Conole sydney

The interconnectedness of design and e-pedagogy
Gráinne Conole,
University of Leicester
CQUniversity, Sydney
14 th December 2011

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

Horizon reports
Mobile and e-books
Gesture and augmented
Learning analytics
http://wp.nmc.org/horizon2011/

Ed tech trends
Mobile learning
Personalised learning
Cloud computing
Ubiquitous learning
BYOD (Bring your own device)
Digital content
The flipped classroom
Debt/drop out
http://learn231.wordpress.com/2011/10/25/trend-report-1/

Social & participatory media http://magicineducation.wordpress.com/2011/11/10/web-2-0-world-map/ Media sharing Collaborative editing Social networking Virtual worlds and games Syndication Messaging Social bookmarking Recommender systems Mash ups Blogging Conole and Alevizou, 2010

User generated content Peer critiquing Networked Collective aggregation Personalised Open Social media revolution The machine is us/ing us

E-Pedagogies Associative Focus on individual Learning through association and reinforcement Constructivist Building on prior knowledge Task -orientated Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment E-training Drill & practice Mobile learning Inquiry learning Resource-based Experiential Problem-based Role play Reflective & dialogic learning, Personalised learning A

Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Communication mechanisms Podcasting

Inquiry-based learning The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk / My community

Virtual genetics lab http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be The SWIFT project

Principles of learning space design
C omfort
A esthetics
F low
E quity
B lending
A ffordances
R epurposing
Learning spaces www.skgproject.com

Metaphors of learning
Camp fire
Cave
Watering hole
Mountain top
Spatial
Temporal
Functional
Connected
Formal/informal Complex

Jenkins et al., 2006 Creativity New digital literacies Play Performance Simulation Appropriation Multitasking Distributed cognition Collective intelligence Judgement Transmedia navigation Networking Negotiation 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

http://www.imv.au.dk/icreanet/

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
BUT! Learners are not homogeneous
Sharpe, Beetham and De Freitas, 2010 Learner experience

EDUCAUSE study
Students drawn to new technologies but rely on more traditional ones
Consider technologies offer major educational benefits
Mixed views of VLEs

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, Ehlers)
Pandora’s box What would it mean to adopt more open practices? Open design, open delivery, open research and open evaluation? Teacher practices: paradoxes

Pandora’s box Pandora’s box Open design Open delivery Open scholarship Open research Open practices

Open design Shift from belief-based , implicit approaches to design-based, explicit approaches Encourages reflective, scholarly practices Promotes sharing and discussion Learning Design A design-based approach to creation and support of courses

Definition A methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies . This includes the design of resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and shareable. Learning design as an area of research and development includes both gathering empirical evidence to understand the design process, as well as the development of a range of learning design resources, tools and activities.

Facets of learning design Conole, G. (forthcoming), Designing for learning in an open world, Berlin: Springer Open Learning Design Methodology Openness Communities and interactions Design representations and tools Mediating Artefacts Affordances Social and participatory media Theory and methodology Related fields

Course views Course map Learning outcomes Pedagogy profile Task swimlane Course dimensions

But does it work? Evaluation data I find the document quite thought-provoking , especially as a starting point in this journey for developing good understandings I could understand the learning design process and would feel able to use this when designing some learning activities It is iterative and so helps with ironing out any issues

http://elearningpapers.eu/en/node/111465

Open resources

Open courses: MOOC http://mooc.ca / http://www.youtube.com/watch?v=eW3gMGqcZQc M assive O pen O nline C ourse

Open accreditation http://www.p2pu.org/en/ Peer to Peer University http://wikieducator.org/OER_university/ OER University

Open dialogue

Open scholarship Weller: http://nogoodreason.typepad.co.uk / Open Digital Networked New forms of communication and collaboration Harnessing new media Changing academic practice

Open research

Citation indicators

My digital landscape Email

Metrics and frameworks How do we evaluate user behaviour? How can research inform policy and practice?

Community Indicators Framework Participation Sustained over time Commitment from core group Emerging roles & hierarchy Identity Group self-awareness Shared language & vocab Sense of community Cohesion Support & tolerance Turn taking & response Humour and playfulness Creative capability Igniting sense of purpose Multiple points of view expressed, contradicted or challenged Creation of knowledge links & patterns

Linking research with policy & practice Policy Blackboard rollout OER/iTunes Learning spaces Cloud computing Learner practice Use of technologies Diversity/culture Teacher practice Design practice Use of technologies Research OER Learning design Web 2.0 Virtual worlds Learner experience Horizon scanning

The future of learning, teaching & research Distributed Personalised Blurred Collective Creative Responsive Open Just in time

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

Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer [email_address]

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