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Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
Conole keynote greenwich_final
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Conole keynote greenwich_final

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

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