2. About me…
•
•
•
•
Irish but living in England
PhD in Chemistry
Two girls (15 and 18)
Professor of Learning
Innovation at the
University of Leicester
3. Institute of Learning Innovation
http://www.le.ac.uk/ili
•
•
•
•
•
•
Research
Teaching
Supervision
Consultancy
Visiting scholars
Institutional advice
4. Outline
• Disruptive technologies or
pedagogies?
• Why e-learning?
• E-learning timeline and back to the
future
• Emergent technologies
• Pick and mix
–
–
–
–
–
–
–
Learning Design
Pedagogical approaches
OER and MOOCs
Learning analytics
Mobile learning
Social media and open practices
Digital literacies and identity
8. Why e-learning?
• For learning
– Potential to support interaction, communication
and collaboration
– Developing digital literacy skills
– Promoting different pedagogical approaches
– Fostering creativity and innovation
– Connecting students beyond the formal course
• For life
– Preparing students for an uncertain future
– Improving employability opportunities
– Increased importance of technology in society
9. The Internet and the Web
Learning objects
Learning Management Systems
Mobile devices
Learning Design
Gaming technologies
Open Educational Resources
80s
93
94
95
98
99
00
01
04
Massive Open Online Courses
05
E-books and smart devices
Virtual worlds
Social and participatory media
Multimedia resources
E-Learning timeline
07
08
http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html
10. Back to the future…
Total recall:
Self driving cars
Back to the future:
Wearable technology
Space odyssey 2001:
Skype
Minority report:
Touch interface
Space odyssey 2001:
Siri
http://gizmodo.com/16-classic-films-that-got-future-tech-right-1184346443
11. A glimpse of the future…
•
•
•
•
•
•
MOOCs
Tablet computing
Games and gamification
Learning analytics
3D-printing
Wearable technologies
http://tinyurl.com/horizon2013
15. Conclusion
• Nature of learning, teaching
and research is changing
• Changing roles
• Technology Enhanced
Learning spaces
• It’s about
– Harnessing new media
– Adopting open practices
• New business models are
emerging
17. References
• Conole, G. (2010) Review of pedagogical frameworks and models
and their use in elearning, http://cloudworks.ac.uk/cloud/view/2982.
• Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in
Higher Education.
• Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for
effective learning design." Computers and Education 43(1-2): 17-33.
• Dewey, J. (1916). Experience and Nature. New York, Dover.
• Jarvis, P. (2004). Adult education and lifelong learning.
London, RoutledgeFalmer.
• Laurillard, D. (2002). Rethinking university teaching, Routledge %@
0415256798, 9780415256797.
• Secker, J.(2011), http://www.slideshare.net/seckerj/informationliteracy-e-learning-and-the-changing-role-of-the-librarian
• Learning Design workshop resources http://tinyurl.com/LDworkshop
18. Learning Analytics Resources
• LAK conference site
– http://lakconference2013.wordpress.com/
• Special issue of ETS
– http://www.learninganalytics.net/
• Definitions
– http://learninganalytics.net/LearningAnalyticsDefinitionsPro
cessesPotential.pdf
• Siemens: presentation
– http://www.slideshare.net/gsiemens/learning-analyticseducause
28. From E- to ‘M-pedagogy’
Mayes & De Freitas, 2004
Conole 2010
E-training
Drill & practice
Flashlets App
Inquiry learning
Collective intelligence
Resource-based
Associative
Focus on individual
Learning through
association and
reinforcement
Constructivist
Building on prior
knowledge
Task-orientated
Springpad App
A
Solve
Outbreak App
Experiential, Prob
lem-based Role
play
Situative
Learning through
social interaction
Learning in context
Connectivist
Learning in a
networked
environment
Social media
& MOOCs
Reflective &
dialogic learning,
Personalised
learning
45. From E-Learning to M-Learning
• More than just mobile e-learning
– Anytime, anywhere for the learner (efficiency)
– Enables learning in special location (i.e. fieldwork)
• New affordances of mobile
–
–
–
–
–
Small and compact
Personal
Capturing sound, video, image
New tech i.e. augmented reality
Wearable tech
Peacekeeper student using
supplied iPad and course app –
Security, Conflict & International
Development Masters Distance
46. Other Leicester examples
Masters of International Education:
•Personalised learning environment
•Accessibility
•iBooks Author to create iBook
One iPad per medical
undergraduate:
•Paperlessness, Perso
nalised
•Anywhere
•Medical references
and apps for clinical
settings
47. Flexibility and mobility
Small, compact size
Continue reading, Bookmark
Capacity
Portability
Photo by Kzeng on Flickr
Readability
Access from a single
device without internet
Easy on the eyes
Long battery life
Photo by Yummy Pancake on Flickr
Terese Bird
48. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Wealth of free
resources and tools
Not fully exploited
Replicating bad pedagogy
Lack of time and skills
50. Challenge
Creating learning experiences aligned to particular pedagogical approaches and learning objectives
Teaching Cycle
Educational Philosophy
All pedagogical approaches
All disciplines
Design
and Plan
Theories & Methodologies
Level of Granularity
Engage
with
students
Program
Module
A range based on assumptions
about the Learning Environment
Session
Learning Environment:
Characteristics & Values
External Agencies Institution
Educator Learner
Professional
Development
Reflection
Learning Activities
Core Concepts of Learning Design
Guidance
Representation
Sharing
Implementation
Tools
Resources
Learner Responses
Feedback
Assessment
Learner Analytics
Evaluation
52. The 7Cs of Learning Design
Vision
Conceptualise
Activities
Capture
Communicate
Collaborate
Consider
Synthesis
Combine
Implementation
Consolidate
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
53. Conceptualise
• Vision for the
course, including:
– Why, who and what you want to
design
– The key principles and
pedagogical approaches
– The nature of the learners
Conceptualise
Course Features
6 design frames
Personas
61. Capture
• Finding and creating
interactive materials
– Undertaking a resource audit of
existing OER
– Planning for creation of
additional multimedia such as
interactive materials, podcasts
and videos
– Mechanism for enabling
learners to create their own
content
Capture
Resource Audit
Learner Generate
Content
62. Communicate
• Designing activities that foster
communication, such as:
– Looking at the affordances of
the use of different tools to
promote communication
– Designing for effective online
moderating
Communicate
Affordances
E-moderating
63. Collaborate
• Designing activities that foster
collaboration, such as:
– Looking at the affordances of
the use of different tools to
promote collaboration
– Using CSCL (collaborative)
Pedagogical Patterns such as
JIGSAW, Pyramid, etc.
Collaborate
Affordances
CSCL Ped.
Patterns
64. Consider
• Designing activities that foster
reflection
• Mapping Learning Outcomes
(LOs) to assessment
• Designing assessment
activities, including
– Diagnostic, formative, summativ
e assessment and peer
assessment
Collaborate
LOs/Assessment
Assessment
Ped. Patterns
65. Combine
• Combining the learning activities
into the following:
– Course View which provides a
holistic overview of the nature of
the course
– Activity profile showing the
amount of time learners are
spending on different types of
activities
– Storyboard: a temporal sequence
of activities mapped to resources
and tools
– Learning pathway: a temporal
sequence of the learning designs
Combine
Course View
Activity Profile
Storyboard
Learning Pathway
66. Course View
Purpose: To start mapping out your module/course, including your plans for
guidance and support, content and the learner experience, reflection and
demonstration, and communication and collaboration.
E-tivity Rubric: http://tinyurl.com/SPEED-e5
67. Activity profile
• Types of learner activities
– Assimilative
– Information Handling
– Communication
– Production
– Experiential
– Adaptive
– Assessment
70. Consolidate
• Putting the completed design
into practice
– Implementation: in the classroom,
through a VLE or using a
specialised Learning Design tool
– Evaluation of the effectiveness of
the design
– Refinement based on the
evaluation findings
– Sharing with peers through social
media and specialised sites like
Cloudworks
Combine
Implementation
evaluation
Refinement
Sharing
72. Digital literacies: definition
• Set of social practices
and meaning making of
digital tools (Lankshear
and Knobel, 2008)
Socio-cultural view of
digital literacy
• Continuum from
instrumental skills to
productive competence
and efficiency
http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf
75. Identity
• How you present yourself
online
• How you interact and
communicate with others
• Facets
–
–
–
–
–
Reputation
Impact
Influence
Productivity
Openness
http://www.flickr.com/photos/easegill/8481750456/
77. Academic identity
• Academic digital voice
• Managing your network
• Part of a networked
society
• Changing the way we
connect, share, learn
and work
• Open practices: from
data to publishing
Costa and Torres, 2013, http://eft.educom.pt/index.php/eft/article/view/216
78. 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/
79. Interaction
• Moore’s (1989)
transactional distance:
– Learners and teachers
– Learners and learners
– Learners and content
• Hillman et al. (1994)
– Learners and interface
http://www.flickr.com/photos/easegill/8481750456/
80. Dangers of online interaction
Online interaction and
communication is great
but there is a darker
more sinister side… here
is the story of my recent
experience
http://e4innovation.com/?p=782
82. OER and MOOCs
• Over ten years of the Open Educational Resource
(OER) movement
• Hundreds of OER repositories worldwide
• Presence on iTunesU
• 2012 Times year of the MOOC
83. The OPAL metromap
Evaluation shows lack of uptake
by teachers and learners
Shift from development to
community building and
articulation of OER practice
http://www.oer-quality.org/
84. POERUP outputs
• An inventory of more than 300 OER initiatives
http://poerup.referata.com/wiki/Countries_with_OER_initiatives
• 11 country reports and 13 mini-reports
http://poerup.referata.com/wiki/Countries
• 7 in-depth case studies
• 3 EU-wide policy papers
85. OER communities
• Social Network Analysis (who), Content Analysis
(what) and Contextual Analysis (why)
High density
Low density
Schreurs, at al., Submitted
87. The emergence of MOOCs
• CCK08
– Connectivist MOOC (cMOOC)
– Siemens, Downes and Cormier
– Evaluation (Fini, 2009)
– http://www.irrodl.org/index.php/irrodl/article/view/643/1402
•
•
•
•
Emergence of large-scale xMOOCs
UK-based FutureLearn
Launch of Massey on Open2Study
What are MOOCs?
– http://www.youtube.com/watch?v=eW3gMGqcZQc
• List of MOOCs
– http://www.mooc-list.com/
• EFQUEL series of blogs
– http://mooc.efquel.org/
• ICDE list of MOOC reports
– http://tinyurl.com/gconole-MOOC
88. Free
Distributed global community
Social inclusion
Massive Open Online Courses (MOOCs)
High dropout rates
Learning income not learning outcome
Marketing exercise
http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
89. A taxonomy of MOOCs
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
http://e4innovation.com/?p=727
90. Food for thought…
• Why get on the MOOC
bandwagon?
• Advantages of MOOCs?
• Disadvantages?
• Link with traditional course
offerings?
• Other issues?
91. The future…
• Challenging traditional
institutions
• New business models
emerging
• Need for appropriate
pedagogies
• Disaggregation of education
–
–
–
–
High quality resources
Learning pathways
Support
Accreditation
98. Learning Analytics
Measurement, collection, analysis
and reporting of data about
learners and their contexts, for the
purposes of understanding and
optimising learning and the
environments in which it occurs
US Department of Education
107. Contribution
• As a tool to understand
learning behaviour
• To provide evidence to
support design of more
effective learning
environments
• To make effective use of
social and participatory
media
108. Current focus
• Understanding the scope
and uses of learning
analytics
• Integrating analytics into
existing courses
• Expansion of learning
analytics to new areas,
particularly MOOCs
• Relationship to Learning
Design, so design is
informed by past
experience
