Conole Prie Conference


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  • Our learning systems are increasingly accessible from mobile devices, allowing students for example, to: find out administrative details such as where the tutorial they’re about to attend is read small chunks of course content on the train take a quiz to test their knowledge while on holiday We believe that in the next few years most students will possess a device like this – and many will want to learn using them.
  • Conole Prie Conference

    1. 1. Technology-enhanced research: musing the potential Gráinne Conole, The Open University, UK PRiE conference Liverpool John Moores University, 27/06/09 Blog:
    2. 2. Technology-mediated research <ul><li>Reflections on what a &quot;technology-enhanced&quot; research context might mean </li></ul><ul><li>Snapshot of the changing nature of: technology, data/content/knowledge and researchers </li></ul><ul><li>Some case study examples </li></ul><ul><li>Questions on future perspectives </li></ul>
    3. 3. Changing technologies...
    4. 4. Mobile technologies Blogs and Wikis Integrated, multi-faceted Social networking – Web 2.0 Harnessing the masses and Grid technologies Google, e-Journals Podcasts
    5. 5. Changing technologies Ubiquitous & networked Context and location aware Mobile technologies Cloud computing
    6. 6. Learning in the Cloud Sclater, N. (2009) Clouds are a large pool of easily usable and accessible virtualized resources (such as hardware, development platforms and/or services). These resources can be dynamically re-configured to adjust to a variable load (scale), allowing also for an optimum resource utilization. This pool of resources is typically exploited by a pay-per-use model in which guarantees are offered by the Infrastructure Provider by means of customized SLAs. Coming soon Google wave
    7. 7. Second life
    8. 8. Changing content Trend towards free content, tools & services Rise of Open Educational Resource Movement Need for new tools to find &use Still fundamental barriers to sharing & reuse
    9. 9. Changing learners <ul><li>Technologically immersed </li></ul><ul><li>Learning processes </li></ul><ul><ul><li>Task orientated, experiential, cummulative </li></ul></ul><ul><li>Attitudes and approaches </li></ul><ul><ul><li>group orientated, experiential, able to multi-task, just in time mindset, comfortable with multiple representations </li></ul></ul><ul><li>Disconnect between student & institutional approaches </li></ul><ul><li>Caution re: net gen claims, importance of taking account of student differences </li></ul><ul><li>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 </li></ul>Netgeneration, Digital Natives.... (Oblinger, Prensky, etc.), Ecar reports, Kennedy survey, Chris Jones, Mary Thorpe, JISC LEX projects, PI roject
    10. 10. Personalised and mobile <ul><li>Individualised Personal Learning Environment </li></ul><ul><li>Synchronised information across devices </li></ul><ul><li>Location and context aware </li></ul>
    11. 11. New learning and research spaces <ul><li>Combining the affordances of new technologies with good pedagogy </li></ul><ul><li>Taking account of context, location and time </li></ul>SKG: Learning Spaces project, Australia
    12. 12. Personal shift <ul><li>Communicating: face-to-face, formal timed meetings, local seminars </li></ul><ul><li>Publishing: academic journals and book chapters </li></ul><ul><li>Finding information: Chem index, library loans </li></ul><ul><li>Community: Local </li></ul><ul><li>Communicating: face-to-face (+recording), audio + video conferencing, email... </li></ul><ul><li>Publishing: e-journals, blog, slideshare </li></ul><ul><li>Finding information: Google, online database, research network </li></ul><ul><li>Community: truly global and multi-faceted </li></ul><ul><li>Inorganic chemistry lecturer </li></ul><ul><li>Professor of e-learning </li></ul>
    13. 13. Case studies <ul><li>Scaffolded: VEOU - Virtual CPD and scaffolded support for publication </li></ul><ul><li>Open: E-Bank - towards truly &quot;Open research” </li></ul><ul><li>Cumulative: CCK08 and Course-to-discourse - Education for free! </li></ul><ul><li>Social: Cloudworks - social networking for an educational context </li></ul>
    14. 14. VEOU project
    15. 15. E-Bank Liz Lyons et al. Scholarly knowledge lifecycle model: research – teaching – practice Harnessing technologies to make the cycle more transparent and connected Data Publication Research Teaching
    16. 16. CCK08 & the discourse conference
    17. 17. Did we change the world? No. Not yet. But we (and I mean all course participants, not just Stephen and I) managed to explore what is possible online. People self-organized in their preferred spaces. They etched away at the hallowed plaque of “what it means to be an expert”. They learned in transparent environments, and in the process, became teachers to others. Those that observed (or lurked as is the more common term), hopefully found value in the course as well. Perhaps life circumstances, personal schedule, motivation for participating, confidence, familiarity with the online environment, or numerous other factors, impacted their ability to contribute. While we can’t “measure them” the way I’ve tried to do with blog and moodle participants, their continued subscription to The Daily and the comments encountered in F2F conferences suggest they also found some value in the course. George Siemens
    18. 18. Cloudworks: Education 2.0 Changing practices through use of social networking Many repositories of good practice, but little impact Blogging Facebook Twitter Slideshare Flckr Youtube Commenting Live commentary Tagging RSS feeds Embedding Following
    19. 19. Core concepts Clouds: Learning and teaching ideas Design or case studies Tools or resources Questions or problems Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project
    20. 22. Researcher 2.0 <ul><li>Modern technologies </li></ul><ul><li>Researcher 2.0 </li></ul><ul><li>Web 2.0 practices </li></ul><ul><li>Location aware technologies </li></ul><ul><li>Adaptation & customisation </li></ul><ul><li>Second life/ immersive worlds </li></ul><ul><li>Google it! </li></ul><ul><li>Badges , World of warcraft </li></ul><ul><li>User generated content </li></ul><ul><li>Blogging, peer critique </li></ul><ul><li>Cloud computing </li></ul><ul><li>From individual to social </li></ul><ul><li>Contextualised and situated </li></ul><ul><li>Personalised research </li></ul><ul><li>Experiential research </li></ul><ul><li>Inquiry learning and research </li></ul><ul><li>Peer learning and support </li></ul><ul><li>Open Research </li></ul><ul><li>More open and visible Reflection </li></ul><ul><li>Distributed cognition </li></ul>
    21. 23. What's your context? What does your Personal Digital Environment consist of? What does it say about you? What do you do (types of activity)? How do you do it (what tools do you use)? Where do you do it (locations and contexts)?
    22. 24. Final thoughts <ul><li>Users increasingly digital – demands on institutions? </li></ul><ul><li>Students and teachers - personalised environment of tools vs. institutional tools? </li></ul><ul><li>What new forms of blended work spaces are needed? </li></ul><ul><li>How do we support new approaches to design and delivery of courses to make more effective use of technologies and lead to an enhance student learning experience? </li></ul><ul><li>How do we take account of a digital divide that is ever narrower but deeper? </li></ul><ul><li>What new digital literacy skills will learners and teachers need ? </li></ul><ul><li>What new pedagogical models are needed to marry the affordances of personalisation with the best affordances of technologies? </li></ul><ul><li>How do we account for blurring boundaries (real/virtual, formal/informal, etc)? </li></ul>