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Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
Conole Acode
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Conole Acode

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  • 1. Students of tomorrow, here today Gráinne Conole The Open University, UK ACODE Workshop, 18th March 2009 Melbourne
  • 2. My Personal Digital Learning Environment Information Word (writing) Google (searching) Wordpress (blogging) Keynote (presentation) Audacity (recording) Communication Email Mobile &skype SMS & twitter Lyceum (audio conferencing) Eluminate (video conferencing) Laptop, iphone, ipod, portable hard disk, camera, flip video camera
  • 3. Changing technologies
  • 4. Changing content
  • 5. Changing students Learning processes Task orientated Experiential Cumulative Attitudes and approaches Engaging and relevant Multi-faceted Just-in-time Socially mediated Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Mary Thorpe, JISC LEX projects, PI roject
  • 6. Technology mediation & co-evolution
  • 7. The net generation
  • 8. The claims about today’s learners… • Technologically immersed • Group orientated • Experiential • Able to multi-task • Just in time mindset • Comfortable with multiple representations • Disconnect between student & institutional approaches
  • 9. JISC Learner experience programme • Phase 1 ▫ LEX and LXP projects • Phase 2 ▫ STROLL ▫ BLUPs ▫ PB-LXP ▫ THEMA ▫ e4L ▫ LEaD ▫ LExDis
  • 10. ELESIG
  • 11. Methodologies • Surveys ▫ Ecar annual survey of u/g use of technologies ▫ Gregor Kennedy et al., Melbourne • Interviews (face to face and email-based) ▫ PB-LXP • Cultural probes ▫ Cambridge learning landscapes project • Audio and video diaries ▫ LXP, LEaD, STROLL
  • 12. Net generation e-learners? • Sample: 5 UK universities • Methods: survey, interviews, cultural probe • Findings: ▫ High level of PC ownership ▫ Low use of blogs, wikis and virtual worlds ▫ High use of email, course websites, VLE, e- journals Chris Jones
  • 13. Conclusions so far… • Caution re: net gen claims, importance of taking account of student differences • Do seem to be age related changes taking place and these are strongly linked to social networking and the use of a range of new
  • 14. PB-LXP • Sample: 6 practice-based courses at the OU UK • Methods: Survey, interviews • Findings ▫ All courses made extensive use of ICT ▫ ICT supporting their practice-based learning ▫ Access to materials online, different forms of communication ▫ Study more practical and active ▫ Set of practical guidelines on effective use of ICT for course design Mary Thorpe
  • 15. Implications Changing learning & teaching paradigms Strategy Staff & learner & policy skills set Roles & structures Conole, (2008), Research methodological issues with researching the learner voice, in Hin&Subramaniam
  • 16. Questions • Students increasingly digital – demands on institutions? • Students and teachers - personalisedenvironment of tools vs. institutional tools? • What new forms of blended learning spaces are needed? • How do we support new approaches to design and delivery of courses to make more effective use of technologies and lead to an enhance student learning experience?
  • 17. Representing pedagogy Empirical evidence base Guiding design Sharing ideas
  • 18. Design challenge Design summits Cloudfests
  • 19. Clouds: Learning and teaching ideas Design or case studies Tools or resources Questions or problems Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project
  • 20. Sites • OULDI ▫ http://ouldi.open.ac.uk • Cloudworks ▫ http://cloudworks.ac.uk • CompendiumLD ▫ http://compendiumld.open.ac.uk • Olnet ▫ http://olnet.org
  • 21. References • Conole, G., De Laat, M., Dillon, T. and Darby, J. (2008), ‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology’, Computers and Education, Volume 50, Issue 2, February 2008, Pages 511-524. • Conole, G. (accepted), Stepping over the edge: the implications of new technologies for education in M. Lee and C. McLouglin (forthcoming), Web 2.0-based e-learning: applying social informatics for tertiary teaching, ICI Global: Hersey, PA • Conole, G., Culver, J., Well, M., Williams, P., Cross, S., Clark, P. and Brasher, A. (accepted), Cloudworks: social networking for learning design, Ascilite Conference, 30th Nov – 3rd Dec 2008, Melbourne.
  • 22. References • Conole, G. and McAndrew, P. (submitted), A new approach to supporting the design and use of OER: Harnessing the power of web 2.0, M. Edner and M. Schiefner (eds), Looking toward the future of technology enhanced education: ubiquitous learning and the digital nature. • Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J. (2008), Visualising learning design to foster and support good practice and creativity, Educational Media International, Volume 54, Issue 3, 177-194. • Conole, G. (2008), New schema for mapping pedagogies and technologies, http://www.ariadne.ac.uk/issue56/conole/ • Conole, G. (accepted), Research methodological issues with researching the learner voice, in Handbook of Research on New Media Literacy at the K-12 Level: issues and challenges, L. T. W. Hin and R. Subramaniam (Eds), IGI Global: Hershey, PA

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