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. Discussion
• What are the emergent
new technologies?
• How will they impact
education?
5. Horizon report
• Mobile and e-books
• Gesture and
augmented
• Learning analytics
http://wp.nmc.org/horizon2011/
6. Social & participatory media 6
Media sharing Blogging
Mash ups
Messaging
How are social and
Recommender
Collaborative participatory media being
editing systems
used to enable open
practices?
Social Virtual worlds an
networking games
Social
Syndication
bookmarking
Conole and Alevizou, 2010
15. E-Pedagogies 8
Associative
Focus on individual
Learning through
association and
reinforcement
A
16. E-Pedagogies 8
Associative Constructivist
Focus on individual Building on prior
Learning through knowledge
association and Task-orientated
reinforcement
A
17. E-Pedagogies 8
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
18. E-Pedagogies 8
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
19. E-Pedagogies 8
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
20. E-Pedagogies 8
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
21. E-Pedagogies 8
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
22. E-Pedagogies 8
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
24. Mobile learning 9
E-books
Study calendars
Learning resources
Online modules
Communication mechanisms
25. Mobile learning 9
E-books
Study calendars
Learning resources
Online modules
Communication mechanisms Podcasting
26. Inquiry-based learning 10
My community
The Personal Inquiry project
Inquiry-based learning
across formal and informal
settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
27. Inquiry-based learning 10
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 10
My community
The Personal Inquiry project
Inquiry-based learning
across formal and informal
settings
Sharples, Scanlon et al.
http://www.pi-project.ac.uk/
31. Learning spaces
SKG:
Learning
Spaces
project,
Australia
Rethinking real
and virtual spaces
Keppell et al., 2011
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 real
and virtual spaces
Keppell et al., 2011
33. Virtual genetics lab 13
http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be
The SWIFT project
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. 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
36. 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 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. 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. 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. 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
43. x
Open practices 18
Open design Open delivery
Pandora’s box
44. x
Open practices 18
Open design Open delivery
Pandora’s box
Open dialogue
45. x
Open practices 18
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
48. Representation 20
The Open University, UK
KE312
Working
together with
children
49. Representation 20
The Open University, UK
KE312 What’s the problem?
Working Text-based/focus on
content
together with Doesn’t show what the
children
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
22
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
22
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
22
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’
81. The future of learning 30
Just in time
Distributed
Personalised
82. The future of learning 30
Just in time
Distributed
Personalised
Blurred
83. The future of learning 30
Just in time
Distributed Collective
Personalised
Blurred
84. The future of learning 30
Just in time
Distributed Collective
Personalised Creative
Blurred
85. The future of learning 30
Just in time
Distributed Collective
Personalised Creative
Blurred Responsive
86. The future of learning 30
Just in time
Distributed Collective
Personalised Creative
Blurred Responsive
Open
87. Evaluating these new spaces
• How do we evaluate these new spaces?
• What forms of new interaction and
communication are we seeing?
88. 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?
89. 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
90. Definitions
[Community does not] imply necessarily co-
presence, a well-defined identifiable group, or
socially visible boundaries. It does imply
participation in an activity system about which
participants share understandings concerning
what they are doing and what that means in their
lives and for their communities
Lave and Wenger, 1991
Virtual communities are social aggregations that
emerge from the Net when enough people carry
on those public discussions long enough, with
sufficient human feeling, to form webs of personal
relationships in cyberspace.
Rheingold, 1993
91. Community as a process
• Constantly evolving and
changing
• Shifting groups and depths
of relationships
• Dynamic, evolving and
potentially transformative
• Both directed and
serendipitous interactions
92. 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
93. 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
94. 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