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Conole svea
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Conole svea

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    • 1. Pandora’s box: the implications of social andparticipation media Gráinne Conole, University of Leicester SVEA conference, Brussels 23rd November 2011
    • 2. New$technologies$ E/Pedagogies$ Learner$experience$ Teacher$prac8ce$ New$approaches$
    • 3. Today’s educational context• Rapidly changing technological environment• New digital literacy skills needed for learners and teachers• New open practices are emerging• New forms of online community and interactivity
    • 4. Horizon reports• Mobile and e-books• Gesture and augmented• Learning analytics http://wp.nmc.org/horizon2011/
    • 5. Ed tech trends• Mobile learning• Personalised learning• Cloud computing• Ubiquitous learning• BYOD• Digital content• The flipped classroom• Debt/drop out http://learn231.wordpress.com/2011/10/25/trend-report-1/
    • 6. Social & participatory media 6 Media sharing Blogging Mash ups MessagingCollaborative Recommenderediting systems Virtual worlds Social and games networking Social Syndication bookmarking http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/ Conole and Alevizou, 2010
    • 7. Social media revolutionThe machine is us/ing us
    • 8. Peercritiquing Social media revolution The machine is us/ing us
    • 9. Peercritiquing Usergenerated content Social media revolution The machine is us/ing us
    • 10. Peercritiquing Usergenerated contentNetworked Social media revolution The machine is us/ing us
    • 11. Peer Opencritiquing Usergenerated contentNetworked Social media revolution The machine is us/ing us
    • 12. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Social media revolution The machine is us/ing us
    • 13. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Personalised Social media revolution The machine is us/ing us
    • 14. http://rossdawsonblog.com/weblog/archives/2011/11/our-shrinking-degrees-of-separation-heading-down-from-6-to-3.html
    • 15. E-Pedagogies 9 A
    • 16. E-Pedagogies 9AssociativeFocus on individualLearning throughassociation andreinforcement A
    • 17. E-Pedagogies 9Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement A
    • 18. E-Pedagogies 9Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement ASituativeLearning throughsocial interactionLearning in context
    • 19. E-Pedagogies 9Associative ConstructivistFocus on individual Building on priorLearning through knowledgeassociation and Task-orientatedreinforcement ASituative ConnectivistLearning through Learning in asocial interaction networkedLearning in context environment
    • 20. E-Pedagogies 9E-trainingDrill & practiceMobile learning 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
    • 21. E-Pedagogies 9E-training Inquiry learningDrill & practice Resource-basedMobile learning 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
    • 22. E-Pedagogies 9E-training Inquiry learningDrill & practice Resource-basedMobile learning 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
    • 23. E-Pedagogies 9E-training Inquiry learningDrill & practice Resource-basedMobile learning 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 & dialogicProblem-based, learning,Role play Personalised learning
    • 24. Learning spaces 10• Metaphors • Camp fire • Watering hole • Cave • Mountain top• Principle of learning space design • Comfort • Aesthetics • Flow • Equity • Blending • Affordances • Repurposing www.skgproject.com
    • 25. New digital literacies Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking Jenkins et al., 2006
    • 26. New digital literacies Play Collective intelligencePerformance Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The TransmediaSimulation new literacies almost all navigation involve social skills developed throughAppropriation collaboration and networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
    • 27. New digital literacies Creativity Play Collective intelligencePerformance Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The TransmediaSimulation new literacies almost all navigation involve social skills developed throughAppropriation collaboration and networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006
    • 28. Learner experience 12• Technology immersed• Learning approaches: task- orientated, experiential, just in time, cumulative, social• Personalised digital learning environment• Mix of institutional systems and Cloud-based tools and services• Use of course materials with free resources Sharpe, Beetham and De Freitas, 2010
    • 29. EDUCAUSE study 13 Students drawn to new technologies but rely on more traditional ones Consider technologies offer major educational benefits Mixed views of VLEs
    • 30. Teacher practices: paradoxes 14• Technologies not extensively used (Molenda)• Lack of uptake of OER (McAndrew et al.)• Little use beyond early adopted (Rogers)• Despite rhetoric and funding little evidence of transformation (Cuban, Pandora’s box Ehlers)
    • 31. Teacher practices: paradoxes 14• Technologies not extensively used (Molenda)• Lack of uptake of OER (McAndrew et al.)• Little use beyond early adopted (Rogers)• Despite rhetoric and funding little evidence of transformation (Cuban, Pandora’s box Ehlers) What would it mean to adopt more open practices? Open design, open delivery, open research and open
    • 32. x Open practices 15 Pandora’s box
    • 33. x Open practices 15 Open design Pandora’s box
    • 34. x Open practices 15 Open design Open delivery Pandora’s box
    • 35. x Open practices 15 Open design Open delivery Pandora’s box Open dialogue
    • 36. x Open practices 15 Open design Open delivery Pandora’s box Open dialogue Open research
    • 37. 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
    • 38. Course views 17
    • 39. Course views 17 Course map
    • 40. Course views 17 Learning outcomes Course map
    • 41. Course views 17 Learning outcomes Course mapPedagogy profile
    • 42. Course views 17 Learning outcomes Course mapPedagogy profile Course dimensions
    • 43. Course views 17 Learning outcomes Course mapPedagogy profile Course dimensions Task swimlane
    • 44. But does it work? Evaluation data18
    • 45. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings18
    • 46. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings It is iterative and so helps with ironing out any issues18
    • 47. But does it work? Evaluation dataI find the document quite thought-provoking, especially as a startingpoint in this journey for developinggood understandings It is iterative and so helps with ironing out any issues I could understand the learning design process and would feel able to use this when designing some learning activities18
    • 48. Open resources
    • 49. Open resources
    • 50. Open resources
    • 51. Open resources
    • 52. Open courses: MOOCMassiveOpenOnlineCourse http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/
    • 53. Open accreditation
    • 54. Open accreditationPeer to Peer Universityhttp://www.p2pu.org/en/
    • 55. Open accreditationPeer to Peer University OER Universityhttp://www.p2pu.org/en/ http://wikieducator.org/OER_university
    • 56. Open dialogue: Cloudworks 22 http://cloudworks.ac.uk
    • 57. Open dialogue: Cloudworks 22• A space for sharing and discussing learning and teaching ideas and designs• Application of the best of web 2.0 practice for teaching• To bridge the gap between technologies and use• Teachers say they want: examples, want to share & discuss• Helps develop skills needed for engaging with new http://cloudworks.ac.uk technologies’
    • 58. Community indicatorsParticipation CohesionSustained over time Support & toleranceCommitment from core group Turn taking & responseEmerging roles & hierarchy Humour and playfulnessIdentity Creative capabilityGroup self-awareness Igniting sense of purposeShared language & vocab Multiple points of viewSense of community expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
    • 59. Open scholarship 24
    • 60. Open scholarship 24DiscoveryIntegrationApplicationTeaching Boyer
    • 61. Open scholarship 24DiscoveryIntegrationApplicationTeachingOpen BoyerDigitalNetworked Weller: http://nogoodreason.typepad.co.uk/
    • 62. Open research
    • 63. Open research
    • 64. Open research
    • 65. Open research
    • 66. The future of learning 26
    • 67. The future of learning 26 Just in time
    • 68. The future of learning 26 Just in time Distributed
    • 69. The future of learning 26 Just in time DistributedPersonalised
    • 70. The future of learning 26 Just in time DistributedPersonalised Blurred
    • 71. The future of learning 26 Just in time Distributed CollectivePersonalised Blurred
    • 72. The future of learning 26 Just in time Distributed CollectivePersonalised Creative Blurred
    • 73. The future of learning 26 Just in time Distributed CollectivePersonalised Creative Blurred Responsive
    • 74. The future of learning 26 Just in time Distributed CollectivePersonalised Creative Blurred Responsive Open
    • 75. Final thoughts Open,participatory and social media enable new forms of communication and collaboration Communities in these spaces are complex and distributed Learners and teachers need to develop new digital literacy skills to harness their potential We need to rethink how we design, support and assess learning Open,participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new ways We are seeing a blurring of boundaries: teachers/ learners, teaching/research, real/virtual spaces, formal/ informal modes of communication and publication
    • 76. 28Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer grainne.conole@le.ac.uk

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