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Conole Canada Keynote


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  • 1. Serendipity and fun as ingredients for transforming practice Gráinne Conole, Open University, UK Learning Design Conference, Vancouver Simon FraserUniversity, 21/10/09 More info, slides and references: 11190_3_JLB%20PREFERRED%20External %20Image%201000px%20wide.jpg
  • 2. Converging practices
    • Modern technologies
    • Modern learning & teaching
    • 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
    • Personalised learning & teaching
    • Experiential learning & teaching
    • Inquiry learning & teaching
    • Peer learning & teaching
    • Open Educational Resources
    • Reflection
    • Distributed cognition
  • 3. The gap between promise & reality
    • 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
      • Do it badly
    • Classic mistakes :
      • Emphasis on the technologies , not the people and processes
      • Funding for technology developments but not use and support
    OER Little reuse Array of technologies Not fully exploited
  • 4. Addressing the “What’s in it for me? ”
    • The inertia dilemma – why has so little innovation spread?
    • Too difficult, bewildering, no incentive or support, no recognition
    • Want examples, someone to talk to,
    • Needs to be fun, motivating and useful
    • Web 2.0 practices: egocentric, addictive, motivational, peer support/regulation
    • Evolving ecology of tools and practices
    • People connected using tools: collective technical infrastructure
    • Changing practice – new ways of interacting and communicating
    • The problem
    • A socio-technical “space”
  • 5. The solution? Connection… 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 Policy Teacher practice Research & development The learner’s experience
  • 6. Bridging the gap Characteristics of good pedagogy Personalised Situative Social Experiential Reflective Affordances of new technologies Adaptive Contextual Networked Immersive Collective “ Open Design” Explicit Shareable Cross boundaries Collective Cummulative
  • 7. Open Design: a definition/approach
    • Aims to widen access to good ideas and designs, to share practice
    • Design for all types of learning activity
      • Formal course
      • Individual learning activity
      • Informal study group activity
    • Blurring of boundaries
      • Teacher – Learner
      • Formal – informal
      • Real – virtual
    • Principles
      • Open
      • Sharable
      • Explicit: design process explicit & sharable
      • Designers and users
      • Builds on open source principles
    Assessment Learning outcomes Tasks Aspects of design
  • 8. Realising “open design” Evidence base (interviews, surveys, observation, web stats, expert panels, focus groups) Development (resources, methods, tools, session types, interventions) Trialing (within the OU, workshops & conferences, project partners) Open University Learning Design Initiative & The Olnet network
  • 9. OU Learning Design Initiative Design methods: schema & patterns Tools: Visualisation & guidance Events: Cloudworks: sharing & discussing
  • 10. Olnet: redefining openness
  • 11. Technology enhanced…
    • Technology-enhanced learning but what about technology-enhanced teaching? …. Or beyond
    • Need to rethink education in a modern context
    • What is it for, who is it for, what are the roles and how is it supported
    • Blurring of boundaries of ‘learner’, ‘teacher’ and ‘other’ towards ‘actors’ interacting with each other in a technology-enhanced environment, where actors and their practice co-evolve with the tools
  • 12. New environment, new practices
    • What would characterise this?
      • Open
      • Changing roles
      • User-centric and personalised
      • Evolving
    • Co-operative and collaborative – users helping each other, peer critiquing, regulating, fostering communities and clusters of engagement
    • “ Cummulatively intellligent” – harnessing the affordances of the technologies to meet specific needs, but to build and aggregate knowledge, and to distribute this in multiple ways for multiple purposes
  • 13. Open design and mediation Can we develop new innovative mediating artefacts? How can we make the design more explicit and sharable ? Designer Design Has an inherent Learning activity or OER Creates Mediating artefacts
    • Mediating artefacts
    • Visualisation: CompendiumLD
    • Methods: Schema & patterns
    • Sharing: Cloudworks
    User – can now repurpose
  • 14. Mediating artefacts
    • Individuals use a range of mediating artefacts to achieve something – write a paper, design a learning event
    • With new technologies there is now a greater range of MA and new ways for individuals to connect and communicate with others
    • Taking a socio-cultural approach allows us to make sense of this because it helps articulate the MA and look at the context of use – rules, community, division of labour, as well as look over time at the evolving system as user-practice changes and co-evolves with the technologies
  • 15. Open Design: Visualising and sharing
  • 16. Explicit design
  • 17. Design, use, reuse Designer OER Design Creates Deposits Deposits Learner A OER Design Learner B Tutor Chooses Uses Quiz + beginners route Uses Quiz + advanced route Repurposes & deposits
  • 18. Process design Prior designs & resources New designs Content: (OER repositories, etc) Designs: (Pedagogical Patterns, CompendiumLD designs) New OER & designs
  • 19. Open design: Social and collective
  • 20. Key concepts: Clouds Clouds: Ideas Design or case studies Tools or resources Questions or problems
  • 21.  
  • 22. Key concepts: Cloudscapes Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project
  • 23.  
  • 24. Key concepts: Activity streams Clouds Cloudscapes Comments Links References Extra content
  • 25.  
  • 26. Theoretical perspectives “ Social objects” Social networking makes little sense if we leave out the objects that mediate the ties between people Engeström Design framework for sociality Enabling practice Mimicking reality Building identity Actualising self Bouman et al .
  • 27. Approach
    • Agile development: initially build in Drupal, now Codeigniter
    • Series of phases: design decisions, development, evaluation
    • Empirical evidence
      • Web stats including google analytics
      • Interviews and focus groups
      • Cloudfests
      • Workshops and conferences
      • Observation and reflective diaries
      • Critical friends group and design summits
  • 28. Principles
    • Open
    • Drawing on web 2. practices
    • Intentionally both built around “communities”/’clusters of interest” and cross-boundaries
    • Clouds as core objects – social, cummulative, intelligent
    • Dynamic and evolving through use alongside real events as well as virtual ones
    • Variety of types of activities and uses but focus always on sharing, finding and discussing educational ideas and designs
  • 29. Design decisions
    • Cloud metaphor
    • Seeding the site
    • Including social features
    • Tagging by pedagogy, tool, discipline
    • Low barrier to entry
    • No private content
    • User profiles
    • Cloud types
    • Using: Workshops, focus groups, surveys, “cloudfests”
    • “ What’s in it for me”?
    • Privacy and provenance
    • Sustainability
    • Barriers to sharing
    • Lack of spontaneous use
    • Phase 1
    • Evaluation
  • 30. Design decisions
    • Amalgamate cloud types
    • Increase social features
    • Foster communities - cloudscapes
    • Follow functionality
    • My cloudstream
    • Usability report
    • Lack of spontaneous use
    • Navigation
    • Quality control
    • Phase 2
    • Evaluation
  • 31. Design decisions
    • Add RSS feeds
    • Integrate streams from other web 2.0 sites
    • Merge tag categories
    • Improve homepage
    • New patterns of behaviour
    • Divided views about “open”
    • Cognitive barrier to getting use to the tool and then using it
    • Significant increase in use of the site as a result of tools
    • Phase 3
    • Evaluation
  • 32. Emergent patterns of use
    • Events: conferences and workshops
      • ALT-C conference , 8-11 th September 2009
    • Discussions: Flash debates
      • Is Twitter killing blogging?
    • Eliciting expertise and open reviews
      • Literature review of educational technologist
    • Aggregating resources
      • En Rumbo Spanish course
  • 33. Conclusions
    • Motivation : helping teachers/designers make more innovative use of technologies to create better learner experiences
    • Approach : development of a range of resources, tools, methods and events to support this
    • Evidence-base and agile development : on-going evaluation and reflection to enhance understanding and drive future developments
    • Reflection : How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be?
  • 34. Conclusions
    • Motivation : helping teachers/designers make more innovative use of technologies to create better learner experiences
    • Approach : development of a range of resources, tools, methods and events to support this
    • Evidence-base and agile development : on-going evaluation and reflection to enhance understanding and drive future developments
    • Reflection : How effective is this? Where to next? Is it transferable? How “open” can we really expect teachers/learners to be?