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Conole keynote greenwich_final Presentation Transcript

  • 1. Predicting the future – fact or fantasy?
    http://cloudworks.ac.uk/cloud/view/4111
    Gráinne Conole,
    The Open University, UK
    Future learninglandscapesconference, Greenwich, 7thJuly 2010
  • 2. Techno-sixth sense
    Mind control
    What might a technology-driven world look like in 5, 10 or 100 years?
    Ultimate robot
    Advanced futures
  • 3. Orientation
    Conference themes
    Focus
    Review of the technology landscape
    Current landmarks
    Future trajectories
    Focus on learning
    Pedagogies of e-learning
    Case study examples
    The gap between promise and reality
    Five potential of solutions
    What transformational practices, technologies and environments for learning are there?
    Individuality vs. connectivity
    Tension between openness & privacy
    What skills will learners (& teachers) need?
    Co-creation of knowledge: reality or dream?
  • 4. 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 tounderstanding, designing andsupporting learning
    Changing learners
    Grown up ‘digital’,
    technologically immersed
    Task-orientated, group-based, ‘just in time’
    Comfortable with multiple representations
  • 5. A typology of new technologies
    (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education
    http://cloudworks.ac.uk/cloudscape/view/1895
  • 6. Predicting the future
    Can’t compare with the past and extrapolate
    Can’t keep up - rapid growth of knowledge
    Our knowledge grows in steps, it’s not linear
    We’re in for more surprises than we think
    Technology use/acceptance can’t be predicted
    Acceptance linked to external circumstances
    A jump in quantity brings new qualities
    Developments will continue rapidly
    Hermann Maurer, Edmedia Keynote 2010
  • 7. … but then again…
  • 8. So what is learning?
    Thought by itself, however, moves nothing; what moves us is thought aiming at some goal and concerned with action (Aristotle)
    Human learning… whole persons construct experiences of situation and transform them into knowledge, skills attitudes, values, emotions and the senses, and integrate the outcomes into their own biographies (Jarvis, 2004)
    Knowledge is information already transformed: selected, analyzed, interpreted, integrated, articulated, tested evaluated’ (Laurillard, 1993)
  • 9. Pedagogies of e-learning
    Mayes & De Freitas, 2004
    Dyke et. al, 2007
    A
    E-training
    Drill & practice
    Inquiry learning
    Resource-based
    Associative
    Focus on individual
    Learning through association and reinforcement
    Constructivist
    Building on prior knowledge
    Task-orientated
    Situative
    Learning through social interaction
    Learning in context
    Connectivist
    Learning in a networked environment
    Experiential, problem-based, role play
    Reflective & dialogic learning,
    Personalised learning
  • 10. Some case study examples
    Interactive materials,
    e-assessment
    E-training,
    drill and practice
    Location aware devices, Virtual worlds, online games
    Inquiry learning, resource-based learning
    Google, media sharing repositories, user-generated content
    Experiential, problem-based, role play
    Blogs, RSS feeds, e-portfolios, wikis, social networks
    Reflective and dialogic learning, Personalised learning
  • 11. E-training, drill and practice
    McNaught, 2010, Edmedia Keynote
  • 12. Going mobile
    http://sclater.com/blog/?p=453
  • 13. Inquiry-based learning
    My community
    The Personal Inquiry project
    Inquiry-based learning across formal and informal settings
    Sharples, Scanlon et al.
    http://www.pi-project.ac.uk/
  • 14. Resource-based learning
    GLO Maker
    Learning Objects
    Podcasts - iTunes U
    Open Educational
    Resources
  • 15. Situated learning – virtual exhibitions
    What can avatars do? Virtual realities in collaborative learning
    Li et al., 2010, Edmedia conference
    Aims to develop proficient technical writing and design skills
    Cohort of 82 students created a movie poster of the film, Avatar
    Virtual exhibition in SecondLife
    Other examples:
    Archeological digs
    Medical wards
    Art exhibitions
    Cyber-law
    Virtual language exchange
    Beyond formal schooling
  • 16. Role-based learning
    Wills et al., 2010
    Pheny and Shun, 2009, Ascilite conference
  • 17. Reflective and dialogic learning
    Uses
    Blogs and E-portfolios for personal reflection
    Wikis/social bookmarking for aggregation
    Wikis for project-based work
    Cohort blogs for shared understanding
    Web 2.0 tool to connect beyond the course
    E-portfolios for aggregation and evidence
    Twitter for just-in-time learning
    Joyes, 2009, Ascilite conference
  • 18. Connectivism and Connective knowledge
    Personalised learning
    Critical literacies online
  • 19. Communication+
    A redefining of what ICT means
    Audio & video conferencing
    Media sharing
    Forums
    Google
    wave
    Email
    Wikis
    Blogs
    Instant messaging
    Twitter
    Interactivity
    Virtual worlds,
    online games &
    immersive environments
    Web pages
    Social networking
    Mash ups
  • 20. Co-evolution of tools and practice
    Characteristics of users
    Affordances of technologies
    Affordances (Gibson)
    ‘All"action possibilities" latent in an environmentt…
    but always in relation to the actor and therefore dependent on their capabilities.’
    For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.
    Preferences
    Reflection
    Interests
    Dialogue
    Evolving
    practices
    Aggregation
    Skills
    Context
    Interactivity
    Basic communications
    & gestures
    Symbolic representations
    (words, numbers)
    1st wave technologies (phone, radio, fax,
    TV, CD/DVDs)
    2nd wave technologies networks, mobiles, the Internet)
  • 21. A Tweet is simply 140 characters…
    Examples of use
    Posting queries
    Commenting
    Backchannel
    Crowdsourcing
    Gathering opinions
    Sharing ideas
    Brainstorming
    Social presence
    Issues
    Your ‘a-ha’ moment
    The right network
    Your digital voice
    Inappropriateness
    Personal/private
    Too much!
    Use with other tools
    A passing fad?
  • 22.
  • 23. The reality gap
    Paradoxes
    Technologies not fully exploited
    Little evidence of use of OER
    Predominance of ‘old practices’
    Media sharing
    Blogs & wikis
    Reasons
    Technical, pedagogical, organisational…
    “Lack of time, research vs. teaching, lack of skills, no rewards, no support….”
    Solutions?
    Models and frameworks
    Learning design
    Pedagogical patterns
    Open Educational Resources
    Pedagogical planners
    Virtual worlds &
    online games
    Social networking
    World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
  • 24. Approaches to addressing the problem
    Pedagogical patterns
    Models and frameworks
    Open Educational Resources
    Learning design
    Pedagogical planners
  • 25. 1. Models and frameworks
    • Merrill’s instructional principles
    • 26. Model of direction instruction
    • 27. Kolb’s learning cycle
    • 28. Conversational framework
    • 29. Community of inquiry framework
    • 30. Constructivist model
    • 31. N-Quire model
    • 32. Activity theory
    • 33. Community of practice
    • 34. 5-stage e-moderating model
    • 35. Connectivism
    • 36. Preece’s framework for online community
    • 37. Gibb and Boud assessment models
    • 38. REAP assessment framework
    • 39. OU Supported Open Learning model
    • 40. OU Course Business Models
    • 41. 3D pedagogy framework
    • 42. Bigg’s constructive alignment
    • 43. 8LEM hybrid learning model
    • 44. Gee’s affinity model
    http://cloudworks.ac.uk/cloudscape/view/2009
  • 45. 8LEM hybrid model
  • 46. 2. Learning Design/Designing for learning
    Shift from belief-based, implicit approaches to design-based, explicit approaches
    A design-based approach to creation and support of courses
    Encourages reflective, scholarly practices
    Promotes sharing and discussion
    Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
  • 47. The learning design concept wheel
    Tools
    Activities
    Cloudworks
    Resources
    Resources
    ’Design
    Challenge’
    Theory
    Dialogue
    Representation
    Activities
    Tools
    Tools
    Activities
    Resources
  • 48. New forms of dialogue & collaboration
  • 49. Dialogue and collaboration
    Design challenge
    Create a course in a day!
    Cloudworks
    Space to share and discuss
  • 50. Cloudworks
    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
    To bridge the gap between technologies and use
    Teachers say they want examples/want to share/discuss
    Helps develop skills needed for engaging with new technologies’
  • 51. Quick language guide
    Cloud:
    Anything to do with learning and teaching
    Cloudscape:
    A collection of clouds
    Activity stream:
    Latest activities on a Cloudscape or people
    Favourites:
    Vote for things your like
    RSS feeds:
    For Cloudscapes, Clouds & people
    Follow:
    Cloudscapes, Clouds or people
    Attend: Conferences & workshops
  • 52. Title
    Author
    Core
    Tags
    Location
    Discussions
    Improvements
  • 53. Conferences and workshops
  • 54. Flash debates
    Virtual desk research
    Virtual reading circles
    Evolving patterns of user behaviour
    Expert elicitation
  • 55. Cloudworks leaflet
    Cloudworks the movie!
    http://cloudworks.ac.uk/cloud/view/2457
    Using Cloudworks Cloudscape
    http://cloudworks.ac.uk/cloudscape/view/1911
    Help
  • 56. Take a digital walking tour
    Using cloudworks Cloudscapes
    The Cloudworks Cloudquest
    Browse Clouds and Cloudscapes
    Free search
    Explore user profiles
    Look at current events
    Contribute to the Flash debates
    Push the boat out – create a Cloud 
  • 57. Solution
    Problem
    Context
    3. Pedagogical patterns
    Derived from Alexander’s work in Architecture
    Retalis, 2010
    Goodyear & Retalis, 2010
    Practical design patterns for teaching & learning with technology
    Winters, Warburton & Mor, Forthcoming
    Source: http://gsic.tel.uva.es/collage
    Demitriadis et al, 2010
  • 58. 4. Open Educational Resource movement
    Open Learning Initiative
  • 59. Pedagogically diverse
    … but usually focused on the individual
    Conole, McAndrew & Dimitriadis, forthcoming
  • 60. From resources to practices
  • 61. Abstracting dimensions of Practice
    Open Educational Practices (OEP)
    Practices around the creation, use and management of Open Educational Resources
    Approach
    60+ case studies of OER collected
    Dimensions of OEP derived
    Online consultation process
    http://cloudworks.ac.uk/cloudscape/view/2105
  • 62. Open Educational Practice Dimensions
    Strategies and policies
    Quality Assurance models
    Partnership models
    Business models/sustainability strategies
    Barriers and success factors
    Tools and tool practices
    Skills development and support
    Innovations
    Strategies and policies
    Quality Assurance models
    Partnership models
    Business models/sustainability strategies
    Barriers and success factors
    Tools and tool practices
    Skills development and support
    Innovations
    Strategies and polices
    Barriers and success factors
    Tools and tool practices
    Skills development and support
  • 63. Maturity model
    44
    1AX
    1BX
    1AX
    1BX
    1BX
    1BX
    1AY
    1BX
    Levels
    1BY
    1BX
    1BY
    3AX
    Macro-level: Societal
    Meso-level: Organisation
    Micro-level: Individual
    2AX
    1BY
    3BX
    2BX
    3CX
    2AX
    2BX
    3DX
    2BX
    2BX
    2AY
    2BX
    2BY
    2BX
    2BY
    2AX
    3AX
    2BY
    2BX
    3BX
    2CX
    3AX
    3BX
    2DX
    3BX
    3BX
    3AY
    3BX
    3BY
    3BX
    3BY
    1AX
    3BY
    1BX
    Strategies & policies
    Barriers & successfactors
    Tools & toolpractices
    SkillsDev &Support
    1CX
    1DX
    Level of maturity
    Dimensions
    OER embedded in strategy
    Institutional OER repository
    Adapted from diagram by T. Koskinen
  • 64. 5. Pedagogical planners
    Laurillard et al.
  • 65. Final thoughts
    There will be an ongoing co-evolution of tools and use
    New digital literacies are needed for both teachers and learners
    There is a narrower but deeper digital divide
    We need to devise pathwaysfor navigating an increasingly complex digital landscape
    We need new language and metaphors to make sense of this
    Roles and structures are changing: learners, teachers, institutions
    We need a better link between theory and practice
    We need to develop a better theoretical basis for the field
    We don’t know the future, but we can say this…
  • 66. Sources
    Mash ups http://www.flickr.com/photos/richardellard/4524139966/
    Molecule http://www.flickr.com/photos/8272941@N07/498827420/
    Periodic table http://www.flickr.com/photos/chemheritage/3984920162/
    Music sheet http://www.flickr.com/photos/anyaka/21848267/
    One world http://www.flickr.com/photos/psd/2731067095/
    World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
    Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/
    http://suifaijohnmak.files.wordpress.com/2009/11/communication-sep08_leskovec_tdef_page_03_480.jpg
    Yin-Yang image http://learn4kicks.files.wordpress.com/2009/09/yinyangconceptmap.gif
    Imperial collage second life island http://knowledgecast.wordpress.com/2009/07/10/icl-tour2/
    Personal Inquiry project http://www.pi-project.ac.uk/resources/
    E-Portfolios http://www.jiscinfonet.ac.uk/infokits/e-portfolios
     
  • 67. Sources
    http://www.geeky-gadgets.com/samsung-galaxy-s2-android-3-0-and-a-2ghz-processor-06-07-2010/
    http://thehottestgadgets.com/2008/05/samsung-to-debut-3m-mini-projectors-with-new-phones-00280
    http://www.dontwasteyourtime.co.uk/elearning/ipad-is-it-any-good-for-the-classroom-or-learning/
    http://www.erwinvanlun.com/images/uploads/SmartGlasses.jpg
    OpenLearningInitiative
    http://distancelearn.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=distancelearn&cdn=education&tm=6&f=00&su=p897.9.336.ip_&tt=11&bt=1&bts=1&zu=http://www.cmu.edu/oli/
    Molecule http://www.flickr.com/photos/8272941@N07/498827420/
    Periodic table http://www.flickr.com/photos/chemheritage/3984920162/
    Music sheet http://www.flickr.com/photos/anyaka/21848267/
    One world http://www.flickr.com/photos/psd/2731067095/
    World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/
    Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/
    Crystal ball http://mashable.com/2009/08/20/ted-future/
  • 68. Sources
    iPhonehttp://virulentwordofmouse.files.wordpress.com/2009/12/iphone.jpg
    eBook readers http://wowio.files.wordpress.com/2007/07/reader-options2.jpg