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Conole hertfordshire


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Conole hertfordshire

  1. 1. Contemporary perspectives in e-learning research Gráinne Conole, University of Leicester University of Hertfordshire 21st March 12012
  2. 2. Outline• The e-learning landscape• Affordances of new technologies• From Gutenberg to Zuckerberg• Learner experience• New pedagogies• Open practices• Teacher practice and paradoxes• Strategies for change – TheVLE as a Trojan horse – New approaches to design• Metaphors
  3. 3. The e-learning landscape Emergent technologies and affordances Theory and methodology E-pedagogies, strategies and learning design Resources, OER and Pedagogical PatternsEvaluations Interventions
  4. 4. 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
  5. 5. Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution s/EvidenceNet/Conole_Alev The machine is us/ing us ou_2010.pdf
  6. 6. 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)
  7. 7. Disruptive technologies• Characteristics – No central ownership – Ecology of abundance• Examples – The web – Napster – Malware
  8. 8. Learner experience • Technology immersed • Learning approaches: task- orientated, experiential, just 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
  9. 9. The essence of learningReflection DialogueCollaboration Application
  10. 10. A pedagogy framework Social InformationInformal Formal Experience Individual
  11. 11. Mapping e-Pedagogies to technologiesPedagogies Technologies• Problem-Based Learning (PBL) • Virtual Worlds (VW)• Inquiry-Based Learning (IBL) • Google• Didactic (Did) • E-Books• Reflection (Ref) • Blogs, e-Portfolios• Dialogic Learning (Dial) • Discussion Forums (DF)• Collaboration (Collab) • Wikis• Assessment (Ass) • MCQs• Communities of Practice (CoP) • Google+• IBL – social • Twitter• User-Generated Content (UGC) • Youtube
  12. 12. Social InformationInformal Formal Experience Individual
  13. 13. IBL/Twitter Social PBL/VWCoP/Google+ Dial/forumDial/Skype Collab/WikiInformal FormalRef/Blog Ref/e-PortfolioIBL/Google Did/e-BookUGC/YouTube Individual Ass/MCQs
  14. 14. Social InformationInformal Formal Experience Individual
  15. 15. Ref/Blog Experience PBL/VWCoP/Google+ Ref/e-PortfolioDial/Skype Dial/ForumInformal FormalIBL/Twitter Coll/WikiIBL/Google Did/e-BookUGC/YouTube Information Ass/MCQs
  16. 16. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting 16 Communication mechanisms
  17. 17. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning acrossformal and informal settingsSharples, Scanlon et al.
  18. 18. Virtual genetics lab The SWIFT project
  19. 19. Promise and realitySocial and participatorymedia offer new ways tocommunicate andcollaborate Not fully exploitedWealth of free resourcesand tools Replicating bad pedagogy Lack of time and skills
  20. 20. Open practicesOpen resources Open courses Pandora’s boxOpen scholarship Open research20
  21. 21. Open resources
  22. 22. Open coursesMassiveOpenOnlineCourse
  23. 23. Open scholarship• Exploiting the digital network• New forms of dissemination and communication• Promoting reflective practice• Embracing the affordances of new technologies Weller:
  24. 24. Open research
  25. 25. Citation indicators
  26. 26. Open accreditationPeer to Peer University OER University
  27. 27. 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) 27
  28. 28. TheVLEas a Trojan horse• VLEas a safe nursery slope• Shift from content to activities• Promote reflection and collaboration• MobileVLE• Integration with cloud computing
  29. 29. Blackboard audit• Data – Online survey (260 returns) – Departmental visits• Key findings – Used as content repository and administration – Pockets of innovation – More support needed on effective design strategies – Tension between teaching and research – Usability issue
  30. 30. Blackboard+ at LeicesterBB plus Google+ Maths video-lets Prof-casts History conundrum Voicethread
  31. 31. 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
  32. 32. Conceptualise What do we want to design, who for and why? Carpe Diem: 7Cs of learning Design Consolidate Evaluate and embed your design
  33. 33. How to ruin a course
  34. 34. Course featuresGroup A – not includedGroup B – used to some extentGroup C – significantly present
  35. 35. Course map view
  36. 36. Pedagogy profile view• Assimilative – Reading, viewing, listening• Information handling – Manipulating data• Communicative – Dialogic interactions• Productive – Creating an artefact• Experiential – Practicing, mimicking• Adaptive – Modeling or simulation
  37. 37. Collaboration37
  38. 38. Metaphors Ecologies SpacesMemes Rhizomes
  39. 39. Ecologies• Co-evolution of tools and users• Niches colonisation of new habitats• Survival of the fittest
  40. 40. 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 Issuesin terms of convergence of thought
  41. 41. Spaces
  42. 42. 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
  43. 43. MSc in Learning Innovation Dissertation Case Studies of Innovation Research Design and Methods Learning Design Technology-Enhanced Learning
  44. 44. 28 – 30th March 2012
  45. 45. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox