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Conole edinburgh


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Conole edinburgh

  1. 1. Pushing the boundaries:openness and new approach to design Gráinne Conole, University of Leicester University of Edinburgh 13thApril 2012
  2. 2. Outline• Technologies trends• Learner experience• Open practices• Teacher practice and paradoxes• New approaches to design• Metaphors
  3. 3. Technological trends• Mobiles and e-books• Games-based learning & learning analytics• Gesture-based learning & the Internet of things• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Digital content• The flipped classroom
  4. 4. Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution s/EvidenceNet/Conole_Alev The machine is us/ing us ou_2010.pdf
  5. 5. Gutenberg to Zuckerberg• Take the long view• The web is not the net• Disruption is a feature• Ecologies not economics• Complexity is the new reality• The network is now the computer• The web is evolving• Copyright or copywrong• Orwell (fear) or Huxley (pleasure)
  6. 6. Learner experience • Technology immersed • Learning approaches: task- orientated, experiential, jus t 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, 2010
  7. 7. Open practicesOpen resources Open courses Pandora’s boxOpen scholarship Open research7
  8. 8. Open resources
  9. 9. Open coursesMassiveOpenOnlineCourse
  10. 10. Open accreditationPeer to Peer University OER University
  11. 11. Open scholarship• Exploiting the digital network• New forms of dissemination and communication• Promoting reflective practice• Embracing the affordances of new technologies Weller:
  12. 12. Open research
  13. 13. Citation indicators
  14. 14. Teacher practices: paradoxes• Technologiesnot extensively used (Molenda)• Lack of uptake of OER (McAndrew et al.)• Little use beyond early adopters (Rogers)• Despite rhetoric and funding Pandora’s box little evidence of transformation (Cuban, Ehlers) 14
  15. 15. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
  16. 16. Learning Design Shift frombelief-based, implicit approaches todesign- based,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practicesPromotessharing and discussion
  17. 17. Conceptualise What do we want to design, who for and why? Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your design
  18. 18. MSc in Learning Innovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning
  19. 19. Programme part 1 In-session work Out-of-session workSession 1•Intros & expectations (e-tivities)•Mini-pres: background to workshop•How to ruin a course•Intro to e-tivity 1Session 2 E-tivity 1: Consider•Warm-up (how is it going?)•Discussion of discussion forums, blogs your Course Featuresand wikis•Intro to e-tivity 2Session 3• Warm-up E-tivity 2: Develop(Surprises, discoveries, frustrations, hig your Course Maphlights)• Review completed course maps• Mini-presentation: How OERs arebeing used & reused E-tivity 3: Do a Learning•Intro to e-tivity 3 Design Resource AuditSession 4• Warm-up (how is it going?)•Review of completed resource audits• Mini-pres: Salmon’s 5-stage model E-tivity 4: Develop your•Intro to e-tivity 4 Activity Profile
  20. 20. Programme part 2 In-session workSession 5 Out-of-session work•Warm-up (Progress made so far?)•Review of Activity Profiles (e-tivities)•Brainstorm: “Soft”/“hard” outcomes•Intro to e-tivity 5Session 6 E-tivity 5: Develop•Warm-up (Revisit How to Ruin a Course)•Review of Storyboards your Storyboard•Do Info Literacy Card Sort activity•Intro to e-tivity 6Session 7 E-tivity 6: Develop• Warm-up (…) your e-tivities• Review completed e-tivities• Mini-pres: Embedding your e-tivities inthe VLE•Intro to e-tivity 7 E-tivity 7: Consider yourSession 8 VLE (LMS) design• Warm-up (…)•Review of completed VLE designs• Brainstorm: actions needed to complete E-tivity 8:our courses•Intro to e-tivity 8 Action Planning
  21. 21. How to ruin a course
  22. 22. E-tivity 1: Course Features
  23. 23. Course Features Key• Colours relate to the course view map – Green = collaboration and communication – Blue = content and student experience – Purple = reflection and demonstration – Orange = guidance and support
  24. 24. What are discussion forums, blogs and wikis good for? Discussion Blogs Wikis forums Personal Reflection Collaboration reflection Moderated Creating an Collating discussion e-portfolio resources
  25. 25. E-tivity 2: Course Map
  26. 26. The Course Map template
  27. 27. E-tivity 3: Learning Design Resource Audit Format Content Text & Audio Video Slides (e.g. Other (e.g. (under the graphics PowerPoint) Adobe appropriate Presenter) licences) What I find and reuse as is What I find, tweak and use What I find, repurpose and use What I create for this module
  28. 28. E-tivity 4: Activity Profile• Assimilative – Reading, viewing, listening• Information handling – Manipulating data• Communicative – Dialogic interactions• Productive – Creating an artefact• Experiential – Practicing, mimicking• Adaptive – Modeling or simulation
  29. 29. Outcomes (from University of Gloucestershire)
  30. 30. Learning outcomesSTART END Assessment
  31. 31. Task Swimlane • Lane of roles • Lane with tools and resources
  32. 32. E-tivity 5: Develop your e-tivities
  33. 33. Including information Literacy in e-tivities
  34. 34. E-tivity 6B: Action PlanningB
  35. 35. MSc in Learning Innovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning
  36. 36. Metaphors Ecologies SpacesMemes Rhizomes
  37. 37. Ecologies• Co-evolution of tools and users• Niches colonisation of new habitats• Survival of the fittest
  38. 38. MemesAn internet meme is somethingThat spreads like wildfire on theWeb (Blackmore)To describe the interaction What makes us differentwith digital technologies Is our ability to imitate The Internet allows for The unprecedented Spreading of ideas Issues in terms of convergence of thought
  39. 39. Spaces Campbell, 72
  40. 40. Rhizomes A rhizome is a stem of a plant that sends out roots as it spreads. Describes the way that ideas are multiple, interconnected and self- replicating. A rhizome has no beginning or end like a learning process
  41. 41. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox