Conole Japan

A holistic approach to design for learning: a student-centered approach Gráinne Conole, Open University, UK Annual International CODE Symposium, Chiba, Japan, 18 th February 2010 Slides and links: http://cloudworks.ac.uk/cloud/view/2695

My context… My background: Irish PhD Chemistry Professor of e-learning
Open University, UK:
1 st ‘Open University’
More than 200, 000 students
570 courses in 70 subjects
Supported Open Learning:
(Materials+Tutor+Assessment)
7,000 tutors
20 partnerships in 30 countries
Expertise in e-learning
Learning innovation
Learning environment: Moodle+
YouTube channel
iTunes
OpenLearn
SecondLife

Towards student-centered learning Teacher Student Teaching Learning Content Activities New technologies: Opportunities and challenges New tools and resources: To help teachers design

Locating educational approaches Formal, ‘traditional’ courses Problem-based learning Contract-based learning Informal web-based learning Teacher-centred Student- centred Activity-based Content-based A lecture Why is a river polluted? Amateur photography Professional development

Blurring boundaries Teacher-centred Student- centred Activity-based Content-based Teaching Learning How do we deal with this new complexity? Learning Design as a conceptual framework

Outline
Education in an increasingly technology context
Changing technologies
The learner voice
Examples of technology innovation
Converging practice
Paradoxes
The gap between promise and reality
Work at the OUUK
OU Learning Design Initiative
OLnet
The landscape of the web 2.0 world…. Exploring new digital territories

Technologies: changing, evolving… Abundance of online resources Ubiquitous, just-in-time, learning Mobile technologies IT services decentralised (Cloud computing)

The learner voice
Technologically immersed
Learning processes
Task orientated, experiential, cummulative
Attitudes and approaches
group orientated, experiential, able to multi-task, just in time mindset, comfortable with multiple representations
Disconnect between student & institutional approaches
Caution re: net gen claims, importance of taking account of student differences
Do seem to be age related changes taking place and these are strongly linked to social networking and the use of a range of new
Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Mary Thorpe, JISC LEX projects, Sharpe and Beetham (forthcoming)

Content defined… Open University UK: From broadcast TV to multi-channel

Personalised and mobile New learning opportunities Individualised personal environments Synchronising across devices Location and context aware The i-phone: a transformative technology But what next?

Reflection: e-portfolios

Virtual learning

New learning spaces
Combining the affordances of new technologies with good pedagogy
Taking account of context, location and time
Blurring of real and virtual
New spaces, new metaphors, new ways of working SKG: Learning Spaces project, Australia JISC Designing spaces for effective learning

Converging practices
Modern technologies
Modern pedagogy
Web 2.0 practices
Location aware technologies
Adaptation & customisation
Second life/ immersive worlds
Google it!
“ Expert badges” , World of warcraft
User- generated content
Blogging, peer critiquing
Cloud computing
From individual to social
Contextualised and situated learning
Personalised learning
Experiential learning
Inquiry learning
Peer learning
Open Educational Resources
Reflection
Distributed cognition

Paradoxes created by the digital Expansive knowledge domain Hierarchy & control less meaningful Increasingly complex digital landscape Content distributed, everything is miscellaneous Collective intelligence Free content & tools, open APIs and mash ups Technology aspect Generic impact Educational impact Death of expertise / everyone an expert Multiple pathways / lost in cyberspace Beyond ‘digital space’/ New metaphors Multiple (co-)locations / loss of content integrity Social collective/digital individualism Issues re: ownership , value, business models Challenges the role of the teacher Need for new learner pathways Widening skills gap from ‘tech savy’ Need to rethink the design process Potential for new forms of learning Lack of uptake

Digital literacies
Jenkins twelve skills for participatory culture
Play – experimentation/problem solving
Performance – alternative identities
Simulation – construct models of real-world processes
Appropriation – sample and remix of media content
Multitasking – scanning and then focusing on salient details
Distributed cognition – interaction to expand mental capacities
Collective intelligence - to pool knowledge with others
Judgment – evaluation reliability of different information
Transmedia navigation – follow the flow of stories across modalities
Networking – search for, synthesize and dissemination information
Negotiation – travel diverse communities, multiple perspectives
Visualisation – different data representations for ideas, patterns, trends

The gap between promise & reality
Common reactions:
“ I haven’t got time ”
“ My research is more important”
“ What’s in it for me ?”
“ Where is my reward ?”
“ I don’t have the skills to do this”
“ I don’t believe in this, it won’t work”
Common resistance strategies:
I’ll say yes (and do nothing )
Undermine the initiative
Undermine the person involved
Do it badly
Classic mistakes :
Emphasis on the technologies , not the people and processes
Funding for technology developments but not use and support
Free resources Little reuse Array of technologies Not fully exploited

Designing for Learning Representing pedagogy Guiding design Sharing ideas Empirical evidence base OULDI Open University Learning Design Initiative OLnet Supporting researchers and users of Open Educational Resources

OULDI…. Design methods: schema & patterns Visualisation: CompendiumLD Support and guidance: Events Sharing and discussing: Cloudworks

Visualisation
Helps articulate and share designs
Supports effective design
Highlights key requirements at different levels
Integrates design advice and support at key points in the process

CompendiumLD
Tool for visualising designs
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

Course map & Pedagogy profile
Course map
Gives an ‘at a glance’ view
Based on the 5 key aspects of a course
Pedagogy profile
Maps to the types of student activities
Can look at different timeframes
Advantages of these ‘views’
Provide pedagogical overviews
Can compare with other courses

Guidance and Support “ Learning pathway”: Course structure and timetable e.g. course calendar, study guide, tutorials Thinking and reflection “ Meta-cognition” : Internalization and reflection, e.g. in-text questions, blogs, e-portfolios Evidence and demonstration “ Assessment” : Diagnostic, formative or summative, e.g. multiple choice questions, assignments, exams Information and experience “ Contents and activities” : Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs Communication and Interaction “ Dialogue” : Social dimensions of the course, interaction between learners and tutors, e.g. course forum, email Course Map View: Course title Course summary Level, credits, duration, key features Key works Description words indicating pedagogical approach, special features

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 in that period on each type of task
Web-based interactive version available

Teaching is a ‘craft’ practice:
Developing
Discussing
Adapting
Improving
Key aspects to support
Sharing best practice
Ideas, support and advice
Enhancing professional knowledge
Communication

Cloudworks: sharing teaching practice
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
Iterative development and evaluation – based on use
Part of OU Learning Design Initiative
Juliette Culver – developer
Rebecca Galley – cloudworks facilitators
Growing international ‘cloudworks champions’

Why was it developed?
Aim
To bridge the gap between technologies and use
Issues
Lack of uptake of technologies in education
Teachers say they want examples /want to share/discuss
New skills needed for engaging with new technologies

Key concepts
Clouds:
core objects in Cloudworks
Cloudscapes:
collections of clouds
Activity streams:
dynamic filters of new activity
Follow and be followed:
Personal activity stream and peer recognition

Homepage
Active clouds
New Cloudscapes
Orientation
Search
Browse
Login
User panel
Cloudstream

Clouds Clouds: Ideas Design or case studies Tools or resources Questions or problems

Active clouds
Current topics
Hot issues
Questions
Flash debates
Presentations

Cloudscapes
“ Learn about” Cloudscape:
Presentations
24 Clouds
Twitter stream
Recent activities
Space to
Discuss
Add
Follow
Collate
Archive

Individuals, collectives, communities
Views from 158 countries
Users:
Teachers (from K-12, tertiary, independent)
Researchers
Educational technologists/support staff
Policy makers
Researchers
Learners
Characteristics
Boundary crossing
Multi-purpose, different motivations
Lurking through active participation

Uses and benefits
Events: conferences and workshops
ETUG workshop , 20 th- 21 st October 2009
http://cloudworks.ac.uk/index.php/cloudscape/view/1903
Discussions: Flash debates
The changing nature of conferences
http://cloudworks.ac.uk/cloud/view/2577
Eliciting expertise and open reviews
Literature review of Web 2.0 use in Higher Education
Aggregating resources
Personalising formal learning with technology

LD Toolbox
A ‘pick and mix’ of learning design tools and resources
Supporting advice and guidance
Trialled across a range of teaching and learning environments
http://cloudworks.ac.uk/cloudscape/view/1882

Using the toolbox
Activities graded:
introductory
Intermediate
advanced
4 interventions offered:
Independent,
Community peer support
Tailored events
Side-by-side mentoring
Co-creative approach to ensure relevance

Olnet - Design, use, reuse Designer OER Design Creates Deposits Deposits Learner A OER Design Learner B Tutor Chooses Uses Quiz + beginners route Uses Quiz + advanced route Repurposes & deposits

A holistic approach to design for learning – a vision for the future Gráinne Conole, Open University, UK Annual International CODE Symposium, Chiba, Japan, 18 th February 2010 More info, slides and references: http://cloudworks.ac.uk/cloud/view/2695

Flickr images
Treasure island 1 http://www.flickr.com/photos/tontoncopt/2075310775/
Web 2.0 city http://www.flickr.com/photos/4everyoung/313308360/
Grand challenges http://www.kamaelia.org/GrandChallengesCover.png
Flexible Open Space InQbate CETL in Creativity University of Sussex http://www.flickr.com/photos/jiscinfonet/403331689/
Secondlife image http://www.flickr.com/photos/ramona538/ / CC BY 2.0

Conole Japan

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