Conole Exeter Seminar


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Conole Exeter Seminar

  1. 1. + Educational futures: exploring the impact of ICT Blog: Gráinne Conole, The Open University, UK Exeter University,16/06/09
  2. 2. +
  3. 3. + Changing technologies Ubiquitous & networked Context and location aware Mobile technologies Cloud computing
  4. 4. + Learning in the Cloud Clouds are a large pool of easily usable and accessible virtualized resources (such as hardware, development platforms and/or services). These resources can be dynamically re- configured to adjust to a variable load (scale), allowing also for an optimum resource utilization. This pool of resources is typically exploited by a pay-per-use model in which guarantees are offered by the Infrastructure Provider by means of customized SLAs. Sclater, N. (2009)
  5. 5. + Virtual learning
  6. 6. + Changing content Content, tools & designs free New tools for sense-making & dialogue Barriers to sharing & reuse
  7. 7. +Education for free: CCK08 & discourse
  8. 8. Did we change the world? No. Not yet. But we (and I mean all course participants, not just Stephen and I) managed to explore what is possible online. People self- organized in their preferred spaces. They etched away at the hallowed plaque of “what it means to be an expert”. They learned in transparent environments, and in the process, became teachers to others. Those that observed (or lurked as is the more common term), hopefully found value in the course as well. Perhaps life circumstances, personal schedule, motivation for participating, confidence, familiarity with the online environment, or numerous other factors, impacted their ability to contribute. While we can‟t “measure them” the way I‟ve tried to do with blog and moodle participants, their continued subscription to The Daily and the comments encountered in F2F conferences suggest they also found some value in the course.
  9. 9. + Changing students  Technologically immersed  Learning processes  Task orientated, experiential, cummulati ve  Attitudes and approaches  Caution re: net gen claims, importance  group orientated, experiential, able of taking account of student differences to multi-task, just in time mindset, comfortable with multiple  Do seem to be age related changes representations taking place and these are strongly linked to social networking and the use  Disconnect between student & of a range of new institutional approaches Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Mary Thorpe, JISC LEX projects, PI roject
  10. 10. + Personalised and mobile  Individualised Personal Learning Environment  Synchronised information across devices  Location and context aware
  11. 11. + New learning spaces  Combining the affordances of new technologies with good pedagogy  Taking account of context, location and time SKG: Learning Spaces project, Australia
  12. 12. + Converging practices Modern technologies Modern pedagogy  Web 2.0 practices  From individual to social  Location aware technologies  Contextualised and situated  Adaptation &customisation  Personalisedlearning  Second life/immersive worlds  Experiential learning  Google it!  Inquiry learning  Badges, World of warcraft  Peer learning  User generated content  Open Educational Resources  Blogging, peer critique  Reflection  Cloud computing  Distributed cognition
  13. 13. + Pedagogies of the future  A shift in pedagogy from individual – social; information – experiential; general to contextual  Impact of new web practices (2.0 & beyond)  Changing skills and attitudes  Wider changes in societal norms and practices  What new pedagogies are needed?  Fragmented, distributed identities  Blurring of boundaries: physical/virtual; teacher/student; institution/personal
  14. 14. + Final thoughts  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?  How do we take account of a digital divide that is ever narrower but deeper?  What new digital literacy skills will learners and teachers need ?  What new pedagogical modelsare needed to marry the affordances of personalisation with the best affordances of technologies?  How do we account for blurring boundaries (real/virtual, formal/informal, etc)?
  15. 15. + 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. (submitted), Personalisation through technology- enhanced learning, in J. O‟Donaghue (ed), Technology Supported Environment for Personalised Learning: Methods and Case Studies, IGI Publications.  Conole, G. (forthcoming), 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, Hersey, PA: ICI Global.  Johnson, L., Levine, A., & Smith, R. (2009), The 2009 Horizon Report. Austin, Texas: The New Media Consortium.
  16. 16. + References  Iiyoshi, T. and Kumar, M.S.V. (2008) (Eds), Opening up education – the collective advancement of education through open technology, open content and open knowledge, MIT Press: Cambridge, Massachuetts, available online at 309&mode=toc, last accessed 5/2/09.  NSF (2008), Fostering learning in the networked world: learning opportunity and challenge. A 21st Century agenda for the National Science Foundation, report of the NSF task force on cyberlearning, available online at 204, last accessed 8/2/09.  Sclater, N. (2009), Elearning in the Cloud, 'International Journal of Virtual and Personal Learning Environments', IGI Publishing (forthcoming)