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Conole plenary


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Conole plenary

  1. 1. Design-Based Research in TEL Gráinne Conole, Leicester University 23rdMay 2012 Plenary, JTEL Summer School Estoril, Portugal
  2. 2. Outline• The TEL landscape• Potential of new technologies• Digital literacies• Fostering open practices• Mapping pedagogies to technologies• The problem• Learning design• Design-Based Research• Conclusions
  3. 3. The TEL landscape Emergent technologies and affordances Theory and methodology E-pedagogies, strategies and learning design Resources, OER and Pedagogical PatternsEvaluations Jameson and De Freitas, 2012 Interventions
  4. 4.
  5. 5. Peer OpencritiquingUser Collectivegenerated aggregationcontentNetworked Personalised Social media revolution s/EvidenceNet/Conole_Alev The machine is us/ing us ou_2010.pdf
  6. 6. Technologies• Transforming everything we do• New forms of communication and collaboration• Multiple rich representations• Tools to find, create, manage, share• Networked, distributed, peer reviewed, open• Complex, dynamic and co- evolving
  7. 7. Gutenberg to Zuckerberg• Take the long view• The web is not the net• Disruption is a feature• Ecologies not economics• Complexity is the new reality• The network is now the computer• The web is evolving• Copyright or copywrong• Orwell (fear) or Huxley (pleasure)
  8. 8. The Internet of
  9. 9. Digital literacies: definition• Set of social practices and meaning making of digital tools (Lankshear and Knobel, 2008) Socio-cultural view of digital literacy.• Continuum from instrumental skills to productive competence and efficiency
  10. 10. Digital literacies Creativity Play Collective intelligence Performance Judgement Simulation Transmedia navigation Appropriation Networking Multitasking Negotiation Distributed cognition Jenkins, 2009
  11. 11. Fostering new open practicesOpen resources Open courses Open accreditationOpen scholarship Open research
  12. 12. Open resources
  13. 13. Open coursesMassiveOpenOnlineCourse
  14. 14. Open accreditationPeer to Peer University OER University
  15. 15. Open scholarship• Exploiting the digital network• New forms of dissemination and communication• Promoting reflective practice• Embracing the affordances of new technologies Weller, 2011 Weller:
  16. 16. Open research
  17. 17. Collective intelligence
  18. 18. Citation indicators
  19. 19. Mapping pedagogies to technologies Social InformationInformal Formal Experience Individual
  20. 20. Mapping e-Pedagogies to technologiesPedagogies Technologies• Problem-Based Learning (PBL) • Virtual Worlds (VW)• Inquiry-Based Learning (IBL) • Google• Didactic (Did) • E-Books• Reflection (Ref) • Blogs, e-Portfolios• Dialogic Learning (Dial) • Discussion Forums (DF)• Collaboration (Collab) • Wikis• Assessment (Ass) • MCQs• Communities of Practice (CoP) • Google+• IBL – social • Twitter• User-Generated Content (UGC) • Youtube
  21. 21. Social InformationInformal Formal Experience Individual
  22. 22. IBL/Twitter Social PBL/VWCoP/Google+ Dial/forumDial/Skype Collab/WikiInformal FormalRef/Blog Ref/e-PortfolioIBL/Google Did/e-BookUGC/YouTube Individual Ass/MCQs
  23. 23. Social InformationInformal Formal Experience Individual
  24. 24. Ref/Blog Experience PBL/VWCoP/Google+ Ref/e-PortfolioDial/Skype Dial/ForumInformal FormalIBL/Twitter Coll/WikiIBL/Google Did/e-BookUGC/YouTube Information Ass/MCQs
  25. 25. Mobile learning E-books Study calendars Learning resources Online modules Annotation tools Podcasting Communication mechanisms
  26. 26. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning acrossformal and informal settingsSharples, Scanlon et al.
  27. 27. Virtual genetics lab The SWIFT project
  28. 28. The problemSocial andparticipatory mediaoffer new ways tocommunicate andcollaborate Not fully exploitedWealth of free Replicating bad pedagogyresources and tools Lack of time and skills
  29. 29. Solution 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
  30. 30. Conceptualise What do we want to design, who for and why? 7Cs of learning Design framework Consolidate Evaluate and embed your design
  31. 31. Benefits• Guides design process• Makes design explicit• Enables sharing• Fosters repurposing• Highlights gaps• Representations for learners
  32. 32. Design-Based ResearchA systematic, but flexible methodology aimed toimprove educational practice through iterativeanalysis, design, development and implementation,based on collaboration between researchers andpractitioners inreal-world settings, and leading to contextually-sensitive design principles and theories. Wang and Hannafin, 2005
  33. 33. Benefits• Means of dealing with real learning contexts• Iterative: design, implementation, evaluation, refine• Gives rich insights into complex dynamics
  34. 34. Facets• Make assumptions and theoretical basesexplicit• Collect multiple types of data• Conduct ongoing data analysis• Invite multiple voices to critique• Have multiple accountability structures• Engage in dialectic among theory, design and extant literature Barab, 2006
  35. 35. DBR and Learning Design• Builds on theory & prior • Builds on ID, OER, Ped research Patterns 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
  36. 36. Problem and solution• Teachers want – Examples of good practices – Others to talk to• Solution – Social networking site – Best of web 2.0 – Iterative design and evaluation
  37. 37. Evolving: socio-technical co-evolution Content Event support, flash Open reviews, expert seeding debates, etc consultation, etc Socialinterventions Vision Virtual ethnography Technicalinterventions Beta release RSS feeds, activity Events listing, voting, streams etc favourites, etc
  38. 38. Design representations• Teachers want – Design guidance – Means to share and discuss designs• Solution – Design representations – Based on empirical evidence and theory
  39. 39. Implications• New forms of communication and collaboration• Rich multimedia representation• Blurring boundaries• More open practices• New business models• New digital literacies• Harnessing the global network
  40. 40. Conclusion• Co-evolving• Disruptive• Unpredictable• Complex• New opportunities• Social
  41. 41. Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer Chapters available on dropbox
  42. 42. References• Conole, G. (forthcoming), Designing for learning in an open world, New York: Springer• Conole, G. and Culver, J. (2010), The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs, Computers and Education, 54(3): 679 – 692• Jameson, J. and De Freitas, S. (2012), The e-learning reader• Jenkins, H. (2009), Confronting the challenges of participatory culture: Media education for the 21st century, Mit Pr.• Naughton, J. (2012), From Gutenberg to Zuckerberg, what you really need to know about the internet• Weller, M. (2011), The digital scholar - how technology is changing academic practice. London, Bloomsbury Academic