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Conole vilnius 3_nov

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  • 1. Learning innovations through social and participatory media Gráinne Conole, University of Leicester E-learning for a changing world conference 3rd November 2011, Vilnius http://www2.le.ac.uk/departments/beyond-distance-research-Thursday, 3 November 11
  • 2. New$technologies$ E/Pedagogies$ Learner$experience$ Teacher$prac8ce$ New$approaches$Thursday, 3 November 11
  • 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 interactivityThursday, 3 November 11
  • 4. Social & participatory media 4 Media sharing Blogging Mash ups Messaging How are social and Recommender Collaborative participatory media being editing systems used to enable open practices? Social Virtual worlds an networking games Social Syndication bookmarking Conole and Alevizou, 2010Thursday, 3 November 11
  • 5. The machine is Us/ing usThursday, 3 November 11
  • 6. Peer critiquing The machine is Us/ing usThursday, 3 November 11
  • 7. Peer critiquing User generated content The machine is Us/ing usThursday, 3 November 11
  • 8. Peer critiquing User generated content Networked The machine is Us/ing usThursday, 3 November 11
  • 9. Peer Open critiquing User generated content Networked The machine is Us/ing usThursday, 3 November 11
  • 10. Peer Open critiquing User Collective generated aggregation content Networked The machine is Us/ing usThursday, 3 November 11
  • 11. Peer Open critiquing User Collective generated aggregation content Networked Personalised The machine is Us/ing usThursday, 3 November 11
  • 12. E-Pedagogies 6 AThursday, 3 November 11
  • 13. E-Pedagogies 6 Associative Focus on individual Learning through association and reinforcement AThursday, 3 November 11
  • 14. E-Pedagogies 6 Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement AThursday, 3 November 11
  • 15. E-Pedagogies 6 Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Learning through social interaction Learning in contextThursday, 3 November 11
  • 16. E-Pedagogies 6 Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through social Learning in a interaction networked environment Learning in contextThursday, 3 November 11
  • 17. E-Pedagogies 6E-trainingDrill & practiceMobile learning Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through social Learning in a interaction networked environment Learning in contextThursday, 3 November 11
  • 18. E-Pedagogies 6E-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 social Learning in a interaction networked environment Learning in contextThursday, 3 November 11
  • 19. E-Pedagogies 6E-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 social Learning in a interaction networked environment Learning in contextExperiential,Problem-based,Role playThursday, 3 November 11
  • 20. E-Pedagogies 6E-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 social Learning in a interaction networked environment Learning in contextExperiential, Reflective & dialogicProblem-based, learning,Role play Personalised learningThursday, 3 November 11
  • 21. Mobile learning 7Thursday, 3 November 11
  • 22. Mobile learning 7 E-books Study calendars Learning resources Online modules Communication mechanismsThursday, 3 November 11
  • 23. Mobile learning 7 E-books Study calendars Learning resources Online modules Communication mechanisms PodcastingThursday, 3 November 11
  • 24. Inquiry-based learning 8 My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/Thursday, 3 November 11
  • 25. Inquiry-based learning 8 My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/Thursday, 3 November 11
  • 26. Inquiry-based learning 8 My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/Thursday, 3 November 11
  • 27. Virtual genetics lab 9 http://www.youtube.com/watch?v=uMMfHZUNpZY&feature=youtu.be The SWIFT projectThursday, 3 November 11
  • 28. 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., 2006Thursday, 3 November 11
  • 29. New digital literacies Play Collective intelligence Performance Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The Transmedia Simulation new literacies almost all navigation involve social skills developed through Appropriation collaboration and networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006Thursday, 3 November 11
  • 30. New digital literacies Creativity Play Collective intelligence Performance Judgement Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The Transmedia Simulation new literacies almost all navigation involve social skills developed through Appropriation collaboration and networking Networking Multitasking Negotiation Distributed cognition Jenkins et al., 2006Thursday, 3 November 11
  • 31. Learner experience 11 • 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, 2010Thursday, 3 November 11
  • 32. Teacher practices: paradoxes 12 • 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 boxThursday, 3 November 11
  • 33. Teacher practices: paradoxes 12 • 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?Thursday, 3 November 11
  • 34. x Open practices 13 Pandora’s box Thursday, 3 November 11
  • 35. x Open practices 13 Open design Pandora’s box Thursday, 3 November 11
  • 36. x Open practices 13 Open design Open delivery Pandora’s box Thursday, 3 November 11
  • 37. x Open practices 13 Open design Open delivery Pandora’s box Open dialogue Thursday, 3 November 11
  • 38. x Open practices 13 Open design Open delivery Pandora’s box Open dialogue Open research Thursday, 3 November 11
  • 39. 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 practices Promotes sharing and discussionThursday, 3 November 11
  • 40. Representation 15Thursday, 3 November 11
  • 41. Representation 15 The Open University, UK KE312 Working together with childrenThursday, 3 November 11
  • 42. Representation 15 The Open University, UK KE312 What’s the problem? Text-based/focus on content Working together Doesn’t show what the course is really like or what it consists with childrenThursday, 3 November 11
  • 43. Course views 16Thursday, 3 November 11
  • 44. Course views 16 Course mapThursday, 3 November 11
  • 45. Course views 16 Learning outcomes Course mapThursday, 3 November 11
  • 46. Course views 16 Learning outcomes Course mapPedagogy profileThursday, 3 November 11
  • 47. Course views 16 Learning outcomes Course mapPedagogy profile Course dimensionsThursday, 3 November 11
  • 48. Course views 16 Learning outcomes Course mapPedagogy profile Course dimensions Task swimlaneThursday, 3 November 11
  • 49. Open resourcesThursday, 3 November 11
  • 50. Open resourcesThursday, 3 November 11
  • 51. Open resourcesThursday, 3 November 11
  • 52. Open resourcesThursday, 3 November 11
  • 53. Open courses: MOOC Massive Open Online Course http://www.youtube.com/watch?v=eW3gMGqcZQc http://mooc.ca/Thursday, 3 November 11
  • 54. Open accreditationThursday, 3 November 11
  • 55. Open accreditation Peer to Peer University http://www.p2pu.org/en/Thursday, 3 November 11
  • 56. Open accreditation Peer to Peer University OER University http://www.p2pu.org/en/ http://wikieducator.org/OER_universityThursday, 3 November 11
  • 57. Open dialogue: Cloudworks 20 http://cloudworks.ac.ukThursday, 3 November 11
  • 58. Open dialogue: Cloudworks 20 • 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 technologies’ http://cloudworks.ac.ukThursday, 3 November 11
  • 59. Quick language guide 21 Cloud: Anything to do with learning and teaching Cloudscape: A collection of clouds Activity stream: Latest activities on a Cloudscape or people Favourites: Vote for things your like Follow: RSS feeds: Attend: Cloudscapes, Clouds For Cloudscapes, Clouds Conferences & or people & people workshopsThursday, 3 November 11
  • 60. Open scholarship 22Thursday, 3 November 11
  • 61. Open scholarship 22 Discovery Integration Application Teaching BoyerThursday, 3 November 11
  • 62. Open scholarship 22 Discovery Integration Application Teaching Open Boyer Digital Networked Weller: http://nogoodreason.typepad.co.uk/Thursday, 3 November 11
  • 63. Open researchThursday, 3 November 11
  • 64. Open researchThursday, 3 November 11
  • 65. Open researchThursday, 3 November 11
  • 66. Open researchThursday, 3 November 11
  • 67. Thursday, 3 November 11
  • 68. 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 publicationThursday, 3 November 11
  • 69. 26Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer grainne.conole@le.ac.uk Chapters available on dropboxThursday, 3 November 11