wi...
Social
Information

Formal

Informal

Experience
Individual
Ref/Blog
CoP/Google+
Dial/Skype

Experience

Formal

Informal

IBL/Twitter
IBL/Google
UGC/YouTube

PBL/VW
Ref/e-Portfolio
...
Mapping m-Pedagogies to technologies
Pedagogies

Tech/app/platform

•
•
•
•
•
•
•
•
•
•

•
•
•
•
•
•
•
•
•
•

Problem-Base...
Conclusion
• Nature of learning, teaching
and research is changing
• Changing roles
• Technology Enhanced
Learning spaces
...
http://www.slideshare.net/GrainneConole
http://www.le.ac.uk/ili
grainne.conole@le.ac.uk
http://e4innovation.com
@gconole
References
• Conole, G. (2010) Review of pedagogical frameworks and models
and their use in e-learning,
http://cloudworks....
Conole south africa
Conole south africa
Conole south africa
Conole south africa
Upcoming SlideShare
Loading in...5
×

Conole south africa

1,437

Published on

Published in: Education, Technology
1 Comment
7 Likes
Statistics
Notes
No Downloads
Views
Total Views
1,437
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
29
Comments
1
Likes
7
Embeds 0
No embeds

No notes for slide
  • §
  • Horizon 2103
  • Add mobile versions
  • Mobile version of openmark
  • Conole south africa

    1. 1. National Teaching Fellow 2012 EDEN fellow 2013 Ascilite fellow 2012 Trajectories of e-learning Gráinne Conole University of Leicester 25th November 2013
    2. 2. About me… • • • • Irish but living in England PhD in Chemistry Two girls (15 and 18) Professor of Learning Innovation at the University of Leicester
    3. 3. Institute of Learning Innovation http://www.le.ac.uk/ili • • • • • • Research Teaching Supervision Consultancy Visiting scholars Institutional advice
    4. 4. Areas of research • • • • • • • • Openness (OER, MOOCs, digital scholarship) – POERUP, OER in Rwanda Learning Design – SPEED and METIS Mobile learning – eBooks and PLACES, iPads for reading strategies, podcasts Virtual worlds – SWIFT Social media – use for research Learner experience/teacher practice – use with teachers Digital literacies and creativity – PELECON Technology-Enhanced Pedagogies – Overview and SCENE
    5. 5. Outline • Disruptive technologies or pedagogies? • Why e-learning? • E-learning timeline and back to the future • Emergent technologies • Pedagogical approaches • Learning Design
    6. 6. Disruptive technologies or pedagogies? Changing educational paradigms – Ken Robinson
    7. 7. Why e-learning? • For learning – Potential to support interaction, communication and collaboration – Developing digital literacy skills – Promoting different pedagogical approaches – Fostering creativity and innovation – Connecting students beyond the formal course • For life – Preparing students for an uncertain future – Improving employability opportunities – Increased importance of technology in society
    8. 8. The Internet and the Web Learning objects Learning Management Systems Mobile devices Learning Design Gaming technologies Open Educational Resources 80s 93 94 95 98 99 00 01 04 Massive Open Online Courses 05 E-books and smart devices Virtual worlds Social and participatory media Multimedia resources E-Learning timeline 07 08 http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html
    9. 9. A glimpse of the future… • • • • • • MOOCs Tablet computing Games and gamification Learning analytics 3D-printing Wearable technologies http://tinyurl.com/horizon2013
    10. 10. Innovating pedagogy • • • • • • • • • • MOOCs Badges to accredit learning Learning analytics Seamless learning Crowd learning Digital scholarship Geo-learning Learning from gaming Maker Culture Citizen inquiry http://www.menon.org/matel/ http://www.open.ac.uk/blogs/innovating/
    11. 11. Pedagogical approaches Drill & practise learning Inquiry learning Situated learning Immersive learning
    12. 12. Drill and practise learning
    13. 13. Inquiry-based learning • Promoting inquirybased approaches for Science –nQuire tools • Developing public understanding of Science - iSpot
    14. 14. Situated learning Mark Childs Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling http://www.jibbigo.com/
    15. 15. Swift project Paul Rudman and Suzanne Lavelle
    16. 16. Immersive learning
    17. 17. E-Assessment • Types: Diagnostic, Formative, Summative • Examples – Computer-marked tests to assess knowledge level – Tutor feedback via email, comments on blogs, annotation of essays – Audio feedback – E-portfolios to evidence learning achieved – Peer feedback – Group presentations and marking http://www.jisc.ac.uk/whatwedo/programmes/elearning/assessmentandfeedback.aspx http://www.e-assessment.com/
    18. 18. From E- to ‘M-pedagogy’ Mayes & De Freitas, 2004 Conole 2010 E-training Drill & practice Flashlets App Inquiry learning Collective intelligence Resource-based Associative Focus on individual Learning through association and reinforcement Constructivist Building on prior knowledge Task-orientated Springpad App A Solve Outbreak App Experiential, Problem-based Role play Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment Social media & MOOCs Reflective & dialogic learning, Personalised learning
    19. 19. Flashlets app
    20. 20. Springpad curation
    21. 21. Outbreak App
    22. 22. OLDS MOOC
    23. 23. Promise and reality Social and participatory media offer new ways to communicate and collaborate Wealth of free resources and tools Not fully exploited Replicating bad pedagogy Lack of time and skills
    24. 24. http://www.larnacadeclaration.org/ • Definition of Learning Design • Teachers need guidance to make informed design decisions that are pedagogically effective and make appropriate use of technologies
    25. 25. Challenge Creating learning experiences aligned to particular pedagogical approaches and learning objectives Teaching Cycle Educational Philosophy All pedagogical approaches All disciplines Design and Plan Theories & Methodologies Level of Granularity Engage with students Program Module A range based on assumptions about the Learning Environment Session Learning Environment: Characteristics & Values External Agencies Institution Educator Learner Professional Development Reflection Learning Activities Core Concepts of Learning Design Guidance Representation Sharing Implementation Tools Resources Learner Responses Feedback Assessment Learner Analytics Evaluation
    26. 26. The 7Cs of Learning Design Vision Conceptualise Activities Capture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
    27. 27. Conceptualise • Vision for the course, including: – Why, who and what you want to design – The key principles and pedagogical approaches – The nature of the learners Conceptualise Course Features 6 design frames Personas
    28. 28. Course features http://cloudworks.ac.uk/cloud/view/5950 • • • • • • Pedagogical approaches Principles Guidance and support Content and activities Reflection and demonstration Communication and collaboration
    29. 29. Theory based Practice based Aesthetics Cultural Professional Principles Political Sustainable International Serendipitous Community based
    30. 30. Inquiry based Problem based Dialogic Case based Collaborative Pedagogical approaches Situative Constructivist Vicarious Didactic Authentic
    31. 31. Learning pathway Mentoring Scaffolded Peer support Step by step Guidance & Support Study skills Library support Tutor directed Help desk Remedial support
    32. 32. Brainstorming Concept mapping Assimilative Annotation Modeling Content & Activities Jigsaw Pyramid Aggregating resources Learner generated content Information handling
    33. 33. Diagnostic E-Assessment Formative E-Portfolio Feed forward Reflection & Demonstration Summative Reflective Peer feedback Vicarious Presentation
    34. 34. Structured debate Group aggregation Flash debate Peer critique Communication & Collaboration Group presentation Pair debate Group project Group project For/Against debate Question & Answer
    35. 35. Capture • Finding and creating interactive materials – Undertaking a resource audit of existing OER – Planning for creation of additional multimedia such as interactive materials, podcasts and videos – Mechanism for enabling learners to create their own content Capture Resource Audit Learner Generate Content
    36. 36. Communicate • Designing activities that foster communication, such as: – Looking at the affordances of the use of different tools to promote communication – Designing for effective online moderating Communicate Affordances E-moderating
    37. 37. Collaborate • Designing activities that foster collaboration, such as: – Looking at the affordances of the use of different tools to promote collaboration – Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc. Collaborate Affordances CSCL Ped. Patterns
    38. 38. Consider • Designing activities that foster reflection • Mapping Learning Outcomes (LOs) to assessment • Designing assessment activities, including – Diagnostic, formative, summative assessment and peer assessment Collaborate LOs/Assessment Assessment Ped. Patterns
    39. 39. Combine • Combining the learning activities into the following: – Course View which provides a holistic overview of the nature of the course – Activity profile showing the amount of time learners are spending on different types of activities – Storyboard: a temporal sequence of activities mapped to resources and tools – Learning pathway: a temporal sequence of the learning designs Combine Course View Activity Profile Storyboard Learning Pathway
    40. 40. Course View Purpose: To start mapping out your module/course, including your plans for guidance and support, content and the learner experience, reflection and demonstration, and communication and collaboration. E-tivity Rubric: http://tinyurl.com/SPEED-e5
    41. 41. Activity profile • Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
    42. 42. Week 1 Topic 1 Week 2 Topic 2 Week 3 Topic 3 Week 4 Topic 4 Learning Outcomes LO1 LO2 LO3 LO4 Start Assessment End LO1 LO2 LO3 LO4
    43. 43. Storyboard for a design workshop
    44. 44. Consolidate • Putting the completed design into practice – Implementation: in the classroom, through a VLE or using a specialised Learning Design tool – Evaluation of the effectiveness of the design – Refinement based on the evaluation findings – Sharing with peers through social media and specialised sites like Cloudworks Combine Implementation evaluation Refinement Sharing
    45. 45. METIS Integrated Learning Design Environment • Conceptualize • Author • Implement http://ilde.upf.edu/
    46. 46. A pedagogical meta-model Two uses: 1. To map different learning theories 2. Map use of a technology in a particular context Conole, et al., 2004
    47. 47. A pedagogical meta-model Experience Non Reflective Social Individual Reflective Information
    48. 48. A pedagogical meta-model Experience Non Reflective Social Individual Reflective Information Pre-conscious learning Jarvis, 1972
    49. 49. A pedagogical meta-model Experience Non Reflective Social Individual Reflective Information Reflective learning Dewey, 1916
    50. 50. A pedagogical meta-model Experience Non Reflective Social Individual Reflective Information Dialogic learning Laurillard, 2002
    51. 51. Mapping e-Pedagogies to technologies Pedagogies Technologies • • • • • • • • • • • • • • • • • • • • Problem-Based Learning (PBL) Inquiry-Based Learning (IBL) Didactic (Did) Reflection (Ref) Dialogic Learning (Dial) Collaboration (Collab) Assessment (Ass) Communities of Practice (CoP) IBL – social User-Generated Content (UGC) Virtual Worlds (VW) Google E-Books Blogs, e-Portfolios Discussion Forums (DF) Wikis MCQs Google+ Twitter Youtube
    52. 52. Social Information Formal Informal Experience Individual
    53. 53. IBL/Twitter CoP/Google+ Dial/Skype Social Formal Informal Ref/Blog IBL/Google UGC/YouTube PBL/VW Dial/forum Collab/Wiki Individual Ref/e-Portfolio Did/e-Book Ass/MCQs
    54. 54. Social Information Formal Informal Experience Individual
    55. 55. Ref/Blog CoP/Google+ Dial/Skype Experience Formal Informal IBL/Twitter IBL/Google UGC/YouTube PBL/VW Ref/e-Portfolio Dial/Forum Information Coll/Wiki Did/e-Book Ass/MCQs
    56. 56. Mapping m-Pedagogies to technologies Pedagogies Tech/app/platform • • • • • • • • • • • • • • • • • • • • Problem-Based Learning (PBL) Inquiry-Based Learning (IBL) Didactic (Did) Reflection (Ref) Dialogic Learning (Dial) Collaboration (Collab) Assessment (Ass) Communities of Practice (CoP) IBL – social User-Generated Content (UGC) ‘Solve Outbreak’ iTunesUCourse, Futurelearn E-Books, iTunesU, TEDTalks Springpad, Tumblr Facebook group or page Google doc Google forms quiz in context Scoop.it, Group blog, Twitter (FB, Google+) Youtube, SoundCloud, Instagram, Vine
    57. 57. Conclusion • Nature of learning, teaching and research is changing • Changing roles • Technology Enhanced Learning spaces • It’s about – Harnessing new media – Adopting open practices • New business models are emerging
    58. 58. http://www.slideshare.net/GrainneConole http://www.le.ac.uk/ili grainne.conole@le.ac.uk http://e4innovation.com @gconole
    59. 59. References • Conole, G. (2010) Review of pedagogical frameworks and models and their use in e-learning, http://cloudworks.ac.uk/cloud/view/2982. • Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in Higher Education. • Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for effective learning design." Computers and Education 43(1-2): 17-33. • Dewey, J. (1916). Experience and Nature. New York, Dover. • Jarvis, P. (2004). Adult education and lifelong learning. London, RoutledgeFalmer. • Laurillard, D. (2002). Rethinking university teaching, Routledge %@ 0415256798, 9780415256797. • Secker, J.(2011), http://www.slideshare.net/seckerj/informationliteracy-e-learning-and-the-changing-role-of-the-librarian • Learning Design workshop resources http://tinyurl.com/LDworkshop
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×