Conole

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  • Conole

    1. 1. Learning trajectories - thefuture of learningGráinne Conole,University of LeicesterECEL conference, Brighton11th October 2011
    2. 2. New$technologies$ E/Pedagogies$ Learner$experience$ Teacher$prac8ce$ New$approaches$
    3. 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. 4. Discussion• What are the emergent new technologies?• How will they impact education?
    5. 5. Horizon report• Mobile and e-books• Gesture and augmented• Learning analytics http://wp.nmc.org/horizon2011/
    6. 6. Social & participatory media 6 Media sharing Blogging Mash ups Messaging How are social and RecommenderCollaborative participatory media beingediting systems used to enable open practices? Social Virtual worlds an networking games Social Syndication bookmarking Conole and Alevizou, 2010
    7. 7. Social media revolutionThe machine is us/ing us
    8. 8. Peercritiquing Social media revolution The machine is us/ing us
    9. 9. Peercritiquing Usergenerated content Social media revolution The machine is us/ing us
    10. 10. Peercritiquing Usergenerated contentNetworked Social media revolution The machine is us/ing us
    11. 11. Peer Opencritiquing Usergenerated contentNetworked Social media revolution The machine is us/ing us
    12. 12. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Social media revolution The machine is us/ing us
    13. 13. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Personalised Social media revolution The machine is us/ing us
    14. 14. E-Pedagogies 8 A
    15. 15. E-Pedagogies 8AssociativeFocus on individualLearning throughassociation andreinforcement A
    16. 16. E-Pedagogies 8Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement A
    17. 17. E-Pedagogies 8Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement ASituativeLearning throughsocial interactionLearning in context
    18. 18. E-Pedagogies 8Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement ASituative ConnectivistLearning through Learning in asocial interaction networkedLearning in context environment
    19. 19. E-Pedagogies 8E-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
    20. 20. E-Pedagogies 8E-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
    21. 21. E-Pedagogies 8E-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
    22. 22. E-Pedagogies 8E-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
    23. 23. Mobile learning 9
    24. 24. Mobile learning 9E-booksStudy calendarsLearning resourcesOnline modulesCommunication mechanisms
    25. 25. Mobile learning 9E-booksStudy calendarsLearning resourcesOnline modulesCommunication mechanisms Podcasting
    26. 26. Inquiry-based learning 10 My communityThe Personal Inquiry projectInquiry-based learningacross formal and informalsettingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
    27. 27. Inquiry-based learning 10 My communityThe Personal Inquiry projectInquiry-based learningacross formal and informalsettingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
    28. 28. Inquiry-based learning 10 My communityThe Personal Inquiry projectInquiry-based learningacross formal and informalsettingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
    29. 29. Role play 11 Wills, et al., 2010
    30. 30. Learning spaces
    31. 31. Learning spaces SKG: Learning Spaces project, Australia Rethinking realand virtual spaces Keppell et al., 2011
    32. 32. Learning spaces  Combining the affordances SKG: Learning of new technologies with Spaces good pedagogy project, Australia  Taking account of context, location and time  Blurring of real and virtual Rethinking realand virtual spaces Keppell et al., 2011
    33. 33. Virtual genetics lab 13http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be The SWIFT project
    34. 34. 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
    35. 35. 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
    36. 36. 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
    37. 37. Learner experience 15• 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. 38. EDUCAUSE study 16 Students drawn to new technologies but rely on more traditional ones Consider technologies offer major educational benefits Mixed views of VLEs
    39. 39. Teacher practices: paradoxes 17• 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. 40. Teacher practices: paradoxes 17• 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. 41. x Open practices 18 Pandora’s box
    42. 42. x Open practices 18 Open design Pandora’s box
    43. 43. x Open practices 18 Open design Open delivery Pandora’s box
    44. 44. x Open practices 18 Open design Open delivery Pandora’s box Open dialogue
    45. 45. x Open practices 18 Open design Open delivery Pandora’s box Open dialogue Open research
    46. 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. 47. Representation 20
    48. 48. Representation 20The Open University, UK KE312 Workingtogether with children
    49. 49. Representation 20The Open University, UK KE312 What’s the problem? Working Text-based/focus on contenttogether with Doesn’t show what the children
    50. 50. Course views 21
    51. 51. Course views 21 Course map
    52. 52. Course views 21 Learning outcomes Course map
    53. 53. Course views 21 Learning outcomes Course mapPedagogy profile
    54. 54. Course views 21 Learning outcomes Course mapPedagogy profile Course dimensions
    55. 55. Course views 21 Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane
    56. 56. But does it work? Evaluation data22
    57. 57. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings22
    58. 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 issues22
    59. 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 activities22
    60. 60. Open resources
    61. 61. Open resources
    62. 62. Open resources
    63. 63. Open resources
    64. 64. Open courses: MOOCMassiveOpenOnlineCourse http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/
    65. 65. Open accreditation
    66. 66. Open accreditationPeer to Peer Universityhttp://www.p2pu.org/en/
    67. 67. Open accreditationPeer to Peer University OER Universityhttp://www.p2pu.org/en/ http://wikieducator.org/OER_university
    68. 68. Open dialogue: Cloudworks 26 http://cloudworks.ac.uk
    69. 69. Open dialogue: Cloudworks 26• 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. 70. Open scholarship 27
    71. 71. Open scholarship 27DiscoveryIntegrationApplicationTeaching Boyer
    72. 72. Open scholarship 27DiscoveryIntegrationApplicationTeachingOpen BoyerDigitalNetworked Weller: http://nogoodreason.typepad.co.uk/
    73. 73. Open research
    74. 74. Open research
    75. 75. Open research
    76. 76. Open research
    77. 77. The future of learning 30
    78. 78. The future of learning 30 Just in time
    79. 79. The future of learning 30 Just in time Distributed
    80. 80. The future of learning 30 Just in time DistributedPersonalised
    81. 81. The future of learning 30 Just in time DistributedPersonalised Blurred
    82. 82. The future of learning 30 Just in time Distributed CollectivePersonalised Blurred
    83. 83. The future of learning 30 Just in time Distributed CollectivePersonalised Creative Blurred
    84. 84. The future of learning 30 Just in time Distributed CollectivePersonalised Creative Blurred Responsive
    85. 85. The future of learning 30 Just in time Distributed CollectivePersonalised Creative Blurred Responsive Open
    86. 86. Evaluating these new spaces • How do we evaluate these new spaces? • What forms of new interaction and communication are we seeing?
    87. 87. Online communities• New open, social and participatory media enable new means of communication, collaboration, sharing and co-construction of knowledge• Want to focus on the nature of community in these new online spaces• From tight to loosely coupled: groups, networks and collectives (Dron and Anderson, 2007)• What is it and how can it be fostered, supported?
    88. 88. The nature of community• Complex, distributed, loose communities are emerging• Facilitated through different but connected social networking tools such as facebook, Twitter, Ning• Users create their own Personal Digital Environment• Mix of synchronous and asynchronous tools• Boundary crossing e.g. the power of retweeting• Links between interests, rather than places
    89. 89. Definitions[Community does not] imply necessarily co-presence, a well-defined identifiable group, orsocially visible boundaries. It does implyparticipation in an activity system about whichparticipants share understandings concerningwhat they are doing and what that means in theirlives and for their communitiesLave and Wenger, 1991Virtual communities are social aggregations thatemerge from the Net when enough people carryon those public discussions long enough, withsufficient human feeling, to form webs of personalrelationships in cyberspace.Rheingold, 1993
    90. 90. Community as a process• Constantly evolving and changing• Shifting groups and depths of relationships• Dynamic, evolving and potentially transformative• Both directed and serendipitous interactions
    91. 91. Interactivity• New technologies enable increasing interactivity between learners and teachers• Complex: psychological, social, technical, linguistic and cultural dimensions• Types: communication-based, purpose-based, tool-based, activity-based• Important in achievement, persistence, enjoyment and approaches to learning
    92. 92. 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
    93. 93. 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
    94. 94. 39
    95. 95. 40
    96. 96. 41
    97. 97. 42
    98. 98. 43
    99. 99. 44
    100. 100. 45
    101. 101. 46
    102. 102. 47Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer grainne.conole@le.ac.uk

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