Conole hea

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  • Content & activities Communication & collaboration Reflection & demonstration Guidance & support
  • Relevant theoretical angles for exploring Cloudworks as a public space
  • Conole hea

    1. 1. Shifting practice, changing cultures Gráinne Conole, Open University, UK Enhancement Academy, Progress Meeting 17th-18th May, Northumbria University
    2. 2. The changing context of education Changing technologies Abundance of free online content and tools Ubiquitous, networked access Increase in mobile and smart devices Need new approaches to the design and delivery of courses Changing learners Grown up ‘digital’, technologically immersed Task-orientated, group-based, ‘just in time’ Comfortable with multiple representations
    3. 3. Web 2.0 landscape of practices Conole, G. and Alevizou, P. (2010), Review of Web 2.0 in HE
    4. 4. From Web 1.0 to Web 2.0 New tools… new practices Media sharing Sharing Blogs & wikis Communicating Web 2.0 Social networking Networking Virtual worlds Interacting Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation
    5. 5. A typology of Web 2.0 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://cloudworks.ac.uk/cloudscape/view/1895
    6. 6. A Tweet is simply 140 characters… Examples of use Issues Posting queries Your ‘a-ha’ moment Commenting The right network Backchannel Your digital voice Crowdsourcing Inappropriateness Gathering opinions Personal/private Sharing Too much! events/ideas Use with other tools Brainstorming A passing fad? Social presence
    7. 7. I haven’t got enough time in my first life! Examples of use Issues Archeological dig Technical barriers Cyber-law Cultural Virtual exhibitions Time Language schools Aimless/empty Medical wards Replicating real-life Gifted kids Identity workshops Misuse De-schooling spaces Commercial use Virtual conferences
    8. 8. Redefining ICT… Communication Virtual worlds Video Online games conferencing Social Audio networking conferencing sites Google wave Forums Wikis Instant messaging Blogs Twitter Email Web Social File sharing Mash pages bookmarking sites ups Interactivity
    9. 9. Mapping to pedagogy Use of RSS feeds Personalised learning and mash ups Situated, experiential, Location aware problem-based devices, Virtual learning, role play worlds, online games Google, media Inquiry or resource- sharing repositories, based learning user-generated content Blogs and e- Reflective and portfolios, wikis, dialogic learning social networks
    10. 10. The gap between promise and reality Little impact on the mainstream Replication of ‘traditional’ teaching Limited use of free resources Scratching the surface of the potential
    11. 11. A complex set of reasons Digital literacy skills The importance of context Institutional barriers Digital identity
    12. 12. A framework for intervention Institutional & national funding Policy Embedding in strategy Aligning to technology trends HEA, JISC, OU Learning & Teaching strategy Research & Teacher development practice Current trends Actual use in practice Drivers and challenges What’s in it for me? Theoretical perspectives Academic support Learning Design research The learner’s Evidence of impact experience Integration into teaching
    13. 13. New approaches to design Course views Sharing & discussion Course map Conceptual Collaboration Face-to-face events Pedagogy profile tools tools (e.g. Design Challenge, Course dimension ‘LD-lite’ workshops), Learning outcomes Design tools Cloudworks (a social Task swimlane networking tool Finance for learning and Course Performance teaching), Visualisation Online (masters-level LD tools Course, LD toolbox) Visualisation CompendiumLD: Tool for visualising and sharing designs, online widgets, paper and pen’ templates
    14. 14. Conceptual tools Course map Macro-level Course dimensions Meso-level Pedagogy profile Learning outcomes Micro-level Task swimlane
    15. 15. Course map Guidance & Support Course structure and timetable e.g. course calendar, study guide, tutorials Communication & Content & Activities Course materials, prior Collaboration experience, learner-generated Dialogic aspect of the course, content, e.g. readings, DVDs, interaction between learners &tutors - course forum, email, podcasts, labs Reflection & etc. Demonstration Internalization and reflection, e.g. in-text questions, blogs, e- portfolios Diagnostic, formative or summative assessment Course summary Key works Description words indicating pedagogical approach, Level, credits, duration, key features special features
    16. 16. Pedagogy profile  Map of student tasks to time periods (weeks, semesters, etc)  Six types of student tasks + assessment:  Assimilative  Information handling  Communication  Productive  Experiential  Adaptive  Assessment  Each cell indicates the amount of time spent on each type of task
    17. 17. Course dimensions  Dimensions for each of 4 categories in course view  Guidance & support  Content & activities  Communication & collaboration  Reflection & demonstration  Consider extent (1 – 100) each is present
    18. 18. +Learning outcomes  Mapping learning outcomes to:  Activities  Assessment  Benefits  Shows map and gaps  Ensures constructive alignment (Biggs)
    19. 19. Task swimlane  Based on:  Roles – student, tutor, etc.  Tasks – read, discuss, etc.  Tools and resources  Outputs  Advantages  Makes design explicit  Maps out design  Sharable with others  Good at activity level  Tool: CompendiumLD
    20. 20. Cost effectiveness and course performance views  Cost effectiveness view is derived from finance data and compares production/presentation costs against income generation  Course performance view is derived from student satisfaction, course retention and progression data and gives an indication of how well the course is perceived overall
    21. 21. Cloudworks: sharing teaching practice  A space for sharing and discussing learning and teaching ideas  Aims to bridge the gap between technologies and use  Teachers say they want examples and want to talk with others  Development of digital literacies through immersion in the technologies  Application of the best of web 2.0 practice to a teaching context
    22. 22. Homepage
    23. 23. Key concepts  Clouds:  core objects in Cloudworks  Cloudscapes:  collections of clouds
    24. 24. Clouds Clouds: Ideas Design or case studies Tools or resources Questions or problems
    25. 25. Cloudscapes Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project Open Reviews A space to: - discuss - add - follow - collate - archive - share - expertise - experiences
    26. 26. Events and deadlines
    27. 27. Favourites and reputation
    28. 28. Flash Debate: Is twitter killing blogging? Matt has set up a 49 comments quick survey to ask 1027 views people how using  summaries & additional content twitter has 19 links impacted on how  6 references much they blog or not.
    29. 29. Recent activities
    30. 30. An evolving use-taxonomy  Events cloudscapes  ETUG workshop, OER Meeting, Monterey, Int. conf on open and distance learning  Debate cloudscapes  The changing nature of conferences, Is Twitter Killing Blogging?  Open review cloudscapes  Literature review of Web 2.0, Positioning of educational technologists  Expert elicitation cloudscapes  OPAL project review of OER and associated practices  Resource or topic cloudscapes  Horizon reports, Using mindmapping in teaching  Learning and teaching cloudscapes  Masters students, Business school tutors  Design cloudscapes  Design course team  Reading cloudscapes
    31. 31. Some stats…. 2376 registered users Aspect Everyone Team Non-team Cloudscapes 289 100 189 Clouds 2408 1214 1194 Comments 3414 1012 2402 Added Links 3268 1678 1590 Sept. From 165 countries
    32. 32. Theoretical perspectives Design Analysis “Social objects” Ritual performance Social networking makes little sense •Social life as ritual if we leave out the objects that •How participants frame their Mediate the ties between people contributions based on perceived Engeström audience and dynamics of specific situations Goffman Design framework for sociality •Enabling practice Collective intelligence •Mimicking reality •The power of the collective •Building identity •Distributed cognition •Actualising self •Social dispersal of meaning Bouman et al. Levy, Solomon, Surowiecki
    33. 33. Transformation? Towards education 2.0 Yes Rich multi-representation of content Multiple communication channels Accessible anywhere, anytime Abundance of free tools and content No Digital divide narrower but deeper Increasing complex digital landscape Significant cultural differences Individual ‘position’ on technology
    34. 34. References and links  Conole, G. and Alevizou, P. (2010), The use(s) of web 2.0 in HE, Report for the HE Academy, Open University: Milton Keynes  Conole, G. (2010), A review of pedagogical models and frameworks, available online at http://cloudworks.ac.uk/index.php/cloudscape/view/2009  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(2): 679 – 692.  Conole, G. and McAndrew, P. (2010), A new approach to supporting the design and use of OER: Harnessing the power of web 2.0, M. Edner and M. Schiefner (eds), Looking toward the future of technology enhanced education: ubiquitous learning and the digital nature.  De Freitas, S. and Conole. G. (forthcoming), Learners experiences: how pervasive and integrative tools influence expectations of study, in R. Sharpe and H. Beetham (Eds), Rethinking learning for a digital
    35. 35. Images used from Flckr  Web2.0 city - http://www.flickr.com/photos/4everyoung/313308360/  Digital divide - http://www.flickr.com/photos/chrysti/2337913120/  One world-oneweb http://www.flickr.com/photos/psd/2731067095/  Network http://www.flickr.com/photos/seeminglee/2053060997/  Logos http://www.flickr.com/photos/mandymaarten/503716476/

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