1. Digital media:
tools for excellent teaching
Gráinne Conole, Leicester University
12th September, 2012
Gesekkschaft fur Medien in derWissenschafte. V.
Vienna, Austria
2. Outline
• Technologies trends
• E-pedagogies
• Open Educational Resources
• Teacher practice and paradoxes
• The 7Cs of Learning Design
• Implications
3. 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)
http://www.flickr.com/photos/wallyg/2617472088/
http://memex.naughtons.org/
4. Peer Open
critiquing
User
Collective
generated
aggregation
content
Networked Personalised
Social media revolution www.heacademy.ac.uk/asse
s/EvidenceNet/Conole_Alev
The machine is us/ing us ou_2010.pdf
5. 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
6. The Internet of things
• People, resources, thin
gs
• Semantic connectivity
7. Google glasses project
• Can ‘see’ the internet on
glasses
• Context sensitive
information
• Context lenses planned
http://www.youtube.com/watch?v=9c6W4CCU9M4
8. 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
9. 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, Prob
lem-based Role dialogic learning,
play Personalised
learning
11. Mobile learning
E-books
Study calendars
Learning resources
Online modules
Annotation tools
Podcasting
Communication mechanisms
12. Inquiry-based learning
My community
The Personal Inquiry project
Inquiry-based learning across formal and
informal settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
14. Situated learning –exhibitions
Archeological digs
Medical wards
Art exhibitions
Cyber-law
Virtual language exchange
Beyond formal schooling
15. 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 learning
EDUCAUSE:
7 things you should know about….
16. 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
18. 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
19. 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
20. 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
21. 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
22. 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
23. 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
24. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate Not fully exploited
Wealth of free Replicating bad pedagogy
resources and tools
Lack of time and skills
25. 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
practices
Promotessharing and discussion
http://www.open.ac.uk/blogs/OULDI/
26. OULDI + Carpe Diem
Open University Learning
Carpe Diem at Leicester
Design Initiative (OULDI)
The 7Cs of design and
delivery framework
Cascading institutions: Wider dissemination:
Leicester, SAIDE, SPEED conferences, events
28. Carpe Diem
http://www.le.ac.uk/carpediem
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 module
Storyboard Resource audit
29. Conceptualise
What do we want to design, who for and why?
The 7Cs
Framework
Consolidate
Evaluate and embed your design
30. Course Features
http://linoit.com
Orange = Guidance and support
Blue = Content and activities
Purple = Reflection and demonstration
Green = Communication and collaboration
35. Resource Audit
Format
Content (under
the appropriate Other (e.g.
Text & Slides (e.g.
licences) 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 module
36. 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 course
workshop
•Intro to e-tivity 1
E-tivity: Course Features
Session 2
•Review of Course Features
•Intro to e-tivity 2
E-tivity: Course Map
Session 3
E-tivity: A Learning Design
• Review completed course maps
Resource Audit
• Intro to e-tivity 3
Gabi Witthaus
37. SAIDE workshop
Course team work
Plenary work
(e-tivities)
Session 4
• Review of completed resource
audit
• Intro to e-tivity 4
Session 5 E-tivity: Activity Profile
•Review of Activity Profiles
•Intro to e-tivity 5
E-tivity: Storyboard
Session 6
•Review of Storyboards
•Intro to e-tivity 6
•Stock-taking and target-setting
for next day
E-tivity: E-tivities
39. SPEED
http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed
• JISC-funded, Transformation
• Embed benefits from DUCKLING and
7Cs to:
– Liverpool John Moores
– London South Bank
– Northampton
Free image courtesy of
– Derby FreeDigitalPhotos.net
• Repackage resources into 3 categories:
– Course Design
– Activity Design
– Moderating Online
• Resources available as OERs
42. Implications
• Blurring of
boundaries and
changing roles
• New pedagogies
emerging
• New business models
• More open practices
• Disruptive, complex, c
o-evolving
http://www.flickr.com/photos/ssoosay/6738302627/
