Conole keynote eden

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  • http://www.flickr.com/photos/jamescridland/613445810/ James Cridland
  • Conole keynote eden

    1. 1. National Teaching Fellow 2012 Teaching as design science:innovations with pedagogies and technologies Gráinne Conole University of Leicester 22nd October 2012 7th Annual EDEN Research Workshop, Leuven
    2. 2. Teaching as a Design Science• Need evidence-based and creative approach to design• Learning design: a new methodology for design• Promoting creativity and innovation• Tension between design as Science and Art
    3. 3. Outline• E-Learning timeline• Technologies trends• Learning Management Systems• Teacher practice and paradoxes• Learning Design• Disaggregation of Education• Conclusion
    4. 4. Multimedia resources80s93 The Internet and the Web Learning Management Systems95 Mobile devices98 Gaming technologies00 E-Learning timeline01 Open Educational Resources Social and participatory media04 Virtual worlds0507 E-books and smart devices08 Massive Open Online Courses
    5. 5. Technological trends• Mobiles and e-books• Personalised learning• Cloud computing• Ubiquitous learning• BYOD (Bring your own device)• Learning analytics
    6. 6. Google glasses project• Can ‘see’ the Internet on glasses• Context sensitive information• Context lenses planned
    7. 7. Learning Management Systems CommunicationLibrary Content tools Registration Collaboration AssessmentFinance tools tools TimetablingStudent Upload Trackingrecords tools tools Conole, forthcoming, UNESCO briefing paper
    8. 8. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
    9. 9. Learning Design Guidance Shift frombelief-based, implicitapproaches todesign-based,explicit approaches Learning Design A design-based approach to creation and support of courses Encouragesreflective,scholarly practices Promotessharing and discussionVisualisation Sharing
    10. 10. Institutional External context context Learning Design of a Learning Activity Teacher Learner practice characteristicsTechnology Pedagogiesaffordances http://openclipart.org/
    11. 11. 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
    12. 12. Activity Theory Mediating Artefacts (MA) Creates Learning activity or Resource Teacher Division ofRules Community labour
    13. 13. 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
    14. 14. • Means of dealing with real learning contexts• Iterative: design, implementation, evaluation, refine• Gives rich insights into complex dynamics
    15. 15. 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
    16. 16. ConceptualiseWhat do we want to design, who for and why? The 7Cs Framework Consolidate Evaluate and embed your design
    17. 17. 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
    18. 18. 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
    19. 19. Problem and solution• Teachers want – Design guidance – Means to share and discuss designs• Solution – Design representations – Based on empirical evidence and theory
    20. 20. Course Features http://linoit.com
    21. 21. 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.
    22. 22. Activity Profile• Assimilative (Read, view, listen)• Information Handling• Communicative• Productive• Experiential• Adaptive• Assessment http://tinyurl.com/ActivityProfileFlash
    23. 23. Storyboard http://linoit.com
    24. 24. 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
    25. 25. Evaluation Ming Nie
    26. 26. Disaggregation of educationResources Learning pathwaysSupport Accreditation http://www.flickr.com/photos/emclibrary/2459359483/
    27. 27. 100 million adults can’t afforduniversity (UNESCO) Image by James Cridland
    28. 28. Resource-based learning• Over ten years of the Open Educational Resource (OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU
    29. 29. The OPAL metromapEvaluation shows lack of uptakeby teachers and learnersShift from development tocommunity building andarticulation of OER practice http://www.oer-quality.org/
    30. 30. 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
    31. 31. Massive Open Online Courseshttp://www.olds.ac.uk/ http://www.youtube.com/watch?v=eW3gMGqcZQc
    32. 32. Learning pathways• Guided pathways through materials• Can promote different pedagogical approaches
    33. 33. Pedagogical approachesDrill & practice Mobilelearning learningSituated Immersivelearning learning
    34. 34. Drill and practice learning
    35. 35. Mobile learningStudy calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
    36. 36. Situated learningArcheological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling
    37. 37. Immersive learning
    38. 38. Support• Computer assisted• Peer support• Tutor support• Community support• Mentoring http://www.flickr.com/photos/24289877@N02/5851058394/
    39. 39. AccreditationPeer to Peer University OER University www.p2pu.org/en/ wikieducator.org/OER_university/
    40. 40. Implications for institutions• Disaggregation: resources, learning pathways, support and accreditation• What is the role of traditional institutions?• Tension of institutionally support systems and Cloud services• More open approaches to learning, teaching and research 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

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