The technology enabled university - implications for teaching and learning

Students learning in a modern context Gráinne Conole The Open University, g.c.conole@open.ac.uk 14th September 2007 Education in a changing environment conference: meeting the challenges University of Salford

Hungarian National Gallery

Course design Hungarian National Gallery

Course design Student experience Hungarian National Gallery

Course design “Art” Student experience Hungarian National Gallery

Course design “Art” Student experience “Science” Hungarian National Gallery

Making the link

Making the link Student experience

Making the link Course Student design experience

Making the link Learning Outcomes Tasks Assessment Course Student design ...through activity experience

Geocaching Gill Glough

Geocaching Gill Glough Remote observation Anesa Hosein

“PhD Supervision” Geocaching Karen Littleton & Rebecca Ferguson Gill Glough Remote observation Anesa Hosein

Giddens, Castells Globalisation, the Networked society Unpredictable, changing world, culturally rich, complex society, changing values

Giddens, Castells Globalisation, the Networked society Unpredictable, changing world, culturally rich, complex society, changing values Sharples, Duval, Dillenbourg, Salomon Information rich, social networking, new learning spaces, distributed cognition

Giddens, Castells Globalisation, the Networked society Unpredictable, changing world, culturally rich, complex society, changing values Sharples, Duval, Dillenbourg, Salomon Information rich, social networking, new learning spaces, distributed cognition Becks, Land, Virioli Technology dependent Unintended consequences & risks Increasing impact of technology

An inter-connected world

Society Work patterns Culture Boundaries Economy An inter-connected world

Society Work patterns Culture Boundaries Economy An inter-connected world Technology Pervasive Social tools Personalised Mobile/Smart

Society Work patterns Culture Boundaries Economy An inter-connected world Technology Education Pervasive Lifelong Social tools Individual Personalised Social Mobile/Smart Purposeful

JISC Learner experience programme

JISC Learner experience programme Phase One Review (Sharpe et al.) LEX (Creanor et al.) LXP (Conole et al.)

JISC Learner experience programme Phase One Review (Sharpe et al.) LEX (Creanor et al.) LXP (Conole et al.) Phase Two Longitudinal study - STROLL (Hertfordshire) Institutional studies - discipline differences, accessibility, practice- based learning, transition between sectors

LXP project Conole, De Laat, Darby, Dillon

LXP project Experience and perceptions Subject E-learning discipline strategies differences Conole, De Laat, Darby, Dillon

LXP project Experience and perceptions Online survey Subject E-learning discipline strategies differences Audio logs Interviews Conole, De Laat, Darby, Dillon

LXP: Data Collection

LXP: Data Collection Context In-depth case studies Survey Audio logs Interviews Economics: 128 Economics: 3 Economics: 2 Languages: 92 Languages: 47 Languages: 3 Medicine: 31 Medicine: 16 Medicine: 5 Computing: 158 Computing: 19 Computing: 4 Other: 18 Total: 427 Total: 85 Total: 14

Learner voices JISC In their own words

Learner voices Learning in the digital age JISC In their own words

Learner voices Learning in the digital age Communication & networking JISC In their own words

Learner voices Learning in the digital age Concerns Expectations Beneﬁts Communication & networking JISC In their own words

Audio logs

Audio logs In situ, emotive responses

Audio logs Email, Blackboard, Teachers’ TV - Video clips, Blog, search engines, Word, mobile In situ, emotive responses

Audio logs Email, Blackboard, Teachers’ TV - Video clips, Blog, search engines, Word, mobile Online dictionary for words, Word and Powerpoint for assignment, Phone query In situ, emotive responses

Audio logs Email, Blackboard, Teachers’ TV - Video clips, Blog, search engines, Word, mobile Online dictionary for words, Word and Powerpoint for assignment, Phone query Blackboard forum to add comments, likes it but feels it is not used enough In situ, emotive responses

Audio logs Email, Blackboard, Teachers’ TV - Video clips, Blog, search engines, Word, mobile Online dictionary for words, Word and Powerpoint for assignment, Phone query Blackboard forum to add comments, likes it but feels it is not used enough USB stick to transfer data, Concordance for course work, Email, MSN for help In situ, emotive responses

Audio logs Email, Blackboard, Teachers’ TV - Video clips, Blog, search engines, Word, mobile Online dictionary for words, Word and Powerpoint for assignment, Phone query Blackboard forum to add comments, likes it but feels it is not used enough USB stick to transfer data, Concordance for course work, Email, MSN for help Email, Skype - Discussing work with In situ, other students; PDA - planning, diary emotive responses

Audio logs Email, Blackboard, Teachers’ TV - Video clips, Blog, search engines, Word, mobile Online dictionary for words, Word and Powerpoint for assignment, Phone query Blackboard forum to add comments, likes it but feels it is not used enough USB stick to transfer data, Concordance for course work, Email, MSN for help Email, Skype - Discussing work with In situ, other students; PDA - planning, diary emotive responses Search engine for material, online research journals

LEX Video clips

LEX Video clips Reﬂective summaries

LEX Video clips Reﬂective summaries Highlight range of learners and their appropriation

LEX Video clips Reﬂective summaries Highlight range of learners and their appropriation Laura: Technology immersed

LEX Video clips Reﬂective summaries Highlight range of learners and their appropriation Laura: Technology immersed Emma and Jenny: Application to practice

LEX Video clips Reﬂective summaries Highlight range of learners and their appropriation Laura: Technology immersed Emma and Jenny: Application to practice Paul, Simon and Beth: Work-based learning

Emma and Jenny: Using blogs for reﬂection

Tools for learning

Tools for learning Word, Powerpoint, Core toolset Email, the Internet

Tools for learning Word, Powerpoint, Core toolset Email, the Internet Information Mix of Google, Wikipedia, seeking and subject-speciﬁc sites Peer approval handling

Tools for learning Word, Powerpoint, Core toolset Email, the Internet Information Mix of Google, Wikipedia, seeking and subject-speciﬁc sites Peer approval handling Communication Mix-mode, personal preferences

Tomorrow’s students...

Tomorrow’s students... Personalised Niche, adaptive Digitally Transferable organised skills

Tomorrow’s students... Pervasive Personalised Niche, adaptive Time/space Integrated boundaries Digitally Transferable organised skills Changing work/ learning patterns

changing patterns

changing patterns Individual Social

changing patterns Individual Social Information Communication

changing patterns Individual Social Information Communication Passive Interactive

changing patterns Individual Social Information Communication Passive Interactive Institutional tools Personalised tools

changing patterns Information Communication Passive Interactive Institutional tools Personalised tools

changing patterns Passive Interactive Institutional tools Personalised tools

changing patterns Institutional tools Personalised tools

changing patterns

The modern learner? Oblinger et al., Kennedy et al. Educause ECAR study of U/G and IT 2007

The modern learner? Technology- enhanced environment Oblinger et al., Kennedy et al. Educause ECAR study of U/G and IT 2007

The modern learner? Multi-tasking Learning process Quick and surface Technology- Multi-representational enhanced environment Oblinger et al., Kennedy et al. Educause ECAR study of U/G and IT 2007

The modern learner? Multi-tasking Learning process Quick and surface Technology- Multi-representational enhanced environment Task orientated Learning Group based approach Experiential Oblinger et al., Kennedy et al. Educause ECAR study of U/G and IT 2007

Complementary studies

Complementary studies PB-LXP project Work-based learning Thorpe, Conole, Edmunds, DeLaat

Complementary studies PB-LXP project Work-based learning Learning across Thorpe, Conole, formal and Edmunds, DeLaat informal settings Sharples and Scanlon, Ainsworth, Benﬁeld, Conole, Crook, Jones, Littleton, Mulholland, O’Malley

Design and experience

Design and experience Design ICT Expectation Experience Binhui Shao

Design and experience Design Audience ICT Expectation Experience Binhui Shao Blogs Community Comments Presentation Cindy Kerawalla

Innovations in design

Innovations in design How can we design learning activities which make effective use of tools and pedagogy?

Innovations in design How can we design learning activities which make effective use of tools and pedagogy? How can we capture practice? scaffold design?

Behaviourism Connectivism Cognitivism The pedagogy “isms” Interactionism Constructivism Socio-constructivism

Behaviourism Connectivism Cognitivism The pedagogy “isms” Interactionism Constructivism Conole, Dyke et al. (2004), Socio-constructivism Computers and Education

Behaviourism Thinking Connectivism & reﬂection Cognitivism The pedagogy “isms” Interactionism Constructivism Conole, Dyke et al. (2004), Socio-constructivism Computers and Education

Behaviourism Thinking Connectivism & reﬂection Cognitivism The pedagogy “isms” Conversation & interaction Interactionism Constructivism Conole, Dyke et al. (2004), Socio-constructivism Computers and Education

Behaviourism Thinking Connectivism & reﬂection Cognitivism The pedagogy “isms” Experience Conversation & activity & interaction Interactionism Constructivism Conole, Dyke et al. (2004), Socio-constructivism Computers and Education

Design strategies

Design strategies Learning outcomes: What do you want the students to achieve?

Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis?

Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want the students to do?

Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want to assess and how?

Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want Tools: to assess and how? What tools do you want to use?

Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want Tools: to assess and how? What tools do Resources: you want to use? What resources do you want to use?

Design strategies Learning outcomes: What do you want the Pedagogy: students to achieve? What pedagogical principles do you want to emphasis? Activities: What do you want Assessment: the students to do? What do you want Tools: to assess and how? What tools do Resources: you want to use? What resources do Problem: you want to use? What speciﬁc problem do you want to address?

THE OU Learning Design project A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson

THE OU Learning Design project Adopting a learning design methodology A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson

THE OU Learning Design project Formal means of describing activities Adopting a learning design methodology A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson

THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson

THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology Provides scaffolding for the design process A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson

THE OU Learning Design project Formal means of describing activities Facilitates re-use of learning activities Adopting a learning design methodology Provides scaffolding for the design process Enables a shared language & representation A. Brasher, S. Cross, S. Nixon, M. Weller, P. Wilson

Approaches to learning design

From existing practice (case studies) Approaches to learning design

From existing practice (case studies) Approaches to learning design By scaffolding (templates & contextual help)

Workspace

Standard Compendium icon set Workspace

Standard Compendium icon set Tailored icon set for learning design Workspace

Examples

Examples Templates

Examples Help Templates

Examples Help Choices Templates

Examples Help Learning activity Choices Templates

Activity versus course

Activity versus course Individual learning activities

Activity versus course Individual learning activities Course level information

Collaborative wiki activity - analysis of a pop song Bernd Rüshchoff Eurocall 2007

Why is it useful?

Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities

Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs

Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs Guides individuals through process of creating activities

Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs Guides individuals through process of creating activities Creates an audit trail of design decisions

Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs Guides individuals through process of creating activities Creates an audit trail Highlights policy of design decisions implications

Why is it useful? Means of eliciting designs and a vocabulary for describing learning activities Facilitates representation and re-use of designs Guides individuals through process of creating activities Creates an audit trail Highlights policy of design decisions implications Could also guide learners through activities

Challenges for the future Pompeii Lessons from the past for the future

Challenges for the future How can we support innovative design? Pompeii How do we predict the unpredictable? How can we understand the learner voice? How can we deal with constant change? Lessons from the What are the implications past for for policy and practice? the future

Student experience Conole, G. and Oliver, M. (2007) (Eds), Contemporary perspectives in e-learning research, London: RoutledgeFalmer Conole, G., De Laat, M., Dillon, T. and Darby, J. (submitted), ‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology’, Computers & Education JISC learner experiences programme www.jisc.ac.uk/elp_learneroutcomes.html (phase 1) www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/ elp_learnerexperience.aspx (phase 2) www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/

Learning Design Beetham, H. and Sharpe, R. (2007) (Eds) Rethinking pedagogy for a digital age, Oxford: Routledge Conole, G. forthcoming), ‘Using Compendium as a tool to support the design of learning activities’, in A. Okada, S. Buckingham Shum and T. Sherborne (Eds) Knowledge cartography – software tools and mapping techniques Conole, G. (forthcoming), ‘Capturing practice: the role of mediating artefacts in learning design’ in L. Lockyer, S. Bennett, S. Agostinho and B. Harper (Eds) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies

The technology enabled university - implications for teaching and learning

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