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    Conole eden budapest Conole eden budapest Presentation Transcript

    • + Connecting research with policy and practice More info, slides and references: http://cloudworks.ac.uk/ Gráinne Conole, Open University, UK EDEN research workshop Budapest, 25th October 2010
    • Outline  A framework for linking research with policy & practice  Scrutinising the e-learning history line  lessons from the past  a glimpse into the future  Learners’ experience  Teacher practice  Bridging the gap between rhetoric and reality  Leaning Design  Open Educational Resources  Emergent themes and challenges
    • Framework for research, policy andpractice Policy Teacher Research practice Learner experience Conole, 2010 http://oro.open.ac.uk/21618/
    • Scrutinising the e-learning timeline Context Globalisation, networked society, changing societal norms, ICT advances Widening participation, personalization, lifelong Drivers learning, quality assurance, developing the work force, commercial imperative Policy Practice UK: Dearing review of ICT Range of funded initiatives & support bodies US: Fragmented policy, driven Education/Industry partnerships, spin by individuals and commercial offs, Open Educational Movement imperative Local culture vs global hegemony, changing roles & structures, commercial vs. government Impact supported, dissemination and impact evaluation Conole, (2007) in Andrews &Haythornwaite
    • Technology trends
    • 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 MSN, Paltalk, Arguementum forums 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 (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education Syndication/RSS feeds Bloglines, Podcast, GoogleReader http://heacademy.ac.uk/assets/EvidenceNet/ConoleAlevizou2010.pdf
    • Mayes & De Freitas, 2004 Pedagogies of e-learning Conole 2010 cloudworks.ac.uk/cloud/view/2982 E-training Inquiry learning Drill & practice Resource-based 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 Experiential, Learning in context environment Reflective & Problem-based dialogic learning, Role play Personalised learning
    • Some case study examples E-training, Interactive materials, drill and practice E-assessment Google, Media sharing Inquiry learning, repositories, User- resource-based learning generated content Virtual worlds, Experiential, problem- Location aware based, role play devices, Online games Reflective and dialogic Blogs, RSS feeds, learning, Personalised E-portfolios, Wikis, learning Social networks
    • E-training, drill and practice McNaught, 2010, Edmedia Keynote
    • Going mobile
    • Inquiry-based learning My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/
    • Resource-based learning Open Educational Resources
    • Situated learning – virtual exhibitions What can avatars do? Virtual realities in collaborative learning Li et al., 2010, Edmedia conference Aims to develop proficient technical writing and design skills Cohort of 82 students created a movie poster of the film, Avatar Virtual exhibition in SecondLife Other examples: Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
    • Role-based learning Wills et al., 2010 Pheny and Shun, 2009, Ascilite conference
    • Reflective and dialogic learning Uses Blogs and E-portfolios for personal reflection Wikis/social bookmarking for aggregation Wikis for project-based work Cohort blogs for shared understanding Web 2.0 tool to connect beyond the course E-portfolios for aggregation and evidence Twitter for just-in-time learning Joyes, 2009, Ascilite conference
    • A redefining of what ICT means Communication+ Virtual worlds, online games & Audio & video immersive environments conferencing Social networking Google Forums wave Wikis Email Blogs Instant messaging Twitter Web pages Media sharing Mash ups Interactivity
    • Co-evolution of tools and practice Affordances of Characteristics technologies of users Reflection Preferences Affordances (Gibson) ‘All"action possibilities" latent in an environmentt… Dialogue but always inEvolving to the actor relation Interests and therefore dependent on their practices capabilities.’ Aggregation Skills For instance, a tall tree offers the affordances of food for a Giraffe Interactivity a sheep. but not Context Basic Symbolic 1st wave technologies 2nd wave technologies communications representations (phone, radio, fax, networks, mobiles, the & gestures (words, numbers) TV, CD/DVDs) Internet)
    • Learners’ use of technologies  Immersed in technologies  Increasing use of Web 2.0 tools  Multiple channels for communication  Rich multiple representations of information  Just in time and peer learning  Outcomes focussed  Multiple career paths
    • Teacher practice Paradoxes Technologies not fully exploited Little evidence of use of OER Predominance of ‘old practices’ Media sharing Blogs & wikis Reasons Technical, pedagogical, organisational… “Lack of time, research vs. teaching, lack of skills, no rewards, no support….” Solution… New approaches to designing for learning Virtual worlds & Social networking online games World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
    • Learning Design Shift from belief-based, implicit approaches to design-based, explicit approaches A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion Andrew Brasher, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
    • The learning design concept wheel Cloudworks Learning Design taxonomy Mediating artefacts Affordances Dialogue & Foundations collaboration Representation ’Design Challenge’ DialogPlus toolkit Phoebe planner Pedagogic planner Resources Excel template CompendiumLD Course views
    • Course views: conceptual and data-driven Learning Outcomes Pedagogy Profile Course Map Course Dimensions Task Swimlane Course Performance Cost effectiveness
    • KE312 - Course map Guidance & Support Course guide, study calendar, study planner, 20 learning guides, General assessment guidelines and assignments Content & Activities Tutor support: 1:20, 21 hours Communication 3 co-published books, DVDs of 3 practice settings, core questions, &Collaboration thinking points in course books F-t-F tutorials near beginning, Own experience and practice middle and end, Course-wide PDFs, e-journal articles & café forum, Tutor-group forums websites, activities in learning Reflection & with sub-groups for each block guides, 5 website interactivities Demonstration Journal space in the Mystuffe- portfolio, 6 assignments online (50% of overall score) Course summary Key words KE312 - Working together with Children, Practice-related, aligned to latest professional 60 pt course over 32 weeks, 3 blocks/20 guides framework for multi-agency working, rich cases Whole weeks devoted to assignments Read-Relate to practice – Reflect - Write Consolidation week (week 22)
    • Pedagogy profile Map of learner tasks to time periods (weeks, semesters, etc.) 6 types of learner task + assessment Assimilative Information handling Communication Productive Experiential Adaptive Assessment Each cell indicates the amount of time spent on each type of task Learning Activity Taxonomy - Conole, 2008
    • Course dimensions Guidance & Content & Support Activities Reflection & Communication demonstration & Collaboration
    • Learning outcomes Mapping learning outcomes to: Activities Assessment Based on Biggs’ work (1999) on constructive alignment Maps course and highlights any gaps
    • Task swimlane Focus on the tasks learners do Base on: Roles (learner, tutor, etc.) Tasks (read, discuss, etc.) Tools and resources Outputs Advantages Makes design explicit Maps out design Sharable with others Good at activity level Use Mind mapping tools – CompendiumLD, CMap, Freemind Pen, paper and stickers
    • New forms of dialogue & collaboration
    • Dialogue and collaboration Design challenge Create a course in a day! Cloudworks Space to share and discuss
    • Cloudworks  A space for sharing and discussing learning and teaching ideas and designs  Application of the best of web 2.0 practice to a teaching context  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 technologies’
    • Quick language guide Cloud: Anything to do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people Favourites: Vote for things your like Follow: RSS feeds: Attend: Cloudscapes, Clouds For Cloudscapes, Conferences & or people Clouds & people workshops
    • Title Author Tags Embedded content Discussion Links References
    • Framework for research, policy andpractice Policy Institutional & national funding Embedding in strategy Aligning to technology trends Scrutinising teachers’ practice Teacher Research practice Horizon scanning new technologies Learner How are learners experience using technologies? Conole, 2010 http://oro.open.ac.uk/21618/
    • Final thoughts We don’t know the future, but we can say this…  There will be an ongoing co-evolution of tools and use  New digital literacies are needed for both teachers and learners  There is a narrower but deeper digital divide  We need to devise pathways for navigating an increasingly complex digital landscape  We need new language and metaphors to make sense of this  Roles and structures are changing: learners, teachers, institutions  We need a better link betweenresearch and policy and practice  We need to develop a better theoretical basis for the field