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Conole Acode

Conole Acode






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    Conole Acode Conole Acode Presentation Transcript

    • Students of tomorrow, here today Gráinne Conole The Open University, UK ACODE Workshop, 18th March 2009 Melbourne
    • 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
    • Changing technologies
    • Changing content
    • 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
    • Technology mediation & co-evolution
    • The net generation
    • 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
    • JISC Learner experience programme • Phase 1 ▫ LEX and LXP projects • Phase 2 ▫ STROLL ▫ BLUPs ▫ PB-LXP ▫ THEMA ▫ e4L ▫ LEaD ▫ LExDis
    • ELESIG
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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?
    • Representing pedagogy Empirical evidence base Guiding design Sharing ideas
    • Design challenge Design summits Cloudfests
    • 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
    • Sites • OULDI ▫ http://ouldi.open.ac.uk • Cloudworks ▫ http://cloudworks.ac.uk • CompendiumLD ▫ http://compendiumld.open.ac.uk • Olnet ▫ http://olnet.org
    • 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.
    • 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