Conole moodlemoot

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  • Conole moodlemoot

    1. 1. New pedagogies for social and participatory mediaGráinne Conole,The Open University, UKMoodleMootUk, London, 19th April 2011
    2. 2. Orientation Open, social and participatory media Mapping pedagogies to e-learning A vision of openness – Open Practices  Open Design  Open Delivery  Open Research  Open Evaluation Implications for learning and teaching
    3. 3. Today’s educational context • Fast changing technological environment • New digital literacy skills needed for learners, teacher and the workplace • The importance of creativity • Mechanisms for fostering creativity
    4. 4. Open, social and participatory media Web 2.0 Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation
    5. 5. Open, social and participatory media Media sharing Web 2.0 Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation
    6. 6. Open, social and participatory media Media sharing Blogs & wikis Web 2.0 Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation
    7. 7. Open, social and participatory media Media sharing Blogs & wikis Web 2.0 Social networking Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation
    8. 8. Open, social and participatory media Media sharing Blogs & wikis Web 2.0 Social networking Virtual worlds Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation
    9. 9. Open, social and participatory media 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
    10. 10. Open, social and participatory media New tools/practices are leading to new forms of learning and teaching 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
    11. 11. A typology of new technologiesTechnology ExamplesMedia sharing Flckr, YouTube, Slideshare, SketchfuMedia manipulation and mash ups Geotagged photos on maps,VoicethreadInstant messaging, chat, web 2.0 forums MSN, Paltalk, ArguementumOnline games and virtual worlds WorldofWarcraft, SecondLifeSocial networking Facebook, Myspace, Linkedin, Elgg, NingBlogging Wordpress, Edublog, TwitterSocial bookmarking Del.icio.us, Citeulike, ZoteroRecommender systems Digg, LastFm, StumbleuponWikis and collaborative editing tools Wikipedia, GoogleDocs, Bubbl.usSyndication/RSS feeds Bloglines, Podcast, GoogleReader (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education http://cloudworks.ac.uk/cloudscape/view/1895 and http://bit.ly/ b08uY2#HEA
    12. 12. The machine is Us/ing us
    13. 13. Peercritiquing The machine is Us/ing us
    14. 14. Peercritiquing Usergenerated content The machine is Us/ing us
    15. 15. Peercritiquing Usergenerated contentNetworked The machine is Us/ing us
    16. 16. Peer Opencritiquing Usergenerated contentNetworked The machine is Us/ing us
    17. 17. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked The machine is Us/ing us
    18. 18. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Personalised The machine is Us/ing us
    19. 19. Effective use of new technologies requires a radical rethink of the core learning and teaching processes; a shift from design as an internalised, implicit and individually crafted process to one that is externalised andshareable with others. Change in practice may indeed involve the use of revised materials, new teaching strategies and beliefs - all in relation to educational innovation.
    20. 20. Sharpe,Beetham,De Freitas2010
    21. 21. Digitally immersedMultimodalTask orientatedSocially networked Sharpe, Oblinger Beetham, Prensky De Freitas 2010
    22. 22. Digitally immersed DiverseMultimodal Lack digital literaciesTask orientated Personal preferencesSocially networked Lack academic criticality Sharpe, Oblinger Beetham, Jones Prensky De Freitas Kennedy 2010
    23. 23. So what is learning?
    24. 24. So what is learning?Thought by itself, however,moves nothing; what moves usis thought aiming at some goaland concerned with action(Aristotle)
    25. 25. So what is learning?Thought by itself, however,moves nothing; what moves usis thought aiming at some goal Human learning… wholeand concerned with action persons construct experiences(Aristotle) of situation and transform them into knowledge, skills attitudes, values, emotions and the senses, and integrate the outcomes into their own biographies (Jarvis, 2004)
    26. 26. So what is learning?Thought by itself, however,moves nothing; what moves usis thought aiming at some goal Human learning… wholeand concerned with action persons construct experiences(Aristotle) 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)
    27. 27. Mayes & De Freitas, 2004Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010 A
    28. 28. Mayes & De Freitas, 2004Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010 Associative Focus on individual Learning through association and reinforcement A
    29. 29. Mayes & De Freitas, 2004Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010 Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A
    30. 30. Mayes & De Freitas, 2004Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010 Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Learning through social interaction Learning in context
    31. 31. Mayes & De Freitas, 2004Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010 Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment
    32. 32. Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010E-trainingDrill & practice Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment
    33. 33. Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010E-training InquiryDrill & practice learning Resource-based Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment
    34. 34. Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010E-training InquiryDrill & practice learning Resource-based Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environmentExperiential,problem-based,role play
    35. 35. Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010E-training InquiryDrill & practice learning Resource-based Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environmentExperiential, Reflective &problem-based, dialogic learning,role play Personalised learning
    36. 36. Some case study examples E-training, Interactive materials, drill and practice e-assessment Inquiry learning, Google, media sharing resource-based repositories, user- learning generated content Location aware Experiential, problem- devices, Virtual worlds, based, role play online games Reflective and dialogic Blogs, RSS feeds, e- learning, Personalised portfolios, wikis, social learning networks
    37. 37. E-training, drill and practice McNaught, 2010, Edmedia Keynote
    38. 38. Going mobile
    39. 39. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning across formaland informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
    40. 40. Resource-based learning GL OM ake r Lea rnin gO bje cts U iTunes dca sts - Po Open Educational Resources
    41. 41. Mash ups
    42. 42. 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
    43. 43. Virtual worlds
    44. 44. Role-based learning Wills et al., 2010 Pheny and Shun, 2009, Ascilite conference
    45. 45. 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 learningJoyes, 2009, Asciliteconference
    46. 46. Connectivism Personalised learning and Connective knowledgeCriticalliteraciesonline
    47. 47. Social networking
    48. 48. Pedagogical focus We are all potential teachers and learners We learn well through act of creating We learn by observing the activities of our peers By understanding the contexts of others, we can teach in more transformative ways A learning environment needs to be flexible Dougiamas, Athens, 2nd October 2010
    49. 49. Co-evolution of tools and practice 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.
    50. 50. Co-evolution of tools and practice
    51. 51. Co-evolution of tools and practiceAffordances oftechnologies Reflection Dialogue Aggregation Interactivity
    52. 52. Co-evolution of tools and practiceAffordances of Characteristicstechnologies of users Reflection Preferences Dialogue Interests Aggregation Skills Interactivity Context
    53. 53. Co-evolution of tools and practiceAffordances of Characteristicstechnologies of users Reflection Preferences Dialogue Interests Evolving practices Aggregation Skills Interactivity Context
    54. 54. Co-evolution of tools and practiceAffordances of Characteristicstechnologies of users Reflection Preferences Dialogue Interests Evolving practices Aggregation Skills Interactivity ContextBasiccommunications& gestures
    55. 55. Co-evolution of tools and practiceAffordances of Characteristicstechnologies of users Reflection Preferences Dialogue Interests Evolving practices Aggregation Skills Interactivity ContextBasic Symboliccommunications representations& gestures (words, numbers)
    56. 56. Co-evolution of tools and practiceAffordances of Characteristicstechnologies of users Reflection Preferences Dialogue Interests Evolving practices Aggregation Skills Interactivity ContextBasic Symbolic 1st wave technologiescommunications representations (phone, radio, fax,& gestures (words, numbers) TV, CD/DVDs)
    57. 57. Co-evolution of tools and practiceAffordances of Characteristicstechnologies of users Reflection Preferences Dialogue Interests Evolving practices Aggregation Skills Interactivity ContextBasic Symbolic 1st wave technologies 2nd wave technologiescommunications representations (phone, radio, fax, networks, mobiles, the& gestures (words, numbers) TV, CD/DVDs) Internet)
    58. 58. Digital literaciesPerformance SimulationAppropriation JudgementNetworking Multitasking Collective Transmedia intelligence navigation Distributed Negotiation cognition Play Jenkins et al, 2006
    59. 59. Creativity
    60. 60. The reality gap Paradoxes Technologies not fully exploited Little evidence of use of OER Predominance of ‘old practices’ Media sharingBlogs & 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 Virtual worlds & Social networking Open Educational Resources online games
    61. 61. Redefining openness… What is/will be the impact of an increasingly open technologically mediated learning environment in learning and teaching?
    62. 62. Redefining openness…
    63. 63. Redefining openness… Peer critiquing Sharing Repurposing Open Networking practices Inquiry Collective intelligence
    64. 64. Redefining openness… DesignCourses design& shared openly Peer critiquing Sharing Repurposing Open Networking practices Inquiry Collective intelligence
    65. 65. Redefining openness… Design DeliveryCourses design Use of free tools& shared openly & resources Peer critiquing Sharing Repurposing Open Networking practices Inquiry Collective intelligence
    66. 66. Redefining openness… Design DeliveryCourses design Use of free tools& shared openly & resources Peer critiquing Sharing Repurposing Open Networking practices Inquiry Collective intelligence Research Sharing of research data
    67. 67. Redefining openness… Design DeliveryCourses design Use of free tools& shared openly & resources Peer critiquing Sharing Repurposing Open Networking practices Inquiry Collective intelligence Research Evaluation Sharing of Critical research data reflection
    68. 68. Open practices What are the implications of adopting moreopen approaches?
    69. 69. Open resources
    70. 70. Open courses
    71. 71. Open design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of courses Encourages reflective, scholarly practicesPromotes sharing and discussion Conole, 2010b
    72. 72. Open research
    73. 73. Open Scholarship 35 Discovery Integration Application Teaching Open Digital Networked Weller: http://nogoodreason.typepad.co.uk/
    74. 74. Dialogue and collaboration A space for sharing and discussing learning and teaching ideas Application of web 2.0 practice Examples for teachers & learners to share/discuss A space for collaboration & communication Helps develop skills needed for engaging with new technologies’
    75. 75. Quick language guideCloud:Anything to do withlearning and teaching Cloudscape: A collection of cloudsActivity stream:Latest activities on aCloudscape or people Favourites: Vote for things your likeFollow: RSS feeds: Attend:Cloudscapes, Clouds For Cloudscapes, Conferences &or people Clouds & people workshops
    76. 76. Conferences and workshops
    77. 77. Take a digital walking tourUsing 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 J
    78. 78. 40Sharpe and Beetham, 2010
    79. 79. 40Functional access Sharpe and Beetham, 2010
    80. 80. 40 SkillsFunctional access Sharpe and Beetham, 2010
    81. 81. 40 Practices SkillsFunctional access Sharpe and Beetham, 2010
    82. 82. 40 Creative appropriation Practices SkillsFunctional access Sharpe and Beetham, 2010
    83. 83. Limitless• Unbounded intelligence• Unlocking potential• Distributed cognition (people and technologies) Trailer
    84. 84. Final thoughts• Boundaries are blurring• Teachers and learners need new digital skills• Need to rethink design and support• Need new pedagogical approaches to make effective use of new technologies• Challenges to traditional educational offerings• Balance of institutional vs. free systems
    85. 85. 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/
    86. 86. Sources iPhone http://virulentwordofmouse.files.wordpress.com/2009/12/iphone.jpg eBook readers http://wowio.files.wordpress.com/2007/07/reader-options2.jpg

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