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Conole Salerno

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  • 1. 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
  • 2. 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
  • 3. 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 ?
  • 4. 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
  • 5. A glimpse into the future
  • 6. 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
  • 7. 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
  • 8. 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
  • 9. A framework for making policy work Policy Teacher practice Research & development The learner’s experience
  • 10. 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?
  • 11. Cloudworks: Harnessing web 2.0
  • 12. 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
  • 13. User profile
  • 14. Activity stream
  • 15. 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
  • 16. 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
  • 17. Olnet: redefining openness
  • 18. 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)
  • 19. 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)
  • 20. Bridging the gap Personalised Situative Social Experiential Reflective Adaptive Contextual Networked Immersive Collective “ Open Design” Characteristics of good pedagogy Affordances of new technologies
  • 21. 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
  • 22. 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
  • 23. 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
  • 24. 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

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