Conole networked learning


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  • Content & activities Communication & collaboration Reflection & demonstration Guidance & support
  • Conole networked learning

    1. 1. Current challenges in learning design and pedagogical patterns research Gráinne Conole and Symeon Retalis Networked Learning Conference Symposium Aalborg, Denmark, 4 th May 2010
    2. 2. Outline <ul><li>Overview of the symposium </li></ul><ul><ul><li>Definitions: Learning Design and Pedagogical Patterns </li></ul></ul><ul><ul><li>Focus </li></ul></ul><ul><ul><ul><li>Approaches to visualising and representing learning and teaching practice </li></ul></ul></ul><ul><ul><ul><li>Computational representation of enacted patterns </li></ul></ul></ul><ul><ul><ul><li>Analyses of emerging behaviour patterns </li></ul></ul></ul><ul><li>Four papers </li></ul><ul><ul><li>An overview of design representations </li></ul></ul><ul><ul><li>Designing Collaborative Learning Sessions that Promote Creative Problem Solving Using Design Patterns </li></ul></ul><ul><ul><li>Recurrent routines in the classroom madness: pushing patterns past the design phase </li></ul></ul><ul><ul><li>Ritual performances and collective intelligence: theoretical frameworks for analysing emerging activity patterns in Cloudworks </li></ul></ul><ul><li>Discussion </li></ul>
    3. 3. The gap between the promise and reality Media sharing Blogs & wikis Social networking Virtual worlds & online games The paradox Technologies not fully exploited Little evidence of use (& reuse) of OER The reasons Technical, pedagogical, organisational… “ Lack of time, research vs. teaching, lack of skills, no rewards, no support….” Solutions? Case studies, support networks Learning Design & Pedagogical Patterns
    4. 4. Learning Design Personalised Situative Social Experiential Reflective Adaptive Contextual Networked Immersive Collective “ Learning Design” Characteristics of good pedagogy Affordances of new technologies
    5. 5. Pedagogial Patterns <ul><li>Derived from Alexander’s work </li></ul><ul><li>“ Solutions to problems” </li></ul><ul><ul><li>Introduction </li></ul></ul><ul><ul><li>Context </li></ul></ul><ul><ul><li>Problem headline </li></ul></ul><ul><ul><li>Solution </li></ul></ul><ul><ul><li>Picture </li></ul></ul><ul><ul><li>Similar patters </li></ul></ul>
    6. 6. An overview of design representations Gráinne Conole Networked Learning Conference Symposium Aalborg, Denmark, 4 th May 2010
    7. 7. Designing for Learning at the OU P. Alevizou, A. Brasher, S. Cross, J. Culver, R. Galley, P. McAndrew, P. Mundin Representing pedagogy Guiding design Sharing ideas Tools and resources to help teachers design better OULDI Open University Learning Design Initiative OLnet About designing and using Open Educational Resources
    8. 8. A learning design approach Shift from content to activities Design Reflection Shift from belief to explicit practice Learners Teachers Developers Support staff Managers Stakeholders and context
    9. 9. The OU Learning Design Initiative Five course views Course map Pedagogy profile Course dimension Learning outcomes Task swimlane Cloudworks Social networking tool to support sharing and discussion of learning and teaching CompendiumLD Tool for visualising and sharing designs, OULDI Conceptual tools Visualisation tools Collaboration tools
    10. 10. Representations Macro-level Meso-level Micro-level Pedagogy profile Course map Task swimlane Course dimensions Learning outcomes
    11. 11. Course map Guidance & Support Course structure and timetable e.g. course calendar, study guide, tutorials Reflection & Demonstration Internalization and reflection, e.g. in-text questions, blogs, e-portfolios Diagnostic, formative or summative assessment Content & Activities Course materials, prior experience, learner-generated content, e.g. readings, DVDs, podcasts, labs Communication & Collaboration Dialogic aspect of the course, interaction between learners &tutors - course forum, email, etc. Course summary Level, credits, duration, key features Key works Description words indicating pedagogical approach, special features
    12. 12. Pedagogy profile <ul><li>Map of student tasks to time periods (weeks, semesters, etc) </li></ul><ul><li>Six types of student tasks + assessment: </li></ul><ul><ul><li>Assimilative </li></ul></ul><ul><ul><li>Information handling </li></ul></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Productive </li></ul></ul><ul><ul><li>Experiential </li></ul></ul><ul><ul><li>Adaptive </li></ul></ul><ul><ul><li>Assessment </li></ul></ul><ul><li>Each cell indicates the amount of time spent on each type of task </li></ul>
    13. 13. <ul><li>Dimensions for each of 4 categories in course view </li></ul><ul><ul><li>Guidance & support </li></ul></ul><ul><ul><li>Content & activities </li></ul></ul><ul><ul><li>Communication & collaboration </li></ul></ul><ul><ul><li>Reflection & demonstration </li></ul></ul><ul><li>Consider extent (1 – 100) each is present </li></ul>Course dimensions
    14. 14. Learning outcomes <ul><li>Mapping learning outcomes to: </li></ul><ul><ul><li>Activities </li></ul></ul><ul><ul><li>Assessment </li></ul></ul><ul><li>Benefits </li></ul><ul><ul><li>Shows map and gaps </li></ul></ul><ul><ul><li>Ensures constructive alignment (Biggs) </li></ul></ul>
    15. 15. Task swimlane <ul><li>Based on: </li></ul><ul><ul><li>Roles – student, tutor, etc. </li></ul></ul><ul><ul><li>Tasks – read, discuss, etc. </li></ul></ul><ul><ul><li>Tools and resources </li></ul></ul><ul><ul><li>Outputs </li></ul></ul><ul><li>Advantages </li></ul><ul><ul><li>Makes design explicit </li></ul></ul><ul><ul><li>Maps out design </li></ul></ul><ul><ul><li>Sharable with others </li></ul></ul><ul><ul><li>Good at activity level </li></ul></ul><ul><li>Tool: CompendiumLD </li></ul>
    16. 16. References and links <ul><li>Conole, G. and Alevizou, P. (forthcoming), The use(s) of web 2.0 in HE, Repo,,,,,,,,,..rt for the HE Academy, Open University: Milton Keynes </li></ul><ul><li>Conole, G. (2010), A review of pedagogical models and frameworks, available online at </li></ul><ul><li>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. </li></ul><ul><li>Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J. (2008), Visualising learning design to foster and support good practice and creativity, Educational Media International, Volume 54, Issue 3, 177-194. </li></ul><ul><li>Conole, G., McAndrew, P. and Dimitriadis, Y. (forthcoming), ‘The role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources’, in F. Pozzi and D. Persico (Eds), Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical </li></ul>
    17. 17. Images used from Flckr <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>World of warcraft </li></ul>