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Conole vienna keynote Conole vienna keynote Presentation Transcript

  • Digital media:tools for excellent teaching Gráinne Conole, Leicester University 12th September, 2012Gesekkschaft fur Medien in derWissenschafte. V. Vienna, Austria
  • Outline• Technologies trends• E-pedagogies• Open Educational Resources• Teacher practice and paradoxes• The 7Cs of Learning Design• Implications
  • Gutenberg to Zuckerberg• Take the long view• The web is not the net• Disruption is a feature• Ecologies not economics• Complexity is the new reality• The network is now the computer• The web is evolving• Copyright or copywrong• Orwell (fear) or Huxley (pleasure)
  • Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution s/EvidenceNet/Conole_Alev The machine is us/ing us ou_2010.pdf
  • Technological trends• Mobiles and e-books• Games-based learning• Learning analytics• Gesture-based learning• The Internet of things• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Digital content• The flipped classroom
  • The Internet of things• People, resources, thin gs• Semantic connectivity
  • Google glasses project• Can ‘see’ the internet on glasses• Context sensitive information• Context lenses planned
  • Technologies for learning• Audio-graphics • Podcasts• Blogs • RSS feeds• E-Books • Second life• E-Portfolios • Social bookmarking• Games • Twitter• Instant Messaging • Video Mesaging• Mashups • Wikis• Mobile learning • Video clips and YouTube• Photo sharing • Video chat Rennie and Morrison, 2012
  • Mayes & De Freitas, 2004 Pedagogies of e-learning Conole 2010 E-training Inquiry learning Drill & practice Collective intelligence Resource-based 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 Reflective &Experiential, Problem-based Role dialogic learning,play Personalised learning
  • E-training, drill and practice McNaught, 2010, Edmedia Keynote
  • Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting Communication mechanisms
  • Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning across formal andinformal settingsSharples, Scanlon et al.
  • Collective intelligence
  • Situated learning –exhibitions Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
  • Reflective and dialogic learning Blogs and E-portfolios for personal reflection Social bookmarking forresource aggregation Wikis for project-based work Cohort blogs for shared understanding E-portfolios for aggregation and evidence Twitter for just-in-time learningEDUCAUSE:7 things you should know about….
  • Resource-based learning• Over ten years of the OER movement• Hundreds of OER repositories worldwide• Evaluation shows lack of uptake by teachers and learners• Shift from development to community building and articulation of OER practice Open Educational Resources
  • The OPAL metromap
  • Outputs• Inventory of more than 100 OER initiatives• 11 country reports and 13 mini-reports• 7 in-depth case studies• 3 EU-wide policy papers• 7 options brief packs for EU nations/regions
  • Country reports: key themes• Diversity of educational contexts and maturity of internet provision and use of e-learning• Differences in policy support and funding for OER initiatives• Diversity from basic OER awareness to OER maturity and embedding• Few national OER initiatives
  • Emergent themes• Shift from development to OER practices• Broader notion of open practices – open learning, teaching and research• Use of social and participatory media to foster OER communities
  • UK Country Report• Significant funding from JISC/HEA – three phase OER programme with around 100 OER initiatives• Individual fellowships through SCORE and Olnet funding• Institutionally supported initiatives• Main activity in England, little in other countries Ming Nie
  • UK Country Report• Funding mainly from government – top-down• Funding mainly on production/producers, little on end-users or impact on learning• Mainly HE/FE, little school-based• Most institutions don’t have an OER strategy• Lots on cascading and transferring of experience• Most institutions have an OER repository• Related work: iTunesU and MOOCs
  • Teacher practices: paradoxes• Technologiesnot extensively used (Molenda)• Lack of uptake of OER (McAndrew et al.)• Little use beyond early adopters (Rogers) Pandora’s box• Despite rhetoric and funding little evidence of transformation 23
  • Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
  • Learning Design Shift frombelief-based, implicit approaches todesign- based,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practicesPromotessharing and discussion
  • OULDI + Carpe DiemOpen University Learning Carpe Diem at LeicesterDesign Initiative (OULDI) The 7Cs of design and delivery framework Cascading institutions: Wider dissemination: Leicester, SAIDE, SPEED conferences, events
  • OULDI Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane
  • Carpe Diem Content (under Format the appropriate Other (e.g. licences) Text & Slides (e.g. Audio Video Adobe graphics PowerPoint) Presenter) What I find and reuse as is What I find, tweak and use What I find, repurpose and use What I create for this moduleStoryboard Resource audit
  • ConceptualiseWhat do we want to design, who for and why? The 7Cs Framework Consolidate Evaluate and embed your design
  • Course Features http://linoit.comOrange = Guidance and supportBlue = Content and activitiesPurple = Reflection and demonstrationGreen = Communication and collaboration
  • Course MapCourse/module summary:Key words: Guidance and support Content and experienceTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 1.2. 2.3. 3.4. 4.5. 5.6. 6.7. 7. Reflection and demonstration Communication and collaborationTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 1.2. 2.3. 3.4. 4.5. 5.6. 6.7. 7.
  • A completed course map
  • ActivityProfile
  • Storyboard
  • Resource Audit Format Content (underthe appropriate Other (e.g. Text & Slides (e.g.licences) Audio Video Adobe graphics PowerPoint) Presenter)What I find andreuse as isWhat I find, tweakand useWhat I find,repurpose and useWhat I create forthis module
  • SAIDE workshop Plenary work Course team work (e-tivities)Session 1•Overview of learning design•Mini-pres: background to E-tivity: How to ruin a courseworkshop•Intro to e-tivity 1 E-tivity: Course FeaturesSession 2•Review of Course Features•Intro to e-tivity 2 E-tivity: Course MapSession 3 E-tivity: A Learning Design• Review completed course maps Resource Audit• Intro to e-tivity 3 Gabi Witthaus
  • SAIDE workshop Course team work Plenary work (e-tivities)Session 4• Review of completed resourceaudit• Intro to e-tivity 4Session 5 E-tivity: Activity Profile•Review of Activity Profiles•Intro to e-tivity 5 E-tivity: StoryboardSession 6•Review of Storyboards•Intro to e-tivity 6•Stock-taking and target-settingfor next day E-tivity: E-tivities
  • Evaluation of 7Cs Ming Nie
  • SPEED• JISC-funded, Transformation• Embed benefits from DUCKLING and 7Cs to: – Liverpool John Moores – London South Bank – Northampton Free image courtesy of – Derby• Repackage resources into 3 categories: – Course Design – Activity Design – Moderating Online• Resources available as OERs
  • Learning Design MOOCMassiveOpenOnlineCourse
  • Useful sites and resources• OULDI website• Carpe Diem website• 7CsOER page distance-research-alliance/7cs-workshop-resources• Cloudworks w/2406• Slideshare
  • Implications• Blurring of boundaries and changing roles• New pedagogies emerging• New business models• More open practices• Disruptive, complex, c o-evolving