2. About me…
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Irish but living in England
PhD in Chemistry
Two girls (15 and 18)
Professor of Learning
Innovation at the
University of Leicester
3. Institute of Learning Innovation
http://www.le.ac.uk/ili
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Research
Teaching
Supervision
Consultancy
Visiting scholars
Institutional advice
4. Areas of research
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Openness (OER, MOOCs, digital scholarship)
– POERUP, OER in Rwanda
Learning Design
– SPEED and METIS
Mobile learning
– eBooks and PLACES, iPads for reading strategies, podcasts
Virtual worlds
– SWIFT
Social media
– use for research
Learner experience/teacher practice
– use with teachers
Digital literacies and creativity
– PELECON
Technology-Enhanced Pedagogies
– Overview and SCENE
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6. Outline
• Disruptive technologies or
pedagogies?
• Why e-learning?
• E-learning timeline and back
to the future
• Emergent technologies
• Pedagogical approaches
• Learning Design
8. Why e-learning?
• For learning
– Potential to support interaction, communication
and collaboration
– Developing digital literacy skills
– Promoting different pedagogical approaches
– Fostering creativity and innovation
– Connecting students beyond the formal course
• For life
– Preparing students for an uncertain future
– Improving employability opportunities
– Increased importance of technology in society
9. The Internet and the Web
Learning objects
Learning Management Systems
Mobile devices
Learning Design
Gaming technologies
Open Educational Resources
80s
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Massive Open Online Courses
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E-books and smart devices
Virtual worlds
Social and participatory media
Multimedia resources
E-Learning timeline
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http://www.europarl.europa.eu/interp/rectorsconference2012/files_en/index2_en.html
10. A glimpse of the future…
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MOOCs
Tablet computing
Games and gamification
Learning analytics
3D-printing
Wearable technologies
http://tinyurl.com/horizon2013
21. E-Assessment
• Types: Diagnostic, Formative,
Summative
• Examples
– Computer-marked tests to assess
knowledge level
– Tutor feedback via email, comments
on blogs, annotation of essays
– Audio feedback
– E-portfolios to evidence learning
achieved
– Peer feedback
– Group presentations and marking
http://www.jisc.ac.uk/whatwedo/programmes/elearning/assessmentandfeedback.aspx
http://www.e-assessment.com/
22. From E- to ‘M-pedagogy’
Mayes & De Freitas, 2004
Conole 2010
E-training
Drill & practice
Flashlets App
Inquiry learning
Collective intelligence
Resource-based
Associative
Focus on individual
Learning through
association and
reinforcement
Constructivist
Building on prior
knowledge
Task-orientated
Springpad App
A
Solve
Outbreak App
Experiential,
Problem-based
Role play
Situative
Learning through
social interaction
Learning in context
Connectivist
Learning in a
networked
environment
Social media
& MOOCs
Reflective &
dialogic learning,
Personalised
learning
27. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Wealth of free
resources and tools
Not fully exploited
Replicating bad pedagogy
Lack of time and skills
29. Challenge
Creating learning experiences aligned to particular pedagogical approaches and learning objectives
Teaching Cycle
Educational Philosophy
All pedagogical approaches
All disciplines
Design
and Plan
Theories & Methodologies
Level of Granularity
Engage
with
students
Program
Module
A range based on assumptions
about the Learning Environment
Session
Learning Environment:
Characteristics & Values
External Agencies Institution
Educator Learner
Professional
Development
Reflection
Learning Activities
Core Concepts of Learning Design
Guidance
Representation
Sharing
Implementation
Tools
Resources
Learner Responses
Feedback
Assessment
Learner Analytics
Evaluation
30. 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
31. Conceptualise
• Vision for the course,
including:
– Why, who and what you want to
design
– The key principles and
pedagogical approaches
– The nature of the learners
Conceptualise
Course Features
6 design frames
Personas
39. Capture
• Finding and creating
interactive materials
– Undertaking a resource audit of
existing OER
– Planning for creation of
additional multimedia such as
interactive materials, podcasts
and videos
– Mechanism for enabling
learners to create their own
content
Capture
Resource Audit
Learner Generate
Content
40. Communicate
• Designing activities that foster
communication, such as:
– Looking at the affordances of
the use of different tools to
promote communication
– Designing for effective online
moderating
Communicate
Affordances
E-moderating
41. Collaborate
• Designing activities that foster
collaboration, such as:
– Looking at the affordances of
the use of different tools to
promote collaboration
– Using CSCL (collaborative)
Pedagogical Patterns such as
JIGSAW, Pyramid, etc.
Collaborate
Affordances
CSCL Ped.
Patterns
42. Consider
• Designing activities that foster
reflection
• Mapping Learning Outcomes
(LOs) to assessment
• Designing assessment
activities, including
– Diagnostic, formative,
summative assessment and
peer assessment
Collaborate
LOs/Assessment
Assessment
Ped. Patterns
43. Combine
• Combining the learning activities
into the following:
– Course View which provides a
holistic overview of the nature of
the course
– Activity profile showing the
amount of time learners are
spending on different types of
activities
– Storyboard: a temporal sequence
of activities mapped to resources
and tools
– Learning pathway: a temporal
sequence of the learning designs
Combine
Course View
Activity Profile
Storyboard
Learning Pathway
44. 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-tivity Rubric: http://tinyurl.com/SPEED-e5
45. Activity profile
• Types of learner activities
– Assimilative
– Information Handling
– Communication
– Production
– Experiential
– Adaptive
– Assessment
48. Consolidate
• Putting the completed design
into practice
– Implementation: in the classroom,
through a VLE or using a
specialised Learning Design tool
– Evaluation of the effectiveness of
the design
– Refinement based on the
evaluation findings
– Sharing with peers through social
media and specialised sites like
Cloudworks
Combine
Implementation
evaluation
Refinement
Sharing
60. Mapping m-Pedagogies to technologies
Pedagogies
Tech/app/platform
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Problem-Based Learning (PBL)
Inquiry-Based Learning (IBL)
Didactic (Did)
Reflection (Ref)
Dialogic Learning (Dial)
Collaboration (Collab)
Assessment (Ass)
Communities of Practice (CoP)
IBL – social
User-Generated Content (UGC)
‘Solve Outbreak’
iTunesUCourse, Futurelearn
E-Books, iTunesU, TEDTalks
Springpad, Tumblr
Facebook group or page
Google doc
Google forms quiz in context
Scoop.it, Group blog,
Twitter (FB, Google+)
Youtube, SoundCloud,
Instagram, Vine
61. Conclusion
• Nature of learning, teaching
and research is changing
• Changing roles
• Technology Enhanced
Learning spaces
• It’s about
– Harnessing new media
– Adopting open practices
• New business models are
emerging
63. References
• Conole, G. (2010) Review of pedagogical frameworks and models
and their use in e-learning,
http://cloudworks.ac.uk/cloud/view/2982.
• Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in
Higher Education.
• Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for
effective learning design." Computers and Education 43(1-2): 17-33.
• Dewey, J. (1916). Experience and Nature. New York, Dover.
• Jarvis, P. (2004). Adult education and lifelong learning. London,
RoutledgeFalmer.
• Laurillard, D. (2002). Rethinking university teaching, Routledge %@
0415256798, 9780415256797.
• Secker, J.(2011), http://www.slideshare.net/seckerj/informationliteracy-e-learning-and-the-changing-role-of-the-librarian
• Learning Design workshop resources http://tinyurl.com/LDworkshop
