The document summarizes Gráinne Conole's presentation on digital identity and presence in social media landscapes. It discusses the evolution of digital technologies over time including learning objects, LMS, mobile devices, and MOOCs. It presents a pedagogical meta-model involving experience, information, individual vs social and reflective vs non-reflective learning. It also addresses identity, presence and interaction in digital contexts and challenges of fully leveraging social media for learning. Finally, it outlines the 7Cs learning design framework involving conceptualizing, capturing, communicating, collaborating, considering, combining and consolidating resources and activities.
This document discusses innovative approaches to technology integration in K-12 education. It begins by providing background on augmented reality, social media, and games-based learning research. It then outlines key drivers of change like broadband, social media, mobile devices, and cloud computing. Examples are given of how technology can be used innovatively through mobile learning, game-based learning, and cloud computing. Ensuring success requires a focus on pedagogy over tools, adequate training and support, and addressing barriers to change.
This document summarizes Gráinne Conole's presentation on digital landscapes and challenges in education. It discusses the evolution of digital technologies for learning over time. It presents a pedagogical model and explores concepts of identity, presence and interaction online. It also examines learning design approaches and outlines challenges around disaggregation of education resources and skills gaps in a changing digital landscape and future of work.
This document discusses how new technologies are impacting learning and pedagogies. It notes that rapid technological changes require new digital literacy skills for both learners and teachers. Emerging open practices and new forms of online communities and interactivity are discussed. Trends in educational technology like mobile learning, personalized learning, and cloud computing are presented. The impacts of social and participatory media on learning are explored, as are different learning theories like associative, constructivist, situated, connectivist, and inquiry-based approaches. Mobile learning applications and an example virtual genetics lab are described. Design principles for new learning spaces are outlined, and how new digital literacies involve social and collaborative skills are discussed.
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
Randy Bass gave a presentation on the problem of learning in the post-course era. He discussed how the rise of digital technologies and social media have changed learning from static to dynamic. Learning now occurs across multiple modalities like blogs, wikis, and social networking rather than just in the classroom. Bass argued we are entering a post-course era where high-impact learning happens outside of traditional courses. He suggested academics will need to better connect courses to experiential learning, make courses more dynamic, and shift resources from courses to high-impact experiences.
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
New digital ecologies of learning are emerging as technologies evolve and new digital literacies develop. Learning is becoming more personalized, task-oriented, and social. A range of technologies like mobile devices, social media, and open educational resources are changing the nature of education. Effective design of learning requires conceptualizing pedagogical approaches and mapping them to appropriate technologies. This creates new digital ecologies where tools and practices co-evolve to support learning.
The document discusses harnessing new media, pedagogical innovation, and new approaches to design. It provides an overview of the evolving technological context of e-learning over time from the 1980s to present day. It also discusses facets of learning, pedagogical approaches like situated and immersive learning, the disaggregation of education through open resources and learning pathways, and the promise and challenges of learning design.
This document discusses innovative approaches to technology integration in K-12 education. It begins by providing background on augmented reality, social media, and games-based learning research. It then outlines key drivers of change like broadband, social media, mobile devices, and cloud computing. Examples are given of how technology can be used innovatively through mobile learning, game-based learning, and cloud computing. Ensuring success requires a focus on pedagogy over tools, adequate training and support, and addressing barriers to change.
This document summarizes Gráinne Conole's presentation on digital landscapes and challenges in education. It discusses the evolution of digital technologies for learning over time. It presents a pedagogical model and explores concepts of identity, presence and interaction online. It also examines learning design approaches and outlines challenges around disaggregation of education resources and skills gaps in a changing digital landscape and future of work.
This document discusses how new technologies are impacting learning and pedagogies. It notes that rapid technological changes require new digital literacy skills for both learners and teachers. Emerging open practices and new forms of online communities and interactivity are discussed. Trends in educational technology like mobile learning, personalized learning, and cloud computing are presented. The impacts of social and participatory media on learning are explored, as are different learning theories like associative, constructivist, situated, connectivist, and inquiry-based approaches. Mobile learning applications and an example virtual genetics lab are described. Design principles for new learning spaces are outlined, and how new digital literacies involve social and collaborative skills are discussed.
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
Randy Bass gave a presentation on the problem of learning in the post-course era. He discussed how the rise of digital technologies and social media have changed learning from static to dynamic. Learning now occurs across multiple modalities like blogs, wikis, and social networking rather than just in the classroom. Bass argued we are entering a post-course era where high-impact learning happens outside of traditional courses. He suggested academics will need to better connect courses to experiential learning, make courses more dynamic, and shift resources from courses to high-impact experiences.
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
New digital ecologies of learning are emerging as technologies evolve and new digital literacies develop. Learning is becoming more personalized, task-oriented, and social. A range of technologies like mobile devices, social media, and open educational resources are changing the nature of education. Effective design of learning requires conceptualizing pedagogical approaches and mapping them to appropriate technologies. This creates new digital ecologies where tools and practices co-evolve to support learning.
The document discusses harnessing new media, pedagogical innovation, and new approaches to design. It provides an overview of the evolving technological context of e-learning over time from the 1980s to present day. It also discusses facets of learning, pedagogical approaches like situated and immersive learning, the disaggregation of education through open resources and learning pathways, and the promise and challenges of learning design.
The document discusses how social media and digital technologies have transformed learning, teaching, and research. It outlines the shift from distance education to open educational practices and resources. Key aspects covered include digital literacies, fostering open practices through open resources, courses, accreditation, scholarship and research. The document proposes learning design as a solution to better exploit opportunities while addressing problems like replicating bad pedagogy. Learning design makes the design process more explicit and shareable through representations, tools, and communities of practice.
This document summarizes research on online learning communities for teachers' continuous professional development. It presents a case study of an eTwinning Learning Event that was conducted in two cycles. The research context discusses benefits of online communities for learning. The research design section outlines a community of inquiry framework and research questions. The findings section notes recommendations from the first cycle and changes made in the second cycle to strengthen cognitive, social and teaching presences. Participation levels correlated with moderated activities and discussions.
This document discusses new approaches to learning, including learning trajectories, e-pedagogies, mobile learning, inquiry-based learning, role play, learning spaces, digital literacies, the learner experience, teacher practices, open practices, MOOCs, open accreditation, open dialogue, open research, the future of learning, online communities, interactivity, and community indicators. It argues that new technologies are enabling more open, social, participatory, and connected approaches to teaching and learning.
This document discusses innovation and creativity through new media in education. It outlines technological trends like mobile learning, games-based learning, and the internet of things. It also discusses different pedagogical approaches like e-learning, inquiry-based learning, collective intelligence, and connectivism. Finally, it introduces learning design frameworks like the 7Cs framework to help design open educational resources and online courses.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
The document discusses how to support collaborative knowledge building through authentic assessment in online education. It explores using authentic tasks, contexts, and assessments to encourage collaborative knowledge construction. Two case studies, a virtual benchmarking project and an online teacher education program, showed collaboration was rare when course structures did not support it or assessment was individual. Meaningful collaborative tasks, social technologies, and assessment connected to collaboration are needed to promote authentic learning and assessment.
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Cre...ilkyen
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Creative Thinking @
The 20th International Conference on Computers in Education
(ICCE 2012)
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
This document outlines Gráinne Conole's presentation on designing for learning in an open world. The presentation discusses the evolving landscape of e-learning, including emerging technologies, learner experiences, new pedagogies, and open practices. It also examines teacher practices and paradoxes, and strategies for change, including intervention frameworks and new approaches to learning design. Key research questions are posed around learner and teacher experiences with technologies, available resources and pedagogical patterns, emerging e-pedagogies, and strategies to promote e-learning.
This document provides an overview of technology enhanced learning. It discusses lessons learned from the past evolution of e-learning and emerging trends, challenges and technologies. It presents frameworks for understanding e-pedagogies and how they map to different technologies. Examples of inquiry-based, collaborative and reflective learning approaches using tools like virtual worlds, blogs and social media are also provided.
Universal Design for Learning (UDL) in Practice was implemented at Algonquin & Lakeshore Catholic District School Board. The document discusses constructivism as an educational model and how technology can help develop constructivist classrooms. It describes how UDL was used in a classroom, including tools like SMARTBoards, laptops, and software. Student and teacher skills developed through participating. UDL allowed for inclusive, accessible education for all students.
When Social Networks become Learning Communitiesdigimuve
When social networks become learning communities focuses on how new media has altered how youth socialize and learn with implications for schools. It discusses learning based on sharing, creation, interaction and communication using social networking and digital tools to amplify youth voices and participation. Schools should support learning beyond classrooms, promote inquiry through virtual connections, and develop digital literacy and 21st century skills by using social features to create new learning experiences and place learners at the center of knowledge exchange.
Guest lecture given at the Communications University of China, Higher Education Research Institute. On the request of the audience an introduction on Belgian culture was added.
This document provides an overview of contemporary perspectives in e-learning research. It discusses the evolving e-learning landscape including new technologies, learner experiences, and pedagogical approaches. It also examines open practices in resources, courses, scholarship, and research. Key topics covered include the shift from Gutenberg to digital technologies, disruptive innovations, mapping pedagogies to technologies, and metaphors like ecologies, spaces, memes, and rhizomes for conceptualizing e-learning.
The document discusses using ePortfolios to support student learning and outlines an agenda for a workshop on implementing ePortfolios using Google Apps. It describes different levels of ePortfolios from basic collection to more advanced sites for reflection and sharing, and covers topics like digital storytelling and using ePortfolios for professional development. Contact information is provided for joining related online discussions around the hashtag #eportfolios.
The document summarizes Gráinne Conole's presentation on the role of creativity in digital literacy skills for participatory media. It discusses how new digital literacy skills are needed for learners, teachers, and the workplace in today's fast-changing technological environment. It emphasizes the importance of creativity and mechanisms for fostering creativity through social and participatory media like blogging, messaging, collaborative editing, social networking, and virtual worlds. The presentation examines definitions of creativity and how technologies can promote creativity in new ways by enabling new forms of discourse, collaboration, and accessing/repurposing knowledge.
This course aims to help participants demonstrate understanding of how to effectively use the web for teaching and learning. It covers topics like government education initiatives, pedagogical approaches for e-learning, supporting safe internet use, and developing online course materials. The course structure includes exploring the web as a resource, designing for the web, e-learning tools, interactive technologies like blogs and wikis, digital safety, and assessing online learning.
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
Digital tools and online resources are transforming teaching practices. The document outlines several trends including the growth of mobile learning, learning analytics, and bring your own device initiatives. It also discusses different pedagogical approaches that make use of digital media like inquiry-based, collective, and situated learning. The author advocates for the use of learning design frameworks to help educators intentionally integrate technologies and open educational resources into their teaching.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
Design-based research in technology-enhanced learning (TEL) aims to improve educational practice through iterative design, development, and implementation of interventions in real-world contexts. It involves collaboration between researchers and practitioners and leads to contextually sensitive design principles. The methodology is systematic but flexible, and builds on learning design frameworks to make the design process explicit and enable sharing of best practices.
The document discusses how social media and digital technologies have transformed learning, teaching, and research. It outlines the shift from distance education to open educational practices and resources. Key aspects covered include digital literacies, fostering open practices through open resources, courses, accreditation, scholarship and research. The document proposes learning design as a solution to better exploit opportunities while addressing problems like replicating bad pedagogy. Learning design makes the design process more explicit and shareable through representations, tools, and communities of practice.
This document summarizes research on online learning communities for teachers' continuous professional development. It presents a case study of an eTwinning Learning Event that was conducted in two cycles. The research context discusses benefits of online communities for learning. The research design section outlines a community of inquiry framework and research questions. The findings section notes recommendations from the first cycle and changes made in the second cycle to strengthen cognitive, social and teaching presences. Participation levels correlated with moderated activities and discussions.
This document discusses new approaches to learning, including learning trajectories, e-pedagogies, mobile learning, inquiry-based learning, role play, learning spaces, digital literacies, the learner experience, teacher practices, open practices, MOOCs, open accreditation, open dialogue, open research, the future of learning, online communities, interactivity, and community indicators. It argues that new technologies are enabling more open, social, participatory, and connected approaches to teaching and learning.
This document discusses innovation and creativity through new media in education. It outlines technological trends like mobile learning, games-based learning, and the internet of things. It also discusses different pedagogical approaches like e-learning, inquiry-based learning, collective intelligence, and connectivism. Finally, it introduces learning design frameworks like the 7Cs framework to help design open educational resources and online courses.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
The document discusses how to support collaborative knowledge building through authentic assessment in online education. It explores using authentic tasks, contexts, and assessments to encourage collaborative knowledge construction. Two case studies, a virtual benchmarking project and an online teacher education program, showed collaboration was rare when course structures did not support it or assessment was individual. Meaningful collaborative tasks, social technologies, and assessment connected to collaboration are needed to promote authentic learning and assessment.
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Cre...ilkyen
Using Web 2.0 Teaching Tools for Motivating Students and Engaging Them in Creative Thinking @
The 20th International Conference on Computers in Education
(ICCE 2012)
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
This document outlines Gráinne Conole's presentation on designing for learning in an open world. The presentation discusses the evolving landscape of e-learning, including emerging technologies, learner experiences, new pedagogies, and open practices. It also examines teacher practices and paradoxes, and strategies for change, including intervention frameworks and new approaches to learning design. Key research questions are posed around learner and teacher experiences with technologies, available resources and pedagogical patterns, emerging e-pedagogies, and strategies to promote e-learning.
This document provides an overview of technology enhanced learning. It discusses lessons learned from the past evolution of e-learning and emerging trends, challenges and technologies. It presents frameworks for understanding e-pedagogies and how they map to different technologies. Examples of inquiry-based, collaborative and reflective learning approaches using tools like virtual worlds, blogs and social media are also provided.
Universal Design for Learning (UDL) in Practice was implemented at Algonquin & Lakeshore Catholic District School Board. The document discusses constructivism as an educational model and how technology can help develop constructivist classrooms. It describes how UDL was used in a classroom, including tools like SMARTBoards, laptops, and software. Student and teacher skills developed through participating. UDL allowed for inclusive, accessible education for all students.
When Social Networks become Learning Communitiesdigimuve
When social networks become learning communities focuses on how new media has altered how youth socialize and learn with implications for schools. It discusses learning based on sharing, creation, interaction and communication using social networking and digital tools to amplify youth voices and participation. Schools should support learning beyond classrooms, promote inquiry through virtual connections, and develop digital literacy and 21st century skills by using social features to create new learning experiences and place learners at the center of knowledge exchange.
Guest lecture given at the Communications University of China, Higher Education Research Institute. On the request of the audience an introduction on Belgian culture was added.
This document provides an overview of contemporary perspectives in e-learning research. It discusses the evolving e-learning landscape including new technologies, learner experiences, and pedagogical approaches. It also examines open practices in resources, courses, scholarship, and research. Key topics covered include the shift from Gutenberg to digital technologies, disruptive innovations, mapping pedagogies to technologies, and metaphors like ecologies, spaces, memes, and rhizomes for conceptualizing e-learning.
The document discusses using ePortfolios to support student learning and outlines an agenda for a workshop on implementing ePortfolios using Google Apps. It describes different levels of ePortfolios from basic collection to more advanced sites for reflection and sharing, and covers topics like digital storytelling and using ePortfolios for professional development. Contact information is provided for joining related online discussions around the hashtag #eportfolios.
The document summarizes Gráinne Conole's presentation on the role of creativity in digital literacy skills for participatory media. It discusses how new digital literacy skills are needed for learners, teachers, and the workplace in today's fast-changing technological environment. It emphasizes the importance of creativity and mechanisms for fostering creativity through social and participatory media like blogging, messaging, collaborative editing, social networking, and virtual worlds. The presentation examines definitions of creativity and how technologies can promote creativity in new ways by enabling new forms of discourse, collaboration, and accessing/repurposing knowledge.
This course aims to help participants demonstrate understanding of how to effectively use the web for teaching and learning. It covers topics like government education initiatives, pedagogical approaches for e-learning, supporting safe internet use, and developing online course materials. The course structure includes exploring the web as a resource, designing for the web, e-learning tools, interactive technologies like blogs and wikis, digital safety, and assessing online learning.
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
Digital tools and online resources are transforming teaching practices. The document outlines several trends including the growth of mobile learning, learning analytics, and bring your own device initiatives. It also discusses different pedagogical approaches that make use of digital media like inquiry-based, collective, and situated learning. The author advocates for the use of learning design frameworks to help educators intentionally integrate technologies and open educational resources into their teaching.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
Design-based research in technology-enhanced learning (TEL) aims to improve educational practice through iterative design, development, and implementation of interventions in real-world contexts. It involves collaboration between researchers and practitioners and leads to contextually sensitive design principles. The methodology is systematic but flexible, and builds on learning design frameworks to make the design process explicit and enable sharing of best practices.
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
The document outlines Gráinne Conole's workshop on learning design which provides an overview of learning design concepts and frameworks, applies various learning design tools and methods to course development, and discusses theoretical perspectives on learning design and the role of technology in supporting pedagogy. The workshop aims to help participants conceptualize learning design from different viewpoints and critique approaches to incorporating technologies in a way that enhances rather than hinders learning outcomes.
This document summarizes a presentation on e-learning in higher education. It discusses the history and evolution of e-learning technologies from multimedia in the 1980s to current technologies like mobile devices, gaming, social media and MOOCs. It also examines learning management systems, pedagogical approaches like connectivism, and implications for institutions including the potential disaggregation of education into separate pathways, resources, support and accreditation.
The document outlines Gráinne Conole's presentation on design thinking, learning design, and creativity. It discusses technological trends in learning like mobile learning, games-based learning, and the Internet of things. It then covers learning design frameworks like the 7Cs model and socio-cultural perspectives on design. Finally, it discusses approaches like design-based research and e-pedagogies that integrate technology and pedagogy for learning.
This document summarizes a presentation given by Gráinne Conole at the InSuEdu conference in Thessaloniki, Greece on October 1st, 2012. The presentation discussed new technological trends in learning including mobile devices, games, analytics and the internet of things. It also covered teacher practices, learning design frameworks, and facets of learning including resources, pathways, support and accreditation. Finally, it proposed that learning occurs within evolving ecological systems as tools and users co-evolve, with new niches being colonized and survival of the fittest approaches.
The document discusses the evolving landscape of e-learning and new technologies. It examines how technologies are changing learner experiences and enabling new pedagogical approaches. The author explores open practices in education and questions how to best promote the adoption of new technologies and e-learning strategies among teachers.
The document introduces the Office of Open Learning (OOL) at a university. It discusses the vision, mission, and strategic goals of promoting open and online learning. This includes developing systematic open learning, evaluating pedagogical models, and forming partnerships. The OOL will be governed by an advisory panel and committee. It then outlines workshops to discuss pedagogical models for open learning and adapting existing courses for open formats.
The document discusses the evolving landscape of e-learning and the future of learning through new technologies and pedagogies. It outlines several key trends in technology including mobile devices, augmented reality, learning analytics, and cloud computing. It also discusses how the web has transformed from Gutenberg to Zuckerberg and the implications of disruptive technologies. New approaches to learning design are proposed to promote the adoption of e-learning strategies through interventions and the strategic use of learning management systems.
This document provides guidance on developing a blended learning framework. It discusses key elements to consider such as learning outcomes, pedagogical approaches, who will be involved, learning spaces, digital tools, and devices. Users are prompted to think about these core components to create their own blended learning approach. Flexible online units of work are also mentioned as an example of a blended learning model. Guidance is offered on transitioning gradually to blended learning by starting with supplemental online materials before integrating more interactive elements.
Built for Success: Online course design and the COI Frameworkcconlon9198
This presentation focuses on the practical application of the three COI (Comunity of Inquiry) “presences” in course design. Strategies
to build student engagement, community and pedagogical components for each presence will be summarized. A concrete example
of each presence will be explored in depth along with the process used to select effective technology and pedagogical components.
The session will close with a demonstration of the application of COI techniques in major LMS systems including Blackboard,
Moodle, and Canvas. Handouts and worksheets for designing online courses using the COI model will be provided.
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
The document summarizes key trends in e-learning in higher education over time, including the development of learning management systems, social media, mobile technologies, and MOOCs. It discusses both the promise and limitations of new technologies, and advocates for a learning design approach to guide effective technology integration and pedagogical practices. The talk concludes by exploring implications for institutions, including the potential disaggregation of education into separate components like resources, pathways, support and accreditation.
The document discusses emerging technologies for learning and their impact on teaching practices, highlighting concepts like learning design, digital pedagogies, online learning resources, and the need to view technology integration from an ecological perspective. It also presents frameworks for conceptualizing learning activities and evaluating course design, emphasizing an iterative, collaborative approach to educational research and development.
Built for Success: Online Course Design and the COI FrameworkCaroline Conlon
This session will focus on the practical application of the three COI (Comunity of Inquiry) “presences” in course design. Strategies
to build student engagement, community and pedagogical components for each presence will be summarized. A concrete example
of each presence will be explored in depth along with the process used to select effective technology and pedagogical components.
The session will close with a demonstration of the application of COI techniques in major LMS systems including Blackboard,
Moodle, and Canvas. Handouts and worksheets for designing online courses using the COI model will be provided.
1) The document examines how emerging technologies are impacting the traditional role of universities and learner/teacher experiences.
2) It discusses trends like mobile learning, personalized learning, and bring your own devices (BYOD), and how these tools are creating more social, participatory, and ubiquitous learning experiences.
3) The author argues that new pedagogies are needed to fully leverage these technologies and foster more open, collaborative practices around teaching, research, and learning.
The document discusses new digital technologies and their implications for learning, teaching, and research. It outlines how technologies are transforming communication and collaboration through tools for finding, creating, managing, and sharing information in networked environments. This shifts education towards more open and participatory practices. However, technologies are not fully exploited and can replicate bad pedagogy without sufficient skills and time. The document advocates for learning design approaches to create explicit courses that encourage reflection and sharing. This changes the nature of education and implies disruptive and complex opportunities through co-evolving social systems.
This document outlines the features of an online course, including its pedagogical approaches, principles, guidance and support for students, course content and activities, opportunities for reflection and demonstration of learning, and ways to facilitate communication and collaboration. The pedagogical approaches draw from theories of situative, constructivist, and collaborative learning and incorporate inquiry-based, problem-based, and case-based methods. Students receive guidance through mentoring, peer support, step-by-step instructions, and help desk assistance. A variety of interactive activities and assignments are used to help students build knowledge, including brainstorming, concept mapping, and peer-generated content. Students demonstrate and reflect on their learning through diagnostic assessments, e-
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
This document summarizes the key findings from an analysis of the top open access journal articles in the field of education from 2016 to 2018. Three main takeaways are discussed. First, there has been an increasing number of systematic literature reviews published. Second, the boundaries between open and closed publications have become blurred. Third, there is a question of whether the "best" articles still remain in closed journals rather than open access journals. The document concludes by posing the question of whether open scholarship needs to be recentered.
This document discusses open education and the future of learning. It covers several topics:
1) The phases and affordances of digital technologies in education, including their ability to enable interaction, help with retention, and personalize learning.
2) Opportunities that technologies provide for extending the classroom and providing timely feedback, but that their impact depends on how they are used.
3) Top trends in education, such as how technology is changing learners' identities and the nature of work.
4) Open practices like OER, MOOCs, and e-textbooks and how they can make education more complex, personalized and contextual.
The document describes the augmented 7Cs of Learning Design framework, which can be used to design or redesign modules. It then provides 15 activities (A1-A15) that guide users through the learning design process. The activities address topics like identifying course features and resources, mapping learning outcomes to assessments, and devising evaluation criteria. The overall purpose is to help academics and instructors systematically plan their course or module design using constructive alignment and ensuring a balanced variety of learning activities and technologies.
Gráinne Conole gave a presentation on key trends and implications for the future of technology enhanced learning. She discussed 10 top trends including how digital technologies are shifting identities, boundaries, and ownership of information. She emphasized that effective pedagogy depends on understanding learners, educators, and the learning environment. New approaches to learning design and analytics were presented as opportunities to improve teaching and learning, but continuous professional development for educators is needed to develop digital literacies and harness technology's potential. While technology affords many opportunities, its impact depends greatly on implementation and mindsets around educational change.
This document discusses open education and its future directions. It covers several topics:
- The changing digital landscape and need for students to become critical users of online resources.
- The affordances of different digital technologies for learning, such as enabling interaction, feedback, and personalization.
- Open practices like OER, MOOCs, and e-textbooks and their impact on learners, teachers, and researchers.
- The role of continuing professional development and learning design frameworks in helping teachers develop innovative learning interventions using technology.
- The potential of learning analytics to provide formative feedback to learners and summative insights for teachers.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to develop digital literacy skills. It also outlines several affordances of digital technologies for education, such as enabling more interaction and personalized learning. The presentation then discusses open educational practices like OERs and MOOCs, challenges of digital learning implementation, the importance of continuing professional development for teachers, and the role of learning design frameworks and learning analytics in supporting digital pedagogies. The presentation concludes by reflecting on the complexity of the digital learning ecology and the need for purposeful educational technologies that support active and meaningful learning.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to navigate complex digital landscapes. The presentation outlines various affordances of digital technologies for learning, including enabling interaction, feedback, and personalization. It also discusses open educational practices like OERs and MOOCs, and their impact on learners, teachers, and researchers. The presentation concludes by emphasizing the complexity of digital learning ecologies and the need for targeted professional development and assessment to support meaningful learning.
The document provides guidance on submitting effective conference presentations for the 2019 WCOL conference in Dublin. It outlines the conference themes of online education and its role in transforming lives and societies. Attendees will discuss questions around the future of online learning and its ability to expand access, promote inclusion, and support lifelong learning. The document reviews submission types and tips for crafting concise abstracts or papers that address a problem, methods, findings and implications within the word limit. Attendees are encouraged to brainstorm topics, choose a format and theme, and prepare slides adhering to templates to effectively work the conference, network, and potentially convert presentations to journal articles.
This document discusses continuing professional development (CPD) and the potential of digital technologies to support it. It defines CPD as the development of professional skills through structured learning that improves teacher knowledge and practices. The document outlines different types of CPD activities and discusses tools that can support various CPD activities, including presentation, communication, collaboration, brainstorming, reflection, feedback, assessment, and file sharing tools. It emphasizes the need for rigorous learning design approaches when using digital technologies for CPD and implementing innovative pedagogies.
The document discusses tools that can support different types of learning activities. It provides tips for using tools for presentations, moderating discussions, and collaboration. Benefits are listed for brainstorming, reflection, feedback, recording, voting, annotation, and file sharing. Table 1 maps example tools to activities like presentation, communication, and assessment. Table 2 maps the 7Cs framework of learning to specific activities and tools.
The document outlines an upcoming learning design course to be held from May 7-9, 2018 in Dubai. It includes an overview of the 7Cs framework for learning design and descriptions of various course activities. Some of the planned activities include analyzing ways technologies can ruin courses, exploring communication tools like discussion forums and wikis, creating student personas, mapping out course features, auditing resources, and profiling activity types. The document also discusses exploring learning theories like constructivism and constructionism and brainstorming how different activities can support various theories.
This document maps different tools that can be used to support various online learning activities and the 7Cs framework. Table 1 summarizes how tools like PowerPoint, Google Drive, YouTube, and Flipgrid can enable presentations, communication, collaboration, reflection, assessment, and voting. Table 2 shows how activities like brainstorming, creating resources, communicating, collaborating, and consolidating feedback align with the 7Cs of conceptualizing, creating, communicating, collaborating, considering, and consolidating, and outlines example tools that support each.
This document outlines the agenda and activities for a 3-day learning design workshop. It introduces the concept of learning design and the 7Cs framework. It describes various activities participants will complete, including analyzing how technologies can ruin a course, exploring common communication tools, developing student personas, and mapping a course. The document also discusses challenges of using technology in education and the promise of learning design in shifting approaches to more explicit, reflective practices that encourage sharing.
The document discusses strategies and tools for teachers to create and find educational resources. It provides a template called a resource audit for teachers to catalog existing resources they find and note how they will use and adapt them. Examples of a completed resource audit are given. Guidance is provided on finding resources through search engines, open educational repositories, MOOCs, discipline-specific sites and more. Suggested free tools for creating different types of multimedia resources are also listed. The overall aim is to help teachers effectively evaluate and incorporate relevant materials into their courses.
1) Gráinne Conole has had an interdisciplinary career in chemistry and e-learning, beginning with a degree in chemistry and PhD in crystallography before moving into teaching and learning roles.
2) She has held various roles in universities focused on learning innovation, technology enhanced learning, and e-learning, and is now an independent consultant.
3) Throughout her career she has focused her research on enhancing the learner experience through effective and innovative use of technologies, and has built an international network through blogging, social media, conferences and publishing.
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, but there is a gap between their promise and reality. She emphasized the need to develop 21st century competencies like critical thinking, problem solving, and digital literacies in both teachers and learners. Conole argued that education needs new pedagogical approaches that support self-directed, lifelong learning and make appropriate use of technologies to develop skills for an uncertain future.
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, with trends including mobile learning, learning analytics, and artificial intelligence. She emphasized that learners will need 21st century competencies like critical thinking, problem solving, and digital literacies. Both teachers and learners will take on changing roles, with teachers facilitating more and learners having more autonomy. Education needs new approaches to learning design and using analytics to develop lifelong learners and competency-based learning.
This document provides information about an intensive learning design workshop. The workshop aims to help participants make pedagogically informed decisions about using digital technologies in course design. During the workshop, participants will learn about conceptualizing learning design, applying design tools and methods, critiquing pedagogical approaches, and developing a storyboard for their course. The workshop covers seven components of the 7Cs learning design framework and includes several hands-on activities for participants to work through.
The document discusses future scenarios for learning and education, focusing on addressing increasing complexity and harnessing emerging technologies. It describes a future where digital technologies are ubiquitous and seamlessly integrated into daily life and learning environments. It also discusses the need to focus more on competencies like problem solving, collaboration, and digital literacy rather than just knowledge acquisition. Examples of new learning approaches are provided, including open practices using OERs and MOOCs, flipped classrooms, and learner-centered pedagogies like heutagogy.
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Conole pe le_con_final
1. National
Teaching
Fellow 2012
Digital identity and
presence in the
social milieu
Gráinne Conole, University of Leicester
11th April 2013
PELeCON conference, Plymouth
Digital Landscapes:
meeting future challenges
3. Outline
• Digital landscapes
• A pedagogical meta-model
• Identity, presence and
interaction
• Learning design
• Future challenges
4. Multimedia resources
80s
93
The Internet and the Web
94
Learning objects
Learning Management Systems
95
Mobile devices
98
Learning Design
99
Gaming technologies
00
E-Learning timeline
01
Open Educational Resources
Social and participatory media
04
Virtual worlds
05
07
E-books and smart devices
08
Massive Open Online Courses
5. Digital landscapes
Open Distributed
Social Networked
Complex Dynamic
Participatory Distributed
http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/
6. 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
7. A pedagogical meta-model
Experience
Non Reflective
Individual Social
Reflective
Information Conole, et al., 2004
8. A pedagogical meta-model
Experience
Non Reflective
Individual Social
Reflective
Information Jarvis, 1972
9. A pedagogical meta-model
Experience
Non Reflective
Individual Social
Reflective
Information Dewey, 1916
10. A pedagogical meta-model
Experience
Non Reflective
Individual Social
Reflective
Information Laurillard, 2002
17. 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/
19. 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/
20. 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/
21. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Not fully exploited
Wealth of free Replicating bad pedagogy
resources and tools
Lack of time and skills
22. Multi-tasking
Digital literacy skills Judgment
Performance Collective
Intelligence
Simulation Transmedia
Navigation
Appropriation Networking
Play Negotiation
Distributed cognition Creativity
Jenkins et al., 2006
Lisa Marie Blaschke on fb http://edudemic.com/2013/04/important-21st-century-skills/
24. 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
25. 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
26. Course features
http://cloudworks.ac.uk/cloud/view/5950
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration
27. Theory based Practice based Cultural
Aesthetics
Professional
Principles
Political
Sustainable
International Serendipitous Community based
28. Inquiry based Problem based Case based
Dialogic
Collaborative
Pedagogical
approaches
Situative
Constructivist
Vicarious Didactic Authentic
29. Learning pathway Mentoring Peer support
Scaffolded
Step by step
Guidance &
Support
Study skills
Library support
Tutor directed Help desk Remedial support
32. Structured debate Flash debate Group project
Group
Peer critique
aggregation
Communication &
Collaboration
Group
presentation Group project
Question &
Pair debate For/Against debate
Answer
33. 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
34. 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
35. 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.
36. Consider
• Designing activities that foster
reflection Collaborate
• Mapping Learning Outcomes
LOs/Assessment
(LOs) to assessment Assessment
• Designing assessment Ped. Patterns
activities, including
– Diagnostic, formative, summativ
e assessment and peer
assessment
37. 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
38. 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-tivityRubric: http://tinyurl.com/SPEED-e5
39. Activity profile
• Types of learner activities
– Assimilative
– Information Handling
– Communication
– Production
– Experiential
– Adaptive
– Assessment
41. Consolidate
• Putting the completed design
into practice
Combine
– Implementation: in the
classroom, through a VLE or using Implementation
a 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
42. Future challenges
• Disaggregation
of Education
• Digital skills
and jobs gap
• Future of work
http://www.flickr.com/photos/mrsdkrebs/6400358699/
44. Resources
• Over ten years of the Open
Educational Resource (OER)
movement
• Hundreds of OER
repositories worldwide
• Presence on iTunesU
45. 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/
46. 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
47. OER community case studies
POERUP outputs
• 7 case studies • Data collection
– Futurelearn – Survey
– OER University – Interviews
– MOOC UVA • Methodology
– BC Campus – Social Network Analysis
– Wikiwijs to identify the nature of
– HwB the interactions and key
players
– Book in progress
48. Free
Distributed global community
Social inclusion
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
49. Learning pathways
• Guided pathways
through materials
• Can promote different
pedagogical
approaches
– Associative
– Constructivist
– Situative
– Connectivist
Collaborative Pedagogical Patterns
50. Support
• Computer assisted
• Peer support
• Tutor support
• Community support
• Mentoring
51. Accreditation
Peer to Peer University
www.p2pu.org/en/
OER University
wikieducator.org/OER_university/
Mozilla badges
http://openbadges.org/
52. Digital skills and jobs gap
http://ec.europa.eu/digital-agenda/en/grand-coalition-digital-jobs-0
53. 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
54. Conclusion
• Nature of
learning, teaching and
research is changing
• It’s about
– Harnessing new media
– Adopting open practices
• New business models
are emerging