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Conole Salerno






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    Conole Salerno Conole Salerno Presentation Transcript

    • Bridging the gap between policy & practice: a reflective review & looking forward to the future Gráinne Conole, Open University, UK VI Congresso Nazionale della SIe-L: E-learning, creatività ed innovazione Salerno University, 17/09/09 More info, slides and references: http://cloudworks.ac.uk/cloud/view/2295
    • Outline
      • Scrutinising the e-learning history line
        • lessons from the past
        • a glimpse into the future
      • Emergent themes and challenges
      • A framework for making policy work
      • Illustrative case studies
      • Reflections and questions for the future
    • Key focus
      • Is there a gap between e-learning policy and actual practice?
        • How can we bridge the gap ?
      • Does e-learning policy adequate reflect current technological advances
        • If not how can we ensure it does ?
    • Scrutinising the e-learning timeline Conole, (2007) in Andrews & Haythornwaite Context Globalisation, networked society, changing societal norms, ICT advances UK : Dearing review of ICT TLTP projects, CTI, HE Academy, JISC US : Fragmented policy, driven by individuals and commercial imperative Education/Industry partnerships, spin offs, Open Educational Movement Impact Local culture vs global hegemony, changing roles & structures, commercial vs. government supported, dissemination and impact evaluation Policy Practice Drivers Widening participation, personalization, lifelong learning, quality assurance, developing the work force, commercial imperative
    • A glimpse into the future
    • Inspire by Pea &Wallis, 2008 We can now interact at a distance, accessing complex & useful resources in ways unimaginable in early eras What’s the next stage of the co-evolution? Phases of development Tool-user co-evolution 1 2 3 b a c + Internet Mobile devices TV Radio Smart tools Phone
    • Converging practices
      • Modern technologies
      • Modern pedagogy
      • Web 2.0 practices
      • Location aware technologies
      • Adaptation & customisation
      • Second life/ immersive worlds
      • Google it!
      • “ Expert badges” , World of warcraft
      • User- generated content
      • Blogging, peer critiquing
      • Cloud computing
      • From individual to social
      • Contextualised and situated learning
      • Personalised learning
      • Experiential learning
      • Inquiry learning
      • Peer learning
      • Open Educational Resources
      • Reflection
      • Distributed cognition
    • Tensions & implications Loosely coupled tools Integrated IT systems Personalised tools Institutional tools Student controlled Institutional controlled The VLE/LMS is dead debate http://cloudworks.ac.uk/index.php/cloud/view/2162
    • A framework for making policy work Policy Teacher practice Research & development The learner’s experience
    • Avoiding failures of the past
      • Common reactions:
        • “ I haven’t got time ”
        • “ My research is more important”
        • “ What’s in it for me ?”
        • “ Where is my reward ?”
        • “ I don’t have the skills to do this”
        • “ I don’t believe in this, it won’t work”
      • Common resistance strategies:
        • I’ll say yes (and do nothing )
        • Undermine the initiative
        • Undermine the person involved
      • Classic mistake :
        • Emphasis on the technologies , not the people and processes
        • Funding for technology developments but not use and support
      Great policy initiatives often fail – why?
    • Cloudworks: Harnessing web 2.0
    • Key concepts Clouds: Learning & teaching ideas Design or case studies Tools or resources Questions or problems Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project
    • User profile
    • Activity stream
    • Features
      • Dynamic list of clouds + new comments
      • Comments on clouds + cloudscapes
      • Can “follow” people + cloudscapes
      • RSS feeds of cloudscapes + people
      • Embedding: pictures, video, presentations
      • Twitter feeds for people +cloudscapes
      • Email alerts
      • Activity streams
    • Emergent patterns of use
      • Events: conferences and workshops
        • ALT-C conference , 8-11 th September 2009
        • http://cloudworks.ac.uk/index.php/cloudscape/view/1870
      • Discussions: Flash debates
        • Is Twitter killing blogging?
        • http://cloudworks.ac.uk/index.php/cloud/view/2266
      • Eliciting expertise
        • Literature review of educational technologist
        • http://cloudworks.ac.uk/index.php/cloudscape/view/1872
      • Aggregating resources
        • En Rumbo Spanish course
        • http://cloudworks.ac.uk/index.php/cloudscape/view/776
    • Olnet: redefining openness
    • A definition The open provision of educational resources, enabled by information and communication technologies, for consultation, use and adaptation by a community of users for non-commercial purposes (UNESCO 2002)
    • A broader definition of OER Learning resources Courseware, content modules, learning objects, learner support & assessment tools, online learning communities Resources to support teachers Tools for teachers and support materials to enable them to create, adapt and use OER; training materials for teachers Resources to assure the quality of education and educational practices (UNESCO 2004)
    • Bridging the gap Personalised Situative Social Experiential Reflective Adaptive Contextual Networked Immersive Collective “ Open Design” Characteristics of good pedagogy Affordances of new technologies
    • A mediating layer Can we develop new innovative mediating artifacts? How can we make the design more explicit and sharable ? Designer Design Has an inherent OER Creates Mediating artifacts
      • Mediating artifacts
      • Design visualisation tools - CompendiumLD
      • Design methods
      • Pedagogical patterns
      • Cloudworks
      User – can now repurpose
    • Mapping the case studies Policy Research & development Teacher practice The learner’s experience Institutional & national funding Embedding in strategy Aligning to technology trends Changing user behaviour Drivers and challenges Actual use in practice What’s in it for me? Evidence of impact
    • Questions and reflections
      • What is the relationship between Government rhetoric and actual practice ?
      • How can technologies support new forms of pedagogy?
      • What is the relationship between technologies , physical and virtual spaces and pedagogy ?
      • How do we take account of a digital divide that is ever narrower but deeper?
      • What new digital literacy skills will learners and teachers need ?
      • E-learning innovation will require a radical rethinking of the curriculum,
      • E-learning challenges existing norms about assessment
    • Bridging the gap between policy & practice: a reflective review & looking forward to the future Gráinne Conole, Open University, UK VI Congresso Nazionale della SIe-L: E-learning, creatività ed innovazione Salerno University, 17/09/09 More info, slides and references: http://cloudworks.ac.uk/cloud/view/2295