1. Learning trajectories: navigating the future of learning
with new technologies Gráinne Conole,
University of Leicester
SRHE conference,
Celtic Manor Resource,
7th December 2011
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 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/ Conole and Alevizou, 2010
16. E-Pedagogies 9
Associative
Focus on individual
Learning through
association and
reinforcement
A
17. E-Pedagogies 9
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
18. E-Pedagogies 9
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
Situative
Learning through
social interaction
Learning in context
19. E-Pedagogies 9
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
20. E-Pedagogies 9
E-training
Drill & practice
Mobile 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 9
E-training Inquiry learning
Drill & practice Resource-based
Mobile 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 9
E-training Inquiry learning
Drill & practice Resource-based
Mobile 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
Experiential,
Problem-based,
Role play
23. E-Pedagogies 9
E-training Inquiry learning
Drill & practice Resource-based
Mobile 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
Experiential, Reflective & dialogic
Problem-based, learning,
Role play Personalised learning
25. Mobile learning 10
E-books
Study calendars
Learning resources
Online modules
Communication mechanisms
26. Mobile learning 10
E-books
Study calendars
Learning resources
Online modules
Communication mechanisms Podcasting
27. Inquiry-based learning 11
My community
The Personal Inquiry project
Inquiry-based learning
across formal and informal
settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
28. Inquiry-based learning 11
My community
The Personal Inquiry project
Inquiry-based learning
across formal and informal
settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
29. Inquiry-based learning 11
My community
The Personal Inquiry project
Inquiry-based learning
across formal and informal
settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
30. Virtual genetics lab 12
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project
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 intelligence
Performance Judgement
Participatory culture shifts
the focus of literacy from one
of individual expression to
community involvement. The Transmedia
Simulation
new literacies almost all navigation
involve social skills
developed through
Appropriation collaboration and networking Networking
Multitasking Negotiation
Distributed cognition
Jenkins et al., 2006
34. New digital literacies
Creativity
Play Collective intelligence
Performance Judgement
Participatory culture shifts
the focus of literacy from one
of individual expression to
community involvement. The Transmedia
Simulation
new literacies almost all navigation
involve social skills
developed through
Appropriation collaboration and networking Networking
Multitasking Negotiation
Distributed cognition
Jenkins et al., 2006
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
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
practices
Promotes sharing and discussion
47. Definition
A methodology for enabling teachers/designers to
make more informed decisions in how they go
about designing learning activities and
interventions, which is pedagogically informed and
makes effective use of appropriate resources and
technologies. 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 research
and development includes both gathering empirical
evidence 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
57. But does it work? Evaluation data
I find the document quite thought-
provoking, especially as a starting
point in this journey for developing
good understandings
26
58. But does it work? Evaluation data
I find the document quite thought-
provoking, especially as a starting
point in this journey for developing
good understandings
It is iterative and so
helps with ironing out
any issues
26
59. But does it work? Evaluation data
I find the document quite thought-
provoking, especially as a starting
point in this journey for developing
good 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 activities
26
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 indicators
Participation Cohesion
Sustained over time Support & tolerance
Commitment from core group Turn taking & response
Emerging roles & hierarchy Humour and playfulness
Identity Creative capability
Group self-awareness Igniting sense of purpose
Shared language & vocab Multiple points of view
Sense of community expressed, contradicted or
challenged
Creation of knowledge links
& patterns
Galley et al., 2010
72. E-learning papers
special 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, !
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
Policy
OER/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 practice
OER/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 practice
OER/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. 45
Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer
grainne.conole@le.ac.uk
