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Conole estonia Conole estonia Presentation Transcript

  • Exploring the potential of new open, social and participatory mediafor learning, teaching and research Gráinne Conole, The Open University, UK Estonian e-University Conference 7th April 2011
  • Outline• The characteristics of new media• The changing landscape of education• Innovative approaches• Harnessing the potential through representation and dialogue• Key questions and issues
  • Limitless• Unbounded intelligence• Unlocking potential• Distributed cognition (people and technologies) Trailer
  • The machine is Us/ing us
  • Peercritiquing The machine is Us/ing us
  • Peercritiquing Usergenerated content The machine is Us/ing us
  • Peercritiquing Usergenerated contentNetworked The machine is Us/ing us
  • Peer Opencritiquing Usergenerated contentNetworked The machine is Us/ing us
  • Peer Opencritiquing User Collectivegenerated aggregation contentNetworked The machine is Us/ing us
  • Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Personalised The machine is Us/ing us
  • Evidence• Horizon report, 2011• NSF Cyber-infrastructure report, 2008• IPTS e-learning 2.0 report, 2008• Review of Web 2.0 tools & practices, 2010
  • Horizon report 2011• Abundance of resources challenging traditional educational roles• People expect to be able to work & learn anywhere, anytime• World of work increasingly collaborative• Technologies increasingly cloud based• Importance of digital literacies• New evaluation metrics for new forms of scholarship and publishing• New business models needed• Challenge of keeping abreast of new technologies
  • Technologies to watch• E-books• Mobiles• Augmented learning• Game-based learning• Gesture-based learning• Learning analytics
  • Conole and Alevizou, 2010 Effective use of new technologies requires aradical rethink of the core learning and teachingprocesses; a shift from design as an internalised, implicit and individually crafted process to one that is externalised and shareable with others.Change in practice may indeed involve the use of revised materials, new teaching strategies andbeliefs - all in relation to educational innovation. Gill Clough Giota Alevizou
  • 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 Syndication/RSS feeds Bloglines, Podcast, GoogleReaderConole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://www.heacademy.ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf
  • Pedagogies of e-learning A Conole, 2010a
  • Pedagogies of e-learning Associative Focus on individual Learning through association and reinforcement A Conole, 2010a
  • Pedagogies of e-learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Conole, 2010a
  • Pedagogies of e-learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Learning through social interaction Learning in context Conole, 2010a
  • Pedagogies of e-learning 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 Learning in context environment Conole, 2010a
  • Pedagogies of e-learningE-assessmentDrill & practice 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 Learning in context environment Conole, 2010a
  • Pedagogies of e-learningE-assessment Inquiry learningDrill & practice Associative Constructivist Resource-based 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 Learning in context environment Conole, 2010a
  • Pedagogies of e-learningE-assessment Inquiry learningDrill & practice Associative Constructivist Resource-based 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 Learning in context environmentExperiential,Problem-basedRole play Conole, 2010a
  • Pedagogies of e-learningE-assessment Inquiry learningDrill & practice Associative Constructivist Resource-based 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 Learning in context environmentExperiential, ReflectiveProblem-based DialogicRole play Personalised Conole, 2010a
  • Use in teaching Web 2.0 tools Use in research Ability to customise and Personalised digital Personalised learning personalise, use of research environment RSS feeds, etc Situated, experiential, Location aware Field data collectionproblem-based learning, devices, 3D-worlds virtual ethnography role play Search engines, Access to research Role play, inquiry- online resources materials and expertise, learning User-generated publishing of data andResource-based learning content tools, research findings media repositories Blogs, wikis, e-Reflective, dialogic and Communication and portfolios, social peer-based learning collaboration networks
  • Open resources
  • Open resources
  • Open resources
  • Open resources
  • Open courses
  • Open design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of coursesEncourages reflective, scholarly practices Promotes sharing and discussion Conole, 2010b
  • Making design explicit
  • Making design explicit Course map
  • Making design explicit Learning outcomes Course map
  • Making design explicit Learning outcomes Course mapPedagogy profile
  • Making design explicit Learning outcomes Course mapPedagogy profile Course dimensions
  • Making design explicit Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane
  • Open research
  • Open research
  • Open research
  • Open research
  • Cloudworks
  • New digital literacies Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking Jenkins et al., 2006
  • New digital literacies Play Collective intelligence JudgementPerformance Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The TransmediaSimulation new literacies almost all navigation involve social skills developed through collaboration andAppropriation networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
  • Creativity • Derived from Latin ‘creo’ to create/make • About creating something new (physical artefact or concept) that is novel and valuable • Ability to transcend traditional ideas, rules, partners, relationships and create meaningful new ideas, forms, methods, interpretations
  • Why is it important?• Essential skill to deal with today’s complex, fast and changing society• Discourse and collaboration are mediated through a range of social and participatory media
  • Stages• Preparation: identifying the problem• Incubation: internalisation of the problem• Intimation: getting a feeling for a solution• Illumination: creativity burst forth• Verification: idea is consciously verified, elaborated and applied
  • Technologies• Can promote creativity in new and innovative ways• Enable new forms of discourse, collaboration and coopertation• Access and repurpose knowledge in different forms of representation• Aggregation and scale - distributed and collective
  • Key questions• What is the nature of creativity?• What are its key characteristics?• What is the relationship between creativity and general intelligence?• How can creativity be fostered and supported?• What is the nature of collaborative creative practices?• How can technologies be used to promote and support creativity?
  • Final thoughtsOpen, participatory and social media enable new forms of communication and collaborationCommunities in these spaces are complex and distributedLearners and teachers need to develop new digital literacy skills to harness their potentialWe need to rethink how we design and support learningOpen, participatory and social media can provide mechanisms for us to share and discuss teaching ideas in new waysWe are seeing a blurring of boundaries: teachers/ learners, teaching/research, real/virtual spaces, formal/ informal modes of communication and publication
  • The future?• Limitless potential of technologies• Individual, tools and collective• Augmented and gesture technologies• Blurring the boundaries of real World Builder and virtual worlds
  • References Conole, G. (forthcoming), Designing for learning in an open world, Springer Conole, G. (2010a), Review of pedagogical models and their use in e-learning, http:// cloudworks.ac.uk/cloud/view/2982 Conole, G. (2010b), Learning design - making practice explicit, ConnectEd conference, Sydney, 28th June 2010, http://cloudworks.ac.uk/cloud/view/4001 Galley, R., Conole, G. and Alevizou, P. (submitted), Community Indicators: A framework for building and evaluating community activity on Cloudworks, Interactive Learning Environments. Conole, G, and Alevizou, P. (2010), A literature review of the use of Web 2.0 tools in Higher Education, HE Academy commissioned report, http://www.heacademy.ac.uk/assets/EvidenceNet/ Conole_Alevizou_2010.pdf Galley, R., Conole, G. and Alevizou, P. (2010), Case study: Using Cloudworks for an Open Literature Review, An HE Academy commissioned report. Alevizou, P., Conole, G. and Galley, R. (2010), Using Cloudworks to support OER activities, An HE Academy commissioned report. Conole, G., Galley, R. and Culver, J. (2010), Frameworks for understanding the nature of interactions, networking and community in a social networking site for academic practice, The International Review of Research in Open and Distance Learning. Conole, G. and Culver, J. (2010) The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs Computers and Education, 54(3): 679 - 692. Conole and Culver (2009), Cloudworks: social networking for learning design, Australian Journal of Educational Technology, 25(5), pp. 763–782, http://www.ascilite.org.au/ajet/ajet25/conole.html.
  • References• Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J. and Weigel, M., (2006), Confronting the challenges of participatory culture: media education for the 21st Century, http:// digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89- AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF• Loveless, A M (2007) Creativity, technology and learning – a review of recent literature Futurelab, http://archive.futurelab.org.uk/ resources/documents/lit_reviews/Creativity_Review_update.pdf• http://robwall.ca/2009/03/10/creativity-is-the-new-technology/• http://www.youtube.com/watch?v=nvIQP-EBPqc• http://vimeo.com/3365942• http://blogs.hbr.org/video/2010/05/andrew-klavan-on-how-21st- cent.html• Questionmark http://www.flickr.com/photos/crystaljingsr/3914729343/