Conole pe le_con

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  • Conole pe le_con

    1. 1. National Teaching Fellow 2012 Digital identity and presence in the social milieuGráinne Conole, University of Leicester 11th April 2013 PELeCON conference, Plymouth Digital Landscapes: meeting future challenges
    2. 2. Outline• Digital landscapes• A pedagogical meta-model• Identity, presence and interactions• Learning design• Future challenges
    3. 3. Multimedia resources80s93 The Internet and the Web94 Learning objects Learning Management Systems95 Mobile devices98 Learning Design99 Gaming technologies00 E-Learning timeline01 Open Educational Resources Social and participatory media04 Virtual worlds0507 E-books and smart devices08 Massive Open Online Courses
    4. 4. The MATEL study http://www.menon.org/matel/• Productivity and creativity• Networked collaboration• Content creation• Visualisation and simulation• Learning Management Systems• Learning environment• Games• Devices, interfaces and connectivity
    5. 5. A pedagogical meta-model Experience Non ReflectiveIndividual Social Reflective Information Conole, et al., 2004
    6. 6. A pedagogical meta-model Experience Non ReflectiveIndividual Social Reflective Information Jarvis, 1972
    7. 7. A pedagogical meta-model Experience Non ReflectiveIndividual Social Reflective Information Dewey, 1916
    8. 8. A pedagogical meta-model Experience Non ReflectiveIndividual Social Reflective Information Laurillard, 2002
    9. 9. Pedagogical approachesDrill & practice Mobilelearning learningSituated Immersivelearning learning
    10. 10. Drill and practice learning
    11. 11. Mobile learningStudy calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
    12. 12. Situated learningArcheological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling http://www.jibbigo.com/
    13. 13. Immersive learning
    14. 14. Identity, presence and interaction IdentityPresence Interaction
    15. 15. 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/
    16. 16. 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/
    17. 17. 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/
    18. 18. Promise and realitySocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
    19. 19. Multi-tasking Digital literacy skills JudgmentPerformance Collective IntelligenceSimulation Transmedia NavigationAppropriation NetworkingPlay NegotiationDistributed cognition Creativity Jenkins et al., 2006 http://edudemic.com/2013/04/important-21st-century-skills/
    20. 20. http://www.larnacadeclaration.org/http://gti.upf.edu/metis-meeting-teachers-co-design-needs-by- means-of-integrated-learning-environments/
    21. 21. The 7Cs of Learning Design Vision Conceptualise Activities Capture Communicate Collaborate Consider Synthesis Combine Implementation Consolidatehttp://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
    22. 22. Course features http://cloudworks.ac.uk/cloud/view/5950• Pedagogical approaches• Principles• Guidance and support• Content and activities• Reflection and demonstration• Communication and collaboration
    23. 23. Theory based Practice based CulturalAesthetics Professional PrinciplesPolitical SustainableInternational Serendipitous Community based
    24. 24. Inquiry based Problem based Case basedDialogic Collaborative Pedagogical approachesSituative ConstructivistVicarious Didactic Authentic
    25. 25. Learning pathway Mentoring Peer supportScaffolded Step by step Guidance & SupportStudy skills Library supportTutor directed Help desk Remedial support
    26. 26. Brainstorming Concept mapping AnnotationAssimilative Modeling Content & ActivitiesJigsaw PyramidAggregating Learner generated Informationresources content handling
    27. 27. Diagnostic E-Assessment E-PortfolioFormative Feed forward Reflection & DemonstrationSummative ReflectivePeer feedback Vicarious Presentation
    28. 28. Structured debate Flash debate Group projectGroup Peer critiqueaggregation Communication & CollaborationGrouppresentation Group project Question &Pairdebate For/Against debate Answer
    29. 29. Course MapPurpose: To start mapping out your module/course, including your plans forguidance and support, content and the learner experience, reflection anddemonstration, and communication and collaboration.E-tivityRubric: http://tinyurl.com/SPEED-e5
    30. 30. Activity profile• Types of learner activities – Assimilative – Information Handling – Communication – Production – Experiential – Adaptive – Assessment
    31. 31. Learning OutcomesStart EndAssessment
    32. 32. The 7Cs of Learning Design Vision Conceptualise ActivitiesCapture Communicate Collaborate Consider Synthesis Combine Implementation Consolidate
    33. 33. Conceptualise• Vision for the course, including: Conceptualise – Why, who and what you want to design Course Features – The key principles and Personas pedagogical approaches – The nature of the learners
    34. 34. Capture• Finding and creating interactive materials Capture – Undertaking a resource audit of existing OER Resource Audit Learner Generate – Planning for creation of Content additional multimedia such as interactive materials, podcasts and videos – Mechanism for enabling learners to create their own content
    35. 35. Communicate• Designing activities that foster communication, such as: Communicate – Looking at the affordances of the use of different tools to Affordances promote communication E-moderating – Designing for effective online moderating
    36. 36. Collaborate• Designing activities that foster collaboration, such as: Collaborate – Looking at the affordances of the use of different tools to Affordances promote collaboration CSCL Ped. Patterns – Using CSCL (collaborative) Pedagogical Patterns such as JIGSAW, Pyramid, etc.
    37. 37. Consider• Designing activities that foster reflection Collaborate• Mapping Learning Outcomes LOs/Assessment (LOs) to assessment Assessment• Designing assessment Ped. Patterns activities, including – Diagnostic, formative, summative assessment and peer assessment
    38. 38. Combine• Combining the learning activities into the following: – Course View which provides a Combine holistic overview of the nature of the course Course View – Activity profile showing the amount of time learners are Activity Profile spending on different types of activities Storyboard – Storyboard: a temporal sequence Learning Pathway of activities mapped to resources and tools – Learning pathway: a temporal sequence of the learning designs
    39. 39. Consolidate• Putting the completed design into practice Combine – Implementation: in the classroom, through a VLE or using a Implementation specialised Learning Design tool evaluation – Evaluation of the effectiveness of the design Refinement – Refinement based on the Sharing evaluation findings – Sharing with peers through social media and specialised sites like Cloudworks
    40. 40. Future challenges• Disaggregation of Education• Digital skills and jobs gap• Future of work http://www.flickr.com/photos/mrsdkrebs/6400358699/
    41. 41. Disaggregation of educationResources Learning pathwaysSupport Accreditation http://openclipart.org/
    42. 42. Resources• Over ten years of the Open Educational Resource (OER) movement• Hundreds of OER repositories worldwide• Presence on iTunesU
    43. 43. The OPAL metromapEvaluation shows lack of uptakeby teachers and learnersShift from development tocommunity building andarticulation of OER practice http://www.oer-quality.org/
    44. 44. POERUP outputs• An inventory of more than 100 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
    45. 45. OER community case studies POERUP outputs• 7 case studies • Data collection – Futurelearn – Survey – OER University – Interviews – MOOC UVA • Methodology – Social – BC Campus Network Analysis to – Wikiwijs identify the nature of – HwB the interactions and key – Book in progress players
    46. 46. Free Distributed global community Social inclusion MOOCS High dropout rates Learning income not learning outcome Marketing exercisehttp://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
    47. 47. Learning pathways• Guided pathways through materials• Can promote different pedagogical approaches – Didactic – Constructivist – Situative – Connectivist Collaborative Pedagogical Patterns
    48. 48. Support• Computer assisted• Peer support• Tutor support• Community support• Mentoring
    49. 49. AccreditationPeer to Peer University www.p2pu.org/en/ OER University wikieducator.org/OER_university/ Mozilla badges http://openbadges.org/
    50. 50. Digital skills and jobs gaphttp://ec.europa.eu/digital-agenda/en/grand-coalition-digital-jobs-0
    51. 51. Future of work• 24/7 culture• Working across multiple spaces• Aging workforce• Millennials and Gen Y• Mobile working• Innovation, collaboration and new organisational structures http://www.sourcewire.com/news/77099/is-this-the-end-of-work-as-we-know-it
    52. 52. Conclusion• Nature of learning, teaching and research is changing• It’s about – Harnessing new media – Adopting open practices• New business models are emerging
    53. 53. 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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