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Conole aect keynote_final

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Slow and fast learning with contemporary digital technologies

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Conole aect keynote_final

  1. 1. Slow and fast learning with contemporary digital technologies Gráinne Conole, Bath Spa University AECT conference – Accelerate learning – racing to the future Indianapolis, 4th November 2015 National Teaching Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
  2. 2. Outline • Education 2020 • E-learning timeline and emergent technologies • E-Pedagogies • Facets of e-learning – Openness – Mobile learning – Social media – Digital identity and literacies – Distributed cognition • The argument for slowing down
  3. 3. Education 2020
  4. 4. E-Learning timeline Multimediaresources 80s TheWeb 93 LearningManagementSystems 95 OpenEducationalResources 01 Mobiledevices 98 Gamingtechnologies 00 Socialandparticipatorymedia04 Virtualworlds 05 E-booksandsmartdevices MassiveOpenOnlineCourses 07 08 LearningDesign 99 Learningobjects 94 LearningAnalytics 10
  5. 5. Innovating pedagogy • Massive open social learning • Learning design informed by analytics • Flipped classroom • Bring your own devices • Learning to learn • Dynamic assessment • Event-based learning • Learning through storytelling • Threshold concepts • Bricolage
  6. 6. Mobile Across devices Dynamic Personalised Connected Free Interactive Intuitive Global Open RobustUbiquitous
  7. 7. Unreliable Battery life Cost Training Time consuming Privacy Quantity Accessibility Quality Insecure IntrusiveTrivial Connectivity Transitory
  8. 8. https://tinyurl.com/hotelproject
  9. 9. 1. Openness • Digital technologies enable more open practices • Emergence of OER and MOOCs • Increase of free resource and expertise, via Webinars, blogs, open repositories and journals, social media
  10. 10. The good and the bad… • Transparency • Greater reach • Equity and social inclusion • Challenging existing business models • Disaggregation of education • “Laying yourself bare” • Surveillance • Misuse of data • Misinterpretation • Issues re quality and accreditation • Ownership
  11. 11. The promise and the reality New forms of interaction, communication and collaboration. Lots of free resources Not fully exploited Bad pedagogies Teachers don’t have the time or the skills https://www.alt.ac.uk/sites/alt.ac.uk/files/public/ALTsurvey%20for%20ETAG%202014.pdf
  12. 12. Common design mistakes Technical • No balance between text and images • Irrelevant images • Bad audio or video • Poor font choice • No logical organisation • Broken links • Misuse of technology • Too many tools Pedagogical • Lack of clarity • Unclear learning outcomes • Mismatch between teaching and student ability • Overload with information • Learning outcomes and assessment not aligned • Unclear learning activities • No clear learning pathway
  13. 13. The 7Cs of Learning Design Conceptualise Vision CommunicateCreate ConsiderCollaborate Activities Combine Synthesis Consolidate Implementation http://e4innovation.com/?p=831
  14. 14. Course features • Pedagogical approaches • Principles • Guidance and support • Content and activities • Reflection and demonstration • Communication and collaboration http://cloudworks.ac.uk/cloud/view/5950
  15. 15. The broader context: The Larnaca Declaration http://larnacadeclaration.org
  16. 16. MOOCs • MOOCs are challenging formal education • New business models emerging • Ways to accredit informal and non-formal learning • EFQUEL MOOC blogs – http://mooc.efquel.org/
  17. 17. Beyond cMOOCs or xMOOCs cMOOCs • Weekly centred • Participant reflective spaces • Social and networked participation • Hashtag: #etmooc • Use of a range of social media xMOOCs • Linear learning pathway • Mainly text and video • Formative feedback through MCQs • Individually focused
  18. 18. Dimension Characteristics Context Open Degree to which the MOOC is open Massive How large the MOOC is Diversity The diversity of the learners Learning Use of multimedia Extent of use of rich multimedia Degree of communication Amount of communication incorporated Degree of collaboration Amount of collaboration incorporated Amount of reflection Ways in which reflection is encouraged Learning pathway Degree to which the learning pathway is supported Quality assurance Degree of quality assurance Certification Mechanisms for accreditation Formal learning Feed into formal learning offerings Autonomy Degree of learner autonomy A taxonomy of MOOCs http://e4innovation.com/?p=727
  19. 19. 2. Mobile learning • Smart phones and tablets almost ubiquitous • Learning anytime, anywhere • Affordances of mobile – Small and compact – Personal – Capturing sound, video, image – Good battery life – Wearable tech – Portable – Easy to read – Enables learning in special locations (i.e. fieldwork – Feasible and affordable because of good size, weight, screen, battery life and cost – Range of excellent Apps to support communication, productivity, curation and learning Peacekeeper student using supplied iPad and course app – Security, Conflict & International Development Masters Distance http://www.tellop.eu/
  20. 20. The good and the bad… • Learning anywhere, anytime • Mobile ready websites and Apps • Learning across contexts and devices • Ubiquitous connectivity • Social inclusion • No ‘down time’ • Dependency • Info in the Cloud • Battery life • Lack of digital literacy skills to use effectively
  21. 21. 3. Social media • Shift from a passive web to a participatory, interactive and social web – Distributed, networked, dynamic, participatory, complex, open, changing • Range of tools to communicate and collaborate • Being part of a global community of peers
  22. 22. The good and the bad… • Rich ways to communicate and collaborate • Part of a global community of peers • Access to vast amount of information • Rapid dissemination of information • Crowd sourcing • Lack of privacy • Negative digital traces • Misuse of data • Cyberbulling and trolling • Privacy and security • Corporate control • Time consuming • Addictive
  23. 23. My network
  24. 24. The dark side…
  25. 25. 4. Digital Identity, literacies and creativity • Digital identity is how you present yourself online • How you interact and communicate with others • Facets – Reputation – Impact – Influence – Productivity – Openness
  26. 26. Identity, presence and interaction Interaction Identity Presence
  27. 27. Presence • Presence (markchilds.wordpress.com) – Mediated presence • “being there” • immersion – Social presence • projection of ourselves • perception of others – Copresence • being somewhere with others – Self presence • or embodiment http://www.flickr.com/photos/deadair/4250153736/
  28. 28. Digital literacies JISC Beetham and Sharpe • Jenkins – Play – Performance – Simulation – Appropriation – Multitasking – Distributed cognition – Collective intelligence – Judgment – Transmedia navigation – Networking – Negotiation – Visualisation
  29. 29. Critical thinking and creativity Or use of imagination to create something… • Thinking laterally • Problem solving • Collaborative • Beyond knowledge recall • Across contexts and devices • Lifelong learning • Jenkins’ digital literacies • Role of visualisation and metaphors
  30. 30. The good and the bad… • Extension of ‘real’ self – can be the same or different • Extended reach • Exploiting the medium • “Laying yourself bare” • Misinterpretation of identity • Cyber-stalking • Identity theft
  31. 31. 5. Distributed cognition
  32. 32. The good and the bad… • “Person-Plus” • Exploiting vast amount of information • Tools to curate, manage, filter • Enhanced capacity • Greater cognition • Lack of digital literacy skills to use effectively • Easy to get lost and confused • Lack of permanency • Machines taking over.. • Over dependency
  33. 33. Technologies: the impact on learning • Access to an unprecedented amount of free tools, resources, courses and expertise • Instantaneous interaction and communication • A global, distributed community of peers • Fragmented identities • Multiple ways to learn • New forms of recognition of learning • But… is it to much, too fast and out of control?
  34. 34. The argument for slowing down Slow food movement • Reaction against the increase in fast food • Defending regional traditions, good food, gastronomic pleasure and a slow pace of life • Reinvigorate people’s interest in the food they eat, where it comes from and how our food choices affect the world around us Slow learning movement • Promoting deep learning in the context of a broad curriculum that recognises the talents of all students • Quality of the educational engagement between teacher and learner is more important than judging student ability by standardised tests • Importance of quality, creative teaching which enables students to think independently and cope with the challenges of life today Slow learning
  35. 35. Future challenges • Disaggregating Education • New – Digital literacies – Business models – Pedagogies – Approaches to design • Understanding digital identity • Blurring of boundaries • A move to slowing down
  36. 36. The information bomb…. • Technologies cannot exist without accidents • Technologies separate us from real time and space • When, not if technologies fail….
  37. 37. http://www.slideshare.net/GrainneConole Email: g.conole@bathspa.ac.uk Blog: http://e4innovation.com Twitter: @gconole

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