Conole finland 5_june

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  • Conole finland 5_june

    1. 1. Promoting open educational practices through socialand participatory media Gráinne Conole The Open University, UK 6th June, University of Jyväskylä, Finland New dynamics of language learning: spaces and places - intentions and opportunities
    2. 2. A little context…
    3. 3. A little context…My background:IrishPhD ChemistryProfessor of e-learning•Research interests: Learners’ and teachers’ experiences of using technologies New approaches to design Open Educational Resources Learning theories Strategy and policy
    4. 4. A little context…My background:IrishPhD ChemistryProfessor of e-learning•Research interests: Learners’ and teachers’ experiences of using technologies New approaches to design Open Educational Resources Learning theories Strategy and policy
    5. 5. Today’s educational context• Rapidly changing technological environment• New digital literacy skills needed for learners and teachers• New forms of open practices emerging• New forms of online community and interactivity
    6. 6. Limitless• Unbounded intelligence• Unlocking potential• Distributed cognition (people and technologies) Trailer
    7. 7. Social and participatory media 5
    8. 8. Social and participatory media 5 Media sharing
    9. 9. Social and participatory media 5 Media sharing Blogging
    10. 10. Social and participatory media 5 Media sharing Blogging Messaging
    11. 11. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems
    12. 12. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Virtual worlds and games
    13. 13. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Syndication
    14. 14. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Social Syndication bookmarking
    15. 15. Social and participatory media 5 Media sharing Blogging Messaging Recommender systems Social Virtual worlds networking and games Social Syndication bookmarking
    16. 16. Social and participatory media 5 Media sharing Blogging Messaging Collaborative Recommender editing systems Social Virtual worlds networking and games Social Syndication bookmarking
    17. 17. Social and participatory media 5 Media sharing Blogging Mash ups Messaging Collaborative Recommender editing systems Social Virtual worlds networking and games Social Syndication bookmarking
    18. 18. The machine is Us/ing us
    19. 19. Peercritiquing The machine is Us/ing us
    20. 20. Peercritiquing Usergenerated content The machine is Us/ing us
    21. 21. Peercritiquing Usergenerated contentNetworked The machine is Us/ing us
    22. 22. Peer Opencritiquing Usergenerated contentNetworked The machine is Us/ing us
    23. 23. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked The machine is Us/ing us
    24. 24. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Personalised The machine is Us/ing us
    25. 25. Mash ups 7 http://voicethread.com/
    26. 26. SecondLife 8
    27. 27. Virtual worlds 9 http://muversllc.blogspot.com/2009/12/medical-roleplays-in-second-life.html
    28. 28. Social networking 10 http://sometu.ning.com/
    29. 29. Livemocha 11
    30. 30. Busuu 12
    31. 31. italki 13
    32. 32. Spanish meetup 14
    33. 33. Role play 15
    34. 34. Social networking 16
    35. 35. Using the media for Spanish learning 17 Follow Spanish speakers on Twitter Post in Spanish on Twitter and facebook Change facebook skin to Spanish Join relevant social networking groups of language learners e-dictionaries and Google translate (with care!) Listen to online podcasts Read Spanish newspapers online Download Spanish mobile phone apps
    36. 36. 18Effective use of new technologies requires a radical rethink of the core learning and teaching processes; a shift from design as an internalised, implicit and individuallycrafted process to one that is externalised and shareable with others. Change in practice may indeed involve the use of revised materials, new teaching strategies and beliefs - all in relation to educational innovation. Conole and Alevizrou, 2010
    37. 37. Digital literacies Jenkins et al, 2006
    38. 38. Digital literaciesPerformance SimulationAppropriation JudgementNetworking MultitaskingCollective Transmediaintelligence navigationDistributed Negotiationcognition Play Jenkins et al, 2006
    39. 39. Creativity
    40. 40. Definition • 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
    41. 41. 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
    42. 42. Technologies• Can promote creativity in new and innovative ways• Enable new forms of discourse, collaboration and cooperation• Access and repurpose knowledge in different forms of representation• Aggregation and scale - distributed and collective
    43. 43. Online communities• New open, social and participatory media enable new means of communication, collaboration, sharing and co- construction of knowledge• Want to focus on the nature of community in these new online spaces• From tight to loosely coupled: groups, networks and collectives (Dron and Anderson, 2007)• What is it and how can it be fostered, supported?
    44. 44. The nature of community• Complex, distributed, loose communities are emerging• Facilitated through different but connected social networking tools such as facebook, Twitter, Ning• Users create their own Personal Digital Environment• Mix of synchronous and asynchronous tools• Boundary crossing e.g. the power of retweeting• Links between interests, rather than places
    45. 45. Definitions[Community does not] imply necessarily co-presence, awell-defined identifiable group, or socially visibleboundaries. It does imply participation in an activity systemabout which participants share understandings concerningwhat they are doing and what that means in their lives andfor their communitiesLave and Wenger, 1991Virtual communities are social aggregations that emergefrom the Net when enough people carry on those publicdiscussions long enough, with sufficient human feeling, toform webs of personal relationships in cyberspace.Rheingold, 1993
    46. 46. Community as a process• Constantly evolving and changing• Shifting groups and depths of relationships• Dynamic, evolving and potentially transformative• Both directed and serendipitous interactions
    47. 47. Interactivity• New technologies enable increasing interactivity between learners and teachers• Complex: psychological, social, technical, linguistic and cultural dimensions• Types: communication-based, purpose-based, tool-based, activity-based• Important in achievement, persistence, enjoyment and approaches to learning
    48. 48. DefinitionInteractions occur when these objects and eventsmutually influence one another. An instructionalinteraction is an event that takes place between alearner and the learners environment. Its purpose isto respond to the learner in a way intended to changehis or her behavior toward and educational goal.Instructional interactions have two purposes: tochange learners and to move them toward achievingtheir goals. Wagner, 1994
    49. 49. Types• Learner-learner• Learner-teacher• Learner-content• Learner-interface Moore, 1989; Hillman et al., 1994
    50. 50. Open practices What are the implications ofadopting more open approaches?
    51. 51. Social and participatory media 32 Media sharing Blogging Mash ups Messaging How are social andCollaborative participatory media Recommenderediting systems being used to enable open practices? Social Virtual worlds networking and games Social Syndication bookmarking
    52. 52. Open resources
    53. 53. Open resources
    54. 54. Open resources
    55. 55. Open resources
    56. 56. Open courses
    57. 57. 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
    58. 58. Open research
    59. 59. Open research
    60. 60. Open research
    61. 61. Open research
    62. 62. Open scholarship 38
    63. 63. Open scholarship 38DiscoveryIntegrationApplicationTeaching
    64. 64. Open scholarship 38DiscoveryIntegrationApplicationTeachingOpenDigitalNetworked Weller: http://nogoodreason.typepad.co.uk/
    65. 65. CloudworksCloudworks audio presentation
    66. 66. Community indicatorsParticipation CohesionSustained over time Support & toleranceCommitment from core group Turn taking & responseEmerging roles & hierarchy Humour and playfulnessIdentity Creative capabilityGroup self-awareness Igniting sense of purposeShared language & vocab Multiple points of viewSense of community expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
    67. 67. Participation• Three types of hierarchical roles • Veterans: support and encourage groups and newbies • Trendsetters: make a difference • Posters: need to be incentivised to turn from lurkers to active contributors
    68. 68. Cohesion• Through support, tolerance, reciprocity and trust• Language and tone are critical factors in the development of an online community• Emotional and peer support
    69. 69. IdentityCentral to the notion of communityare issues of membership andexclusion. Some people are in, othersare out. Communities range frombeing open to anyone who sharesparticular ideas or interests tocommunities accessible only to thosewho meet certain criteria ofgeography, ethnicity, gender, etcErickson (1997)
    70. 70. Creative capability• Importance of conflict, disagreement and negotiation in the process of collaborative knowledge creation and developing understanding• Social discord as a catalyst for knowledge construction and expansive learning
    71. 71. Framework for sociality• System needs to accommodate both evolution of practices and inclusion of newcomers• Both individual and group identity are important• People more likely to use systems that resemble their daily routines, languages and practices• Metaphors that mimic real life practices are likely to be more successful Bouman et al., 2007
    72. 72. 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, support and assess 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
    73. 73. The future?• Limitless potential of technologies• Individual, tools and collective• Augmented and gesture technologies• Blurring the boundaries of real World Builder and virtual worlds
    74. 74. References Conole, G. (forthcoming), Designing for learning in an open world, Springer:Verlag. 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.
    75. 75. Websites• http://ouldi.open.ac.uk• http://cloudworks.ac.uk• http://e4innovation.com• http://oer-quality.org/• http://olnet.org
    76. 76. Other 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• Weller, M (2011) The Digital Scholar. Bloomsbury Academic• 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• Dron, J., and Anderson, T. (2007). Collectives, networks and groups in social software for e-Learning, Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education Quebec. Retrieved Feb (Vol. 16, pp. 2008).• Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6.• Hillman, D. C., Willis, D. J., and Gunawardena, C. N. (1994). Learner- interface interaction in distance education: an extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30-42.
    77. 77. URLs• 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/
    78. 78. Acknowledgements• Snoopy http://www.flickr.com/photos/andertoons-cartoons/2754475964/• Juggling http://www.flickr.com/photos/r8r/4109502436/• Social media http://www.flickr.com/photos/intersectionconsulting/5045734278/• Creativity http://content5.videojug.com/89/89cae62c-c95f-a407-cf09-ff0008ca3c71/how-to- improve-your-creative-thinking.WidePlayer.jpg• 8LEM http://cetl.ulster.ac.uk/elearning/images/8LEM.jpg• Voicethread http://www.elearningclouds.com/wp-content/uploads/2010/08/VoiceThread.png• Secondlife http://3.bp.blogspot.com/_bsWh9JKbOZ0/SxYN0s1MWJI/AAAAAAAABuk/ Pvj5ETXXSRU/s400/MUVErs%2BPatient%2BRoleplay%2BSimulation%2B2.jpg• Pandora’s box http://www.flickr.com/photos/darkwood67/3431956363/• Clouds http://www.flickr.com/photos/torley/2311784203/• Students http://www.flickr.com/photos/snoy/2599258991/• Community http://www.flickr.com/photos/anonymonk/1403378488/

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