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Design thinking,                             learning design                              and creativity                  ...
Outline•   Technologies trends•   Technologies for learning•   Teacher practice and paradoxes•   Learning Design    –   Th...
http://www.flickr.com/photos/maxoz/5655569031/
Gutenberg to Zuckerberg•   Take the long view•   The web is not the net•   Disruption is a feature•   Ecologies not econom...
Technological trends•   Mobiles and e-books•   Games-based learning•   Learning analytics•   Gesture-based learning•   The...
The Internet of things• People, resources, things• Semantic connectivity
Google glasses project• Can ‘see’ the Internet on  glasses• Context sensitive  information• Context lenses planned
Technologies for learning•   Audio-graphics      •   Podcasts•   Blogs               •   RSS feeds•   E-Books             ...
Teacher practices: paradoxes• Technologiesnot  extensively used  (Molenda)• Lack of uptake of OER  (McAndrew et al.)• Litt...
Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate           Not fully exploitedW...
Learning Design  Shift frombelief-based, implicit       approaches todesign-   based,explicit approaches          Learning...
OULDI + Carpe DiemOpen University Learning                                 Carpe Diem at LeicesterDesign Initiative (OULDI...
ConceptualiseWhat do we want to design, who for and why?                   The 7Cs                 Framework              ...
Course Features            http://linoit.comOrange = Guidance and supportBlue = Content and activitiesPurple = Reflection ...
Course MapCourse/module summary:Key words:                    Guidance and support                                        ...
ActivityProfile           http://tinyurl.com/ActivityProfileFlash           http://tinyurl.com/ActivityProfileExcel
Storyboard http://linoit.com
Resource Audit                                          Format  Content (underthe appropriate                             ...
SPEED        http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed• JISC-funded, Transformatio...
Evaluation of 7Cs                    Ming Nie
Socio-cultural perspectives                  Mediating                                            Design Mediating Artefac...
Activity Theory                  Mediating                  Artefacts (MA)                  Creates          Learning acti...
Design-Based ResearchA systematic, but flexible methodology aimed toimprove educational practice through iterativeanalysis...
• Means of dealing with real learning contexts• Iterative: design, implementation, evaluation, refine• Gives rich insights...
Facets• Make assumptions and  theoretical bases explicit• Collect multipletypes of data• Conduct ongoing data analysis• In...
DBR and Learning Design• Builds on theory & prior   • Builds on ID, OER, Ped Patterns  research                     resear...
Problem and solution• Teachers want   – Examples of good     practice   – Others to talk to• Solution   – Social networkin...
Mayes & De Freitas, 2004Pedagogies of e-learning                          Conole 2010 E-Assessment                        ...
E-Assessment, drill and practice
Mobile learningStudy calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mecha...
Collective intelligence
Situated learning and role playArcheological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond form...
Resource-based learning• Over ten years of the OER  movement• Hundreds of OER repositories  worldwide• Evaluation shows la...
The OPAL metromap  http://www.oer-quality.org/
Outputs•   Inventory of more than 100 OER initiatives•   11 country reports and 13 mini-reports•   7 in-depth case studies...
Country reports: key themes• Diversity of educational contexts and maturity  of internet provision and use of e-learning• ...
UK Country Report• Funding mainly from government – top-down• Funding mainly on production/producers, little  on end-users...
Massive                                                        Open                                                       ...
Disaggregation of education                       OERu                     Rory McGreal
Conclusion• Disaggregation:  resources, support,  learning pathways and  accreditation• What is the role of  traditional i...
http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond-distance-research-alliance                 ...
Useful sites and resources• OULDI website  http://www.open.ac.uk/blogs/OULDI/• Carpe Diem website  http://www.le.ac.uk/car...
Conole icem keynote_final_28_sept
Conole icem keynote_final_28_sept
Conole icem keynote_final_28_sept
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Conole icem keynote_final_28_sept

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Conole icem keynote_final_28_sept

  1. 1. Design thinking, learning design and creativity Gráinne Conole University of Leicester 28th September 2012 62nd ICEM conference, NicosiaNational Teaching Fellow 2012
  2. 2. Outline• Technologies trends• Technologies for learning• Teacher practice and paradoxes• Learning Design – The 7Cs of Learning Design – Learning Design timeline – Mapping the field – Socio-cultural perspectives• Design-Based Research• E-Pedagogies• Resource Based Learning – OPAL – POERUP• Conclusion
  3. 3. http://www.flickr.com/photos/maxoz/5655569031/
  4. 4. 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 http://www.flickr.com/photos/wallyg/2617472088/ http://memex.naughtons.org/
  5. 5. 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)
  6. 6. The Internet of things• People, resources, things• Semantic connectivity
  7. 7. Google glasses project• Can ‘see’ the Internet on glasses• Context sensitive information• Context lenses planned
  8. 8. Technologies for learning• Audio-graphics • Podcasts• Blogs • RSS feeds• E-Books • Second life• E-Portfolios • Social bookmarking• Games • Twitter• Instant Messaging • Video Mesaging• Mashups • Wikis• Mobile learning • Video clips and YouTube• Photo sharing • Video chat Rennie and Morrison, 2012
  9. 9. Teacher practices: paradoxes• Technologiesnot extensively used (Molenda)• Lack of uptake of OER (McAndrew et al.)• Little use beyond early adopters (Rogers) Pandora’s box• Despite rhetoric and funding little evidence of transformation (Cuban, 10
  10. 10. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
  11. 11. 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 http://www.open.ac.uk/blogs/OULDI/
  12. 12. OULDI + Carpe DiemOpen University Learning Carpe Diem at LeicesterDesign Initiative (OULDI) The 7Cs of design and delivery framework Cascading institutions: Wider dissemination: Leicester, SAIDE, SPEED conferences, events
  13. 13. ConceptualiseWhat do we want to design, who for and why? The 7Cs Framework Consolidate Evaluate and embed your design
  14. 14. Course Features http://linoit.comOrange = Guidance and supportBlue = Content and activitiesPurple = Reflection and demonstrationGreen = Communication and collaboration
  15. 15. Course MapCourse/module summary:Key words: Guidance and support Content and experienceTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 1.2. 2.3. 3.4. 4.5. 5.6. 6.7. 7. Reflection and demonstration Communication and collaborationTools & resources Responsibilities & relationships Tools & resources Responsibilities & relationships1. 1.2. 2.3. 3.4. 4.5. 5.6. 6.7. 7.
  16. 16. ActivityProfile http://tinyurl.com/ActivityProfileFlash http://tinyurl.com/ActivityProfileExcel
  17. 17. Storyboard http://linoit.com
  18. 18. Resource Audit Format Content (underthe appropriate Other (e.g. Text & Slides (e.g.licences) Audio Video Adobe graphics PowerPoint) Presenter)What I find andreuse as isWhat I find, tweakand useWhat I find,repurpose and useWhat I create forthis module
  19. 19. SPEED http://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/speed• JISC-funded, Transformation• Embed benefits from DUCKLING and 7Cs to: – Liverpool John Moores – London South Bank – Northampton – Derby• Repackage resources into 3 categories: – Course Design – Activity Design Free image courtesy of – Moderating Online FreeDigitalPhotos.net• Resources available as OERs
  20. 20. Evaluation of 7Cs Ming Nie
  21. 21. Socio-cultural perspectives Mediating Design Mediating Artefacts Concepts Artefacts (MA) Tools Dialogues Activities Creates Learning activity Teacher or Resource Has an Design inherentResearch focusWhat Mediating Artefacts do teachers use? Other teachers and learnersWhat Mediating Artefacts can we create to can use or repurposeguide the design process? Vygotsky, Activity Theory
  22. 22. Activity Theory Mediating Artefacts (MA) Creates Learning activity or Resource Teacher Division ofRules Community labour
  23. 23. Design-Based ResearchA systematic, but flexible methodology aimed toimprove educational practice through iterativeanalysis, design, development and implementation,based on collaboration between researchers andpractitioners in real-world settings, and leading tocontextually-sensitive design principles and theories. Wang and Hannafin, 2005
  24. 24. • Means of dealing with real learning contexts• Iterative: design, implementation, evaluation, refine• Gives rich insights into complex dynamics
  25. 25. Facets• Make assumptions and theoretical bases explicit• Collect multipletypes of data• Conduct ongoing data analysis• Invite multiple voices to critique• Have multiple accountability structures• Engage in dialecticamong theory, design and extant literature Barab, 2006
  26. 26. DBR and Learning Design• Builds on theory & prior • Builds on ID, OER, Ped Patterns research research etc.• Pragmatic • Practical tools & resources• Collaborative • Work with practitioners• Contextual • Real, authentic contexts• Integrative • Mixed-method approach• Iterative – problem, • Problem, implementation, solution, evaluation evaluation and refinement• Adaptive and flexible • Agile, based on practice• Generalisation • Coherent LD framework
  27. 27. Problem and solution• Teachers want – Examples of good practice – Others to talk to• Solution – Social networking site – Best of web 2.0 – Iterative design and evaluation http://cloudworks.ac.uk
  28. 28. Mayes & De Freitas, 2004Pedagogies of e-learning Conole 2010 E-Assessment Inquiry learning Drill & practice Collective intelligence Resource-based Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment Reflective &Experiential,Problem-based dialogic learning,Role play Personalised learning
  29. 29. E-Assessment, drill and practice
  30. 30. Mobile learningStudy calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
  31. 31. Collective intelligence
  32. 32. Situated learning and role playArcheological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling
  33. 33. Resource-based learning• Over ten years of the OER movement• Hundreds of OER repositories worldwide• Evaluation shows lack of uptake by teachers and learners• Shift from development to community building and articulation of OER practice Open Educational Resources
  34. 34. The OPAL metromap http://www.oer-quality.org/
  35. 35. Outputs• Inventory of more than 100 OER initiatives• 11 country reports and 13 mini-reports• 7 in-depth case studies• 3 EU-wide policy papers• 7 options brief packs for EU nations/regions
  36. 36. Country reports: key themes• Diversity of educational contexts and maturity of internet provision and use of e-learning• Differences in policy support and funding for OER initiatives• Diversity from basic OER awareness to OER maturity and embedding• Few national OER initiatives
  37. 37. UK Country Report• Funding mainly from government – top-down• Funding mainly on production/producers, little on end-users or impact on learning• Mainly HE/FE, little school-based• Most institutions don’t have an OER strategy• Lots on cascading and transferring of experience• Most institutions have an OER repository• Related work: iTunesU and MOOCs Ming Nie
  38. 38. Massive Open Online Coursehttp://www.olds.ac.uk/ http://www.youtube.com/watch?v=eW3gMGqcZQc
  39. 39. Disaggregation of education OERu Rory McGreal
  40. 40. Conclusion• Disaggregation: resources, support, learning pathways and accreditation• What is the role of traditional institutions?• How can we harness the power of new media? http://www.flickr.com/photos/ssoosay/6738302627/
  41. 41. http://www.slideshare.net/GrainneConolehttp://www2.le.ac.uk/departments/beyond-distance-research-alliance grainne.conole@le.ac.uk http://e4innovation.com
  42. 42. Useful sites and resources• OULDI website http://www.open.ac.uk/blogs/OULDI/• Carpe Diem website http://www.le.ac.uk/carpediem• 7CsOER page http://www2.le.ac.uk/projects/oer/oers/beyond- distance-research-alliance/7cs-workshop-resources• Cloudworkshttp://cloudworks.ac.uk/cloudscape/vie w/2406• Slidesharehttp://tinyurl.com/7cs-bdra-11april

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