Your SlideShare is downloading. ×
Conole Cambridge
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.


Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

Conole Cambridge


Published on

Published in: Education, Spiritual

1 Like
  • Be the first to comment

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1. Innovation through design: new approaches to learning &teaching Gráinne Conole, Open University, UK The Cambridge International Conference on Open and Distance Learning Cambridge University, 24/09/09 More info, slides and references: cloud/view/2282 11190_3_JLB%20PREFERRED%20External %20Image%201000px%20wide.jpg
  • 2. Outline
    • The paradoxes between the promise and reality of technologoes
    • Why do so many innovations fail?
    • Connecting research and practice and towards a vision for open design
    • Illustrative case studies: OU Learning Design Initiative & Olnet (an Open Educational Resource Network)
    • Reflections and questions in cloudworks!
  • 3. Paradoxes New technologies offer new pedagogical opportunities Potential for reuse with Open Educational Resources Liberating learning beyond formal structures Open Educational Resources Little evidence of reuse Array of technologies Not fully exploited New pedagogies New learning models
  • 4. Why do great initiatives often fail?
    • Common reactions:
      • “ I haven’t got time ”
      • “ My research is more important”
      • “ What’s in it for me ?”
      • “ Where is my reward ?”
      • “ I don’t have the skills to do this”
      • “ I don’t believe in this, it won’t work”
    • Common resistance strategies:
      • I’ll say yes (and do nothing )
      • Undermine the initiative
      • Undermine the person involved
      • Do it badly
    • Classic mistakes :
      • Emphasis on the technologies , not the people and processes
      • Funding for technology developments but not use and support
  • 5. The solution? Connection… Institutional & national funding Embedding in strategy Aligning to technology trends Changing user behaviour Drivers and challenges Actual use in practice What’s in it for me? Evidence of impact Policy Teacher practice Research & development The learner’s experience
  • 6. Bridging the gap Personalised Situative Social Experiential Reflective Adaptive Contextual Networked Immersive Collective “ Open Design” Characteristics of good pedagogy Affordances of new technologies
  • 7. Open Design: a definition/approach
    • Aims to widen access to good ideas and designs, to share practice
    • Design for all types of learning activity
      • Formal course
      • Individual learning activity
      • Informal study group activity
    • Blurring of boundaries
      • Teacher – Learner
      • Formal – informal
      • Real – virtual
    • Principles
      • Open
      • Sharable
      • Explicit: design process explicit & sharable
      • Designers and users
      • Builds on open source principles
    Assessment Learning outcomes Tasks Aspects of design
  • 8. Realising “open design” Evidence base (interviews, surveys, observation, web stats, expert panels, focus groups) Development (resources, methods, tools, session types, interventions) Trialing (within the OU, workshops & conferences, project partners) Open University Learning Design Initiative & The Olnet network
  • 9. OU Learning Design Initiative Design methods: schema & patterns Tools: Visualisation & guidance Events: Cloudworks: sharing & discussing
  • 10. Olnet: redefining openness
  • 11. Converging practices
    • Modern technologies
    • Modern pedagogy
    • Web 2.0 practices
    • Location aware technologies
    • Adaptation & customisation
    • Second life/ immersive worlds
    • Google it!
    • “ Expert badges” , World of warcraft
    • User- generated content
    • Blogging, peer critiquing
    • Cloud computing
    • From individual to social
    • Contextualised and situated learning
    • Personalised learning
    • Experiential learning
    • Inquiry learning
    • Peer learning
    • Open Educational Resources
    • Reflection
    • Distributed cognition
  • 12. Cloudworks: Harnessing web 2.0
  • 13. Key concepts Clouds: Learning & teaching ideas Design or case studies Tools or resources Questions or problems Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project
  • 14. User profile
  • 15. Activity stream
  • 16. Features
    • Dynamic list of clouds + new comments
    • Comments on clouds + cloudscapes
    • Can “follow” people + cloudscapes
    • RSS feeds of cloudscapes + people
    • Embedding: pictures, video, presentations
    • Twitter feeds for people +cloudscapes
    • Email alerts
    • Activity streams
  • 17. Emergent patterns of use
    • Events: conferences and workshops
      • ALT-C conference , 8-11 th September 2009
    • Discussions: Flash debates
      • Is Twitter killing blogging?
    • Eliciting expertise
      • Literature review of educational technologist
    • Aggregating resources
      • En Rumbo Spanish course
  • 18. Open design and mediation Can we develop new innovative mediating artefacts? How can we make the design more explicit and sharable ? Designer Design Has an inherent Learning activity or OER Creates Mediating artefacts
    • Mediating artefacts
    • Visualisation: CompendiumLD
    • Methods: Schema & patterns
    • Sharing: Cloudworks
    User – can now repurpose
  • 19. Open Design in practice
  • 20. Design, use, reuse Designer OER Design Creates Deposits Deposits Learner A OER Design Learner B Tutor Chooses Uses Quiz + beginners route Uses Quiz + advanced route Repurposes & deposits
  • 21. Process design Prior designs & resources New designs Content: (OER repositories, etc) Designs: (Pedagogical Patterns, CompendiumLD designs) New OER & designs
  • 22. Conclusions
    • Motivation : helping teachers/designers make more innovative use of technologies to create better learner experiences
    • Approach : development of a range of resources, tools, methods and events to support this
    • Evidence-base and agile development : on-going evaluation and reflection to enhance understanding and drive future developments
    • Reflection : How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be?
  • 23. Innovation through design: new approaches to learning &teaching Gráinne Conole, Open University, UK The Cambridge International Conference on Open and Distance Learning Cambridge University, 24/09/09 More info, slides and references: cloud/view/2282 11190_3_JLB%20PREFERRED%20External %20Image%201000px%20wide.jpg