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Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
Conole brussels
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Conole brussels

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  • 1. Addressing the digital learning challenge Gráinne Conole The Open University, UK Design and Learning Conference Brussels, 26th November 2010
  • 2. New media Key characteristics • Peer critiquing • Aggregation of resources • Collaboration • Personalisation • Networking • Open practices
  • 3. A typology of new technologies Technology Examples Media sharing Flckr, YouTube, Slideshare, Sketchfu Media manipulation and mash ups Geotagged photos on maps, Voicethread Instant messaging, chat, web 2.0 forums MSN, Paltalk, Arguementum Online games and virtual worlds WorldofWarcraft, SecondLife Social networking Facebook, Myspace, Linkedin, Elgg, Ning Blogging Wordpress, Edublog, Twitter Social bookmarking Del.icio.us, Citeulike, Zotero Recommender systems Digg, LastFm, Stumbleupon Wikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.us Syndication/RSS feeds Bloglines, Podcast, GoogleReaderConole and Alevizou, 2010
  • 4. Changing landscapes
  • 5. Digital literacies Jenkins et al., 2006 Collective intelligencePlay Performance Simulation Appropriation Multitasking Distributed cognition Judgement Transmedia navigation Networking Negotiation
  • 6. Learning processes Task orientated Experiential Cumulative Attitudes and approaches Engaging and relevant Multi-faceted Just-in-time Socially mediated Today’s learners Sharpe, Beetham & De Freitas (Eds), 2010
  • 7. The interconnected elements of learning
  • 8. Associative Focus on individual Learning through association and reinforcement Constructivist Building on prior knowledge Task-orientated Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment Pedagogies of e-learning E-assessment Drill & practice Inquiry learning Resource-based Experiential, Problem-based Role play Reflective Dialogic Personalised Conole, 2010a
  • 9. Technology paradoxes Media sharingBlogs & wikis Virtual worlds & online games Social networking
  • 10. The OU Learning Design Initiative Shift from belief-based, implicit approaches to design-based, explicit approaches Encourages reflective, scholarly practices Promotes sharing and discussion Learning Design A design-based approach to creation and support of courses Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundi
  • 11. Aspects of learning design Resources Foundations Representation Collaboration Course views Cloudworks Conole, 2010b
  • 12. Learning design course views Course map Learning outcomes Pedagogy profile Task swimlane Course dimensions
  • 13. Cloudworks • A space for sharing and discussing learning and teaching ideas • Application of web 2.0 practice • Examples for teachers & learners to share/discuss • A space for collaboration & communication • Helps develop skills needed for engaging with new technologies’
  • 14. Key questions • How has the context of learning changed as a result of the ongoing co-evolution of tools and use? • What new assessment practices do we need? • How can we harness increasingly sophisticated e-assessment tools? • What new digital literacies are needed for both teachers & learners? • How do we assess beyond the individual (others plus tools)? • How do we devise pathways for navigating an increasingly complex digital landscape? • Does Learning Design offer a new approach to guide practitioners to make effective use of new technologies?
  • 15. Approaches • Fund projects which focus on the key issues • Ensure a better connect between research, theory and practice • Facilitate networks of researchers and practitioners to share practice • Harness outputs and disseminate to policy makers, researchers and practitioners
  • 16. References • Conole, G. (2010a), Review of pedagogical models and frameworks, report for the HEFCE e-learning task force, available online http://cloudworks.ac.uk/index.php/cloud/view/2982 • Conole, G., (2010b), Learning Design – making practice explicit, ConnectEd Conference, Sydney, 30th June 2010, http://oro.open.ac.uk/21864/ • Conole, G. and Alevizou, P., (2010), A literature review of Web 2.0 tools in Higher Education, HE Academy, http://oro.open.ac.uk/23154/ • De Freitas, S. and Conole, G., (2010), The influence of pervasive and integrative tools on learners’ experiences and expectations of study, in R. Sharpe, H. Beetham and S. De Freitas (Eds), Rethinking learning for a digital age, London: Routledge, 15-30, http://oro.open.ac.uk/21620/ • Jenkins, H., Clinton, K., Purushtma, R.., Robison, A., and Weigel, M., (2006), Confronting the challenges of participatory culture: media education for the 21st Century, available online at http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89- AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
  • 17. Acknowledgements • Creativity: http://blogs.triplealearning.com/tag/digital- literacy+henry-jenkins/ • Questionmark: http://www.flickr.com/photos/crystaljingsr/3914729 343/ • Funding gratefully acknowledged for the OULDI, Olnet, OPAL, Design-Practice projects from JISC, The Hewlett foundation, and the EU

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