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Conole srhe

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    • 1. Learning trajectories: navigating the future of learningwith new technologies Gráinne Conole, University of Leicester SRHE conference, Celtic Manor Resource, 7th December 2011
    • 2. New$technologies$ E/Pedagogies$ Learner$experience$ Teacher$prac8ce$ New$approaches$
    • 3. Today’s educational context• Rapidly changing technological environment• New digital literacy skills needed for learners and teachers• New open practices are emerging• New forms of online community and interactivity
    • 4. Horizon reports• Mobile and e-books• Gesture and augmented• Learning analytics http://wp.nmc.org/horizon2011/
    • 5. Ed tech trends• Mobile learning• Personalised learning• Cloud computing• Ubiquitous learning• BYOD• Digital content• The flipped classroom• Debt/drop out http://learn231.wordpress.com/2011/10/25/trend-report-1/
    • 6. Social & participatory media 6 Media sharing Blogging Mash ups MessagingCollaborative Recommenderediting systems Virtual worlds Social and games networking Social Syndication bookmarking http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/ Conole and Alevizou, 2010
    • 7. Social media revolutionThe machine is us/ing us
    • 8. Peercritiquing Social media revolution The machine is us/ing us
    • 9. Peercritiquing Usergenerated content Social media revolution The machine is us/ing us
    • 10. Peercritiquing Usergenerated contentNetworked Social media revolution The machine is us/ing us
    • 11. Peer Opencritiquing Usergenerated contentNetworked Social media revolution The machine is us/ing us
    • 12. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Social media revolution The machine is us/ing us
    • 13. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Personalised Social media revolution The machine is us/ing us
    • 14. http://rossdawsonblog.com/weblog/archives/2011/11/our-shrinking-degrees-of-separation-heading-down-from-6-to-3.html
    • 15. E-Pedagogies 9 A
    • 16. E-Pedagogies 9AssociativeFocus on individualLearning throughassociation andreinforcement A
    • 17. E-Pedagogies 9Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement A
    • 18. E-Pedagogies 9Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement ASituativeLearning throughsocial interactionLearning in context
    • 19. E-Pedagogies 9Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement ASituative ConnectivistLearning through Learning in asocial interaction networkedLearning in context environment
    • 20. E-Pedagogies 9E-trainingDrill & practiceMobile learning 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
    • 21. E-Pedagogies 9E-training Inquiry learningDrill & practice Resource-basedMobile learning 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
    • 22. E-Pedagogies 9E-training Inquiry learningDrill & practice Resource-basedMobile learning 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 environmentExperiential,Problem-based,Role play
    • 23. E-Pedagogies 9E-training Inquiry learningDrill & practice Resource-basedMobile learning 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 environmentExperiential, Reflective & dialogicProblem-based, learning,Role play Personalised learning
    • 24. Mobile learning 10
    • 25. Mobile learning 10E-booksStudy calendarsLearning resourcesOnline modulesCommunication mechanisms
    • 26. Mobile learning 10E-booksStudy calendarsLearning resourcesOnline modulesCommunication mechanisms Podcasting
    • 27. Inquiry-based learning 11 My communityThe Personal Inquiry projectInquiry-based learningacross formal and informalsettingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
    • 28. Inquiry-based learning 11 My communityThe Personal Inquiry projectInquiry-based learningacross formal and informalsettingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
    • 29. Inquiry-based learning 11 My communityThe Personal Inquiry projectInquiry-based learningacross formal and informalsettingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
    • 30. Virtual genetics lab 12http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be The SWIFT project
    • 31. Learning spaces 13• Metaphors • Camp fire • Watering hole • Cave • Mountain top• Principles of learning space design • Comfort • Aesthetics • Flow • Equity • Blending • Affordances • Repurposing www.skgproject.com
    • 32. New digital literacies Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking Jenkins et al., 2006
    • 33. New digital literacies Play Collective intelligencePerformance Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The TransmediaSimulation new literacies almost all navigation involve social skills developed throughAppropriation collaboration and networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
    • 34. New digital literacies Creativity Play Collective intelligencePerformance Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The TransmediaSimulation new literacies almost all navigation involve social skills developed throughAppropriation collaboration and networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
    • 35. 15
    • 36. 16
    • 37. Learner experience 17• 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 Sharpe, Beetham and De Freitas, 2010
    • 38. EDUCAUSE study 18 Students drawn to new technologies but rely on more traditional ones Consider technologies offer major educational benefits Mixed views of VLEs
    • 39. Teacher practices: paradoxes 19• Technologies not extensively used (Molenda)• Lack of uptake of OER (McAndrew et al.)• Little use beyond early adopted (Rogers)• Despite rhetoric and funding little evidence of transformation (Cuban, Pandora’s box Ehlers)
    • 40. Teacher practices: paradoxes 19• Technologies not extensively used (Molenda)• Lack of uptake of OER (McAndrew et al.)• Little use beyond early adopted (Rogers)• Despite rhetoric and funding little evidence of transformation (Cuban, Pandora’s box Ehlers) What would it mean to adopt more open practices? Open design, open delivery, open research and open
    • 41. x Open practices 20 Pandora’s box
    • 42. x Open practices 20 Open design Pandora’s box
    • 43. x Open practices 20 Open design Open delivery Pandora’s box
    • 44. x Open practices 20 Open design Open delivery Pandora’s box Open dialogue
    • 45. x Open practices 20 Open design Open delivery Pandora’s box Open dialogue Open research
    • 46. Open design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practicesPromotes sharing and discussion
    • 47. Definition A methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities andinterventions, which is pedagogically informed and makes effective use of appropriate resources andtechnologies. This includes the design of resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and shareable. Learning design as an area of researchand development includes both gathering empiricalevidence to understand the design process, as well as the development of a range of learning design resources, tools and activities.
    • 48. Learning design: defining the field! Design Communities and representations and Openness! interactions! tools! Mediating Open Learning ! Design Methodology! Affordances! Artefacts! Social and Theory and ! Related participatory methodology! fields! media!Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer
    • 49. Course views 24
    • 50. Course views 24 Course map
    • 51. Course views 24 Learning outcomes Course map
    • 52. Course views 24 Learning outcomes Course mapPedagogy profile
    • 53. Course views 24 Learning outcomes Course mapPedagogy profile Course dimensions
    • 54. Course views 24 Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane
    • 55. Visualisaon*tools* 25 Learning Design tools! Learning designer! Pen, paper and stickers! Webcollege! Standard tools! Excel!
    • 56. But does it work? Evaluation data26
    • 57. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings26
    • 58. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings It is iterative and so helps with ironing out any issues26
    • 59. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings It is iterative and so helps with ironing out any issues I could understand the learning design process and would feel able to use this when designing some learning activities26
    • 60. Open resources
    • 61. Open resources
    • 62. Open resources
    • 63. Open resources
    • 64. Open courses: MOOCMassiveOpenOnlineCourse http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/
    • 65. Open accreditation
    • 66. Open accreditationPeer to Peer Universityhttp://www.p2pu.org/en/
    • 67. Open accreditationPeer to Peer University OER Universityhttp://www.p2pu.org/en/ http://wikieducator.org/OER_university
    • 68. Open dialogue: Cloudworks 30 http://cloudworks.ac.uk
    • 69. Open dialogue: Cloudworks 30• A space for sharing and discussing learning and teaching ideas and designs• Application of the best of web 2.0 practice for teaching• To bridge the gap between technologies and use• Teachers say they want: examples, want to share & discuss• Helps develop skills needed for engaging with new http://cloudworks.ac.uk technologies’
    • 70. Collaboration 31 Design challenge Create a course in a day! Carpe diem 2-day design workshop Cloudworks Space to share and discuss Cloudworks.ac.uk!
    • 71. Community indicatorsParticipation CohesionSustained over time Support & toleranceCommitment from core group Turn taking & responseEmerging roles & hierarchy Humour and playfulnessIdentity Creative capabilityGroup self-awareness Igniting sense of purposeShared language & vocab Multiple points of viewSense of community expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
    • 72. E-learning papersspecial issue  Background   Potential of social and participatory media   Plethora of new technologies and OER but little uptake   Range of issues (technical, pedagogical and organisational)  Focus   How can learning interventions be represented?   Implications of new media for learners, teachers & institutions?   What new pedagogies are emerging?   How are OER being design, used & repurposed?   What are the implications of free resources, tools & courses?
    • 73. 1. Typologies of learning design  LD as: concept, process and product  Example: A virtual field history trip in LAMS Eva Dobozy !
    • 74. 2. Patterns to design TEL scenarios  Importance of more formal LD representations  Example: application to teaching computing curriculum  Patterns as mediators between pedagogy and technology Félix Buendía-García ! José Vte. Benlloch-Dualde!
    • 75. 3. Students as designers  Challenges traditional transmission modes of pedagogy  Requires teachers to give some control to students  Describes two case studies  Exploiting potential of social media  Encourages deeper engagement in the learning process Leanne Cameron! MiriamTanti!
    • 76. 4. Collaborative Constructive Participation  Application of well established pedagogical principles: Community of learners, Community of Practice, socio- constructivism, dialogic learning, and knowledge building  Consists of a 3-level assessment tool for web- based discussions Ligorio M. Beatrice! Cucchiara Stefania!
    • 77. 5. Knowledge building  Action research on use of Web 2.0 tools in the classroom  Knowledge building enables student to be active participants Gail Casey !
    • 78. 6. Invitational online learning environments  Importance of respect, trust, intentionality, and optimism  Reports on. Arts-based learning interventions like Reflective Poetry, Minute at the Movies Analysis, “Our Community” Soap Scenes, and Theme Songs  Inexpensive, adaptable interventions enhance learning environments by encouraging human connections and creativity Beth Perry! Katherine J. Janzen! Margaret Edwards, !
    • 79. Open scholarship 40
    • 80. Open scholarship 40DiscoveryIntegrationApplicationTeaching Boyer
    • 81. Open scholarship 40DiscoveryIntegrationApplicationTeachingOpen BoyerDigitalNetworked Weller: http://nogoodreason.typepad.co.uk/
    • 82. Open research
    • 83. Open research
    • 84. Open research
    • 85. Open research
    • 86. Open research
    • 87. Open research
    • 88. Open research
    • 89. Open research
    • 90. The future of learning 42
    • 91. The future of learning 42 Just in time
    • 92. The future of learning 42 Just in time Distributed
    • 93. The future of learning 42 Just in time DistributedPersonalised
    • 94. The future of learning 42 Just in time DistributedPersonalised Blurred
    • 95. The future of learning 42 Just in time Distributed CollectivePersonalised Blurred
    • 96. The future of learning 42 Just in time Distributed CollectivePersonalised Creative Blurred
    • 97. The future of learning 42 Just in time Distributed CollectivePersonalised Creative Blurred Responsive
    • 98. The future of learning 42 Just in time Distributed CollectivePersonalised Creative Blurred Responsive Open
    • 99. Linking research with policy & practice 43
    • 100. Linking research with policy & practice 43 Horizon scanning OER Learning design Virtual worlds Research Learner experience Web 2.0
    • 101. Linking research with policy & practice 43 Horizon scanning OER Learning design Virtual worlds Research Learner experience Web 2.0 Blackboard rollout PolicyOER/iTunes Learning spaces Cloud computing
    • 102. Linking research with policy & practice 43 Horizon scanning OER 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
    • 103. Linking research with policy & practice 43 Horizon scanning OER 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
    • 104. Final thoughts Open,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 rethink how 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 publication
    • 105. 45Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer grainne.conole@le.ac.uk